International Institute for Educational Planning

IIEP Publications on Higher Education

International Institute for Educational Planning

Institut international de planification de lducation

Published by: UNESCO International Institute for Educational Planning 7-9 rue Eugne-Delacroix, 75116 Paris, France E-mail: info@iiep.unesco.org Website: www.iiep.unesco.org

Printed at the IIEP

Introduction
The UNESCO International Institute for Educational Planning (IIEP) was created in 1963 in Paris, France to help Member States improve the quality and eectiveness of their education systems. It is supported by grants from UNESCO and by voluntary contributions from Member States and others. IIEP is an integral part of UNESCO and subscribes to UNESCOs main priorities, yet it enjoys a large amount of autonomy. It strengthens the capacity of countries to design, plan and manage their education systems in a rapidly changing world. It does this through training, research, technical assistance, networking and information-sharing. IIEPs Programme and Publications on Higher Education Higher education plays a critical role in development and universities are important agents for social change. Higher education institutions are essential for generating knowledge and training personnel for modern knowledge-based economies. The past decade has raised new challenges with declining public funding, demographic changes, globalization and the increasing digital divide. IIEP research projects are addressing the following issues: Enhancing capacity of higher education in developing countries Restructuring university administration, nances and technology New mechanisms for quality assurance Managing changing university-industry links ICTs and the virtual university Improving professional education and facilitating the transition to the labour market.

This Brochure provides references to IIEPs publications on higher education, including books in the series Trends in higher education; policy forum reports; IIEP research papers; and training materials. Print editions are available for purchase from the Institute and the prices indicated include airmail shipment. Electronic editions can also be downloaded free of charge from the Institutes website (publications from 2000 to date): www.iiep.unesco.org/information-services/publications/search-iiep-publications.html Enquiries and orders should be addressed to: info@iiep.unesco.org Special web focus on Higher Education

To coincide with the World Conference on Higher Education in July 2009, IIEP is running a special web focus. The current situation and challenges faced around the world are presented in six main themes: Globalization and Higher Education Private Higher Education Quality Assurance in Higher Education Research and Development in Higher Education Higher education, rural development and poverty alleviation Conclusion: Perspectives on Higher Education (see website in August). At the end of the Brochure, you will nd articles and references related to the dierent themes as well as the conclusion: Perspectives on Higher Education: www.unesco.org

IIEP Publications on Higher Education

External quality assurance in higher education: making choices by Michaela Martin and Antony Stella Fundamentals of educational planning N 85 2007, 111 p. ISBN: 978-92-803-1304-8 IIEP/UNESCO Publishing Price: 15 External quality assurance (EQA) has become one of the most important items on the policy agendas of higher education systems across the world. Public authorities are nding themselves compelled to assess whether their traditional structures for quality assurance are still valid, and whether they should create new mechanisms. This publication discusses the dierent options available and intends to be of practical use for national decision-makers faced with the challenge of designing an EQA system that not only corresponds to international good practice, but is also in line with national policy goals. Assurance qualit externe dans lenseignement suprieur : les options par Michaela Martin et Antony Stella Principes de la planication de lducation No. 85 2007, 123 p. ISBN : 978-92-803-2304-7 Prix : 15 Lassurance externe de la qualit gure en bonne place dans les ordres du jour politiques des systmes denseignement suprieur dans le monde. Cet ouvrage discute des direntes approches possibles pour les dcideurs qui veulent concevoir un systme non seulement respectueux des bonnes pratiques internationales mais galement conforme aux objectifs de la politique nationale.

Construire un tableau de bord pour lenseignement suprieur : un guide pratique par Michaela Martin et Claude Sauvageot ; projet coordonn par Bertrand Tchatchoua 2009, 91 p. ISBN : 978-92-803-2329-0 Prix : 7 Pour rpondre une forte demande sociale, les systmes denseignement suprieur se diversient et se modernisent. Leur expansion implique une transformation rapide du cadre institutionnel, de lore de formation et des pratiques denseignement, mais galement de leur mode de gouvernance. En particulier, en change dune plus grande autonomie accorde aux tablissements denseignement suprieur, les autorits publiques leur demandent dlaborer leur propre politique institutionnelle, dlaborer des plans stratgiques et de dmontrer les rsultats obtenus. Les tablissements sont donc obligs de renforcer leur capacit de gestion et de mettre en place des systmes dinformation et des dispositifs de suivi plus performants. Les tableaux de bord pour lenseignement suprieur deviennent ainsi des outils de gestion et de communication indispensables. Quelle est la meilleure faon de construire un tableau de bord pour un systme denseignement suprieur ? Cet ouvrage constitue un outil mthodologique indispensable aux planicateurs de lducation pour leur permettre de raliser un projet de tableau de bord. En tablissant un lien clair et vident entre le contexte dans lequel le tableau de bord sinscrit et les objectifs auxquels il doit rpondre, ce guide propose une dmarche mthodologique conduisant la ralisation de cet outil.

Cross-border higher education: regulation, quality assurance and impact (Chile, Oman, Philippines, South Africa) Volume 1 edited by Michaela Martin New trends in higher education series 2007, 363 p. ISBN: 978-92-803-1302-9 Price : 12 Higher education systems worldwide are undergoing manifold changes, including a signicant increase in private provision. This includes cross-border higher education where institutions, programmes, students and/or sta cross national borders. Cross-border higher education oers both opportunities and challenges for education systems, their respective communities and countries at large. The challenges are especially important in developing countries, where social demand for higher education is high and expected to increase. Yet many of these countries lack adequate regulation and quality assurance mechanisms. An IIEP research project analyzed the status, specic features and impact of cross-border provision. It focused on institutional and programme mobility, which pose the greatest challenges to national authorities. Seven case studies from Africa, Asia and Latin America were chosen. This rst volume of the publication presents a comparative synthesis as well as the cases of Chile, Oman, the Philippines and South Africa. Cross-border higher education: regulation, quality assurance and impact (Argentina, Kenya, Russia) Volume 2 edited by Michaela Martin New trends in higher education series 2007, 351 p. ISBN: 978-92-803-1303-1 Price: 12 Globalization of higher education and cross-border student mobility by N.V. Varghese IIEP Research Paper 2008, 29 p. e-publication only Cross-border higher education has become an important mode for globalizing higher education and implies the mobility of students, teachers and programmes crossing national boundaries. In the context of globalization, it has become a market-driven activity involving numerous providers and attracting thousands of students. Based upon the data on student mobility, this paper attempts to discuss the pattern of cross-border student ows and provide some plausible explanations for the observed patterns. Institutional restructuring in higher education within the Commonwealth of Independent States by N.V. Varghese IIEP Research Paper 2009, 28 p. e-publication only The expansion of the market economy has led to several reforms in higher education, changing the way university activities are organized, how services are provided and how institutions are managed. The reforms initiated within the Commonwealth of Independent States (CIS) have many common elements, including a revised curriculum, new courses, a credit-based assessment system, student evaluation systems, cost recovery measures and the mix of state- and privately-funded students. Institutional restructuring can be necessary for nancial reasons or to improve the quality of education. This paper argues that the restructuring process in CIS countries was aimed more at improving the relevance of higher education institutions to compete in an increasingly globalized world. Case studies are provided from universities in Armenia, Belarus, Kazakhstan, Kyrgyzstan and the Russian Federation.
International Institute for Educational Planning

