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Tertiary Education and Economic Growth: The Bank Strategy
Brazil HD Team Seminar7 February 2006
the future of tertiary education?
outline of the presentation...
main messagesfit with overall Bank strategyrole of the World Bank
main message # 1
social and economic progress is achieved principally through the advancement and application of knowledge
World Development Report 1998/99
knowledge is a key factor in the difference between poverty and wealth
0
2
4
6
8
1958
1962
1966
1970
1974
1978
1982
1986
1990
Rep. of Korea
Ghana
GDP Thousands of 1985 US dollars
Difference attributed to knowledge
Difference due to physical and human capital
Korea vs. GhanaKorea1950s: growth of public tertiary education with tuition fees1960s: government financial incentives to promote private tertiary sector growth1970s and 80s: development of science and engineering programs1990s: emphasis on quality assurance, R&D, accountability, performance-based funding
Ghana vs. KoreaGhana1950s 1970sslow growth of free public tertiary education1980s: initiation of reforms: quality, financial sustainability, expansion of public tertiary education1990s: weak application of reform programs
Korea vs. Ghana
evolution 1960-2000enrollment rateKorea: 5% to 80%Ghana: remained at 2%
private sector enrollmentKorea: 75% of total Ghana: 6% of total
public expenditure per studentKorea: increase from $2.700 to $4.500 Ghana: decrease from $1.200 to $850
tertiary education linkages with economy and labor marketKorea: strongGhana: weak
main message # 2
to increase national productivity, tertiary education is necessary:
to create, disseminate and apply knowledge
to achieve the MDGs
to build local capacities
Tsunami26 December 2004
disaster preparednesssismology
vulcanology
climatology (floods, tsunamis, droughts, etc.)
understanding of global issues
main message #3
tertiary education systems in most developing and transition countries are not adequately prepared to play these roles of knowledge acquisition and capacity building
long-standing challenges
financially sustainable expansionequity in accessquality and relevancegovernance and management
new challenges
new education and training needsincreased competition and emergence of new providers (borderless education)potential of new information & communication technologies
changing education and training needshigher skill levels
FemaleMale relative earning gaps are increasing
Males
-221636
-154036
-14737
-46038
-124541
-12543
-182950
-132053
-282457
-201660
-191464
-257778
-122979
-405090
-729100
-3125102
-19105152
% index260
100 40
Below upper secondary
Tertiary-type B
Tertiary-type A and advanced research
Females
-39015
-101425
-164536
-191846
-273148
-203258
-93458
-261659
-311860
-253763
-42-570
-301570
-282772
-12476
-234380
-332683
-373388
-3042106
100
Source: Table A14.1 in OECD 2003
200
40
Below upper secondary
Tertiary-type B
Tertiary-type A and advanced research
Figure 1. Relative Earnings with Income from Employment (2001)-Femalesby level of educational attainment and gender for 25 to 64-year-olds (upper secondary education=100)
Sheet1
Table A14.1
Relative earnings of the population with income from employment by level of educational attainment and gender for 25 to 64-year-olds and 30 to 44-year-olds (upper secondary education =100)
Below upper secondaryPost-secondary nontertiaryTertiary-type BTertiary-type A and advanced researchAll tertiary educationBelow upper secondaryTertiary-type BTertiary-type A and advanced researchAll tertiary education
25-6430-4425-6430-4425-6430-4425-6430-4425-6430-4425-6425-6425-6425-64
(1)(2)(3)(4)(5)(6)(7)(8)(9)-10
Italy1998Females6156mm0x(8)115114115114-39n/a15-15
Denmark2000Females908992109114112125122123121-101425-23
Norway2000Females8488121118145151136138137139-164536-37
Australia1999M+F8179112118118118146146136136-191846-36
Netherlands1997Females7373120124131136148154146152-273148-46
France1999Females8081133108132139158165145152-203258-45
Australia1999Females9189116113134132158158150148-93458-50
Germany2000Females7473128127116118159158141142-261659-41
Korea1998Females6975mm118138160181141164-311860-41
Switzerland2002Females7576122124137146163171154162-253763-54
Ireland1998Females585980829581170166140133-42-570-40
Canada1999Females70679889115115170184139144-301570-39
Czech Republic1999Females7275aa127124172176170174-282772-70
Finland1999Females9996mm124123176172145141-12476-45
Hungary2001Females7780128124143128180174179174-234380-79
United States2002Females6766120123126129183189176180-332683-76
Portugal2000Females6358mm133139188206170185-373388-70
United Kingdom2002Females7074mm142133206216183183-3042106-83
Denmark2000M+F8785100106110111127123124121-131027-24
Italy1998M+F5857mm0x(8)127126127126-42n/a27-27
Norway2001M+F8590124120155155132133135135-155532-35
Netherlands1997M+F8584121119139131144139144138-153944-44
Korea1998M+F7880mm106113147142135134-22647-35
Ireland1998M+F77796968108114153153138137-23853-38
Canada1999M+F8079102100113113163167136137-201363-36
Germany2000M+F7680115114117116165163145143-241765-45
Switzerland2003M+F7979114116147150167165159159-214767-59
France1999M+F8484130112125133169174150155-162569-50
United Kingdom2003M+F6768mm128124174181159161-332874-59
Czech Republic1999M+F6870aa151151180182179181-325180-79
Finland1999M+F9694mm120115190179153144-42090-53
Portugal2001M+F6258mm141146192202178187-384192-78
