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• Rapid Expansion
• New forms of knowledge
• New delivery mechanisms
• Globalization
• Internationalization
• Policy Responses
Prepared for EWC Institute
on Higher Education
• Increased numbers from E.F.A. efforts
• Higher requirements from world of work
• Increasing social demand
• Diploma devaluation
• Six-fold increase: 13 M in 1960 to 82 M in 1995
• Further dramatic increase to 280 M by 2006 .
Enrolment in higher education in Asia and the
Pacific Region 1970-1990
0
1
2
3
4
5
6
7
8
9
1970 1975 1980 1985 1990
M
i
l
l
i
o
n
Southern
Asia
Eastern Asia
West Asia
South
eastern
Asia Asia
Oceania
Year
Enrollment in higher education in Asia and the
Pacific Region 1970-1990
1970
1975
1980
1985
1990
0
2
4
6
8
10
Southern Asia
Eastern Asia
West Asia
South eastern Asia
Oceania
Quantitative Expansion of H.E.
(GER%)
Country 1965 1975 1985 1995 2000
Korea, Rep. of 6 10 34 52 72
Australia 16 24 28 72 63
Japan 13 25 29 41 46
Singapore 10 9 12 34 n.a.
Thailand 2 4 20 20 32
Philippines 19 18 38 30 30
Malaysia 2 3 6 11 23
Indonesia 3 2 7 11 n.a.
Vietnam n.a. n.a. n.a. 4 10
China n.a. n.a. 2 5 7
India 5 9 9 7 n.a.
0 5 10 15 20 25
Asia
East Asia
South East Asia
South Asia
Oceania
1980
2000
Enrollment Ratio by Age-Group 18 - 23
Students in higher education per 100,000
inhabitants 1980 and 1992
0 1000 2000 3000 4000 5000
Korea. Rep of
New Zealand
Australia
Phillipine
Japan
Thailand
Malaysia
Nepal
India
Myanmar
Indonesia
Bangladesh
Pakistan
Vietnam
China
1992
1980
0
5
10
15
20
25
30
35
40
45
50
East Asia South East
Asia
South Asia Oceania
1980
2000
Female Participation (Third Level)
UNESCO Activities on HE
• UNESCO Global Forum on Higher Education, Research and Knowledge
• UNESCO-OECD Guidelines for Quality Provision in Cross-Border Higher Education
• UNESCO Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications in Higher Education.
• International Meeting on University Community and EFA
• Six-fold increase: 13 M in 1960 to 82 M in 1995
• Further dramatic increase to 300 M by 2006
• Implications
– Inability of governments to keep up
– Privatization
– Corporatization of public universities
– Equity concerns: scholarships, loans, taxation schemes
– Quality concerns: standards vs. local needs
.
Share of enrollment in private higher
education
0 10 20 30 40 50 60 70 80 90
Pakistan
Malaysia
Thailand
Bangladesh
India
Indonesia
Japan
Korea, Rep of
Philippines
Percent
Privatization
• Dangers to equity from fee-driven
institutions:
- economic class inequities
- geographical inequities
- discipline inequities
- quality inequities
• An alternative: public-private partnerships
16
Strategic Planning
Analysing the needs of the school
Judging the feasibility and acceptability of the activity/project/policy
Seeking alternative plans and contingency measures; thinking “outside the box”
Consultation as a means of soliciting support and co-ownership
Learning needs have changed; but curricula have not.
Danger of teaching for a world that may no longer exist.
Curriucula supply driven, not demand driven
Fundamental reorganization of programs not around academic disciplines but around global issues.
Delors: 4 pillars; currently the weakest of which is learning to live together (MINEDAP consensus)
Implications: pedagogy, technology, calendaring, teacher configurations, etc.
• The new learning society demands new configurations of knowledge
• New definitions of quality; accreditation
Assessing quality; the evolving nature of accreditation
Quality teaching – academic freedom, the challenges to the professoriate and tenure
Quality research – publications, research facilities, exchange programs
Quality service - outreach programs, service to community, service to larger society
20
Strategic Planning
Analysing the needs of the school
Judging the feasibility and acceptability of the activity/project/policy
Seeking alternative plans and contingency measures; thinking “outside the box”
Consultation as a means of soliciting support and co-ownership
Diversified mission, purposes, clientele
Different types – traditional and virtual universities, technical institutes, open learning institutes, autonomous universities, community colleges
Different types of HE providers – private providers of for-profit organizations, non-profit institutions, religious bodies, corporate subsidiaries, cross-border operations, people-founded universities, etc.