Institutional restructuring in higher education within the Commonwealth of Independent States

N.V. Varghese

R esearch papers IIEP

IIEP Publications on Higher Education

Accreditation and the global higher education market edited by Gudmund Hernes and Michaela Martin Report of an IIEP Policy Forum 2008, 284 p. ISBN: 978-92-803-1309-3 Price: 12 The changes that higher education are undergoing are often interrelated. The globalization of professions and mobility of professionals highlight the need for institutions to deliver internationally recognized qualications, allowing for comparability of educational standards. This report presents the papers and discussions recorded during a policy forum held at IIEP in 2005 on how to design accreditation systems in line with international good practice and national policy agendas for higher education. Issues of regulation and quality assurance of cross-border education providers were also addressed. Knowledge for the future: research capacity in developing countries by Bikas C. Sanyal and N.V. Varghese IIEP Research Paper 2007, 21 p. e-publication only Knowledge has become a critical factor for economic growth. Governments and public universities play an important role in its production and distribution. At present, given its role in production and protability, producing knowledge has also become an important corporate concern. Investments in research and development (R&D) have therefore increased substantially in the developed countries. Public investment in R&D in developing countries is rather low, however, and private investment is not forthcoming. This is contributing to a widening of the knowledge divide between developed and developing countries. There is a need for the developing countries to improve their R&D capacity by investing in their nancial and human resources. The role of universities remains unchallenged in the area of research training. This paper argues for reviving and strengthening the university system in developing countries to reinforce their research capacities. This implies increased levels of resource allocation to higher education and research, encouragement of private investment in R&D activities, an expansion of graduate programmes and greater female participation in R&D. GATS and higher education: the need for regulatory policies by N.V. Varghese IIEP Research Paper 2007, 22 p. e-publication only Whereas education used to be considered a public good, it has now become an internationally tradable commodity. It is therefore important to look at how educational provision, quality and nancing are aected by the General Agreement on Trade in Services (GATS), a multilateral agreement signed in 1995. The higher education landscape in particular is undergoing a process of signicant change. Nevertheless, countries must remain aware that even if they do wish to open up an area such as education to international trade, they can retain control over a certain number of parameters. This paper analyzes the implications of GATS for education systems in developing countries and discusses the importance of regulatory mechanisms for these countries.

International Institute for Educational Planning

IIEP Publications on Higher Education

External quality assurance: options for higher education management by Michaela Martin and Antony Stella IIEP Training Materials 2006, one set of 5 modules e-publication only This material was developed for decision-makers and managers in government departments such as ministries of education, buer organizations of higher education and quality assurance agencies whose task it is to design or develop the national framework for external quality assurance. These modules are intended to provide support for their decisions related to external quality assurance, while discussing those options and their implications which have been successfully tested in a variety of countries. Accessible to all, the modules are designed to be used in various learning situations, from independent study to face-to-face training. Publi en franais: Assurance externe de la qualite : options pour les responsables de lenseignement suprieur The virtual university: Models & messages. Lessons from case studies edited by Susan DAntoni 2006, 451 p. ISBN: 978-92-3-104026-9 IIEP/UNESCO Publishing Price: 15 This publication is the fruit of an IIEP study on the virtual university and e-learning, undertaken to illuminate the policy, planning and management challenges of these new or evolving institutions. It presents the stories of eight institutions, their policy, planning and management challenges and the lessons that they have learned. Three background chapters describe the context for the case studies and their messages, elaborating the societal trends that impact higher education, the challenges and opportunities that universities face, and the impact of borderless education. The case studies were selected to represent the main emerging institutional models, as well as a range of geographic regions. Taken together, they present a rich and diversied overview of the virtual university, the changing landscape of higher education, and the potential of a global marketplace. This is the second edition of this publication. The rst was released in 2003 as IIEPs rst web publication. It received such a high level of interest that IIEP invited the authors to prepare a new section to update the case studies, and published a second edition in 2006 in both web and print versions. External quality assurance of higher education in Anglophone Africa by Michaela Martin, Jimena Pereyra, Mala Singh and Antony Stella Report of an IIEP distance education course, 25 September-22 December 2006 2007, 66 p. e-publication only In recent decades, most higher education systems have experienced an overall trend of expansion and institutes have become more numerous and diversied. Many countries have promoted the development of private education as a means of satisfying social demand within the context of a restricted budget. This has resulted in an unequal provision of education in terms of quality, and national authorities have found it more complex to assure quality through traditional mechanisms. IIEP undertook a research programme to explore the organizational and methodological options of dierent external quality assurance systems. A distance education course was then developed based on this, to help set up national mechanisms for quality assurance, develop existing systems and evaluate current practices. This is a report based on the course held in 2006. 7

IIEP Publications on Higher Education

Growth and expansion of private higher education in Africa edited by N.V. Varghese New trends in higher education series 2006, 248 p. ISBN: 978-92-803-1294-2 Price: 12 The private sector is a fast growing segment of higher education in many African countries. Both policy support and increasing social demand for higher education have created a supportive environment for the growth and expansion of private higher education institutions in Africa. This expansion primarily takes the form of self-nancing or for-prot institutions, while some are funded by religious agencies. This publication is based on IIEP research and a policy forum held in 2004 in collaboration with the Association of African Universities (AAU) and the Association for the Development of Education in Africa (ADEA). It analyzes the policy changes that have taken place in a number of African countries in favour of the private sector, both as a reaction to and as a stimulus for the new trends. It examines the patterns in the growth and expansion of private higher education institutions, and their management and sources of nancing. As in other parts of the world, it appears that the private higher education institutions that sprang up in the 1990s in Africa are often small in size, oer courses in limited subject areas and concentrate on market-friendly themes. Private higher education in Africa by N.V. Varghese Paper presented at a policy forum, Accra, Ghana, 2-3 November 2004 2004, 30 p. e-publication only Public universities have had a near monopoly in providing higher education in countries of Africa up until recent years. The market-friendly reforms initiated under the structural adjustment programmes, the deregulation policies, and the nancial crisis of the state have created an encouraging environment for the emergence of the private higher education sector. This is the revised version of a paper presented at the Policy Forum Private higher education in Africa, held in Accra, Ghana in 2004. It attempts to analyze the growth and expansion of private higher education in Africa. Private higher education in Kenya by N.V. Varghese New trends in higher education series 2005, 81 p. Price: 12 This publication looks at educational policy in Kenya, focusing on the increase in private higher education. Kenya has a relatively long history of private higher education, with the rst establishment of a private university in 1969. It was in the 1990s that Kenyan education policy particularly began to encourage the setting up of private higher education institutions. The study analyzes policy changes in Kenya in favour of the private sector, as well as trends and patterns in the expansion of private higher education institutions, and sources of nancing an management. There are two main types of such institutions in Kenya: for-prot institutions oering courses in limited, but market-friendly subject areas, drawing their income mainly from student fees; and those sponsored by religious organizations.