United States2003M+F7069121122123122195192186183-302395-86
Hungary2001M+F7778131126164144210203210202-2364110-110
Ireland1998Males78838055116125136142130135-221636-30
Norway1999Males8589118116140143136138136138-154036-36
Denmark2000Males86839194107107137134131128-14737-31
Italy1998Males5455mm0x(8)138142138142-46n/a38-38
Netherlands1997Males8886126121145130141133142132-124541-42
Korea1998Males8890mm105109143136132129-12543-32
Switzerland2001Males8282113109129130150146141139-182950-41
Australia1999Males8785111116120122153152141142-132053-41
United Kingdom2001Males7267mm124126157162147151-282457-47
Canada1999Males8078102101116117160159138137-201660-38
Germany2000Males8188114117114112164163143141-191464-43
Czech Republic1999Males7577aa177182178176178177-257778-78
France1999Males8886130118129137179182159163-122979-59
Portugal1999Males6057mm150155190194180185-405090-80
Finland1999Males9390mm129125200188167159-729100-67
United States2001Males6969123125125125202199193190-3125102-93
Hungary2001Males8181140137205182252253252253-19105152-152
Sheet2
Sheet3
Sheet4
Sheet5
Sheet6
Males
-221636
-154036
-14737
-46038
-124541
-12543
-182950
-132053
-282457
-201660
-191464
-257778
-122979
-405090
-729100
-3125102
-19105152
% index260
100
40
Source: Table A14.1 in OECD 2003
Below upper secondary
Tertiary-type B
Tertiary-type A and advanced research
Figure 1. Relative Earnings with Income from Employment (2001)-Malesby level of educational attainment and gender for 25 to 64-year-olds (upper secondary education=100)
Females
-39015
-101425
-164536
-191846
-273148
-203258
-93458
-261659
-311860
-253763
-42-570
-301570
-282772
-12476
-234380
-332683
-373388
-3042106
% index220
100
40
Source: Table A14.1 in OECD 2003
Below upper secondary
Tertiary-type B
Tertiary-type A and advanced research
Sheet1
Table A14.1
Relative earnings of the population with income from employment by level of educational attainment and gender for 25 to 64-year-olds and 30 to 44-year-olds (upper secondary education =100)
Below upper secondaryPost-secondary nontertiaryTertiary-type BTertiary-type A and advanced researchAll tertiary educationBelow upper secondaryTertiary-type BTertiary-type A and advanced researchAll tertiary education
25-6430-4425-6430-4425-6430-4425-6430-4425-6430-4425-6425-6425-6425-64
(1)(2)(3)(4)(5)(6)(7)(8)(9)-10
Italy1998Females6156mm0x(8)115114115114-39n/a15-15
Denmark2000Females908992109114112125122123121-101425-23
Norway2000Females8488121118145151136138137139-164536-37
Australia1999M+F8179112118118118146146136136-191846-36
Netherlands1997Females7373120124131136148154146152-273148-46
France1999Females8081133108132139158165145152-203258-45
Australia1999Females9189116113134132158158150148-93458-50
Germany2000Females7473128127116118159158141142-261659-41
Korea1998Females6975mm118138160181141164-311860-41
Switzerland2002Females7576122124137146163171154162-253763-54
Ireland1998Females585980829581170166140133-42-570-40
Canada1999Females70679889115115170184139144-301570-39
Czech Republic1999Females7275aa127124172176170174-282772-70
Finland1999Females9996mm124123176172145141-12476-45
Hungary2001Females7780128124143128180174179174-234380-79
United States2002Females6766120123126129183189176180-332683-76
Portugal2000Females6358mm133139188206170185-373388-70
United Kingdom2002Females7074mm142133206216183183-3042106-83
Denmark2000M+F8785100106110111127123124121-131027-24
Italy1998M+F5857mm0x(8)127126127126-42n/a27-27
Norway2001M+F8590124120155155132133135135-155532-35
Netherlands1997M+F8584121119139131144139144138-153944-44
Korea1998M+F7880mm106113147142135134-22647-35
Ireland1998M+F77796968108114153153138137-23853-38
Canada1999M+F8079102100113113163167136137-201363-36
Germany2000M+F7680115114117116165163145143-241765-45
Switzerland2003M+F7979114116147150167165159159-214767-59
France1999M+F8484130112125133169174150155-162569-50
United Kingdom2003M+F6768mm128124174181159161-332874-59
Czech Republic1999M+F6870aa151151180182179181-325180-79
Finland1999M+F9694mm120115190179153144-42090-53
Portugal2001M+F6258mm141146192202178187-384192-78
United States2003M+F7069121122123122195192186183-302395-86
Hungary2001M+F7778131126164144210203210202-2364110-110
Ireland1998Males78838055116125136142130135-221636-30
Norway1999Males8589118116140143136138136138-154036-36
Denmark2000Males86839194107107137134131128-14737-31
Italy1998Males5455mm0x(8)138142138142-46n/a38-38
Netherlands1997Males8886126121145130141133142132-124541-42
Korea1998Males8890mm105109143136132129-12543-32
Switzerland2001Males8282113109129130150146141139-182950-41
Australia1999Males8785111116120122153152141142-132053-41
United Kingdom2001Males7267mm124126157162147151-282457-47
Canada1999Males8078102101116117160159138137-201660-38
Germany2000Males8188114117114112164163143141-191464-43
Czech Republic1999Males7577aa177182178176178177-257778-78
France1999Males8886130118129137179182159163-122979-59
Portugal1999Males6057mm150155190194180185-405090-80
Finland1999Males9390mm129125200188167159-729100-67
United States2001Males6969123125125125202199193190-3125102-93
Hungary2001Males8181140137205182252253252253-19105152-152
Sheet2
Sheet3
Sheet4
Sheet5
Sheet6
changing education and training needshigher skill levels
flexibility to adapt to change
changes in job task-skill demands in the USA (1960 1998)
Source: Autor, Levy, and Murnane (2003) The Skill Content of Recent Technological Change: An Empirical Exploration, Quarterly Journal of Economics.
