namibia 29 august 2005 public lecture odl in an international context: trends, prospects and...
TRANSCRIPT
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NAMIBIA29 August 2005
Public Lecture
ODL in an international context:trends, prospects and challenges
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John Asha Stamenka Daniel Kanwar Uvalić-Trumbić
What does cross-border higher education mean for the developing world?
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John Asha Stamenka Daniel Kanwar Uvalić-Trumbić
What does cross-border higher education mean for the developing world?
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What is Cross-border HE?
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help developing countries develop their HE systems?
Can cross-border higher education
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What is Cross-border HE?
Can it help developing countries develop their HE systems?
- Accessibility
- Availability
- Affordability
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The Challenge
- World Conference on HE (1988)
- WCHE + 5 (2003)
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The Challenge
- World Conference on HE (1988)
- WCHE + 5 (2003)
The reality of cross-border HE in: -- India-- Jamaica-- Sierra Leone
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“to judge from these cases, cross-border HE is today making a negligible contribution to the
provision of higher education that is accessible, available and affordable in developing
countries”.
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C.K.Prahalad
The Fortune at the Bottom of the Pyramid
Calls for cross-border HE radically to change its cost
structures and logistics
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HOW?
- Electronic delivery
- Open source software
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Quality assurance
HOW?
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What is Cross-border HE?‘Cross-border higher education includes higher education that takes place when students follow a course or programme of study that has been
produced, and is continuing to be maintained, in a country different from the one in which they
are residing. Cross border higher education may include higher education by private and/or for-
profit providers.’
UNESCO/OECD Guidelines
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Which implies recognition of:
- The reality of borders
- National sovereignty
- Authority over HE
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Reinforced by the:
General Agreement on Trade in Services (GATS)
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Reinforced by the:
General Agreement on Trade in Services (GATS)
4 modes of trade:
- Consumption abroad
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Reinforced by the:
General Agreement on Trade in Services (GATS)
4 modes of trade:
- Consumption abroad
- Presence of natural persons
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Reinforced by the:
General Agreement on Trade in Services (GATS)
4 modes of trade:
- Consumption abroad XXX
- Presence of natural persons XXX
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Reinforced by the:
General Agreement on Trade in Services (GATS)
4 modes of trade:
- Consumption abroad XXX
- Presence of natural persons XXX
- Cross- border supply (= distance learning)
- Commercial presence (= branch campus)
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What does cross-border
higher educationmean for
developing countries?
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What is the reality?
- Developing world HE priorities?
- Contribution of cross-border HE?
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Developing world HE priorities
WCHE (1998); WCHE + 5 (2003)
World Declaration on Higher Education
for the 21st Century
Framework for Priority Action for Change and Development in Higher
Education
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The Challenge
1. Demography:7-8 billion (50% young) in developing world by 2025
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The Challenge
1. Demography:7-8 billion (50% young) in developing world by 2025
2. Discrepancy:Developed = APR 40% plusDeveloping = APR 10% minus
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Can cross-border HE help developing
countries address the challenge of rising
demand?
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The Reality
Cross-border HE in:
-- India-- Jamaica-- Sierra Leone
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INDIA- APR = 7%
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INDIA- APR = 7%
- 23% in DE (11 open universities; 102 dual)
- 40% in DE by 2010
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INDIA- APR = 7%
- 23% in DE (11 open universities; 102 dual)
- 40% in DE by 2010
- APR of 10% by 2007-08
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INDIA
Cross-border HE:
2000: 27 c-b providers
2004: 114 c-b providers
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INDIA
Cross-border HE:
2000: 27 c-b providers
2004: 114 c-b providers
60 twinning arrangements
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JAMAICA- APR = 15% (region = 18%)
- Target to double by 2010 thru’:
- distance education- franchising from UWI- cross-border: 32 providers
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SIERRA LEONE- APR = 2% (Africa = 4%)
- University (4 colleges) 5,500
- Other tertiary (6 instits.) 5,400
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SIERRA LEONE- APR = 2% (Africa = 4%)
- University (4 colleges) 5,500
- Other tertiary (6 instits.) 5,400
- Cross border: a few
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Common features- Need to expand access
- Cross-border providers active, but:
* low quality* expensive
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Enrolments(taking UK as an example)
2002/03: 101,645 cross-border in 191 countries
(HESA data)
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Enrolments(taking UK as an example)
2002/03: 101,645 cross-border in 191 countries
(HESA data)
Look at the distribution
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Enrolments(taking UK as an example)
c-b enrolments correlate with HDI
e.g. HK-SAR (26th HDI)Singapore (28th HDI)Malaysia (58th HDI)
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Enrolments(taking UK as an example)
2002/03: 101,645 cross-border
Of which:
- India 1203- Jamaica 777
- Africa (30 countries – not SA) 100
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“cross-border enrolments in countries with low rankings on the Human Development Index are minimal. Indeed, given the unmet demand in
those countries, they are practically negligible.”