International Institute for Educational Planning

IIEP Publications on Higher Education

Private higher education in Bangladesh by Mahmudul Alam, M. Shamsul Haque and Syed Fahad Siddique; edited by N.V. Varghese IIEP Research Paper 2007, 53 p. e-publication only This study is part of an IIEP research project to examine the private sector of higher education. The study looks at policy changes in Bangladesh in favour of the private sector, trends and patterns in the growth and expansion of private higher education institutions, and the sources of nancing and management of these institutions. Although there were discussions on establishing private universities as of the 1980s, the Parliament Act on this was passed in 1992. The rst private university was established in the same year. Now there are more than 50 private universities in the country. This study shows that the private universities in Bangladesh, as in many countries, oer courses in limited market-friendly subject areas, and their income relies mainly on fees collected from students. Some of them are aliated to foreign universities. Private higher education in Georgia by George Sharvashidze New trends in higher education series 2005, 99 p. Price: 12 This study examines education policy changes in Georgia, which have in recent years favoured a transition towards private higher education. It analyzes trends and patterns in the growth and expansion of private higher education institutions in Georgia, and looks at the sources of nancing and management of such institutions. Amongst other ndings, the study shows that many private higher education institutions that sprang up in the 1990s are small in size and oer courses in limited subject areas, even in marketfriendly elds, and that the main source of income is represented by student fees. Private higher education by N.V. Varghese Report of a policy forum, Tbilisi, Georgia, 25-26 April 2002 2004, 252 p. ISBN: 92-803-1272-3 Price: 12 In many countries, the private sector is the fastest growing segment of higher education, whereas in the past, universities in most countries were dependent on public funding. Private higher education institutions may be publicly funded, self-nancing or for-prot. The IIEP initiated a research project to examine the private sector of higher education mainly in transition economies and selected countries of Asia and Africa. The studies analyzed policy changes in favour of the private sector, trends and patterns in the growth and expansion of private higher education institutions, as well as the sources of nancing and management. Based on these studies the IIEP and the International Institute for Education Policy, Planning and Management (EPPM) organized a policy forum in Tbilisi, Georgia and published the papers prepared for the policy forum in this report.

IIEP Publications on Higher Education

Reforming higher education in the Nordic countries: studies of change in Denmark, Finland, Iceland, Norway and Sweden by Ingemar Fgerlind and Grel Strmqvist New trends in higher education series 2004, 265 p. ISBN: 92-803-1267-7 Price: 12 This book describes how the systems of higher education have changed in the Nordic countries over the past two decades in response to multiple demands, which include expansion, diversication, accountability, quality control, internationalization and globalization. Internationally, there is an interest in how these countries have handled such demands whilst experiencing scal pressures and striving to maintain quality and increase equity. Within the Nordic countries, policies and reforms in higher education are the subject of much debate. The study examines the role of the market and the state in ve Nordic countries, as higher education and research are regarded as important political tools in the development of national and regional economies. An overview and analysis of the systems of higher education is provided in the light of global and European developments. Finally, the book looks at how the dierent countries consider the tradition of lifelong education, the barriers between university and non-university institutions and the participation in higher education by men and women. Entrepreneurialism and the transformation of Russian universities by Michael Shattock, Evgeni Kniazev, Nikolay Pelikhov, Aljona Sandgren & Nikolai Toivonen New trends in higher education series 2004, 334 p. ISBN: 92-803-1268-5 Price: 12 Since the fall of communism, the Russian university system has suered the most serious nancial downturn together with one of the most dramatic expansions of any European country. Economic and social pressures provided opportunities for change and many Russian universities were transformed in the process. This book shows, through a series of case studies, how Russian universities rode the storm of marketization and created new original forms and structures, new ways of nancing themselves with much less dependence on the state and new partnerships with regional state agencies and industries. They demonstrate that entrepreneurialism can be transformational and that the new organizational features that are emerging may oer important new models for other advanced industrial economies. Institutional restructuring in higher education in Asia: trends and patterns by N.V. Varghese Theme paper prepared for a Policy Forum in Asia, 23-24 August 2004, Hue City, Vietnam 2004, 33 p. e-publication only During the 1980s, the economic crisis reduced the ecacy of the state to support higher education. Universities in developing countries were faced with further problems as trends during the structural adjustment programmes diverted pubic investment from higher to primary education. The sector was forced to respond by devising strategies to reduce nancial reliance on public funds. Education played an important role in shaping the pattern of development in East Asia and in general, the institutional restructuring process has resulted in better functioning institutions providing good quality courses. Political control on universities has been reduced and institutional capacity has been improved to respond quickly to societal needs and market demands. The East Asian experience shows that the success of the institutional restructuring process lies in the reliance on incentives to motivate individuals to change rather than on mandates to comply. 10

International Institute for Educational Planning

IIEP Publications on Higher Education

Education for rural development: towards new policy responses A joint study conducted by FAO and UNESCO edited by David Atchoarena and Lavinia Gasperini 2003, 404 p. ISBN: 92-803-1220-0 Price: 20 IIEP-UNESCO Publishing/FAO Published in French, Spanish & Chinese More than half of the worlds population and more than 70 per cent of the worlds poor are to be found in rural areas, where hunger, illiteracy and low school achievement are common. Educating a large number of people in rural areas is crucial for achieving sustainable development. For many years, policy-makers and education specialists have focused on practical and occupational agricultural skills training, provided mainly at the secondary and tertiary levels. Yet, a more holistic approach is necessary. This book describes trends and innovations to improve the provision and quality of basic education in rural areas, discusses skills development challenges, and analyzes strategies developed by higher education institutions. Higher education for rural development : the experience of the University of Cordoba by Eduardo Ramos and Maria del Mar Delgado Education for rural people series 2005, 90 p. Price: 12 Reforming higher agricultural education institutions: the case of the School of Agriculture at Monterrey Tech by Manuel Zertuche Education for rural people series 2005, 963p. Price: 8 The reform of higher agricultural education institutions in China by Yonggong Liu and Jingzun Zhang Education for rural people series 2004, 107 p. Price: 12 Published in Chinese The deep change process in Zamorano : 1997-2002 by Keith L. Andrews Education for rural people series 2004, 96 p. Price: 12 Published in Spanish. The national accreditation system in Colombia: experiences from the National Council of Accreditation (NCA) by Jos Revelo Revelo, Carlos Augusto Hernndez New trends in higher education series 2003, 132 p. Price: 12 In pursuit of continuing quality in higher education through accreditation: the Philippine experience by Adriano A. Arcelo New trends in higher education series 2003, 134 p. Price: 12 11

