1 / 56

CHEA International Commission Washington D.C., 27 January 2011

This article discusses UNESCO's efforts to promote quality higher education and widen access to it through diverse modes of provision. It highlights the importance of Article 26 of the Universal Declaration of Human Rights, which states that everyone has the right to education. The article also explores the growth and challenges of higher education globally, the new dynamics in the field, and the role of quality assurance in ensuring equitable and efficient education systems. It concludes by emphasizing UNESCO's commitment to capacity-building for quality assurance in developing countries.

slavergne
Download Presentation

CHEA International Commission Washington D.C., 27 January 2011

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CHEAInternational CommissionWashington D.C., 27 January 2011 UNESCO and Quality Assurance: Progress and Issues Stamenka Uvalić-Trumbić Chief, Section for Higher EducationUNESCO

  2. UNESCO What is New?

  3. Qian Tang Irina Bokova UNESCO HQ Paris

  4. A new structureA new name Section for Higher Education Division of Basic to Higher Learning

  5. But, a familiar Old Team!

  6. Mission Statement To help Member States and their institutions widen access to quality higher education through diverse modes of provision adapted to local development needs.

  7. Article 26 (1) ‘Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.’

  8. HIGHER EDUCATION:THE PROGRAMME …nearly as old as the Organization A resolution adopted by UNESCO’s 2nd 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”

  9. 1998 WCHE The first World Conference on Higher Education ever organized by UNESCO Numbers matter! Over 180 Member States; 130 ministers responsible for higher education; some 4,200 participants in all representing all higher education stakeholders Objective: to lay down the fundamental principles for the in-depth reform of higher education systems world wide

  10. 2009 World Conference on Higher EducationParis - July 2009

  11. The World Conference on Higher EducationParis - July 2009 Theme:TheNew Dynamics of Higher Educationand Research for Societal Change and Development. Over 1,500 participants Governments, academics, QA experts, students, civil society, private sector

  12. Ministers… Egypt China India France

  13. Researchers and scholars from around the world… Philip Altbach Lidia Brito Mala Singh Hebe Vessuri J.R.de la Fuente Alice Dautry

  14. Students were well represented…

  15. Final Report and ConferenceCommuniqué Documents published in hard and soft copy, in English, French, Spanish, Arabic, Chinese, Russian and Portuguese for a wide dissemination among key higher education stakeholders

  16. 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***

  17. Tertiary Enrolment Rates UNESCO Institute of Statistics

  18. What else is New?

  19. Enrolment projections 36 million by 2020 44 million by 2020 26 million by 2050

  20. Higher Education in a world Changed Utterly – OECD 2010 Equity, Efficiency, Quality BUT What was new? • The Economic Crisis: Doing More with less • Universities in search of revenue: ignoring access and equity, but (a paradox?)… • Social engagement – more intense today

  21. New Dynamics RevisitedOECD/IMHE 2010 • Crossborder – often empty shells • Diversification: but vocational and professional?? • Rankings – risky!; will European rankings make a difference? Do not trust League tables! • Academic Profession – students no longer interested(Nigeria) • Changing institutions/changing mindsets... • Does less money mean more innovation?

  22. Europe and Beyond: • The European Higher Education and Research areas must be open to the world (EU Modernisation Agenda for Universities) • The world is becoming smaller as the economic crisis hits both developed and developing countries. Austerity forces HEIs to do more with less • To do more with less:- be more innovative - embrace the new dynamics

  23. “…quality assurance – and especially the internationalization of quality assurance – was one of the most striking new developments since UNESCO held its previous World Conference on Higher Education in 1998.” Inside Accreditation Judith Eaton

  24. WCHE COMMUNIQUE:Call to Action GIQAC UNESCO • ‘[Pursue]… capacity-building for quality assurance in higher education in developing countries’ Member States • ‘Put in place and strengthen appropriate quality assurance systems and regulatory frameworks with the involvement of all stakeholders’ 2009 World Conference on Higher Education Communiqué

  25. UNESCO’s Work GLOBAL OUTREACH THROUGH: UNESCO Global Forum on QA, Accreditation and the Recognition of Qualification (2002; 2004; 2007) UNESCO’s 6 recognition conventions UNESCO-World Bank Global Initiative GIQAC

  26. It takes a community… GIQAC The principal objective of GIQAC is to improve and expand worldwide capacity for quality assurance (QA) in higher education in developing and transition countries.

