higher education presentation - world bank

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1http://www.worldbank.org/education/tertiary

Francisco MarmolejoTertiary Education CoordinatorThe World [email protected]

International Conference for Academic Institutions Gujarat, IndiaJanuary 9, 2013

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Dominique Moisi.Geopolitics of Emotions (2009)

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��Massification

��Still asymmetrical access / retention/ graduation

�� Increasing international student mobility

�� Revolution in teaching, learning and curriculum

��Quality assurance, accountability and qualification frameworks

�� Financing higher education

��The private providers’ revolution

��The academic profession

��The research environment

�� Information and communications technology

International trends in higher education

��Massification











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Arab states

5% Central and

Eastern Europe

14%

Central Asia

1%

East Asia and

Pacific

29%

Latin America

and Caribbean

11%

North America

and Western

Europe

25%

Southern and

West Asia

12%

Sub-Saharan Africa

3%

40

60

80

100

120

140

160

180

200

220

240

260

Male-tertiary Female-tertiary Male-below upper sec Female-below upper sec

Source: OECD (2004) Education at a Glance: OECD Indicators 2004, Table A11.1a, p.175.

Upper secondary and post secondary non-tertiary = 100

Access Rates in Higher Education and GDP Per Capita

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��Massification











More than ever more people are

having access to higher education …

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��Massification











Africa

4% Asia

12%

Europe

50%

North America

23%

Latin America &

the Caribbean

2%

Oceania

9%

Source: OECD (2012) Education at a Glance

��Massification











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¿Sequential? Multi-task?

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I have a netbook, MP3

Players, flashdrive, IPAD…

Dad, what did you use in

school when you were

student?

My brain!!

��Massification

��Still asymetrical access / retention/ graduation










��Massification











��Massification











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1997 2009

En Sector Privado 689 2.160

En Sector Público 211 252

689

2.160

211

252

0

500

1.000

1.500

2.000

2.500

Número de Ins tuiciones en la Educación Superior - Brasil 1997-2009

Out of 2.412 HEIs in Brazil, only 252 are public

Public vs. private higher education institutions

in Brazil

Private & Confidential 34

��Massification











��Massification











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0 5000 10000 15000 20000 25000 30000 35000 40000 45000 50000

Mexico

Taiwan

Portugal

New Zaeland

Brazil

Norway

India

Israel

Canada

China

Netherlands

Engand

South Korea

France

Germany

Japan

USA

OECD countries

World

.

World: 47,022

USA: 13,715

China: 667

India: 161

��Massification











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…Implications for higher education

Yes, but…

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� Every wants one

� No one knows what it is

� No one knows how to get one

Philip G. Altbach (2004)

“World Class”: “Ranking among the foremost in the world; of an

international standard of excellence”

Webster Dictionary

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50

51

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.

..

Students

Teaching Staff

Researchers

Public Budget

Resources

Endowment Revenues

Tuition Fees

Research Grants

Top

GraduatesLeading-Edge

Research

Dynamic

Technology

Transfer

Autonomy

Academic

Freedom

Leadership Team

Strategic Vision

Culture of Excellence

Supportive

Regulatory

Framework

Concentration

of Talent

Resources Favorable

Governance

WCU

Source: Salmi (2009) Source: Salmi (2009)

Source: Salmi (2009)

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� Faculty members / Researchers

� Incoming students

� Proper balance between undergraduate and

graduate students

University Undergraduate

Students

Graduate

Students

Share of

Graduate

Students (%)

Harvard 7,002 10,094 59

Stanford 6,442 11,325 64

MIT 4,066 6,140 60

Oxford 11,106 6,601 37

Cambridge 12,284 6,649 35

LSE 4,254 4,386 51

Beijing 14,662 16,666 53

Tokyo 15,466 12,676 45

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� Faculty members / researchers

� Incoming students

� Proper balance of undergraduate vs.

graduate students

� International dimension

John Hudzik

It shapes institutional ethos and values and touches the entire higher education

enterprise.

It is essential that it be embraced by institutional leadership, governance,

faculty, students, and all academic service and support units.

Not only impacts all of campus life but the institution’s external frames of reference,

partnerships, and relations.

The global reconfiguration of economies, systems of trade, research, and

communication, and the impact of global forces on local life, dramatically expand the

need for comprehensive internationalization and the motivations

and purposes driving it.

