rationale of study & research questions indicators on...

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Gwang-Jo KimDirector of UNESCO Bangkok

I. Rationale of Study & Research QuestionsII. Indicators on Performance, Health and

Evolution of Higher EducationIII. Results of the Pilot Test of IndicatorsIV. Challenges and Reflections

26/21/2010 GJK, Benchmarking Education Systems for Results

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6/21/2010 GJK, Benchmarking Education Systems for Results 3

Role of HE in a global knowledge economy

Human/social capital formation

▪ Private and social returns to HE

Contribution to innovation: new products, processes and technologies

Reliable and comparable data is needed for informed policymaking


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1. Performance (outcomes)2. Health (determinants of the performances)3. Evolution (speed of improvement)

6/21/2010 GJK, Benchmarking Education Systems for Results 5/45

1. What are the higher education system’s actual outcomes?

2. Does the tertiary education system operate under conditions that are known to lead to high performance?

3. At what pace is higher education improving?


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1) Graduates: attainment & equity2) Quality and relevance3) Research outputs4) Technology transfer


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Degree Attainment

P1 – Proportion of the working-age population (25-64) with a tertiary degree

Equity: Achievement Gap

P2 – Proportion from highest quintile over lowest quintile (adults with degrees)

P3 – Proportion of females over males (adults with degrees)

P4 – Proportion of adults from ethnic group X (in countries where relevant)


P5 – Proportion of unemployed adults with a tertiary degree

P6 – Proportion of adults with a postgraduate degree over adult degree holders

P7 – Proportion of degree holders who have emigrated

P8 – Proportion of adult degree holders with a STEM (Science,

Technology, Engineering and Mathematics) degree

P9 – Success rate at licensure exams (CPA, medicine, law, engineering)

P10 – Measure of high quality learning (to be explored)-results of international scientific competitions?


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P11 – Number of citations relative to population

P12 – Proportion of population with a doctorate

P13 – Number of ranked institutions relative to population


P14 – Proportion of graduates with doctorates working outside universities

P15 – Number of patents relative to population


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1) Capacity to undertake reform and deliver improvement

2) Institutional autonomy3) Financing4) Access and equity5) Quality and relevance6) Research capacity



Strategic vision and plan System governance Quality assurance system

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15/456/21/2010 GJK, Benchmarking Education Systems for Results

Oversight, leadership and management Academic management Human resources management Financial management Transparency and openness


Resource mobilization Efficient use of available resources

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Enrolment rate Enrolment rate by income group, gender Affordability Lifelong Learning


Quality of teaching Internationalization Digital Infrastructure

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R&D expenditure Faculty with PhD Efficiency measures Technology transfer capacity

How the HE system improves over certain period of time

Measured by the indicators on the performance and health of HE


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Pilot test in RO Korea, Malaysia and Vietnam

Commission researchers

Researchers have undertaken:

Literature review – revisit regulatory framework on HE in the country

Collect and analyze data

To measure the evolution of HE, collect three sets of data in 2000, 2005 and latest available year


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RO Korea Malaysia Vietnam

Number of institutions 383 588 376

Enrolled students (most recent year) 3,217,690 847,485 1,719,499

Graduates (most recent year) 594,675 211,532 222,665

Populations (in millions) 48 28 86


Indicator Definition RO Korea Malaysia Vietnam

Attainment% of working-age population with

tertiary degree

25.5 (2000)

34.0 (2005)

13.9 (2000)

17.1 (2003)

16.6 (2008) 5.96 (2007)

Achievement

gap

% of working age female

population with tertiary degree

19.9 (2000)

28.9 (2005)

5.82 (2007)

% of working age male population

with tertiary degree

31.1 (2000)

39.1 (2005)

Quality and

Relevance

Proportion of unemployed adults

with a tertiary degree

23.5 (2000)

29.4 (2005)

36.1 (2009)

15.3 (2000)

21.1 (2004)

Proportion of adults with

postgraduate degree

7.5 (2000)

8.3 (2005)

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Research

output% of population with a doctorate

0.3 (2000)

0.2 (2005)

Technology

transferRatio of patents to population

0.2 (2000)

0.3 (2005)

0.4 (2008)

