science, higher education and innovation policy...
TRANSCRIPT
“SCIENCE, HIGHER EDUCATION AND INNOVATION POLICY FORUM”
(Budva, Montenegro, 1-4 July 2008)
Responding to Global Trends and Policy Challenges in Higher
Education:The 2009 World Conference on Higher
Education
Stamenka Uvalić-TrumbićUNESCO Division of Higher Education
Sreten Škuletić
Jan Sadlak
Stamenka Uvalić-Trumbić
Ana-Luiza Machado
Global Trends Massification
132 million tertiary students in 2004 (UIS); China and India doubled enrolments in past 10 yrs
APRs 40-50% needed with a view to development, some developing countries below 5%
Growing demand for post-secondary education demand
Declining state budgets; inability to meet demand
Private Higher Education: a Global Revolution
Is Private Higher Education (including CBHE) an answer to expanding access in the developing world and countries in transition?East Asia growing phenomenon: Japan, South Korea, Philippines – 80% enrolments; strong government regulationWestern Europe only 10% enrolments BUT 25% in Central and Eastern Europe (Estonia, Poland, Romania)LAC (Brazil, Chile, El Salvador, Colombia…)50-75% enrolments in PHEIsQA and regulation central issue for Private HE
Distance Education, E-Learning, Open Educational
ResourcesOpen and Distance Learning and E-learning growing to respond to demand;Whereas in 1988 there were only ten Open Universities in the Commonwealth, which led this new development, by 2005 there were more than ten in India alone. The phenomenon of Open Education Resources: reduce further the costs of distance and eLearning wherever it is possible to operate at scale.
Student Mobility
2.4 million students went abroad in 2004:African students most mobile (1 out of 16)
Three-fold increase since 1980
Global Student Mobility 2025 Report: demand for international education will increase to 7.2 million students in 2025
Mobility of Programmes/Institutions
33% of all international students enrolled in Australian institutions studied from their country in 2004 (up from 24% in 1996)
China: 9-fold increase in foreign programmes between 1995-2003
Singapore: more undergraduate students accessed a foreign programme from Singapore than studied abroad in 2000
Diversification of learners: life-long, adults, learners at a distance etc.
Growth in cross-border higher education: ICT enhanced CBHE likely to become most significant development
BEWARE
DEGREE MILLS & BOGUS COLLEGES
Bogus Institutions misusing UNESCO’s name
All levels of abuse and use. The claims may range from 100% false to not quite untrue
A multitude of modes:
all modes are about establishing a false connection or emphasizing a real link with UNESCO to give the impression of being an internationally recognized provider of higher education
One institution may use 1-3 different modes
Institutions change rapidly
ACADEMIC FRAUD
For telephone or postal verification accreditation, you may contact:
UNESCO Division of Higher Education - Tel: (+33.1) 45681106
• The International University • “Listed with UNESCOs Who’s Who”• http://www.internationaluniversity.edu/affiliates.
html
• The International Solomon University • “is borne in the register of higher educational
establishments of UNESCO in accordance with the accreditation”
• http://www.isu.edu.ua/en/index4.html
• Universal University • “is listed in the UNESCO Higher Education
Institutions Registry (HEIR), under both USA and Panama.www.siu.no/heir “
• http://www.uu-edu.com/unesco.htm
““ListedListed”” with UNESCOwith UNESCO
Hosting a UNESCO chair; (real, closed or faked)Hosting a UNESCO chair; (real, closed or faked)
UNESCO chair holder for entrepreneurship and international
business management …
Direct links to UNESCO
&World Health Org
EAA and its accredited institutions accept and adopt"The Recommendations of the World Conference on
Higher Education, sponsored by UNESCO", and the applicable sections of the "UNESCO Guidelines for Quality Provision in Cross-Border Higher Education"
Support for UNESCOs framework
Links to UNESCO
Policy Issues
Are private higher education and cross-border higher education good ways to expand access to HE in the developing world?What policies can governments and institutions adopt to ensure that new providers make a positive contribution?What regulatory frameworks to assure equity of access and quality of provision?
Quality at the Heart! Which Way to Go?