Chart1
00000
21.40.80-1
42.71.7-0.2-2
6.64.11.1-1.8-3.2
9.25.80.2-3.3-4.5
11.87.3-1.4-5.9-5
13.48.3-2.7-7.7-5.5
Expert Thinking
ComplexCommunication
Routine Manual
Routine Cognitive
Non-Routine Manual
Expert Thinking
Complex Communication
Routine Manual
Routine Cognitive
Non-Routine Manual
Percentile Change
Sheet1
1969197419791984198919941998
Expert Thinking0246.69.211.813.4
Complex Communication01.42.74.15.87.38.3
Routine Manual00.81.71.10.2-1.4-2.7
Routine Cognitive00-0.2-1.8-3.3-5.9-7.7
Non-Routine Manual0-1-2-3.2-4.5-5-5.5
Sheet2
Sheet3
Sheet4
Sheet5
Sheet6
PISA results for selected countriesOECD Average
Chart7
12.48262629824.88503762226.8736539926.0279666813.5378560488.0999450405
36.79381405452.0200914250.00062603763.25039954743.9983574521.6998325525
67.69781940379.56703689175.23959665590.56583409178.33716723844.5624607245
88.5457667395.19228968491.75666499398.789980308295.37667787371.7980725805
96.226981218699.528136861998.0793625199.946177233399.517271448291.8841354775
99.999999999799.9999999998100.0000000006100.000000000299.9999999999100.0000000001
Turkey
Mexico
Brazil
Indonesia
Thailand
OECD total
PISA Proficiency Level
Cumulative % of Learners
old_graph
updated_graph
Table 6.1
Percentage of students at each level of proficiency on the reading scale
CountryProficiency levels
Below Level 1(below 335 score points)Level 1(from 335 to 407 score points)Level 2(from 408 to 480 score points)Level 3(from 481 to 552 score points)Level 4(from 553 to 625 score points)Level 5(above 625 score points)
%%%%%%
Mexico24.927.127.515.64.30.5
Turkey12.524.330.920.87.73.8
Brazil26.923.125.216.56.31.9
Indonesia26.037.227.38.21.20.1
Thailand13.530.534.317.04.10.5
OECD total8.113.622.927.220.18.1
CountryCumilative Proficiency Levels
changing education and training needshigher skill levels
flexibility to adapt to change
need for continuing education
from innocence
to wisdom
South Korea and Brazil
19601980200080%3%17%49%42%9%18%55%26%
Chart8
40-40
8.7-8.7
1.3-1.3
20.8-20.8
24.6-24.6
4.6-4.6
9.2-9.2
27.6-27.6
13.15-13.15
DATA_15
IndiaKoreaArgentina
Primary48.4-48.4Primary40-40Primary41-41
Secondary1.4-1.4Secondary8.7-8.7Secondary7.4-7.4
Tertiary0.15-0.15Tertiary1.3-1.3Tertiary1.6-1.6
Primary39.6-39.6Primary20.8-20.8Primary33.55-33.55
Secondary9.25-9.25Secondary24.6-24.6Secondary13.1-13.1
Tertiary1.2-1.2Tertiary4.6-4.6Tertiary3.35-3.35
Primary36.05-36.05Primary9.2-9.2Primary24.4-24.4
Secondary11.9-11.9Secondary27.6-27.6Secondary15.55-15.55
Tertiary2.05-2.05Tertiary13.15-13.15Tertiary10.05-10.05
PakistanMalaysiaBarbados
Primary48.35-48.35Primary44.15-44.15Primary41.6-41.6
Secondary1.55-1.55Secondary5.05-5.05Secondary8.1-8.1
Tertiary0.15-0.15Tertiary0.75-0.75Tertiary0.3-0.3
Primary42.3-42.3Primary36.4-36.4Primary31.75-31.75
Secondary6.85-6.85Secondary12.55-12.55Secondary16.15-16.15
Tertiary0.85-0.85Tertiary1-1Tertiary2.1-2.1
Primary36.4-36.4Primary29.3-29.3Primary22.15-22.15
Secondary12.45-12.45Secondary18.1-18.1Secondary21.65-21.65
Tertiary1.15-1.15Tertiary2.6-2.6Tertiary6.15-6.15
BangladeshPhilippinesBelize
Primary48.15-48.15Primary39.6-39.6Primary39.6-39.6
Secondary1.65-1.65Secondary7.25-7.25Secondary9.6-9.6
Tertiary0.2-0.2Tertiary3.15-3.15Tertiary0.8-0.8
Primary42.2-42.2Primary28.9-28.9Primary35.3-35.3
