Promoting Quality in Higher Education: The Role of Collaborative Partnerships

1. Promoting Quality in Higher Education: The Role of Collaborative Partnerships Presented at the 19th Annual ACTI Conference November 11 – 13, 2009 by Hubert J. Charles President Dominica State College

2. Introduction Educational Provision responds to dominant environmental influences whether they be ideological, social, political or economic or a mix of these Before the grant of political independence, English Caribbean Colonies were (some argue still are) classic “Colonies of exploitation” with little need for primary/secondary education & still less need for higher education First Post-Secondary Colleges – Codrington and Mico - established only in 1830 – Social Control

3. Spanish American experience Marked Contrast : Universities established in Mexico, Santo Domingo and Lima during the 17th Century 20 Universities established by the beginning of the 19th Century Nine Colleges established in North American Colonies before Declaration of Independence Not suggesting that exploitation had no place in the motives of the colonial masters - Much more focus place on “settlement” than was the case in the West Indies (See Miller, Quality Assurance in Higher Education in the Commonwealth Caribbean, 2002)

4. Research Challenge Not sure how much work has been done on the education systems and strategies created or introduced by the slaves Suspect that they were in the main successful, focused as they were on survival. Could have some relevance for our current challenges Interesting Challenge for a Researcher

5. University of the West Indies UWI Established 433 years after the Univ. of Santo Domingo UWI – Began its life as (and continues to be) a Regional University At least (3) three interpretations: * Regional Coverage (students/faculty) come primarily from the 14 member countries * Curricular responds to regional needs * Responsible to contribute knowledge to the problems of the region i.e. its impact should be felt in the region

6. Dream of a Regional University persists Currently (2009) the Higher Education Structure in the Commonwealth Caribbean much more complex: 150 institutions (Tewarie, 2009): National Universities National non-university TLIs – some offering first degrees Private Universities (including off-shore medical schools) National Accreditation Bodies (incl. Dominica) Extant & proposed Regional Accreditation Bodies UWI – Regional Character Confirmed

7. Current Context & the Quality Nexus Frenetic generation of new technology thru R&D Heightened focus on the Recognition & Exploitation of Opportunity – Management of Creativity and Enterprise - resulting in start-ups Focus on a new culture of comfort with risk taking and non- authoritarian structures – facilitating creative enterprise The above elements are interdependent and the resulting system is essentially what is being referred to as the Knowledge Revolution This is the Challenge which we face as a region

8. Implications for HE Hundreds of years behind Largely un-reformed and under-resourced education systems Low levels of participation (approx 25%) Low capacity to compete globally The Knowledge Structures, education, skills, attitudes, & cultural orientation required to enable our engagement with the challenge, do have their roots in pre-primary, primary and secondary levels, but they are all honed and sharpened at the level of higher education

9. Defining Quality – complex UNESCO/IIEP – “it is not possible to speak of quality as a single concept” Five areas are highlighted: Attainment of exceptional standards Conformity to standards Achieving institutional goals Meeting customer needs & Fitness for purpose

10. Achieving Exceptional standards Rankings … Nice to be at the top but not crucial to our purposes (Times Educational Supplement Rankings: Harvard No 1 Cambridge 2. Oxford 3. No regional Latin America & Caribbean institution in first 200) Rankings in terms of Math and Science competence more useful. Still not a priority in our context

11. Conformity to Standards Defining quality in terms of conformity to standards - Important for some agencies: Governments for purposes of grants Accreditation agencies – for purposes of endorsement and accreditation Conformity to norms regarding internal processes and administrative arrangements – most important Management of examinations and assessments Staff recruitment, Development of courses etc. Important for transfer of certification & grades

12. Meeting customer needs This is a relatively recent point of focus for TLIs: Originated with private sector concern for customer satisfaction & with the marketing value of a satisfied customer. Patrons are now interested in obtaining value thru good teaching, effective student support and ultimately certificates with strong market value. Institutions now interested in student numbers but also in learning outcomes as measured through knowledge, problem-solving ability & employ-ability & productivity

13. Fitness for Purpose (FFP) For UNESCO, FFP is the preferred approach to defining quality in the Caribbean context where much needs to be done re institutional development FFP permits a composite definition of quality – It begins with: Identification of the purpose of the Institution or the Programme Determining institutional goals/ standards & challenges & Pursuit of structured remedial or developmental measures to improve effectiveness over time

14. Some purposes of Caribbean TLIs Infuse our institutions with integrity. Make them: accessible – we must increase participation, relevant/responsive to learners and to communities Knowledge Driven Democratic – facilitate stakeholder including (student) participation Quality Conscious – Departmental/Faculty internal Reviews, External Assessments, Quality Audits etc. Institutional Integrity the means not the end ...

15. Fundamental Purpose Graduation of the Caribbean Citizen Barbara Boxer Founder of Women Angels Network We are looking for a personality type: A graduate who is knowledgeable, self-confident, creative and willing to engage at appropriate levels, We are investing in their personality, their drive, their integrity and their fortitude for the ups and downs that happen.”

16. TYPICAL COLLABORATIVE FLOWS

17. INTER-INSTITUTIONAL LINKAGES EXIST INTER-COUNTRY LINKS APPEAR EASIER Some ACTI National Chapters (Guyana and Jamaica are vibrant) UWI (Mona) UTECH Annual Meeting (Exemplary!!!) UWI/UG (Intensity Unknown) UWI/ Individual OECS TLIs (Too Limited) An ACTI OECS Chapter could work Need … Focused activity Collaboration must be specific

18. FLOATING FLEXIBLE CLUSTERS

19. Collaboration for Quality All inter-institutional collaboration will result in improved information flows, networking and hence tangible benefits to participants Still, some areas are central to quality … Sharing Course/Curriculum Development Processes (UWI/ACTI Harmonization Prog.) Internal and External Reviews External Examinations National/Regional Accreditation Processes

20. Recommendations Revisit the concept of Centres of Specialisation – Best platform for sharing (Needs Leadership) Continue & Intensify Harmonization of Associate Degrees Initiative – (May be difficult to avoid External Examinations as next step) Provide every encouragement to CKLN's Plans for Regional IT Beltway Include Regional Extra-regional Networking in the definition of success of specialists & their departments

21. Recommendations Contd. 1

22. Recommendation Contd 2. Accelerate negotiations between National and Regional Accreditation agencies – Clear need for a Regional Body to support the existing or planned Boards Develop standards for internal mechanisms for quality assurance within individual faculties/departments Rationalise staff classification and human resource development systems across the region

23. Leadership Crucial Responding to the Threats/Opportunities facing tertiary Education will need Leadership within TLIs , within countries and Regional Bodies UWI must lead in the establishment of an integrated Tertiary Education System and in the quest for quality Obligation ordained in its regional character, confirmed in Grand Anse Declaration Open Campus must not only be an agent for increased access but for Collaboration as well.

24. Thank You!!