IIEP Publications on Higher Education

Accreditation in the higher education system in Hungary by Tams Kozma New trends in higher education series 2003, 165 p. Price: 12 Accreditation in the United States: origins, developments and future prospects by Elaine El-Khawas New trends in higher education series 2002, 296 p. Price: 12 External quality assurance in Indian higher education: case study of the National Assessment and Accreditation Council (NAAC) by Antony Stella New trends in higher education series 2002, 132 p. Price: 12 The management of university-industry partnerships in Eastern Asia by Michaela Martin Report of an IIEP/ESMU distance education course, 2 April-5 July 2002 Improving the managerial eectiveness of higher education institutions series 2003, 148 p. Price: 12 The limits of diversication to sources of funding in higher education by N.V. Varghese IIEP Contributions N 45 2002, 23 p. Price: 5 Transformation and institutional quality management within a South African university: a case study of the University of the Orange Free State by A.H. (Kalie) Strydom and Somair Holtzhausen Improving the managerial eectiveness of higher education institutions series 2001, 166 p. Price: 12 Management of university-industry linkages by Gudmund Hernes and Michaela Martin Report of a policy forum, IIEP, Paris, 1-2 June 2000 2001, 223 p. ISBN: 92-803-1206-5 Price: 12 Attacking urban poverty: the role of the SNDT Womens University, Mumbai, India: the Gilbert Hill Programme by K. Kamath, S.A. Udipi and M.A. Varghese Strategies of education and training for disadvantaged groups series 2001, 64 p. Price: 12 Managing university-industry relations: a study of institutional practices from 12 dierent countries by Michaela Martin Improving the managerial eectiveness of higher education institutions series 2000, 173 p. Price: 12 12

International Institute for Educational Planning

IIEP Publications on Higher Education

The management of university-industry relations: ve institutional case studies from Africa, Europe, Latin America and the Pacic region by Michaela Martin Improving the managerial eectiveness of higher education institutions series 2000, 263 p. ISBN: 92-803-1194-8 Price: 12 Strategic nancial management in Southern African universities by Michaela Martin, Susan DAntoni and John Hall Improving the managerial eectiveness of higher education institutions series 1999, 77 p. Price: 12 Perspectives on quality management within a United Kingdom university: a case study on De Montfort University by Philip M. Cox Improving the managerial eectiveness of higher education institutions series 2000, 139 p. Price: 12 Evaluating higher education by Jeanne Lamoure Rontopoulou Fundamentals of educational planning N 60 1999, 104 p. ISBN: 92-803-1170-0 Price: 15 Publi en franais Improving the eectiveness of higher education institutions through inter-university co-operation: the case study of Peking University by Min Weifang Improving the managerial eectiveness of higher education institutions series 1999, 85 p. Price: 12 Strategic planning, information systems and organizational development at the University of Botswana by Richard Neill and Thabo Mokoena Improving the managerial eectiveness of higher education institutions series 1999, 90 p. Price: 12 The role of the university in initial teacher training: trends, current problems and strategies for improvement by Michaela Martin IIEP Contributions N 32 1999, 82 p. Price: 5 Attacking urban poverty : how universities can help. Project TELL (New York City). Telecommunications for learning by Helen Birenbaum and William Kornblum Strategies of education and training for disadvantaged groups series 1999, 61 p. ISBN: 92-803-1179-4 Price: 8

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IIEP Publications on Higher Education

Diversication of sources and the role of privatization in nancing higher education in the Arab States region by Bikas C. Sanyal IIEP Contributions N 30 1998, 43 p. Price: 5 The reform and policy of decentralized management of higher education by Bikas C. Sanyal Report of a workshop, Haikou City, Hainan Province, China, 18-22 November 1996 1998, 119 p. Price: 10 Strategies for higher education in Asia and the Pacic in the post-Cold War era by Bikas C. Sanyal IIEP Contributions N 29 1998, 43 p. Price: 5 Management of higher education with special reference to nancial management in African countries by Bikas C. Sanyal and Michaela Martin IIEP Contributions N 28 1998, 46 p. Price: 5 Creating space for women: gender-linked factors in managing sta in higher education institutions by Anna E.M. Smulders Improving the managerial eectiveness of higher education institutions series 1998, 64 p. Price: 12 Capacity building and institutional development in higher education in Kenya by Shem Oyoo Wandiga Improving the managerial eectiveness of higher education institutions series 1997, 169 p. Price: 12 Managing university-industry relations: the case of the Centre for Technological Innovation at UNAM, Mexico by Jos Antonio Esteva Maraboto Improving the managerial eectiveness of higher education institutions series 1997, 69 p. Price: 12 Institutional management in higher education in South-East Asian countries by Bikas C. Sanyal, H; Rosnah H. Ramly and Juliana Nzomo Report of a sub-regional training workshop, Darussalam, Brunei, 9-27 November 1994 1996, 104 p. Price: 5 Management of Francophone and Anglophone universities in Africa: a comparative analysis by Bikas C. Sanyal IIEP Contributions N 21 1995, 24 p. Price: 5 14

International Institute for Educational Planning

IIEP Publications on Higher Education

Governance, leadership and change in universities by John Dearlove Issues and methodologies in educational development N 11 1995, 30 p. Price: 6 Institutional management in higher education in Western Africa by Bikas C. Sanyal, Mioko Sato and Nicolas Kotey Report of a sub-regional training workshop, Accra, Ghana, 9-24 June 1994 1995, 259 p. Price: 5 Higher education in Brazil: trends and recent developments in resource allocation policies by Jacques R. Velloso IIEP Research Report N 100 1994, 48 p. Price: 5 The management of double intakes: a case study of Kenyatta University by Kilemin Mwiria and Mulati S. Nyukuri Improving the managerial eectiveness of higher education institutions series 1994, 70 p. Price: 12 Implementing change to improve the nancial management of Makerere University, Uganda by F.O. Passi IIEP Occasional Paper N 82 1994, 64 p. Price: 5 Rationalization of curricula, Katholieke Universiteit, Leuven, Belgium by R. Vandenberghe, H. De Neve, E. Breunig and S. De Valck Improving the managerial eectiveness of higher education institutions series 1994, 45 p. Price: 8 Management of innovation: a case study of the Birla Institute of Technology and Science, Pilani, India by C.R. Mitra Improving the managerial eectiveness of higher education institutions series 1994, 25 p. Price: 8 Improving managerial eectiveness of higher education institutions : the case of UNAM, Mexico by Esperanza Hirsh de Trejo Improving the managerial eectiveness of higher education institutions series 1994, 25 p. Price: 8 A case study of an institutional merger in Hubei Province, Peoples Republic of China by Min Weifang Improving the managerial eectiveness of higher education institutions series 1994, 74 p. Price: 12

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IIEP Publications on Higher Education