Secondary7.25-7.25Secondary13-13Secondary11-11
Tertiary0.55-0.55Tertiary8.1-8.1Tertiary3.2-3.2
Primary41.5-41.5Primary18.1-18.1Primary00
Secondary7-7Secondary20.3-20.3Secondary00
Tertiary1.5-1.5Tertiary11.6-11.6Tertiary00
IndonesiaSingaporeBolivia
Primary48.3-48.3Primary33.75-33.75Primary28.95-28.95
Secondary1.7-1.7Secondary16.25-16.25Secondary19.85-19.85
Tertiary0.05-0.05Tertiary00Tertiary1.2-1.2
Primary43.5-43.5Primary29.25-29.25Primary35.95-35.95
Secondary6.2-6.2Secondary18.85-18.85Secondary11.15-11.15
Tertiary0.3-0.3Tertiary1.95-1.95Tertiary2.9-2.9
Primary33.8-33.8Primary27.7-27.7Primary36.1-36.1
Secondary13.9-13.9Secondary17.3-17.3Secondary7.4-7.4
Tertiary2.25-2.25Tertiary5-5Tertiary6.5-6.5
Hong KongFinlandBrazil
Primary37.4-37.4Primary44.05-44.05Primary41.95-41.95
Secondary10.5-10.5Secondary3.8-3.8Secondary7.15-7.15
Tertiary2.15-2.15Tertiary2.1-2.1Tertiary0.9-0.9
Primary25.15-25.15Primary32.9-32.9Primary43.25-43.25
Secondary21.5-21.5Secondary11.75-11.75Secondary4.65-4.65
Tertiary3.3-3.3Tertiary5.4-5.4Tertiary2.15-2.15
Primary18.25-18.25Primary15.05-15.05Primary39.1-39.1
Secondary25.1-25.1Secondary23.8-23.8Secondary7.2-7.2
Tertiary6.65-6.65Tertiary11.15-11.15Tertiary3.75-3.75
FranceGermany, WestChile
Primary38.05-38.05Primary18.7-18.7Primary36.75-36.75
Secondary10.9-10.9Secondary30.5-30.5Secondary12.3-12.3
Tertiary1.05-1.05Tertiary0.75-0.75Tertiary0.95-0.95
Primary28.75-28.75Primary16.95-16.95Primary29.7-29.7
Secondary17.4-17.4Secondary30.2-30.2Secondary16.75-16.75
Tertiary3.85-3.85Tertiary2.85-2.85Tertiary3.55-3.55
Primary23.5-23.5Primary11.25-11.25Primary25.7-25.7
Secondary17.85-17.85Secondary30.7-30.7Secondary17.05-17.05
Tertiary8.65-8.65Tertiary8.05-8.05Tertiary7.25-7.25
ItalyJapanColombia
Primary40.8-40.8Primary24.8-24.8Primary42.1-42.1
Secondary8.3-8.3Secondary22.4-22.4Secondary7-7
Tertiary0.9-0.9Tertiary2.8-2.8Tertiary0.9-0.9
Primary28.5-28.5Primary19.45-19.45Primary36.45-36.45
Secondary19.85-19.85Secondary22.75-22.75Secondary11.35-11.35
Tertiary1.65-1.65Tertiary7.8-7.8Tertiary2.2-2.2
Primary23.6-23.6Primary13.85-13.85Primary31.55-31.55
Secondary19.35-19.35Secondary25.05-25.05Secondary13.6-13.6
Tertiary7.1-7.1Tertiary11.1-11.1Tertiary4.9-4.9
PolandNetherlandsCosta Rica
Primary37.8-37.8Primary43.6-43.6Primary43.75-43.75
Secondary10.65-10.65Secondary5.9-5.9Secondary5.05-5.05
Tertiary1.6-1.6Tertiary0.55-0.55Tertiary1.2-1.2
Primary28.05-28.05Primary18.05-18.05Primary36.75-36.75
Secondary19.7-19.7Secondary26.6-26.6Secondary9.05-9.05
Tertiary2.25-2.25Tertiary5.35-5.35Tertiary4.15-4.15
Primary18-18Primary14.6-14.6Primary33.2-33.2
Secondary26.85-26.85Secondary24.55-24.55Secondary7.85-7.85
Tertiary5.1-5.1Tertiary10.85-10.85Tertiary8.9-8.9
RomaniaSwedenDominica
Primary36.7-36.7Primary24.75-24.75Primary46.5-46.5
Secondary12.25-12.25Secondary22.05-22.05Secondary3.2-3.2
Tertiary1-1Tertiary3.2-3.2Tertiary0.25-0.25
Primary22.95-22.95Primary19-19Primary45.05-45.05
Secondary24.7-24.7Secondary23.3-23.3Secondary4.55-4.55
Tertiary2.3-2.3Tertiary7.7-7.7Tertiary0.4-0.4
Primary12.4-12.4Primary8.4-8.4Primary40.9-40.9
Secondary34-34Secondary30.7-30.7Secondary8.3-8.3
Tertiary3.65-3.65Tertiary10.85-10.85Tertiary0.75-0.75
NorwayUnited KingdomDominican Rep.
