Suchergebnisse

This article assesses global trends in higher education. Two tasks are central to this effort:1) research into higher as performing the macro-function of producing human capital;2) a comparison of the organization and financing of higher education in different countries.Our hypothesis is as follows. Along with the influence of the mental development of the population and the level of productive forces, we believe that the main difference in the effectiveness of higher education systems is a consequence of the regulatory influences of governments.Study of the contradictions accumulated in the course of continuous reform allows us to propose measures to improve systemic interaction. The article compares the organization of higher education in the USA, Great Britain, Japan, and Russia at various stages, from admission to universities, to employment of graduates, and the corresponding organization and funding of the educational process. Research results are these. Comparing the indicators of applicant selection suggests replacing the Unified State Exam in Russia with an indicator of the weighted average score of electronic diaries. The study of the learning process showed a tendency to replace pure sciences in curricula with applied sciences. Variants of increasing the share of education in pure sciences are proposed to extend the life of basic competencies of graduates in conditions of local backwardness and uncertainty in the development of regional labor markets. For organization and financing of higher education, the analysis suggests an incompatibility between the Bologna system as introduced in Russia, and the preserved course system of education, with its fixed structure of curricula and expulsion for academic failure.The article shows ways to eliminate this incompatibility, such as the transition to a subjectstatus system of education and re-teaching in the subject. This will eliminate the current situation of fining universities for each expelled student. Conclusions are provided about the need for an integrated approach to subsequent transformations based on the study of global trends in the development of higher education and the preservation of the advantages of the development of Russian higher education.

Student Union leadership is formed to promote and defend the welfare needs of the Students' Community in Nigerian Tertiary Education System. Union leaders engage Government through dialogue on certain policies and the authorities of institutions to provide certain minimum services that will promote a sustained environment for academic interactions. This includes teaching, learning, social and research activities. Student Union Government (SUG) serves as the voice of the Students in all Tertiary Institutions in Nigeria. The Authorities through the Students' Union Government is able to instill discipline and know the feelings and request of the Students. This view is corroborated by Longing (2003) and Ekekwem (2006). Most often, the refusal of Government and Management of institutions to address the legitimate needs of Students' Union leaders leads to conflicts which manifest in demonstrations and unrest with severe consequences. This article examines an ideal student's unionism, its responsibilities, causes of protest and challenges in Union leadership and provides suggested solutions to mitigate unrest by administrators of tertiary institutions and government.

Mayer (this issue) discusses several problems related to the financing crisis that characterizes science and tertiary education for already about half a century. First of all she focusses on the question how the ways of financing inhibit careers of young scientists. In this paper I take a look at the financing problems from a wider background. The financing crisis emerged because of the substantial increase of the expectations imposed on universities without increasing proportionally the financing: massification and the so called Third Mission. Instead of helping universities to cope with the new tasks without reducing any of the traditional tasks of them, universities are left alone with more tasks and less money. Universities are also pushed to replace meaningful and constructive activities with bureaucratic formal activities which contribution to the society is increasingly questionable. Massification and the Third Mission in the current form have increasingly devastating effect on the research and tertiary education.

This report aims to help the government of Armenia and its stakeholders develop a strategy for the tertiary education sector. It uses the methodology of SABER – Tertiary Education (SABER-TE), which is a diagnostic tool to assess how education systems perform and to identify priorities for reforms at the national level. The methodology and this report are part of the World Bank's systems approach for better education results (SABER), which benchmarks education systems at the country level. SABER uses an extensive questionnaire to collect data on the policy environment for tertiary education. The questionnaire is populated through an analysis of the most recent versions of relevant legislation, policy documents, and reports on the sector. The SABER team also carried out fieldwork in Armenia between July 2018 and March 2019 with visits to several universities, government agencies, and other stakeholders. After data collection for Armenia was complete, the policy dimensions were scored on a rubric. This report proceeds as follows. First, the authors describe the context of the tertiary education system in Armenia. In the seven sections that follow the authors proceed with scoring each of the seven policy dimensions in turn, and in the conclusion they offer a few general observations and recommendations about tertiary education in Armenia.

