policy workshop on private higher education damascus 8 december 2004
TRANSCRIPT
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Policy Workshop on
Private Higher Education
Damascus
8 December 2004
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some dimensions of diversity
constitutional ban
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some dimensions of diversity
constitutional ban
limited private
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some dimensions of diversity
constitutional ban
limited private
significant participation
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some dimensions of diversity
constitutional ban
limited private
significant participation
majority enrollment
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share of private higher education enrolments
Korea 75%
Indonesia 65%
Philippines 80%
Colombia 60%
Brazil 60%
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proportion of private enrollment
0 10 20 30 40 50 60 70 80 90
Filipinas
Corea
J apón
Indonesia
Colombia
India
Brasil
Bangladesh
Nicaragua
Paraguay
J ordania
Perú
Ecuador
Chile
Zaire
Nepal
Estados Unidos
Guatemala
Tailandia
El Salvador
México
Venezuela
Argentina
Honduras
Ruanda
Malasia
Bolivia
Papua Nueva Guinea
Kenya
Zimbabwe
Panamá
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growth of private enrollment in Latin America(1970 - 1994)
0.0%
6.0%
7.4%
3.0%
6.0%
17.4%
21.0%
0.0%
14.5%
18.0%
39.4%
10.8%
21.7%
24.8%
34.1%
55.0%
45.5%
25.7%
23.0%
0.0%
6.0%
8.4%
8.5%
12.5%
20.3%
23.2%
23.9%
25.2%
28.8%
34.2%
35.6%
35.9%
46.7%
53.7%
58.4%
64.1%
69.1%
71.2%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Cuba
Uruguay
Panamá
Bolivia
Honduras
Argentina
Ecuador
Costa Rica
México
Guatemala
Nicaragua
Venezuela
Perú
Paraguay
Chile
Brasil
Colombia
El Salvador
Rep. Dom
1994
1970
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some dimensions of diversity
poor quality
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some dimensions of diversity
poor quality
the best show in town
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outline of the presentation...
• the potential benefits of private higher education
• the risks involved
• the role of the State
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outline of the presentation...
• the potential benefits of private higher education
• the risks involved
• the role of the State
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potential benefits
providing opportunities in constrained environment
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potential benefits
providing opportunities in constrained environment
complementing government funding
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enrollment rates by region
(1970-1999)
Sub-Saharan Africa
Middle East
Latin America/Caribbean
East Asia/Oceania
Southern Asia
Eastern Europe/Central Asia
0
5
10
15
20
25
30
35
40
45
50
1970 1980 1985 1990 1995 1997 1999
Year
Enr
ollm
ent
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Tertiary Level Enrollment
050
100
0 10 20 30 40 50 60 70 80 90 100
Private Share
Enrol
lmen
t Argentina
Indonesia
FranceDenmark
Colombia
Chile
Brazil
Belgium
Austria
Philippines
Norw ayNew Zealand
Japan
Netherlands
Mexico
Latvia
Korea, Rep.
USASw eden
SpainRussia
PortugalPoland
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knowledge is a key factor in explaining the
difference between poverty and wealth
0
2
4
6
8
1958 1962 1966 1970 1974 1978 1982 1986 1990
Rep. of Korea
Ghana
GDP Thousands of1985 US dollars
Differenceattributed toknowledge
Difference dueto physical andhuman capital
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Korea vs. Ghana
Korea 1950s:
growth of public tertiary education with tuition fees
1960s: government financial incentives to promote
private tertiary sector growth
1970s and 80s: development of science and engineering
programs
1990s: emphasis on quality assurance, R&D,
accountability, performance-based funding
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Ghana vs. Korea
Ghana 1950s – 1970s
slow growth of “free” public tertiary education
1980s: initiation of reforms: quality,
financial sustainability, expansion of public tertiary education
1990s: weak application of reform
programs
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Korea vs. Ghana
evolution 1960-2002 enrollment rate
Korea: 2% in 1945 to 80% Ghana: remained at 2%
private sector enrollment Korea: 75% of total Ghana: 6% of total
public expenditure per student Korea: increase from $2,700 to $4,500 Ghana: decrease from $1,200 to $850
tertiary education linkages with economy and labor market
Korea: strong Ghana: weak
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potential benefits
providing opportunities in constrained environment
complementing government funding
being closer to employers needs
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linkages with the productive sectors
management team
board with external representatives
practitioners as part-time professors
speed to market
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potential benefits
providing opportunities in constrained environment
complementing government funding
being closer to employers needs
providing healthy stimulation through competition
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healthy competition
Bolivia
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healthy competition
Bolivia
Uruguay
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healthy competition
Bolivia
Uruguay
Russia
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healthy competition
Bolivia
Uruguay
Russia
Jordan and Lebanon
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outline of the presentation...
• the potential benefits of private higher education
• the risks involved
• the role of the State
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the risks involved
inadequate quality
increasing inequalities
unfair competition
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the quality challenge
diploma mills
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the quality challenge
diploma mills
franchise institutions
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franchise universities …
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franchise universities …
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the quality challenge
diploma mills
franchise institutions
quality assurance for virtual institutions and e-learning
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virtual universities
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the equity challenge
the higher the tuition fees, the more elitist the institution
eligibility for public resources? scholarships student loans
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unequal competition
“free riding” the use of public professors
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beware of foreign providers!
unequal competition
corporate behavior
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for-profits targeting developing world
Apollo Group (Univ of Phoenix) -- Apollo International
Sylvan Learning Systems Universidad Europea de Madrid Universidad del Valle in Mexico
Unext.com? Columbia, Chicago, Stanford,
LSE, Carnegie Mellon
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changing behavior
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corporate behavior
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forced marriage
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outline of the presentation...
• the potential benefits of private higher education
• the risks involved
• the role of the State
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the role of the State
mitigating the risks
promoting the harmonious growth of private institutions
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main responsibility of the State
to put in place an enabling
framework that encourages all
higher institutions to be more
innovative and responsive
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role of the State
define a coherent national
strategic vision and policy
framework
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is there a vision?
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role of the State
define a coherent national
strategic vision and policy
framework
establish an enabling regulatory
environment
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public policies to promote private
tertiary education
remove barriers
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areas of regulation
• Establishment of new institution
• Authorization to issue degree
• Establishment of new program
• Quality assurance
• Financial obligations / restrictions
• Equity promotion
• Participation of public sector teachers
• Academic freedom guarantee
• Appointment of trustees
• Additional provisions for foreign providers
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public policies to promote private
tertiary education
remove barriers
establish quality assurance mechanisms
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quality assurance
licensing of institutions minimal requirements comprehensive requirements
accreditation entire institution program course
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public policies to promote private
tertiary education
remove barriers
establish quality assurance mechanisms
make information available Provao in Brazil ICFES in Colombia Jordan
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role of the State
define a coherent national strategic
vision and policy framework
establish an enabling regulatory
environment
offer appropriate financial incentives
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financial support from the public budget
direct subsidy
payment of teachers
tax exemptions
scholarships
student loans
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conclusion
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the changing higher education landscape
The Traditional University
Differentiated System
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competing in the learning society...
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competing in the learning society...
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competing in the learning society...
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competing in the learning society...