Implementing a faculty assessment system: a case study at the University of Pittsburg, USA by John Weidman and Daniel C. May Improving the managerial eectiveness of higher education institutions series 1994, 44 p. Price: 8 Amalgamation at the University of Sydney, Australia: the institutional viewpoint by Michael Taylor Improving the managerial eectiveness of higher education institutions series 1994, 27 p. Price: 8 Managing budget decits in higher education: the experience of the University of Edinburgh, Scotland by Melvin D. Cornish Improving the managerial eectiveness of higher education institutions series 1994, 38 p. Price: 8 Improving managerial eectiveness at the University of Joensuu, Finland by Seppo J. Hltt and Kysti Pulliainen Improving the managerial eectiveness of higher education institutions series 1994, 81 p. Price: 12 The restructuring of higher education in Australia by Miriam Henry IIEP Research Report N 99 1994, 34 p. Price: 5 Higher education and employment: an international comparative analysis by Bikas C. Sanyal Initially published by Falmer Press in 1987; Reprinted by IIEP 1993, 237 p. Price: 12 Student loans in higher education. 4. Latin America and the Caribbean by Maureen Woodhall Educational forum series N 4 1993, 136 p. Price: 10 Collaborating for educational change in non-formal basic education by Sheldon F. Shaeer Report of an IIEP seminar and workshop, Nairobi, Kenya, 21-29 January 1992 1992, 115 p. Price: 5 Strategic management in Western European universities by Michaela Martin Issues and methodologies in educational development N 9 1992, 63 p. Price: 6 16

International Institute for Educational Planning

IIEP Publications on Higher Education

Student loans in higher education. 3. English-speaking Africa by Maureen Woodhall Educational forum series N 3 1991, 94 p. Price: 10 Student loans in higher education. 2. Asia by Maureen Woodhall Educational forum series N 2 1991, 94 p. Price: 10 The assessment of managerial eectiveness at universities in developing countries: a case analysis by H.R. Kells Issues and methodologies in educational development N 6 1991, 29 p. Price: 6 Improving the eectiveness of the management of innovation and change in higher education by Allan Schoeld Issues and methodologies in educational development N 1 1991, 29 p. Price: 6 Student loans in higher education. 1. Western Europe and the USA by Maureen Woodhall Educational forum series N 1 1990, 76 p. Price: 10 Study abroad and educational development by William D. Carter Fundamentals of educational planning N 19 1973, 49 p. ISBN: 92-803-1059-3 IIEP/UNESCO Publishing Price: 7

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IIEP web focus on higher education

Globalizationandhighereducation
Knowledgehasbecomeacrucialelementfor promotingeconomicgrowthanddevelopment.
 National competitiveness today depends on the capacity to produce and absorb knowledge. The higher education sector plays an important role in the production, distribution and absorption of knowledge. Therefore, an PhilippeAbbouAvon,IIEP. expanded higher education sector has become a necessaryconditionforincreasingnationalincomeandimprovingglobalcompetitiveness. 

Knowledgehasbecomeaninternationalservicetradedbetweencountries.
 With technological advances, it transcends national boundaries faster than physical capital and people. This makes knowledge and economies based on knowledge production global in their orientation, scope and operation. With globalization and crossnational trade, the production of knowledge itself has become a process dependent on market forces. Consequently, the products of institutions producing knowledge became a commodity to be traded as part of the General AgreementonTradeinServices(GATS).Tradeinhighereducationattractscapitalinvestment,invites competition, produces a profit that is sometimes higher than in other sectors and globalizes higher education. 

Withglobalization,skillsrequirementsinthegloballabourmarkethaveincreased.
 Educational systems in many countries were not in a position to produce the required number of highlyskilled professionals and as a result, this encouraged the migration of highlyskilled workers from other countries. As competition for skilled workers and the battle of brains has grown in the global labour market, countries have encouraged crossborder education to produce the required number of graduates of expected quality. In the process, crossborder education has become an importantmeansofglobalizinghighereducation,ascomplementarytotheglobalizationofeconomic production. 

Countriesareinterestedinpromotingtheirprofilesinternationallyandinstitutionsare keentoengageincrossbordereducationsincetheincomeearnedfromthiscontinuesto beattractive.

 For example, in 2005, four countries (Australia, New Zealand, the UK and the USA) received more than US$25 billion in crossborder education. Institutions are interested in crossborder education since it is a new source of income, especially in the context of declining funding support from governments.Itisestimatedthattheincomefromstudentsabroadaccountsformorethanonethird of the institutions total income in some Australian universities. Students are interested in investing in crossborder education since private returns to investment continue to be attractive. In other words, there seem to be coinciding interests among those who seek and provide crossborder education.  Thefourmodesofcrossborderhighereducation,accordingtoGATS,arethemobilityof: a)programmesandcoursematerials; b)students; c)providers;and d)teachers. 18 

IIEP has been carrying out research onIIEP all forms  of crossborder  mobilityEducation in the context of Publications on Higher globalization ofhighereducation,ascanbeseenfromthelistofresearchpapers/publications.While some studies on the virtual university indicate movement of courses and programmes within and outside national boundaries, others focus on the trends in crossborder mobility of institutions, teachersandstudents.  
International Institute for Educational Planning

ListofIIEPpapers/publicationsonGlobalizationandHigherEducation
 Globalization, crossborder mobility, economic crisis and national strategies for development of higher education. N.V. Varghese. 2009. Paper presented at the Regional Conference on Facing global and local challenges: the new dynamics of higher education, jointly organized by the Indian National Commission for Cooperation with UNESCO, the Government of India, the National UniversityofEducationalPlanningandAdministration(NUEPA),NewDelhi,andtheUNESCOOfficein NewDelhi,from25to26February2009,NewDelhi,India.(Unpublished).  GATSandTransnationalMobilityinHigherEducation.N.V.Varghese.2009.In:GlobalEducation Research Reports. New York: Institute of International Education (IIE), and the American Institute for ForeignStudyFoundation(AIFS).(Inpress).  Globalization and crossborder mobility in higher education. N.V. Varghese. 2009. Paper presented at the seminar on Education and Economic Development organized by the Centre de Cooperation FrancoNorvgienne en Sciences Sociales et Humaines, at the University of Geneva, 2224January 2009inGeneva.(Unpublished).  Crossborder higher education and national systems of education. N.V. Varghese. 2009. In: Field, M.H. and Fegan, J. (Eds.) Education across borders: politics, policy andlegislativeaction.Springer.(Inpress).  Globalization of higher education and crossborder student mobility. N.V. Varghese. 2008. IIEP ResearchPaperseries.Paris:IIEPUNESCO.  GATS and higher education: The need for regulatory policies. N.V. Varghese. 2007. IIEP Research Paperseries.Paris:IIEPUNESCO.  The virtual university: Models & messages. Lessons from case studies. Susan DAntoni. 2006. Paris: IIEPUNESCO.  GATSandcrossbordertradeineducation.N.V.Varghese.2005.In:ADEANewsletter,Vol.17, No.34(JulyDecember2005).  GATS and Trade in Education. N.V. Varghese. 2005. In: Magazine of Master of International Business,DelhiSchoolofEconomics,UniversityofDelhi(2005).  Globalization and higher education. N.V. Varghese. 2005. Paper prepared for the workshop on InstitutionalrestructuringinhighereducationinAsia,Manila,1822July2005.  Indian diaspora and its global spread. N.V. Varghese. 2002. Paper prepared for the conference on Indiandiaspora,organizedbytheIndianProfessionalsAssociationandtheMaisondelInde,Paris,22 June2002. 