In Colombia, the beginning of a new century has brought with it a palpable feeling of optimism. Colombians will need new and better skills to apply to new challenges and prospects. The past underperformance of Colombia's education system is both a cause and an effect of a system unable to provide high quality education to all. An "education revolution" has begun and progress is being made. Basic and secondary enrolment, quality and learning outcomes are trending upward. The government's main policy goals at the tertiary level focus on the key challenges: expanding enrolment and improving equity, increasing quality and relevance, and making governance and finance more responsive. To achieve these goals, policy makers and stakeholders must find ways to reach consensus, work together and overcome inertia. Colombia has drifted away from focusing exclusively on the needs of students, the graduates they become, and the society in which they live and work. Restoring the focus on how tertiary education can serve these needs is a good organizing principle for reform. The government developed a proposed reform of Law 30 - the main statute governing tertiary education - and vigorous national debate accompanied its dissemination. Opposition to for-profit education dominated the headlines, but, in the review team's view, other aspects of the proposed reform were and are more important. The dramatic increase in tertiary enrolment witnessed during the last decade has also resulted in a more equitable distribution of access to tertiary education. The goal of enrolling 50% of the age cohort is appropriate and achievable, but it implies new challenges for access and student finance policies. The tertiary system covers the full range of the Colombian economy's needs for skilled manpower, if not necessarily to an equal extent. The government has clear and well-founded plans and aspirations for future tertiary growth and development. The Colombian government and people are well aware that they need not only more, but also better and fairer, tertiary provision - growth in coverage must be accompanied by quality, relevance and equitable access. The Colombian system of propaedeutic cycles is a good step towards allowing students to progress up through the tertiary levels. Colombian tertiary institutions have considerable autonomy, which is valuable in many ways though limiting in others.

The social functions of tertiary education have gone through considerable changes with the transformation of economic environment in the more than two past decades. In the decade after the political transformation the number of students in the tertiary education increased more than threefold. Personal interests, social needs and the demands of the society lay different claims to the performance of this sector. The needs for structural transformation of the tertiary education system are connected with the development of social and economic processes. The changes of legal regulations determining the operation of the sector are induced by these factors, which refer to the autonomic characters of the public participants. Tertiary education possesses a specific market environment each of whose characters – both the supply and demand sides – strive for the enforcement of self-regulatory mechanisms.

This article provides a critical commentary on key features of the long-awaited White Paper on tertiary education (Ministry of Education, 1998). Released in November 1998, the White Paper confirms many of the predictions made in earlier analyses of the Tertiary Education Review Green Paper (Ministry of Education, 1997a). The authors argue that despite claims to the contrary in the document, the White Paper is driven by a privatisation agenda, as evidenced by the favouring of new government subsidies for private training establishments, the decline in EFTS-based research support for public institutions, the introduction of new capital charges, and significant changes in the composition and nature of university Councils. Most worrying of all is the potential for undermining academic freedom and institutional autonomy with the granting of important new powers to the Minister of Education. The almost complete absence of any substantial discussion of information technology issues, identified as a major weakness of the Tertiary Education Review Green Paper, is repeated in the White Paper. The authors conclude that the White Paper represents one of the final steps in a process of incremental neoliberal reform, paving the way, via a far-reaching set of policy and legislative changes, to a fully privatised, consumer-driven tertiary education system.

The draft report of the Committee on Open University, Open Tertiary Education, is criticized on the grounds that it is overly conservative and makes little contribution to the opening up of tertiary education in Australia. The problems inherent in government committees, particularly in the field of education, are considered. Using the data provided in the report, the current closed system of tertiary education is criticized and a number of proposals, alternative to those made in the report, are presented for consideration.

The main objective of this paper is to outline what policies matter most for an effective tertiary education (TE) system. It is crucial to ask not simply whether a system is working, but whether it is working to cope with current and expected demand in nations across the world. The paper presents the conceptual background and operational tools of the Systems Approach for Better Education Results (SABER)-TE domain. These tools are intended to be used by government education policy makers to assess policy areas of relevance to a country's tertiary education system, benchmarking national policies against international best practices. The instruments are designed to be sensitive not only to the aggregation and benchmarking of best practices, but also to the disaggregation of the often-unintended effects of traditional tertiary education policies and practices. SABER-TE is intended to collect, synthesize, and disseminate comprehensive information on tertiary education to enable policy makers, the World Bank Group (WBG) staff, and development partners to learn how countries address similar policy challenges. The paper first provides a historical perspective on the World Bank's involvement in tertiary education. Next, it discusses the importance that tertiary education has in today's society and presents a brief review of the most significant issues and trends in tertiary education worldwide. In the second part of the document, the SABER-TE guiding principles are discussed, as well as the policy areas that the framework assesses. The document then describes instruments for data collection; a rubric for scoring, benchmarking, and analyzing the data; and methodological approaches for collecting and disseminating the findings of a SABER-TE assessment.

Front Cover -- Contents -- Acknowledgments -- About the Authors -- Abbreviations -- Chapter 1 Executive Summary -- Introduction -- Rationale for the Three Focus Areas -- The Key Numbers: A Tertiary Education System under Pressure -- Key Findings: Quality and Relevance -- Key Findings: Student Financing -- Key Findings: Regulatory Oversight and Management of the Higher Education Sector -- Policy Options -- Improving Governance through the Process of Expansion -- Notes -- References -- Chapter 2 Quality and Relevance -- Objective -- Introduction