  27. GIQAC Worldwide GIQAC FY2010 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 RedIberoamericana para la Acreditación de la Calidad en la Educación Superior (RIACES)

  28. GIQAC Achievements ‘The GIQAC grant has accelerated the growth of quality assurance agencies in various countries and developed leaders who serve as champions for QA in their own agencies. From an initial membership of 47 agencies and institutions in 2007, APQN now has 72 members in various categories. The grant has also paved the way towards greater cooperation and mutual understanding across a diverse and populous region.’ — Concepción Pijano, President, APQN

  29. GIQAC Achievements In 2010, GIQAC made an impact at the national level in 43 countries in Africa, 11 countries in the Arab States, 27 countries in Asia and the Pacific, 33 countries in Latin America and the Caribbean and 31 countries in Europe and North America.

  30. Looking Ahead:Challenges • GIQAC FY2011 • ENQA – ECA countries • Future Sustainability: Beyond DGF • The next 3 years • Action plan

  31. INQAAHE Forum Windhoek, Namibia May 2010

  32. “…Spread of the familiar” GIQAC meeting Windhoek Judith Eaton

  33. Follow-up to 2009 WCHE: New Dynamics of quality assurance • Open Educational resources OERs • University rankings and accountability • Private higher education (including for-profit) and • Cross-border higher education: what next

  34. UNESCO Paris, 5 – 8 July 2009 COMMUNIQUE (8 July 2009) ODL approaches and ICTs present opportunities to widen access to quality education, particularly when Open Educational Resources are readily shared by many countries and higher education institutions

  35. WCHE session on OERs Imperative to ensure that all – developed and developing countries - are enabled to contribute to OERs…

  36. Policy Forum 1 (December 2010, Paris) UNESCO and the Commonwealth of Learning Taking the Open Educational Resources (OER) beyond the OER Community: Policy and Capacity

  37. Objectives of the Project • Ensure greater support for the use of OER created and used both in developing and developed countries by educational decision makers (governmental and institutional) • Enhance capacity of educational practitioners in developing countries to create and use OER.

  38. Basic Premise • OERs will not be able to help countries reach their educational goals unless awareness of the potential can be rapidly expanded beyond the communities of interest that they have already attracted • Mainstreaming OER will contribute to the quality of learning materials

  39. Activities 2010 • Development of an OER Dossier • 3 Online Forums • 4 Capacity-Building workshops • 1 Policy Forum

  40. Policy Forum 2 (October 2011, Paris) UNESCO and the Commonwealth of Learning Policy Guidelines on OERs

  41. UNIVERSITY RANKINGS

  42. BRITAIN’S TOP NINE UNIVERSITIES Quality Rankings of Teaching based on all subject assessments 1995-2004(Sunday Times University Guide 2004) • 1 CAMBRIDGE 96% • 2 LOUGHBOROUGH 95% • 3= LONDON SCHOOL OF ECONOMICS 88% • 3= YORK 88% • 5 THE OPEN UNIVERSITY 87% • OXFORD 86% • IMPERIAL COLLEGE 82% • UNIVERSITY COLLEGE LONDON 77% • ESSEX 77%

  43. Unesco global forumonuniversity rankings and otheraccountabilitytoolsParis, 16-17 May 2011 Goals: • Healthy debate on Rankings and other accountability tools • Increased understanding of the impact of rankings • Improved convergences between rankings and other accountability tools • Improved communication between the higher education community and the public, particularly governments, funding bodies, and potential students • Access to reliable and transparent information

  44. Private higher education • Private HE: fastest growing sub-sector - 30% global HE enrolment • Japan, South Korea: 80% • Latin America– 50% • Governance: relationship between government and PHEIs • QA: key tool for demand-absorbing private sector GLOBAL DEBATE ON PHE INCLUDING FOR-PROFIT

  45. Web Portal Higher Education Institutions

  46. Degree Mills What next? Would a UNESCO legal instrument be useful?

  47. Web Portal on HEIs: Country Information • Institutions recognized by competent authorities • Higher education programmes recognized by competent authorities • Information for students planning to study in the country • Information on the higher education system • Foreign credential assessment and recognition • Information on financial assistance opportunities • Cross-border highereducation • National Information Centre • Other information sources • Definition of keyterms

  48. Jamaica Japan Kenya Latvia Liechtenstein Lithuania Mexico Malaysia Namibia New Zealand Nigeria Norway Pakistan Paraguay Current Participating Countries February 2010 • Saudi Arabia • Sweden • Thailand • Trinidad and Tobago • United Kingdom • United States of America Argentina Armenia Australia Belarus Belgium Bulgaria Canada China Costa Rica Cyprus Cuba Croatia Egypt Ireland

  49. Iran Kazakhstan Panama St Vincent and the Grenadines Switzerland Uruguay Uzbekistan Countries being processed December 2010 Austria Chile Colombia Dominican Republic Estonia Guyana India Indonesia

More Related