•Emergence of alternative knowledge providers.
•Need for closer collaboration with these.
•New mechanisms must suit new clientele.
22
Strategic Planning
Analysing the needs of the school
Judging the feasibility and acceptability of the activity/project/policy
Seeking alternative plans and contingency measures; thinking “outside the box”
Consultation as a means of soliciting support and co-ownership
Students and individuals have greater demands from a competitive, globalized, and still unfolding knowledge society.
Universities must cater to this learning society. Its clientele is no longer just early adults pre-work secondary school graduates; it must serve learning needs of individuals of all ages in a knowledge society.
Even in undergraduate degree programs, students are:
Older
More discriminating
Think and learn differently, ergo musts be taught differently
• Globalization of the economy
• Commodification of knowledge
• Increasing trade in education services
• Potential of ICT in knowledge dissemination
International standardization of expectations; league tables, national centers of excellence
Distance education – national and international
Other forms of cross border education: branchy campuses, twinning arrangements, joint degree programs, etc.
Government policy still in flux.
Students Abroad: Developing and
Industrialized Countries
54%
6%
1%
39%
Dev-ind
Dev-dev
Ind-dev
Ind-ind
0 100,000 200,000 300,000
Africa
Arab States
Latin
America
East Asia
South Asia
Foreign Students by Region of Origin
Official South-
south
Total
29
Strategic Planning
Analysing the needs of the school
Judging the feasibility and acceptability of the activity/project/policy
Seeking alternative plans and contingency measures; thinking “outside the box”
Consultation as a means of soliciting support and co-ownership
Student and faculty mobility increasing dramatically
Greater Mobility of labor: need for mutual recognition of degrees
Portability of degrees, protection of students and employers, coherence of recognition procedures, role of international associations and agencies
Cross-border education:
- the range of importers and exporters of cross-border education
- a rapidly growing phenomenon
• Student exchanges, brain drain
• International convention on recognition of
degrees
• Faculty exchanges, university partnerships
• Global and regional networks
• Information flows; intellectual property
right considerations; global human capital
Global Networks
• UNESCO: - UNITWIN and UNESCO Chairs - Ministerial meetings, conferences
• OECD
• Commonwealth Secretariat: - ACU
• International Association of Universities
• Association of University Presidents
DISTRIBUTION OF UNESCO CHAIRS BY DISCIPLINE Total 158 Chairs
As of 15 February 1995
11
18
42
20
12
14
11 414
12
Sustainable development Engineering and architectureEducation CommunicationEcology and environment Basic sciences and technologyHuman rights CultureMarine sciences Social sciences
UNESCO Chairs
• Australia - Tropical Architecture
• China - Plant Genetics; Rural Literacy; Industry
• India - Cultural Development
• Indonesia - Traditional Arts
• Iran - Biology
• Japan - Environment Management; Ocean Engineering; Scientific Literacy
• Pakistan - Distance Education
• Thailand - Rational Use of Drugs
• Vietnam - Environmental Education
Regional Networks
• UNESCO PROAP; U.N.U.
• SEAMEO; SAARC; EAGA; Mekong; etc.
• RIHED
• Asian Association of Universities
• ASAIHL
• APEC - HRD
• ASEM
Bilateral Modalities
• Branch campuses
• International studies programs
• Mutual centers of excellence
• Joint seminars, research projects
• Memoranda of understanding: twinning
• From administration to governance
• “Corporatization” of public universities; managerialism
• Accountability vs. autonomy
• Diversified formulas of financing
• Equity mechanisms
• Quality vs. access
• Policies governing cross-border education
• Rapid Expansion
• New forms of knowledge
• New delivery mechanisms
• Globalization
• Internationalization
• Policy Responses
Prepared for EWC Institute
on Higher Education
• HOW FAR SHOULD WE
DEMOCRATIZE?
