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Quality and Diversity in Dutch Higher Education

Explore the necessity of a 'commission' for future development, diversification across three levels, and importance of lifelong learning. Discuss growth projections, student diversity, and steps to ensure education quality.

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Quality and Diversity in Dutch Higher Education

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  1. Quality and Diversity in Dutch Higher Education KoenGeven Koen.geven@ei-ie.org

  2. Structure of Presentation • Introduction • Why a ‘commission’ to look at the future? • Diversification at three levels • Associate Degree • Lifelong Learning • Conclusions

  3. Growth in student numbers… Student numbers will increase to almost 700.000 in 2020: Increase in first year enrolments: Universities: + 40% Hogescholen: +20% Projections growth of student numbers (Commission report, p 63)

  4. …but is it enough? The growth in student numbers is more than welcome, as the 50 % participation target will not be reached. = NL Benchmark on reaching the 50 % target (Commission report, p 64)

  5. Take a step back… • Student backgrounds and preferences are increasingly diverse; • These students will need to be increasingly prepared for a European labor market in a knowledge economy; • Financial means for higher education have not been adequate for at least 20 years: there is a problem of quality.

  6. … and envisage a vision • The role of higher education leaders, students and professionals in realizing reforms should be strengthened; • Ownership of a ‘vision’ for higher education for the next decade is central for its success; • Vision should not ‘revolutionize’ but strengthen and incentivize positive developments.

  7. Rec 1: Diversification at three levels

  8. Rec 2: Associate Degree • Tension between two aims • Qualification in higher education; • Qualification that has direct relevance for the labour market. Two recommendations: • Only associate degrees that have an exit point in the labour market; • Allowing vocational schools and universities of applied science more autonomy in designing their governance.

  9. Rec 3: Lifelong Learning = NL The Netherlands has a relatively small amount of master graduates when compared to other countries. Relative number of bachelor and master graduates (Commission report, p 91)

  10. Rec 3: Lifelong Learning • Expand the offer of professional master programs, particularly at the universities of applied science. • ‘Demand-led’ lifelong learning: give the student lifelong learning rights to follow courses at an institution of choice;

  11. Conclusions • Students are changing, their backgrounds and preferences need a more responsive higher education system; • Success of a vision relies on how leadership, students and staff are involved and feel ownership over the agenda; • Moving lifelong learning forward will require public means but first steps should be taken by the higher education sector itself.

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