0.03 (2006)

0.01 (2008)

1) Capacity to undertake reform and deliver improvement

2) Institutional autonomy3) Financing4) Access and equity5) Quality and relevance6) Research capacity


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RO Korea

- Ministry of Education, Science and Technology

- Korea Student Aid Foundation

- National Research Foundation of Korea

Malaysia

- Ministry of Higher Education

- National Council of Higher Education

- National Higher Education Fund Corporation

Vietnam

- Ministry of Education and Training

- Ministry of Science and Technology

- Ministry of Planning and Investment

- Provincial governments

VARIATIONS• HE under same ministry of education: RO Korea, Thailand, Indonesia, etc• HE under separate ministry of education: Malaysia, Philippines, etc• HE under many ministries: Vietnam and other socialist countries


RO Korea - Country has a strategic vision/plan and is acting on it

Malaysia- National Higher Education Strategic Plan 2020

- National Higher Education Action Plan 2007-2010

Vietnam

- 2006 Agenda for Higher Education Reform

- 2001-2010 Strategic Plan for Education Development

- 2011-2020 Strategic Plan for Education Development (draft)

Most countries have a strategic vision for the development of their HE systems

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RO Korea - Higher Education Act (amended by Act No.7699, Nov 22, 2005)

Malaysia

- 1971 Universities and University Colleges Act

- 1996 Education Act

- 1996 Private Higher Education Act

- 1996 National Council of Higher Education Act

- 1996 National Accreditation Board Act

- 1997 National Higher Education Fund Corporation Act

- 2007 Malaysian Qualifications Act

Vietnam- Law on Education, 1998, 2005, 2010

- Several regulations from Ministry of Education and Training

Most countries have their own higher education laws either separately or subsumed under the laws on education


RO Korea- Programme Accreditation Agency

- Institutional Accreditation Agency

Malaysia- Programme accreditation and institutional audits done by

Malaysian Qualifications Agency

Vietnam

- Department of Education Testing and Accreditation at MoET

- Office of Education Testing and Accreditation at higher education

institutions

- 20 HEIs accredited so far

• RO Korea has an independent QA agency• Malaysia has a semi-autonomous QA agency• Vietnam has a QA department within the Ministry

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RO Korea- Has comprehensive tertiary education information system (for

both public and private institutions)

Malaysia- Weak management information system

- Need systematic data collection and dissemination

Vietnam- As part of an overall Education Management Information System

(yet to be completed)

The more advanced the country, the more developed is its management information system on higher education. RO Korea has collected more comprehensive time series data for this pilot test.


RO Korea

- Korean Council for University Education holds seminars for

principals in universities twice a year, and provides university

faculties and staff with training opportunities

Malaysia - Higher Education Leadership Academy established

Vietnam - In-service training courses for leaders of HEIs started in 2008

More developed countries have more established training opportunities for university leaders

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RO Korea

- Governing board in private institutions is responsible for general

management of schools and universities

- Selection of leaders is by internal election (whole university community

or executive body)

- Selection of other leadership positions and deans by internal election or

appointment by VC, president or rector

Malaysia

- In public universities, Board of Directors, VCs and DVCs are all

appointed by Minister of Higher Education

- Deans and other leadership positions are elected by faculty members

and approved by the VCs

Vietnam

- Rectors in public institutions are appointed by MOET

- Rectors in private institutions are appointed by Governing Board and

approved by MOET

- Rectors appoint deans and other academic positions after consultation

with various internal stakeholders

Leadership appointments at the universities in Malaysia and Vietnam are controlled by the Ministry concerned


RO Korea

- Freedom to recruit students (numbers: partially restricted; qualifications:

no restriction)

- Freedom to define academic structure, programs and course content

Malaysia

- Academic performance is monitored and audited through various

mechanisms such as Malaysia Qualifications Agency

- Public universities set student intake targets and Ministry of Higher

Education recruit students

Vietnam

- Public institutions set student intake targets

- Public institutions propose new courses to MOET for approval

- Public institutions propose new academic structure to the managing

authority for approval

Korea has more academic freedom than Malaysia and Vietnam

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RO Korea

- Legal status of faculty as civil servant in public institutions

- Freedom to recruit and dismiss faculty

- Private institutions have freedom to set salaries but not in the public

institutions

Malaysia

- Faculty as civil servant

- Faculty subjected to the rules and regulations as stipulated by the

Public Service Department (PSD)