- purpose of higher education
- absorptive capacity of economy
- meritocracy; standards; entrance exams
• Redefining roles of the university
• Fundamental reform in knowledge market
• Internal/external efficiency
• Redefining relations with:
- government, business, potential students
• Globalization, information technology
• Redefining discipline mix
Percentage of students by field of study (Third Level)- 1992
0% 20% 40% 60% 80% 100%
South East Asia
South Asia
East Asia
Oceania
Central Asia
Education Humanities Law & Soc SciencsNatural Sciences Medical Sciences
Student in higher education by major field of study
1992
0% 20% 40% 60% 80% 100%
Afghanistan
Australia
Bangladesh
China
Fiji
Hong Kong
India
Indonesia
Iran, Islamic Rep. of
Japan
Ex-USSR
Korea, Rep of
Lao P. D. R
Malaysia
Nepal
New Zealand
Philippines
Sri Lanka
Thailand
Turkey
Education Humanities Law and Soc Sci Natural Sci, eng, agri Med Sci
Percentage of students by field of study by gender (South East Asia)- 1992
0 20 40 60 80 100
%
Education
Humanities
Law & Soc. Sciences
Natural Sciences
Medical Sciences
Female
Male
Percentage of students by field of study by gender (South Asia)- 1992
0 20 40 60 80 100
%
Education
Humanities
Law & Soc. Sciences
Natural Sciences
Medical Sciences
Female
Male
Percentage of students by field of study by gender (East Asia)- 1992
0 20 40 60 80 100
%
Education
Humanities
Law & Soc. Sciences
Natural Sciences
Medical Sciences
Female
Male
• Redefining roles of the university
• Fundamental reform in knowledge market
- Internal/external efficiency
• Redefining relations with:
- government, business, potential students
• Globalization, information technology
• Redefining discipline mix
• Privatization
• Financing: corporatization, cost recovery
• Administration vs. governance
• Academic freedom; university autonomy
• Management techniques: simulation
models, PPBS, participatory management
• New Modalities:
- open schooling - Dualtech
- distance education - lifelong learning
Distribution of UNESCO Chairs by Region
0 10 20 30 40 50
Asia-Pacific
Latin Amer.
E.Europe
W.Eur/N.Am.
Africa
Arab States
Total
Contemplated
Established
UNESCO-CRC
UNITWIN on
Higer Ed. in Central
Asian Republics
UNITWIN on DE for
TT in Disadvantaged
Conditions
UNITWIN on the
Making of Social
History, Seven
farmers in Asia
UNESCO Chair in
Traditional Arts
UNITWIN on DE for
Development in
South Asia
UNITWIN on DE for
Development in
Greater Mekong
Subregion
UNITWIN and UNESCO Chairs to be
established in 1996 - 1997
• Sixfold increase: 13 M in 1960 to 82 M in 1995
• Increased numbers from E.F.A. efforts
• Globalization and changing marketplace
• Higher employment requirements
• Lobbies from ruling elite
• Public and private returns
• Democratization and empowerment: How far should we democratize?
The Inevitable Impact of a Fast
Changing Society and Globalization
- Knowledge has changed.
- Higher learning and knowledge no longer monopoly of universities.
- Society’s knowledge needs have changed.
- The clientele of higher education is changing, and growing.
- Higher education is internationalizing dramatically in many ways.
EWC Conference for administrators
54
Strategic Planning
Analysing the needs of the school
Judging the feasibility and acceptability of the activity/project/policy
Seeking alternative plans and contingency measures; thinking “outside the box”
Consultation as a means of soliciting support and co-ownership
A historical overview of universities reveals its traditional functions: create, transmit, and preserve knowledge.
Those functions have taken many forms over time, as political, social and economic demands change.
Today’s changes are so fast that universities have great difficulties in re-shaping these traditional functions.
The Inevitable Impact of a Fast
Changing Society and Globalization
- Knowledge has changed.
- Higher learning and knowledge no longer monopoly of universities.
- Society’s knowledge needs have changed.
- The clientele of higher education is changing, and growing.
- Higher education is internationalizing dramatically in many ways.
EWC Conference for administrators
The Inevitable Impact of a Fast
Changing Society and Globalization
- Knowledge has changed.
- Higher learning and knowledge no longer monopoly of universities.
- Society’s knowledge needs have changed.
- The clientele of higher education is changing, and growing.
- Higher education is internationalizing dramatically in many ways.
EWC Conference for administrators
57
Strategic Planning
Analysing the needs of the school
Judging the feasibility and acceptability of the activity/project/policy
Seeking alternative plans and contingency measures; thinking “outside the box”
Consultation as a means of soliciting support and co-ownership
Students and individuals have greater demands from a competitive, globalized, and still unfolding knowledge society.