Primary37.85-37.85Primary33.65-33.65Primary48-48
Secondary11.35-11.35Secondary15.6-15.6Secondary1.6-1.6
Tertiary0.8-0.8Tertiary0.75-0.75Tertiary0.35-0.35
Primary21-21Primary24.9-24.9Primary38.5-38.5
Secondary23.55-23.55Secondary19.95-19.95Secondary9.05-9.05
Tertiary5.45-5.45Tertiary5.15-5.15Tertiary2.45-2.45
Primary5.05-5.05Primary19.35-19.35Primary34.85-34.85
Secondary33.1-33.1Secondary20.85-20.85Secondary8.05-8.05
Tertiary11.85-11.85Tertiary9.8-9.8Tertiary7.1-7.1
SpainUnited StatesEcuador
Primary47.45-47.45Primary19.4-19.4Primary44.8-44.8
Secondary1.05-1.05Secondary23.35-23.35Secondary4.6-4.6
Tertiary1.5-1.5Tertiary7.25-7.25Tertiary0.65-0.65
Primary33.1-33.1Primary3-3Primary33.9-33.9
Secondary12.9-12.9Secondary33.1-33.1Secondary12.5-12.5
Tertiary4-4Tertiary14.05-14.05Tertiary3.6-3.6
Primary24-24Primary4.5-4.5Primary30.55-30.55
Secondary18-18Secondary21.45-21.45Secondary11.9-11.9
Tertiary8-8Tertiary24.05-24.05Tertiary7.55-7.55
ZimbabweUruguayEl Salvador
Primary48.7-48.7Primary37.15-37.15Primary46.7-46.7
Secondary0.95-0.95Secondary10.5-10.5Secondary3.1-3.1
Tertiary0.3-0.3Tertiary2.35-2.35Tertiary0.2-0.2
Primary47.2-47.2Primary33.7-33.7Primary45.45-45.45
Secondary2.45-2.45Secondary12.5-12.5Secondary3.45-3.45
Tertiary0.4-0.4Tertiary3.75-3.75Tertiary1.15-1.15
Primary29.2-29.2Primary24.95-24.95Primary38.35-38.35
Secondary18.65-18.65Secondary17.75-17.75Secondary6.7-6.7
Tertiary2.15-2.15Tertiary7.3-7.3Tertiary4.9-4.9
ZambiaVenezuelaGuatemala
Primary46.75-46.75Primary45.6-45.6Primary47.75-47.75
Secondary2.95-2.95Secondary3.75-3.75Secondary2.05-2.05
Tertiary0.3-0.3Tertiary0.65-0.65Tertiary0.15-0.15
Primary41.85-41.85Primary31.5-31.5Primary43.6-43.6
Secondary8-8Secondary15.25-15.25Secondary5.35-5.35
Tertiary0.15-0.15Tertiary3.2-3.2Tertiary1-1
Primary36.45-36.45Primary26.9-26.9Primary40.8-40.8
Secondary12.7-12.7Secondary16.25-16.25Secondary6.7-6.7
Tertiary0.85-0.85Tertiary6.85-6.85Tertiary2.5-2.5
GhanaSt.Kitts& NevisGuyana
Primary48.85-48.85Primary10.9-10.9Primary44.5-44.5
Secondary0.8-0.8Secondary38.4-38.4Secondary5.25-5.25
Tertiary0.35-0.35Tertiary0.7-0.7Tertiary0.2-0.2
Primary36.7-36.7Primary00Primary36.25-36.25
Secondary13-13Secondary00Secondary13-13
Tertiary0.3-0.3Tertiary00Tertiary0.8-0.8
Primary36.7-36.7Primary00Primary27.8-27.8
Secondary12.85-12.85Secondary00Secondary20.05-20.05
Tertiary0.5-0.5Tertiary00Tertiary2.15-2.15
TaiwanSt.LuciaHaiti
Primary39.95-39.95Primary48.15-48.15Primary47.1-47.1
Secondary8.15-8.15Secondary1.7-1.7Secondary2.8-2.8
Tertiary1.9-1.9Tertiary0.15-0.15Tertiary0.1-0.1
Primary25.65-25.65Primary41.45-41.45Primary44.65-44.65
Secondary19.4-19.4Secondary8.15-8.15Secondary5.1-5.1
Tertiary4.95-4.95Tertiary0.45-0.45Tertiary0.3-0.3
Primary17.1-17.1Primary00Primary41.3-41.3
Secondary23.1-23.1Secondary00Secondary8.25-8.25
Tertiary9.8-9.8Tertiary00Tertiary0.45-0.45
CanadaSt.Vincent & G.Honduras
Primary16.65-16.65Primary46.9-46.9Primary47.5-47.5
Secondary24.35-24.35Secondary2.95-2.95Secondary2.2-2.2
Tertiary9-9Tertiary0.15-0.15Tertiary0.25-0.25
Primary10.35-10.35Primary40.8-40.8Primary45-45
Secondary21.8-21.8Secondary8.75-8.75Secondary4.05-4.05
Tertiary17.8-17.8Tertiary0.45-0.45Tertiary1-1
Primary7.95-7.95Primary00Primary37.75-37.75
Secondary14.9-14.9Secondary00Secondary9.4-9.4
Tertiary27.15-27.15Tertiary00Tertiary2.85-2.85
U.S.S.R.ChinaJamaica
Primary30-30Primary33.85-33.85Primary46.5-46.5
Secondary18-18Secondary15.7-15.7Secondary3.3-3.3
Tertiary2-2Tertiary0.45-0.45Tertiary0.2-0.2
Primary18.55-18.55Primary32.65-32.65Primary36.35-36.35
Secondary27.75-27.75Secondary16.85-16.85Secondary12.85-12.85
Tertiary4.15-4.15Tertiary0.45-0.45Tertiary0.8-0.8
Primary16.65-16.65Primary25.95-25.95Primary27.5-27.5
Secondary25.1-25.1Secondary22.65-22.65Secondary20.5-20.5
Tertiary8.3-8.3Tertiary1.4-1.4Tertiary2-2
South AfricaDenmarkMexico
Primary36.05-36.05Primary15.6-15.6Primary46.15-46.15
Secondary13.95-13.95Secondary27.05-27.05Secondary3.25-3.25
Tertiary00Tertiary7.35-7.35Tertiary0.65-0.65
Primary40.35-40.35Primary16.35-16.35Primary37-37
Secondary9.3-9.3Secondary25.7-25.7Secondary10.2-10.2
Tertiary0.3-0.3Tertiary7.95-7.95Tertiary2.8-2.8
Primary28.3-28.3Primary18.05-18.05Primary25.75-25.75
Secondary18.05-18.05Secondary22.65-22.65Secondary18.95-18.95
