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Forum: Reforms in Higher Education Bogota, 5-6 April 2011 Mihaylo Milovanovitch OECD Directorate for Education Programme for Co-operation with Non-Member Economies

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Forum: Reforms in Higher Education

Bogota, 5-6 April 2011

Mihaylo MilovanovitchOECD Directorate for EducationProgramme for Co-operation with Non-MemberEconomies

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34 OECD MembersAustralia (1971) Hungary (1996) Poland (1996)

Austria (1961) Iceland (1961) Portugal (1961)

Belgium (1961) Ireland (1961) Slovak Republic (2000)

Canada (1961) Israel (2010) Slovenia (2010)

Chile (2010) Italy (1961) Spain (1961)

Czech Republic (1995) Japan (1964) Sweden (1961)

Denmark (1961) Korea (1996) Switzerland (1961)

Estonia (2010) Luxemburg (1961) Turkey (1961)

Finland (1969) Mexico (1994) United Kingdom (1961)

France (1961) Netherlands (1961) United States of America (1961)

Germany (1961) New Zealand (1973)

Greece (1961) Norway (1961)

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Policy Areas

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OECD Directorate for Education

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Annual public expenditure per student in higher education relative to that in pre-tertiary education,

1995 and 2004

Source: OECD

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Change in number of students and total per student expenditures from 1995 to 2004

(Index of change 1995 = 100)

Source: OECD

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Projected Tertiary Enrolments in 2025 under Recent Trends (2005=100)

OECD (2008): Higher Education 2030, Vol. 1 Demography

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Impact

• Growth of private higher education

• Diversification of sources of funding

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Evolution of share of private HE enrollments 1970-2006

Source: OECD (2009)

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Diversification of funding

Salmi and Hauptman (2006) in OECD: Higher Education 2030, Vol. 2 Globalisation

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Funding and quality

• Link between budget and performance

• Quality assurance systems

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Funding and quality

No performance criteria

Performance-based criteria

Negotiated allocations

Competition for funding

Mostly developing countries;Vouchers

EnglandDenmarkNetherlandsSouth AfricaNorwayAustriaChile

Research funding (e.g. innovation funds in Indonesia and Chile);Voucher grant system inCentral Asia

Need-based grants

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Typology of quality assuranceapproaches in the OECD area

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Elements of success?

• Transparency

• Ownership and autonomy

• Institutional and course level assessment

• Combination of accreditation with

assessment/audit

• Consensus on quality standards

• Follow-up mechanisms

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The OECD peer review cycle

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¡Gracias!

[email protected]

www.oecd.org/edu/nme