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IIEP Publications on Higher Education Privatehighereducation 



Thehighereducationsectorhasexperiencedrapid expansionoverrecentdecadesandenrolments havemorethandoubledduringthepast15years.

 This expansion is in response to the increasing social demandforhighereducation,whichhasrisenduetothe expansionofschooleducationandanincreaseddemand EricMiller,WorldBank. forenhancedskillsrequirementsinthelabourmarket.  Many governments, particularly in developing countries, were not in a position to invest adequate resources towards expanding higher education through public institutions. Therefore, they adopted strategies for expansion through nonstate financial support. This involved the introduction of cost recovery measures in public universities and the establishment of private higher education institutions (PHEIs). While the former implies the privatization of public institutions, the latter denotestheemergenceofPHEIsasanimportantpartnerinexpandinghighereducation.  PHEIs fall into two broad categories: forprofit and notforprofit. Forprofit institutions, registered under the Companies Act, operate like the corporate sector and make a profit out of their educational services. Some PHEIs are crossborder institutions (branch campuses) while others have collaboration with crossborder institutions. Other PHEIs are established and funded by religious organizations.  Most PHEIs are located in urban areas and offer marketfriendly courses  mainly in the areas of business administration, computer sciences, accounting, marketing, economics and communication. TuitionfeesformthemostimportantandmainsourceofincomeforPHEIs.Theforprofitinstitutions levyhighfeeswhilethenotforprofitandreligiousbasedinstitutionslevylowfees.  IIEP has carried out studies in several countries to try to understand the private higher education sector. Thesestudiesanalysetheemergenceandexpansionofprivateinstitutionsand enrolmentsin them, ownership patterns, types of courses offeredand the modes of financing, as can be seen from thedocumentslisted.  

ListofIIEPpapers/publicationsonPrivateHigherEducation
 Private sector as a partner in higher education development in Africa. N.V. Varghese. 2009. ADEAWGHEAAUIIEP Policy Brief prepared at the request of the AAU. Paris, IIEPUNESCO. (Unpublished).  Regulatory issues in private higher education. J. Fielden; N.V. Varghese. 2009. Paper prepared for theWorldConferenceonHigherEducation(WCHE);58July2009,UNESCO,Paris.  State, markets, faith and proliferation of private higher education in Africa. N.V. Varghese. 2008. Paper prepared for the ADEA Biennale 2008 on Postprimary education held in Maputo, Mozambique,59May2008.  State and markets in educational development: A study of Kerala, India. N.V. Varghese. 2008. Paper prepared for the International Seminar on Democratic and Secular Education held in Thiruvananthapuram(Kerala),India,46December2008. 

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Private higher education in Bangladesh. N.V.  Varghese  (Ed.); M.on  Alam;  M.S. Haque;  S.F. Siddique. IIEP Publications Higher Education 2007.ResearchPaperseries.Paris,IIEPUNESCO.  Growth and expansion of private higher education in Africa. N.V. Varghese. 2006. New trends in highereducationseries.Paris,IIEPUNESCO.  Private higher education in Kenya. N.V. Varghese (Ed.); O. Abagi; J. Nzomo; W. Otieno. 2005. New trendsinhighereducationseries.Paris:IIEPUNESCO.  Private higher education in Georgia. Shavarshidze, G. 2005. New trends in higher education series. Paris:IIEPUNESCO.  Private higher education in Africa. N.V. Varghese. 2005. Paper presented at a policy forum held in Accra,Ghana.Paris:IIEPUNESCO.  Privatehighereducation.N.V.Varghese.2004.ReportofapolicyforumheldinTbilisi,Georgia.Paris: IIEPUNESCO.  
International Institute for Educational Planning

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IIEP Publications on Higher Education Qualityassurance inhigher education 



Thequalityassuranceofhighereducationhas becomeanimportantglobaltrend.
 Nearly half of all countries worldwide have created quality assurance mechanisms, of one type or another, during the last decade or two. The following factors help explainthistrend:  Due to the rapid expansion of higher education systems, there is now a more diverse range of providers of higher education, comprising public and private institutions, crossborder institutions anddistanceeducationorganizations.  Globalization has brought with it an increasing level of academic fraud, such as diploma mills, fly bynight providers, bogus institutions or fake credentials. This increases the demand for trustworthyorganizationsthatcanestablishconfidenceusingqualityassurancemethods. The quality of public higher education institutions has suffered in many countries due to economic constraints and a shift in priorities from advanced levels to basic education. There are strong expectations that quality assurance mechanisms will ensure continuous quality control and improvement.  Quality assurance is linked to professional mobility, and a growing number of regional and international integration processes. This raises the need for more effective mechanisms for the professionalrecognitionofhighereducationcredentials. 

Qualityassuranceisbothanationalandaninstitutionalresponsibility.
 Internal quality assurance (IQA) refers to each institutions or programmes policies and mechanisms for ensuring that it is fulfilling its own purposes, as well as the standards that apply to higher educationingeneral,ortotheprofessionordisciplineinparticular. External quality assurance (EQA) refers to the actions of an external body, possibly a quality assurance agency, which assesses the operation of the institution or its programmes, to determine whether it is meeting the agreed standards. EQA systems include accreditation, assessment or audit.  Quality assurance has two underlying broad objectives: control/accountability and improvement. Control/accountability relates to processes which assess whether minimum standards are in place in a higher education institution or programme. Quality improvement identifies developmental processes,suchasthestrengthsandweaknessesofinstitutionsandtheiracademicprovision. IIEP carried out a research project focusing on organizational and methodological options in quality assurance systems. Five modules were prepared for a distance education programme on External quality assurance: options for higher education managers. This has been implemented in four regions: Anglophone Africa, 2006; Asia and the Pacific, 2007; Francophone Africa and Arab states, 2008. A course is being organized for small states, with the objective of supporting countries in the establishmentofaQAsystem,ortheassessmentofanyexistingsystem.      