Giacometti sculpture – UNESCO Paris
Some responses (UNESCO)
Standard-Setting :UNESCO Conventions for the Recognition of Degrees in Higher Education; 2005 Guidelines for Quality Provision in CBHE
Capacity-Building:UNESCO Global Forum on QA, Accreditation and the Recognition of Qualification (2002; 2004; 2007)UNESCO-World Bank Global Initiative GIQAC
ClearinghouseStudy AbroadPortal on HEIsInternational Community of Interest on OERs
FRAMEWORKS FOR ACADEMIC MOBILITY: CONVENTIONS
Region Secretariat Adopted Number of parties
Last ratification
Last meeting Planned meeting
Africa UNESCO Dakar
Arusha 1981
21 1998 Dakar, July 2006
Arab UNESCO Beirut
Paris 1978 14 1991 Beirut, March 2006
Asia and the Pacific
UNESCO Bangkok
Bangkok 1983
20 2003 Seoul, May 2007
LAC IESALC Caracas
Mexico City 1974
18 2005 San Salvador April 2006
MED UNESCO Paris
Nice 1976 11 2001 Split, June 2005
Sarajevo, 2008
Europe UNESCO/CEPES & Council of Europe
Lisbon 1997
49 2005 Bucharest, June2007
UNESCO’s Global Forumon Quality Assurance, Accreditation
and the Recognition of Qualifications
Platform for dialogue & policy debate: “Higher Education and Globalisation” (Paris, 2002)
Promoter of capacity-building:“Widening Access to Quality Higher Education”(Paris, 2004)
Developing information tools for student protection:“Learners and new higher education spaces” (Dar esSalaam, Tanzania, 13-14 September 2007)
A new capacity-building initiative: GIQAC
A UNESCO-WB partnership to support capacity-building in developing and transition countries;
Launched in January 2008 for a 3-year period;
Participants 2008: regional QA networks from Africa, Arab States, Asia and the Pacific, Latin America/Caribbean and the international QA network INQAAHE
In 2009, the CEE QA network eligible for GIQAC funding;
A constant challenge: Quality of ODL and E-learning
New initiatives:E-xcellence (EADTU):
QA in E-learning a leading theme for ENQA (Madrid, June 2008)
Address quality and OERS: develop guidelines or adapt existing ones (e.g. CBHE Guidelines)?
International criteria of best practice for cross-border higher education distance learning programmes (UNESCO, COL, OBHE)
What about degree mills?
Future Tool: UNESCO Portal of Recognized HEPilot Project 2006-2007
• limited number of countries: Argentina, Australia, Canada, China, Egypt, Jamaica, Japan, Kenya, Malaysia, Norway, Nigeria, SwitzerlaU.K., USA
• explore the feasibility of a full scale project
• authoritative information from competent national authorities
BEWARE
DEGREE MILLS & BOGUS COLLEGES
Degree Mills/Bogus Institutions
UNESCO and the Council on Higher Education Accreditation (CHEA) are developing suggestions for international effective practice on degree mills
UNESCO and COL alerting the developing countries to the threat of degree mills
The UNESCO Portal one of the responses
Relevance for SEETransition to a knowledge-based economy
R&D perceived as a key resource for competitiveness and long-term growthLisbon & Barcelona European Councils
European Research & Higher Education AreasR&D spending 3% of GDP by 2010Industry-financed RTD 2/3 of total Innovation and information technologies…
Highly relevant for SEE countries aspiring to join the EU,
Gross domestic expenditure on R&D (% GDP), 2000-3source: Uvalić, M. (2005)
Gross domestic expenditure on RTD (% of GDP)
0
0,5
1
1,5
2
2,5
Croatia FYRMacedonia
Serbia EU-15 EU-25
2000
2001
2002
2003
Government-financed R&D:source: Uvalić, M. (2005)
Government expenditure on RTD (% GDP)
0.00
0.07
0.14
0.21
0.28
0.36
2000 2001 2002 2003
Croatia
FYR of Macedonia
Serbia
ReformsChanges and reforms in course alsoin HE and R&D, especially as part of the Bologna Process;New laws and regulations;Increased understanding of the importance of HE and ScienceBut: are there clear longer-term strategies?
THE WAY FORWARD:Enhanced International
cooperation...International & EU support of countries in the region
Participation in EU Framework Programmes, COST, Bologna Process, EUREKA, TEMPUS, ERASMUS-Mundus, gradual integration into European Research Area
Some regional networks in HE and R&D: institution and capacity building…
Much more could be done!
COMING TOGETHER2009 World Conference (Paris, 6-8 July) :
“The New Dynamics of Higher Education”
Is higher education today a driver for sustainable development in the national and international context?
Does it induce change and progress in society and to act as one of the key factors for building knowledge-based societies?
What are the most significant trends that will shape the new higher education and research spaces?
How are learners and learning changing?
What are the new challenges for “quality” ?
2009 World Conference: Tracks
Higher Education’s response to regional and global challengesInterface between the State and Higher EducationHigher Education responsiveness to social needsInvestment in HE (funding)
SPECIAL PANEL: AFRICA
2009 World Conference : Regional
Cartagena de Los Indias (Colombia) (June 2008)Budva, Montenegro (sub-regional): jointly with Science Sector/BRESCE (July 2008)Macao, China (September 2008)New Delhi, India (1st trimester 2009) Beirut, Lebanon (1st trimester 2009)Bucharest, Romania (May 2009)