- Number of staff in the universities is determined by PSD

Vietnam

- Faculty as public employees in public institutions

- Public institutions have partial power to hire and dismiss staff

- Quasi-freedom to set salaries

Faculty are civil servants in public institutions in all these 3 countries. Korea has more human resources autonomy than the other 2 countries


RO Korea

- Budget as block grant

- Freedom to set fees

- Universities own buildings, facilities and equipment

- Freedom to borrow from commercial banks

- Accountability requirements (financial audit: mandatory self-report

biennially)

Malaysia- Ministry of HE controls the finance

- At public institutions, one line budget applies

Vietnam

- Line-item budgeting and block grants

- Fees set by central government

- Limited capacity to borrow from commercial banks

- Audits are not strictly required

Korean public universities have more financial autonomy than those in Malaysia and Vietnam

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Funding effort% of public & private funding /

GDP

2.7 (2001)

2.4 (2005)

2.5 (2006)

Budget% tertiary education budget

/ national budget

1.7 (2001)

2.1 (2005)

2.2 (2006)

2.70 (2004)

6.78 (2009)

Per student

funding

Total tertiary budget

/ total # of students in country

6,618 (2001)

7,606 (2005)

8,564 (2006)

Income

generation in

public HEIs

% self-generated income

/ total resources2.27 (2009)

Unit cost in

public

institutions

Budget for public institutions

/ # of students

4,958 (2001)

9,088 (2005)

8,987 (2006)4,598 (2009)

96.2 (1999)



Enrollment rateProportion of students enrolled in

private institutions70.0 (2009)

45.4 (2000)

38.4 (2005)

35.8 (2008)

Proportion of female students in

universities38.5 (2009)

61.2 (2005)

61.7 (2008)

AffordabilityProportion of annual average

tuition fees per student to GNI

Public: 19

Private: 34.4

(2006/7)

Lifelong

Learning

Enrollment of students over

30yrs old in tertiary education 8.7 (2009) 2.12 (2008)

Korea - enrolment rate.ppt



Korea - female faculty.ppt



Korea - affordability-av tuition fees per student to GNI.ppt





Korea - lifelong learning.ppt



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Quality of

Teaching

Proportion of faculty

with Ph.D. in

universities

74.3 (2000)

79.1 (2005)

80.8 (2009)

Internationalizati

onProportion of foreign

students

Undergrad: 1.0

Post grad: 5.5

(2009)

Undergrad: 1.2

Post grad: 21.2

(2007)

Proportion of foreign

faculty

2.4 (2000)

3.2 (2005)

5.5 (2009)

Digital

InfrastructureInternet user (per

1,000 inhabitants)765 (2008) 559 (2007)



R& D

Expenditure

R&D expenditure relative to

GDP

0.3 (2003)

0.3 (2005)

0.3 (2009)

0.69 (2002)

Faculty with

Ph.D.

Proportion of faculty with Ph.D.

in universities

74.3 (2000)

79.1 (2005)

80.8 (2009)

19.9 (2008)

Efficiency

measures

Proportion of Ph.D. graduates

over total entrants of Ph.D.

students

53.4 (2005)

52.4 (2009)6.41 (2008)

Technology

transfer capacity

Proportion of universities with

a technology transfer office

100 (2009)

(in public univs)

Korea - faculty with Ph.D..ppt









Korea - proportion of foreign students.ppt







Korea - proportion of foreign faculty.ppt









Korea - R&D Expenditure.ppt











Korea - faculty with Ph.D. time series.ppt









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Dispersed and inconsistent data (mostly located at institutions and not ministry)

Difficult to get reliable data from private institutions Most difficult to get the time series data Limited access to financial data Poor data archival system


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Different levels within tertiary education Difficulty in calculating indicators from

inconsistent data Problem in defining qualitative indicators

such as autonomy, management and governance


Clear definition and classification of indicators needed, especially for the qualitative one

Importance of reliable data collection and archive system

Governance to reflect the indicators into actual policies


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