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IIEP Publications on Higher Education ListofIIEPpapers/publicationsonQuality assurance inHigher Education

International Institute for Educational Planning

 Equity and quality assurance: a marriage of two minds. M. Martin. 2009.  New trends in higher educationseries.Paris:IIEPUNESCO.(Inpress).  Lassurance qualit externe dans lenseignement suprieuren Afrique francophone : rapport dun coursdistancedelIIPE.M.Martin.2009.ResearchPaper.Paris:IIEPUNESCO.(Inpress).  Quality assurance and accreditation in scaling up health professions education: an overview. M. Martin;S.UvalicTrumbic.2009.PaperpreparedforaprojectonQualityassuranceandaccreditation in health professions education, in cooperation with IIEP, UNESCO and the World Health Organization(WHO).  External quality assurance of higher education in Anglophone Africa. M. Martin; J. Pereyra; A. Stella; M. Singh, 2007. Report of an IIEP distance education course, 25 September22 December 2006.IIEPResearchPaperseries.Paris:IIEPUNESCO.  Crossborder higher education: regulation, quality assurance and impact (Chile, Oman, Philippines, SouthAfrica),Volume1.M.Martin.2007.Newtrendsinhighereducationseries.Paris:IIEPUNESCO.  Crossborder higher education: regulation, quality assurance and impact (Argentina, Kenya, Russia),Volume2.M.Martin.2007.Newtrendsinhighereducationseries.Paris:IIEPUNESCO.  External quality assurance in higher education: making choices. M. Martin; A. Stella. 2007. FundamentalsofeducationalplanningN85.Paris:IIEPUNESCO.  External quality assurance in higher education: options for higher education management. M. Martin;A.Stella.2006.IIEPTrainingMaterialsasetof5modules.Webpublication.  Accreditation in the higher education system in Hungary. T. Kozma. 2003. New trends in higher educationseries.Paris:IIEPUNESCO.  In pursuit of continuing quality in higher education through accreditation. The Philippine experience.A.A.Arcelo.2003.Newtrendsinhighereducationseries.Paris:IIEPUNESCO.  The national accreditation system in Colombia: experiences from the National Council of Accreditation(NCA).J.R. Revelo;C.A. Hernandez.2003.New trendsin higher educationseries.Paris: IIEPUNESCO.  External quality assurance in Indian higher education. Case study of the National Assessment and Accreditation Council (NAAC). A. Stella. 2002. New trends in higher education series. Paris: IIEP UNESCO.  AccreditationintheUnitedStates:origins,developmentsandfutureprospects.E.ElKhawas.2002. Newtrendsinhighereducationseries.Paris:IIEPUNESCO.  Perspectives on quality management within a United Kingdom university: a case study on De Montfort University. P.M. Cox. 2000. Improving the managerial effectiveness of higher education institutionsseries.Paris:IIEPUNESCO.  

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IIEP Publications on Higher Education ResearchandDevelopment inHigher Education 

 AftertheSecondWorldWar,therewasafavourablepolitical climate and public funding support for research. Developed countries, notably the USA, considered research to be of critical importance for development, and universities were relied upon for carrying out research and development (R&D) activities. The Sputnik effect introduced competition in scientific research. Policy support and public funding were forthcomingforR&Dactivities. LaurenceGough,ILO.  The knowledge divide between developed and developing countries is deeply entrenched. Developing countries lack both financial and human resources, and are poorly placed with regard to R&D activities. They need to improve their capacity to produce knowledge domestically as well as absorb knowledge produced elsewhere. In order to carry out research and to improve research capacities, the university system needs to be strengthened throughexpandinggraduateanddoctoralstudyprogrammes.  Knowledge is a crucial element for promoting economic growth and competitiveness. The future growth potential of the knowledge economy depends on its capacity to produce knowledge, and therefore, there is a greater value and stronger emphasis on R&D activities. Investing in knowledge production produces economic rewards and the corporate sector is also eager to invest in R&D activities.  Private sector funding usually takes the form of projectbased applied research activities in contrast to the emphasis by public agencies on basic research. The private sector has developed its own research facilities, although at times it commissions universities to undertake research. Many universitiesareeagertodeveloplinkswiththeindustrialandproductionsectors,whichincreasesthe relevance and applicability of their research, facilitates technology transfer, and contributes to national innovation systems. In the context of declining public funding support, such links are also seenasapotentialavenueforincomegenerationforuniversities.  

ListofIIEPpapers/publicationsonResearchandDevelopmentinHigherEducation
 Management of universityindustry linkages. G. Hernes; M. Martin. 2001. Report of a policy forum, IIEP,Paris,12June2000.Paris:IIEPUNESCO.  Attackingurbanpoverty:theroleoftheSNDTWomensUniversity,Mumbai,India.TheGilbertHill Programme. K. Karmath; S.A. Udipi; M.A. Varghese. 2001. Strategies of education and training for disadvantagedgroupsseries.Paris:IIEPUNESCO.  The management of universityindustry relations: five institutional case studies from Africa, Europe, Latin America and the Pacific region. M. Martin. 2000. Improving the managerial effectivenessofhighereducationinstitutionsseries.Paris:IIEPUNESCO.  Managing universityindustry relations: a study of institutional practices from 12 different countries. M. Martin 2000. Improving the managerial effectiveness of higher education institutions series.Paris:IIEPUNESCO. 

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The management of universityindustry partnerships  in Easternon AsiaHigher . M. Martin.  2003. Improving IIEP Publications Education themanagerialeffectivenessofhighereducationinstitutionsseries.ReportofanIIEP/ESMUDistance EducationCourse,2April5July2002.Paris:IIEPUNESCO.  In search of the triple helix in the making? Academiaindustrygovernment interaction in China, SouthKoreaandPoland.M.Martin(Ed.).Newtrendsinhighereducationseries.Paris:IIEPUNESCO. (Inpress).  Knowledge for the future: research capacity in developing countries. B.C. Sanyal; N.V. Varghese. 2007.IIEPResearchPaperseries.Paris:IIEPUNESCO.  Higher education and development. N.V. Varghese. 2000. Paper prepared for the subregional workshop on Strategic Resource Management in Higher Education, jointly organized by the UNESCO HarareOfficeandIIEP,Paris,610November2000,Harare.Paris:IIEPUNESCO.  Higher education and distributional equity. N.V. Varghese. 2001. In: Perspectives in Education, Vol. 17(2001)pp.95108.  Universalization of higher education and equity concerns. N.V. Varghese. 2003. Paper presented at the Oxford International Conference on Education and Development: The state of education: quantity,qualityandoutcomes,Oxford,911September2003.  Education and development: the changing perceptions. N.V. Varghese. 2004. UNESCOInternational InstituteforCapacityBuildinginAfrica(IICBA)Newsletter,March2003,Vol.5,No.1.  Contribution of higher education and research to education for all (EFA). N.V. Varghese. 2008. Document prepared for the International Association of Universities (for the Global Monitoring Report).Paris:IIEPUNESCO.  
International Institute for Educational Planning

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IIEP Publications on Higher Education Governanceandmanagement 

 The expansion of the higher education sector has traditionally been associated with statefunded universities. Yet this trend has been changing over time. The state is no longer the sole financier of higher education and universities no longer hold a monopoly on the provision of higher education. Nowadays, there arediversifiedmodesofdeliveryandtypesofproviders. The mode of traditional facetoface delivery is TrevorSamsom,WorldBank. sometimes replaced with open learning systems including open universities and virtual institutions. Nonuniversity tertiary education is also expanding and nonstate actors such as the private sector and crossborder providers are becoming important features in the evolution of higher education, accompanied by increased student cross bordermobility.  Given the dominance of public provision, the governance and management of the sector, like other publicsectors,cameunderattackfortheirinefficiencyandineffectiveness.Theneedforreformswas felt and was influenced by the concept of new public management, resulting in a move towards market orientation in higher education. The market orientation and reduced state funding led institutions to focus on other sources of income to generate resources. Another development was the transfer of authority and responsibility from ministries to universities in the form of increased institutionalautonomy.  The autonomy of public institutions and the increase of nonstate actors changed the governance and management relationship between the state and universities. The conditions of services, quality of provision and outcomes varied among the providers. In other words, the proliferation of providers, diversification of institutions, programmes becoming more aligned with economic markets, and variations in the quality of programmes offered by different institutions posed challenges to the management of the system. Consequently, new governance structures and managementpracticeswereimplementedbothatthesectorandinstitutionallevels.  IIEP carries out research studies and organizes training programmes in the area of governance and management of higher education. While IIEP activities in the 1990s centred on the management of public universities, the focus in the current decade is more on diverse areas such as private higher education, crossborder provisions, virtual institutions, changing modes of financing and institutional restructuring.