Tertiary3.65-3.65Tertiary9.3-9.3Tertiary5.3-5.3
KenyaPeruNicaragua
Primary48.7-48.7Primary42.8-42.8Primary45.95-45.95
Secondary1.15-1.15Secondary6-6Secondary2.6-2.6
Tertiary0.15-0.15Tertiary1.15-1.15Tertiary1.4-1.4
Primary42.5-42.5Primary29.85-29.85Primary42.5-42.5
Secondary7.25-7.25Secondary15.25-15.25Secondary4.1-4.1
Tertiary0.25-0.25Tertiary4.95-4.95Tertiary3.4-3.4
Primary41.25-41.25Primary21.65-21.65Primary36-36
Secondary8.2-8.2Secondary17.25-17.25Secondary9.9-9.9
Tertiary0.55-0.55Tertiary11.1-11.1Tertiary4.15-4.15
UgandaTrinidad & Tob.Panama
Primary48.1-48.1Primary42.05-42.05Primary39.7-39.7
Secondary1.9-1.9Secondary7.55-7.55Secondary9.25-9.25
Tertiary00Tertiary0.35-0.35Tertiary1.1-1.1
Primary45.9-45.9Primary31.5-31.5Primary29.95-29.95
Secondary4-4Secondary17.3-17.3Secondary16.2-16.2
Tertiary0.1-0.1Tertiary1.1-1.1Tertiary3.9-3.9
Primary43.65-43.65Primary24.2-24.2Primary22.65-22.65
Secondary5.9-5.9Secondary23.65-23.65Secondary17.9-17.9
Tertiary0.4-0.4Tertiary2.15-2.15Tertiary9.4-9.4
SenegalParaguay
Primary47.55-47.55Primary44.95-44.95
Secondary2.2-2.2Secondary4.5-4.5
Tertiary0.25-0.25Tertiary0.5-0.5
Primary46.7-46.7Primary37.85-37.85
Secondary2.75-2.75Secondary10.55-10.55
Tertiary0.6-0.6Tertiary1.55-1.55
Primary44.7-44.7Primary34.05-34.05
Secondary4.25-4.25Secondary12.05-12.05
Tertiary1.05-1.05Tertiary3.9-3.9
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university of the future? postgraduate studiesfirst degreecontinuing education
new providers
long distance competition
franchise universities
corporate universities
media companies, libraries, museums & secondary schools
education brokers
new forms of competition
new forms of competition
new forms of competition
new challenges
new education and training needsincreased competition and emergence of new providers (borderless education)potential of new information & communication technologies
samesameGEOGRAPHIC PLACETIME Physical mtgs.
Print-on-paper books, journals
Hands on labs, shops, studios
samesameGEOGRAPHIC PLACETIMEdifferentdifferentPhysical mtgs.
Print-on-paper books, journals
Hands on labs, shops, studiosShared notebook
Library reserves
Time-shared labs, shops, studios
AV ConferenceWeb searchOnline, real time instrumentsEmailAutonomous instruments
a brave new world
social and economic progress is achieved principally through the advancement and application of knowledge
World Development Report 1998/99
main message # 4
responsibility of the State:
to put in place an enabling framework that encourages tertiary institutions to be more innovative and responsive
role of the State
define a coherent national strategic vision and policy framework
establish an enabling regulatory environment
offer appropriate financial incentives
main message # 5
the World Bank Group can assist client countries by sharing international experience and mobilizing the resources needed to improve their tertiary education systems
outline of the presentation...
main messagesfit with overall Bank strategy
fit with overall Bank strategy
tertiary education
reduces poverty through economic growth
conditions the achievement of most MDGs
strengthens the entire education system
poverty reduction through economic growth
knowledge for development framework (1999 WDR):
macroeconomic incentives & institutional regime
human capital base
information & telecommunication infrastructure
national innovation system
poverty reduction through economic growth
tertiary education contributes to the last two pillars by:
training a qualified and adaptable labor force
generating new knowledge
adapting global knowledge to local use to resolve concrete economic and social problems
supporting agriculture, environment, health and education to achieve the Millennium Development Goals (1990-2015)
Eradicate extreme poverty and hungerHalve the proportion of people with less than a dollar a day.Halve the proportion of people who suffer from hunger.2. Achieve universal primary educationEnsure that boys and girls alike complete primary schooling3. Promote gender equality and empower womenEliminate gender disparity at all levels of education.
achieving the Millennium Development Goals (contd)4. Reduce child mortalityReduce by two thirds the under-five mortality rate.