COMPREHENSIVE

INTERNATIONALIZATION

John Hudzik

� International students:

� Harvard (19%)

� Cambridge (18%)

� Foreign professors:

� Caltech (37%)

� Harvard (30%)

� Oxford (36%)

� Cambridge (33%)

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.

1975 1980 1990 1995 2000 2004 2006 2008

More than 3.3 million studentsabroad. It is forecasted that by 2020 therewill be 7 million internationalstudents.

Source: OECD and UNESCO Institute for Statistics (for data on non-OECD countries and up to 1995).

• It is forecasted that by 2020 the number will increase to 7 million international students

0

2

4

6

8

10

12

14

16

18

20

22

Aus

tral

ia

Uni

ted

Kin

gdom

Aus

tria

Sw

itze

rlan

d

New

Zea

land

Bel

gium

Irel

and

Can

ada¹

Sw

eden

Den

mar

k

Icel

and

Net

her

land

s

Fin

land

Hun

gary

Uni

ted

Sta

tes

Jap

an

Spa

in

Slo

vak

Rep

ublic

Port

ugal

Nor

way

Slo

veni

a

Est

onia

Pola

nd

Ch

ile

2009 OECD average

%

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Major players: U.S.A., U.K. and Australia

Middle powers: France, Germany, Spain, Italy

Evolving destinations: Canada, New Zealand, Japan

Emerging contenders: Malaysia, China, Singapore

Source: Verbik, L. et al. (2007) International Student Mobility: Patterns and Trends. The Observatory on

Borderless Higher Education

China: 17.1%

India: 6.8%

Korea: 4.6%

Source: OECD Education at a Glance 2010

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Other OCDE

9%

Austria2% Italy

2% Swiss2%Belgium

2%Spain

2%Japan

4%

France9%

Australia10%

Germany12%

England14%

U.S.A.20%

20022006

Students traveling abroadfor a short period of time

with their “imported”teacher, remaining together,

continuing to speak mainlytheir own language even

while abroad, and having

just a superficial glimpse atthe foreign culture and

people

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“In the 21st Century there will be only two kinds of people: Those who think globally, and those who are looking for work”

Peter F. Peter F. Peter F. Peter F. DruckerDruckerDruckerDrucker

Who needs international education anyway?

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� Internationalized curriculum

� Foreign language competency

� Dual/joint degrees

� International certification of competencies

� International Accreditation

� Significant presence in relevant international consortia

A priority for “tomorrow”

Marginal

About mobility of bodies

Source of prestige and $$$

A good idea, but..

A priority for ”yesterday”

Mainstreamed

About mobility of societes

Means for better education

A critical need

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81

� Government support

(*): GDP equivalent based on PPP

Source: OECD. Education at a Glance 2010

http://www.beerkens.info/blog/atom.xml

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� Government funding

� Endowments

EUAEndowment

(Millones USD 2005)Inglaterra

Endowment

(Millones USD 2005)

Harvard University 25,460 Cambridge 6,080

Yale University 15,200 Oxford 5,320

Stanford University 12,160 Edinburgh 340

University of Texas 11,590 Manchester 228

Princeton University 11,210 Glasgow 228

� Government funding

� Endowments

� Tuition and fees

� Significant research funding

� Efficient financial and administrative

management practices

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Used in 100 higher education institutions in MENA countries. Voluntary participation.

Institutional level:

• Review of governance practices compared with self-defined benchmarks

National level:

• Review of overall public policies

Expansion to other regions

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TIPO TALENTO RECURSOS GOVERNANZA

Universidad de

investigación

-Estudiantes y

profesorado de

excelencia.

-Enfasis en posgrado

+++ +++

Universidad de

Enseñanza

-Concentración en

estudiantes de

licenciatura++ +++

U.Tecnológica -Diversidad de

matrícula

-Excelente

profesorado para

enseñanza técnica y

pedagogía

+ +++

Universidad

Abierta

-Diversidad de

alumnado

-Excelente

profesorado para la

enseñanza a

distancia

+ +++…All depends of…

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� China

� South Korea

� Singapur &

Malaysia

� Russia

� India

� Mexico

� Nigeria

� Chile

� What may work in one case…

There is not a single formula…

…may not be the best solution in another

case


Continuing doing things the same way, but expecting

to have different results

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For every complex problem there is

an answer that is clear, simple,

H. L. Mencken

…and wrong.

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http://conahec.org

Francisco MarmolejoTertiary Education Coordinator

The World BankTel. +1 (202) 458-5927

Email: [email protected]://www.worldbank.org/education/tertiary