Presentation on theme: "Nova dinamika u razvoju visokog obrazovanja za 21. vek Stamenka Uvalić-Trumbić (UNESCO, Sekcija za Visoko Obrazovanje) Panel o strukturnim reformama u."— Presentation transcript:
Nova dinamika u razvoju visokog obrazovanja za 21. vek Stamenka Uvalić-Trumbić (UNESCO, Sekcija za Visoko Obrazovanje) Panel o strukturnim reformama u visokom obrazovanju Kopaonik, 6. mart 2011
A resolution adopted by UNESCOs 2 nd General Conference in Mexico (1947) explicitly identified higher education as one of its six areas of work of work under the heading Work with Universities as a means of promoting international understanding ORIGINS OF THE HIGHER EDUCATION: PROGRAMME
DOMINANT GLOBAL TREND: MASSIFICATION Globally, age participation rates have grown from 19% in 2000 to 26% in 2007 OECD estimates 50 % – 60 % participation rates are necessary with a view to development Low income countries: 5% in 2000 to 7% in 2007 150.6 million tertiary students globally in 2007, an increase of 53% since 2000 ***Inability to meet growing demand in developing countries***
TERTIARY ENROLMENT RATES UNESCO Institute of Statistics
World Class Universities or locally Relevant Systems?
UNIVERSITY RANKINGS AND ACCOUNTABILITY IN HIGHER EDUCATION UNESCO HQs, 16-17 MAY 2011 UNESCO/OECD/WB Goals: Healthy debate on Rankings and accountability tools Increased understanding of the impact of rankings at policy and institutional level Improved convergences between rankings and accountability tools Outcomes: Publication of pros and cons of Rankings (as part of a new HE series?)
Diversification: Community Colleges Distinct from vocational training and LLL Access for non-traditional students Flexible curriculum Skill-based training Allow continuing education at university
Private HE fastest growing sub-sector : 30% enrolments globally Some countries (Japan, South Korea) enrol 80% of students in PHEIs Latin America– 50% Rise in for profit providers Include sub-sector in QA arrangements
Percentage of Public and Private Tertiary Enrolment in 2008, selected countries
Expert Group on Private for Profit HE CHEA-UNESCO, 21-22 March, Washington D.C. Purposes To frame the emerging role of for-profit higher education in in providing additional opportunity for those seeking higher education. To explore the feasibility of developing common principles of accountability and transparency Participants Some 30 experts from various countries, including executives from the for-profit sector, quality assurance/accreditation organizations and academic researchers on for-profit higher education Outcomes: To prepare and publish a summary of case studies as input for a UNESCO Forum on Private Higher Education in 2012.
Cross-Border HE Cross-border higher education includes higher education that takes place where the teacher, student, programme, institution/provider or course materials cross national jurisdictional borders
INTERNATIONALIZING QA The globalisation of higher education has added newer challenges in terms of quality assurance systems (…) These challenges can be largely addressed by increased regional and international collaboration.(…) Quality Assurance Systems (…) should encompass not merely conventional programmes in higher education but also the borderless, private and continuing education.
GIQAC Worldwide Implementing Networks International Network for Quality Assurance Agencies in Higher Education (INQAAHE) African Association of Universities (AAU) in cooperation with the African Quality Assurance Network (AfriQAN) Arab Network for Quality Assurance in Higher Education (ANQAHE) Asia-Pacific Quality Network (APQN) Caribbean Area Network for Quality Assurance in Tertiary Education (CANQATE) La Red Iberoamericana para la Acreditación de la Calidad en la Educación Superior (RIACES) European Network for Quality Assurance (ENQA)
Europe and Beyond: what role for HEIs in western Balkans? The European Higher Education area and the European research area must be fully open to the world (EU Modernisation Agenda for Universities) The world is becoming smaller as economic crisis hits both developed and developing countries and austerity impacts HEIs to do more with less In doing more with less, need to be more innovative embracing more readily new dynamics