5. Improve maternal healthReduce by three quarters the maternal mortality ratio.6. Combat HIV/AIDS, malaria and other diseasesReverse the spread of HIV/AIDS.7. Ensure environmental sustainability8. Develop a global partnership for development
strengthening the entire education sector to achieve the education MDGs
teacher training & retraining
training of principals and system managers
curriculum development
education research & policy advice
outline of the presentation...
main messagesfit with overall Bank strategyrole of the World Bank
contribution of the World Bank
policy dialogue and knowledge sharing on tertiary education reform
financing and technical assistance to support reforms
enabling framework for global public goods
role of the World Bank
policy dialogue and guidance informed by:
understanding of political economy
stakeholder consultations
relevant international experience
contribution of the World Bank
policy dialogue and knowledge sharing on tertiary education reform
financing and technical assistance in support reforms
priorities for Bank involvement
support of reforms where:
adequate country knowledge is available
a need for change exists
political will to reform is expressed
menu of project interventions
system diversification & lifelong learningscience & technology developmentinnovations for quality and relevance access with equitysustainable financinggovernance and managementinformation & communication technologies
contribution of the World Bank
policy dialogue and knowledge sharing on tertiary education reform
project lending to support reforms
enabling framework for global public goods
global public goods
brain drain / brain gain
quality assurance for borderless education
trade barriers (GATS)
ICT infrastructure (access and pricing)
intellectual property rights
global public goods:achievements so far
analytical work on international labor migration and diaspora
DGF grants for Asia, LAC and Africa
Africa connectivity initiative
open education resources
In particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevHumanoids With Attitude Japan Embraces New Generation of Robots By Anthony FaiolaWashington Post Foreign ServiceFriday, March 11, 2005; Page A01 TOKYO -- Ms. Saya, a perky receptionist in a smart canary-yellow suit, beamed a smile from behind the "May I Help You?" sign on her desk, offering greetings and answering questions posed by visitors at a local university. But when she failed to welcome a workman who had just walked by, a professor stormed up to Saya and dished out a harsh reprimand."You're so stupid!" said the professor, Hiroshi Kobayashi, towering over her desk."Eh?" she responded, her face wrinkling into a scowl. "I tell you, I am not stupid!"Truth is, Saya isn't even human. But in a country where robots are changing the way people live, work, play and even love, that doesn't stop Saya the cyber-receptionist from defending herself from men who are out of line. With voice recognition technology allowing 700 verbal responses and an almost infinite number of facial expressions from joy to despair, surprise to rage, Saya may not be biological -- but she is nobody's fool."I almost feel like she's a real person," said Kobayashi, an associate professor at the Tokyo University of Science and Saya's inventor. Having worked at the university for almost two years now, she's an old hand at her job. "She has a temper . . . and she sometimes makes mistakes, especially when she has low energy," the professor said.Saya's wrath is the latest sign of the rise of the robot. Analysts say Japan is leading the world in rolling out a new generation of consumer robots. Some scientists are calling the wave a technological force poised to change human lifestyles more radically than the advent of the computer or the cell phone. Though perhaps years away in the United States, this long-awaited, as-seen-on-TV world -- think "The Jetsons" or "Blade Runner" -- is already unfolding in Japan, with robots now used as receptionists, night watchmen, hospital workers, guides, pets and more. The onslaught of new robots led the government last month to establish a committee to draw up safety guidelines for the keeping of robots in homes and offices. Officials compiled a report in January predicting that every household in Japan will own at least one robot by 2015, perhaps sooner.Scientists and government authorities have dubbed 2005 the unofficial "year of the robot," with humans set to interact with their electronic spawn as never before at the 2005 World Expo opening just outside the city of Nagoya on March 25. At the 430-acre site, 15 million visitors are expected to mingle with some of the most highly developed examples of Japanese artificial intelligence, many of which are already on sale or will be within a year.Greeting visitors in four languages and guiding them to their desired destinations will be Mitsubishi Heavy Industries' yellow midget robot, Wakamaru. A trio of humanoid robots by Sony, Toyota and Honda will be dancing and playing musical instruments at the opening ceremony. Parents visiting the World Expo can leave their children in the care of a robotic babysitter -- NEC's PaPeRo -- which recognizes individual children's faces and can notify parents by cell phone in case of emergency.Also on display: a wheelchair robot now being deployed by the southern city of Kitakyushu that independently navigates traffic crossings and sidewalks using a global positioning and integrated circuit chip system. In June, Expo visitors can enter a robot room -- a more distant vision of the future where by 2020 merely speaking a word from your sofa will open the refrigerator door, allowing your personal robot assistant to deliver the cold beverage of your choice."We have reached the point in Japan of a major breakthrough in the use of robot technology and our society is changing as a result," said Kazuya Abe, a top official at NEDO, the national institute in charge of coordinating science research and development. "People are and will be living alongside robots, which are seen here as more than just machines. This is all about AI" -- artificial intelligence, Abe said -- "about the creation of something that is not human, but can be a complement or companion to humans in society. That future is happening here now."While employing a measure of new technology, many such robots are envisioned merely as new interfaces -- more user-friendly means of combining existing ways of accessing the Internet or reaching loved ones through cell phone networks.In the quest for artificial intelligence, the United States is perhaps just as advanced as Japan. But analysts stress that the focus in the United States has been largely on military applications. By contrast, the Japanese government, academic institutions and major corporations are investing billions of dollars on consumer robots aimed at altering everyday life, leading to an earlier dawn of what many here call the "age of the robot."But the robotic rush in Japan is also being driven by unique societal needs. Confronting a major depopulation problem due to a record low birthrate and its status as the nation with the longest lifespan on Earth, Japanese are fretting about who will staff the factory floors of the world's second-largest economy in the years ahead. Toyota, Japan's biggest automaker, has come up with one answer in moving to create a line of worker robots with human-like hands able to perform