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What does cross-border
higher educationmean for
developing countries?
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Can cross-border HE do better?
South-south activity is encouraging:
- UNISA across Africa
- IGNOU in the diaspora
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Accessibility
Access to higher education also requires access to the technology and allied
infrastructure through which education is delivered.
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Affordability
Needed:
A cost model that can reach beyond the elite to the masses
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Availability
Needed:
- Awareness of local priorities
- Cultural awareness
- Local partnerships
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C.K.PrahaladThe Fortune at the Bottom of the Pyramid
‘for companies with the resources and persistence to compete at the bottom of the world economic pyramid, the prospective
rewards include growth, profits and
incalculable contributions to humankind’
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C.K.PrahaladThe Fortune at the Bottom of the Pyramid
‘if the four billion people at the bottom of the world economic pyramid
achieved an APR in HE of 35%, that would represent 150 million students’
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C.K.PrahaladThe Fortune at the Bottom of the Pyramid
‘radical innovations in technology and
business models’
‘an ideal of highly distributed small scale operations married to world-scale
capabilities’
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C.K.PrahaladThe Fortune at the Bottom of the Pyramid
‘helping people improve their lives by producing and distributing products and
services in culturally sensitive, environmentally sustainable and
economically profitable ways’
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Communication links are altering dramatically the way
that poor villages in the developing world function.
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C.K.PrahaladThe Fortune at the Bottom of the Pyramid
‘We have proved to the world that if you build a market for the rich, the poor
wouldn’t participate. If you build a market
for the poor, the rich would participate’
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New Technologies for Cross-Border Education
eLEARNING
+
RE-USABLE LEARNING OBJECTS
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New Technologies for Cross-Border Education
CONNECTIVITY
+
FREE OPEN SOURCE SOFTWARE
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New Technologies for Cross-Border Education
See:
http://www.col.org/lor/index.htm
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New Technologies for Cross-Border Education
CONNECTIVITY
+
OPEN EDUCATION RESOURCES
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The Future of Quality Assurance in
Cross-Border Higher Education
Many developing countries lack quality assurance mechanisms. Where they do exist… they are not properly equipped
to cope with cross-border provision.
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INDIA- National Assessment and Accreditation Council
- National Board of Accreditation
- All-India Council for Technical Education
- Accreditation/recognition requirements
- Partnership requirements
- University Grants Commission – to come
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JAMAICAUniversity Council of Jamaica
- Accredits
- Confers
- Registers
- Assesses
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SIERRA LEONE
The Tertiary Education Council in Sierra Leone has
the mandate to ensure standards
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Conclusion
the developing world still needs to develop regulatory mechanisms for protecting both systems and students
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NAMIBIAThe Namibian Qualifications Authority (NQA)
141 private and foreign providers have
applied for accreditation
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NAMIBIAThe Namibian Qualifications Authority (NQA)
14 Criteria for Accreditation
1. Statement of Goals and Objectives2. Governance and Management3. Course design and documentation4. Entry and access by learners5. Staff appointment and development6. Learning facilities, resources and context7. Delivery of courses8. Learner guidance, welfare and support9. Assessment of learner performance10. Learner records and reporting11. Research12. Franchising and collaborative arrangements13. Review processes14. Achievement of goals and objectives
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UNESCOIs mapping needs and current
initiatives for capacity building in the related domains of quality
assurance, accreditation and the recognition of new types of
qualifications for the labour market
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UNESCOResults:
- Concern for QA (without resources)
- Confusion of terminology
- Developing policies
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UNESCOPreconditions:
- Support from government
- Involve stakeholders
- Include new provision
- Capacity building
- LONG-TERM PERSPECTIVE
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UNESCORegional and Global:
- Asia-Pacific: regional R&D node, registry
- Southern Africa: south-south capacity-building
- Caribbean, South-East Europe: regional accreditation mechanisms
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UNESCO
Above all…
A QUALITY CULTURE
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UNESCO
The challenge:
A GLOBAL RESPONSETO DIVERSE NEEDS
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The UNESCO-OECD Guidelines
Adapt the Regional Conventions
to new realities
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The UNESCO-OECD Guidelines
- Importance of national authority- HE a national asset- Address all stakeholders- Examples of good practice
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The UNESCO-OECD Guidelines
Their effectiveness largely depends on strengthening the capacity of national systems to assure the
quality of higher education.
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MEAN FOR THE DEVELOPING WORLD?
WHAT DOES CROSS-BORDERHIGHER EDUCATION
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New Technologies for Cross-Border Education
CONNECTIVITY
+
OPEN EDUCATION RESOURCES
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The UNESCO-OECD Guidelines
A great service to cross-border
higher education
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John Asha Stamenka Daniel Kanwar Uvalić-Trumbić
Thank you!
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