Universities must cater to this learning society. Its clientele is no longer just early adults pre-work secondary school graduates; it must serve learning needs of individuals of all ages in a knowlege society.
Even in undergraduate degree programs, students are:
Older
More discriminating
Think and learn differently, ergo musts be taught differently
Turning up in greater and greater numbers
58
Strategic Planning
Analysing the needs of the school
Judging the feasibility and acceptability of the activity/project/policy
Seeking alternative plans and contingency measures; thinking “outside the box”
Consultation as a means of soliciting support and co-ownership
Quantitative Expansion of H.E.
(GER%) Country 1965 1975 1985 1995 2000
Korea, Rep. of 6 10 34 52 72
Australia 16 24 28 72 63
Japan 13 25 29 41 46
Singapore 10 9 12 34 n.a.
Thailand 2 4 20 20 32
Philippines 19 18 38 30 30
Malaysia 2 3 6 11 23
Indonesia 3 2 7 11 n.a.
Vietnam n.a. n.a. n.a. 4 10
China n.a. n.a. 2 5 7
India 5 9 9 7 n.a.
59
Strategic Planning
Analysing the needs of the school
Judging the feasibility and acceptability of the activity/project/policy
Seeking alternative plans and contingency measures; thinking “outside the box”
Consultation as a means of soliciting support and co-ownership
Chart of statistics, c/o David
Implications
Corporitization, privatization
Equity concerns: loans, scholarships, taxes
Equity, market distortions
Global standards vs. national capacities
Government policy ambiguities
The Inevitable Impact of a Fast
Changing Society and Globalization
- Knowledge has changed.
- Higher learning and knowledge no longer monopoly of universities.
Society’s knowledge needs have changed.
- The clientele of higher education is changing, and growing.
- Higher education is internationalizing dramatically in many ways.
EWC Conference for administrators
1
HI GHER EDUCATI ON I N ASI A-
PACI FI C:TRENDS AND I SSUES
SHELDON SHAEFFER, UNESCO Bangkok, email: [email protected]
GLOBAL TRENDS OF HE
• Massification of HE
• Bureaucratisation of HE
• Marketisation of HE
• Diversification of HE
• Internationalisation of HE
Restructuring of HE
• Rapid expansion of HE
• Diversified sources of funding
• Changes in university governance and management
• Emergence of cross-border education
Role of UNESCO
• Supporting efforts of member countries
• Facilitating increased collaboration and networking
• Advocating well thought-out responses to changes
• Building capacity • Supporting research
Trend II:
Bureaucratisation of HE
Growing bureaucratisation and standardisation But bigger and more complex HEIs
require more decentralised management
Corporate managerialism for greater entrepreneurship and for income generation
Concerns over efficiency, productivity and accountability
Autonomy-Accountability trade-off
Common Features
• University heads as CEOs
• Increased power of central administration
• Pressure to generate revenues
• Internal and external quality control from
• Delinkage from civil service
Trend IV:
Diversification of HE
Diversification of funding:
• Policy of corporatisation
• Cost-recovery – tuition fees
• Off-shore programmes
• Overseas campuses
• Foreign students
Trend V: Internationalisation
of HE
• Increased mobility of students, staff, programmes and institutions
• Demand for foreign education
• HE as trade services
• More importers and exporters of cross-border
Major Issues and Challenges
• Funding and resources for continued expansion
• Pressure for more and better HE – the quantity and quality dilemma
• Increasing role of ICT
• Pressures for mutual recognition in qualifications
• Responses to GATS
UNESCO Bangkok Activities
(2004 - 2005)
• Revision of the Asia-Pacific Regional Convention on the Mutual Recognition of Academic Qualifications
• Developing a HE Open and Distance Learning Knowledge Base portal and capacity building for ODL
• Situation analysis of HE in Southeast Asia
• Regional survey of innovative and best practices in Open and Distance Learning
• Research on globalization’s impact on HE
• Research on performance indicators on
Quantitative Expansion of
H.E. (GER%) Country 1965 1975 1985 1995 2000
Korea, Rep. of 6 10 34 52 72
Australia 16 24 28 72 63
Japan 13 25 29 41 46
Singapore 10 9 12 34 n.a.
Thailand 2 4 20 20 32
Philippines 19 18 38 30 30
Malaysia 2 3 6 11 23
Indonesia 3 2 7 11 n.a.
Vietnam n.a. n.a. n.a. 4 10
China n.a. n.a. 2 5