multiple sophisticated tasks.With Japanese youth shying from so-called 3-K jobs -- referring to the Japanese words for labor that is dirty, dangerous or physically taxing -- Alsok, the nation's second-largest security guard company, has developed a line of robo-cops. The guard robots, one version of which is already being used by a client in southern Japan, can detect and thwart intruders using sensors and paint guns. They can also put out fires and spot water leaks.It is perhaps no surprise that robots would find their first major foothold in Japan. Japanese dolls and toys, including a moving crab using clockwork technology dating to the 1800s, are considered by some to be among the first robots. Rather than the monstrous Terminators of American movies, robots here are instead seen as gentle, even idealistic creatures epitomized by Astroboy, the 1960s Japanese cartoon about an electronic kid with a big heart."In Western countries, humanoid robots are still not very accepted, but they are in Japan," said Norihiro Hagita, director of the ATR Intelligent Robotics and Communication Laboratories in Keihanna Science City near Kyoto. "One reason is religion. In Japanese [Shinto] religion, we believe that all things have gods within them. But in Western countries, most people believe in only one God. For us, however, a robot can have an energy all its own."A case in point is the Paro -- a robotic baby harp seal, developed with $10 million in government grants, that went on sale commercially this month for $3,500 each. All 200 units sold out in less than 50 hours.The seal is meant to provide therapy for the elderly who are filling Japanese nursing homes at an alarming rate while often falling prey to depression and loneliness.With 30 sensors, the seal begins over time to recognize its master's voice and hand gestures. It coos and flaps its furry white down in delight at gentle nuzzles, but squeals in anger when handled roughly.Researchers have been testing the robot's effect on the elderly at a nursing home in Tsukuba, about 40 miles northeast of Tokyo. During a recent visit by a reporter, the sad eyes of elderly residents lit up as the two resident robot seals were brought out. Tests have shown that the cute newcomers indeed reduce stress and depression among the elderly. Just ask Sumi Kasuya, 89, who cradled a seal robot while singing it a lullaby on a recent afternoon."I have no grandchildren and my family does not come to see me very often," said Kasuya, clutching fast to the baby seal robot wiggling in her arms. "So I have her," she said, pointing to the seal. "She is so cute, and is always happy to see me."Special correspondent Akiko Yamamoto contributed to this report.
2005 The Washington Post CompanyIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevSustainable transformation and growth in all sectors of the economy are not possible without the capacity building contribution of an innovative tertiary education system.
Global warming means more tropical storms: The accumulation of greenhouse gases -- principally carbon dioxide -- has driven world temperatures to new heights (2002 and 2003 tied for second place after 1998 as the warmest years ever). The seas are slowly heating up, too, providing more energy for tropical storms Climate models developed by tropical meteorologists predict significant changes in hurricane intensity as greenhouse gases accumulate in the atmosphere and add more heat to the oceans. According to Tom Knutson and Bob Tuleya, tropical climate modelers at the Princeton, N.J.-based Geophysical Fluid Dynamics Laboratory, we can expect a 20 percent increase in rainfall, and damage due to increased wind speeds might rise as much as 10 percent. [from September 19, Washington Post article.]. Now we are seeing hurricanes in parts of the world that never had themMarch 2004 witnessed the first hurricane in BrazilBrazilian meteorologists didnt even know how to name it, didnt have the experience, history, capacity to deal with this threat.
It will take a strengthened international environmental regime linked with scientific and research networks and institutions the world-over to predict, address and protect against the dangers of such storms
In countries such as the US, these predictive models and infrastructures exist, to a certain degree to protect populations living in coastal areasthis picture changes in much of the developing world
In particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevUpper secondary and non-tertiary education are the threshold levels for earnings in OECD countries. Every year added after this level is associated with higher level of earnings. People with the below upper-secondary level education are in disadvantage. Effects of mass introduction of computers in the workplace on demand for skills ==) new division of labor within firmsFigure displays trend for each of five types of tasks.Expert thinking: solving problems for which there are no rule-based solutions, e.g. research, forming and testing hypotheses, medical diagnosis and diagnostic in general (resolving discrepancies).Complex communication: interacting with humans to acquire information, to explain it, or to persuade others of its implications for action, e.g. persuading, selling, legal writing, managing others.Routine cognitive tasks: mental tasks that are well described by logical rules, e.g. maintaining expense reports, record keeping, repetitive customer service, bank teller.Routine manual tasks: physical tasks that can be well described using rules, e.g. counting and packaging pills, repetitive assembly.Non-routine manual tasks: physical tasks that cannot be well described as following a set of If-Then-Do rules instead, they require optical recognition and fine muscle control, e.g. janitorial services, truck driving.Each trend reflects changes in the numbers of people employed in occupations emphasizing that task.Importance of each task in US economy is set to 0 in 1969, value in each subsequent year represents percentile change in importance of each type of task in economy.Rules-based tasks (routine tasks) where computers can substitute for humans, have decline.
In middle income countries few students perform on PISA at the OECD averageBut not all middle income countries are the sameMexico, Thailand, Brazil and Indonesia have large number of students at the lower end of the distributionTurkey does better, with about 20 % at the top.
These graphs show evolution on educational attainment of population 15 years and older. The red bar represents the proportion that has achieved primary or lower; the blue bar indicated the proportion that has achieved some secondary education; and the green the proportion with higher education.Both countries were able to close the secondary education gap fast and in a balanced way.In particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevFrance: medicine courses with double shift and no questions asked to equalize opportunitiesIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevAfhaeoi navlkfdIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodevIn particular universalizing basic education and adapting to the knowledge economyWe are not as involved with clients as we shouldOur capacity to respond to new challenges has been severely eroded for clients to deal with new knowledge or within the institution in moving towards programmatic lendingUncoordinated series of responses WBI,IFC, infodev