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 Construireuntableaudebordpourl'enseignementsuprieur:unguidepratique.M.Martin; C.Sauvageot.2009.Paris:IIEPUNESCO/UISUNESCO.  Entrepreneurialismandinternationalizationofhighereducationinaknowledgesociety. R. Martinez; I. Kitaev. In: M. Shattock (Ed.) 2009. Entrepreneurialism in universities and the knowledge economy: diversification and organizational change in European higher education. Berkshire: Society for Research into Higher Education (SRHE) & Open University Press, in association withIIEP/UNESCO.  Entrepreneurialism in universities and the knowledge economy: diversification and organizational change in European higher education. M. Shattock. (Ed.) 2009.  Berkshire: Society for Research into HigherEducation(SRHE)&OpenUniversityPress,inassociationwithIIEPUNESCO.  Institutional restructuring in higher education in Asia. N.V. Varghese. 2009. IIEP Research Paper series.Paris:IIEPUNESCO.(Inpress).  Institutional restructuring in higher education within the Commonwealth of Independent States. N.V.Varghese.2009.IIEPResearchPaperseries.Paris:IIEPUNESCO.  Institutional restructuring and university governance in Asian countries. N.V. Varghese. 2006.  In: Proceedings and papers on the World University Presidents Summit on reflections on diversity and harmonization,Bangkok,CommissionofHigherEducation.pp.381389.  Incentives and institutional changes in higher education. N.V. Varghese. 2005. In: Higher Education ManagementandPolicy,Vol.16,No.1.pp.2740.  Overviewofnationalpolicycontextsforentrepreneurialisminhighereducationinstitutions. G. Williams; I. Kitaev. 2005.  In: Higher Education Management and Policy, Vol. 17, No. 3, Special issue:Entrepreneurship.pp.125141.  ReforminghighereducationintheNordiccountries:studiesofchangeinDenmark,Finland,Iceland, Norway and Sweden. I. Fgerlind; G. Strmqvist. 2004. New trends in higher education series. Paris: IIEPUNESCO.  University funding by the Federal Russian Government: where the ends meet? I. Kitaev. 2004. In: M. Shattock (Ed.) 2004. Entrepreneurialism and the transformation of Russian universities. New trendsinhighereducationseries.Paris:IIEPUNESCO.  Student finance schemes in Norway: a case study. Jan S. Levy 2004. Student loans schemes series. Paris:IIEPUNESCO.  Institutional restructuring in higher education in Asia: trends and patterns. N.V. Varghese. 2004. Newtrendsinhighereducationseries.Paris:IIEPUNESCO.  EntrepreneuralismandthetransformationofRussianuniversities.M.Shattock.(Ed.);E.Kniazev; N. Pelikhov; A. Sandgren; N. Tivonen. 2004. New trends in higher education series. Paris: IIEP UNESCO.   

ListofIIEPpapers/publicationsonGovernance andmanagement ofhigher education IIEP Publications on Higher Education

International Institute for Educational Planning

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The reform of higher agricultural  education institutions  in China. L. Yonggong; J. Zhang. 2004. IIEP Publications on Higher Education Educationforruralpeopleseries.Paris:IIEPUNESCO.(PublishedinChinese).  StudentloansinthePhilippines:lessonsfromthepast.I.Kitaev;T.Nadurata;V.Resurrection; F.Bernal.2003.Studentloansschemesseries.Paris:IIEPUNESCO.  Financing of higher education in Asia/Pacific. N.V. Varghese. 2003. In: J.P. Keeves and R. Watanabe. International handbook of educational research in the Asia Pacific region. Netherlands: Kluwer AcademicPublishers.pp.827837.  The limits of diversification to sources of funding in higher education. N.V. Varghese. 2002. IIEP ContributionsN34.Paris:IIEPUNESCO.  Impact of the economic crisis on higher education in East Asia: country experiences. N.V. Varghese. 2001.PolicyForumReportN12.Paris:IIEPUNESCO.  Reformsinfinancinghighereducation.N.V.Varghese.2000.In:Seminar,N494(October2000)pp. 2025.  

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IIEP Publications on Higher Education Highereducation,ruraldevelopment andpoverty alleviation 

International Institute for Educational Planning

 In the context of globalization and efforts towards poverty reduction, higher education for rural development can no longer focus only on the provision ofagronomistsforthefarmeconomy.Innovativehigher agricultural institutions have managed to reinvent themselvesinordertomeetthechangingneedsofrural areas and economies. In this framework, providing services to the community  of which support to basic educationisapartbecomesamajorfocus. AmiVitale,WorldBank.  Too often, higher education and basic education have coexisted with relatively little interaction. Despite the impact of the quality of university teaching and research on the state of the education system of a country, there has been a tendency for universities to pay little attention to primary and secondarylevelsoftheschoolsystem.  Traditionally, universities, including agricultural universities, have focused most of their attention on national development through the two missions of research and teaching. Universities have often seen themselves as institutions to prepare graduates for national and international labour markets, and to address national and international research problems. Academics have had to win national or international acclaim for the quality of their research and teaching, and this has sometimes been at the expense of making a greater contribution to local economies and communities. Few universities appear to have developed comprehensive strategies to contribute to the development of local education and training systems and they have been criticized for not doing more to support local development.  Beyond its traditional role, higher agricultural education has an opportunity, in cooperation with other stakeholders, to enrich and support other levels of education with critical knowledge and information on agricultural and natural resources issues. This latter contribution is important in the pursuitofruraldevelopment,povertyreductionandfoodsecurity.  Highereducationinstitutionsalsohavearoletoplayinpovertyalleviation.The vastmajorityofpoor people in developing countries live in rural areas and education is a key factor in helping to reduce the level of poverty. In this context, the relationship between higher education and rural developmentisanimportantpolicyconcern,particularlyincountrieswheretherevitalizationofrural areas represents a critical challenge. Increasingly, higher agricultural education institutions are developingstrategiestoincreaseandwiden theircontribution to learningand developmentforrural people. In addition to their roles in curriculum development and training teachers and trainers, higher education institutions play an essential role in conceptualizing development problems and policies. Higher institutions can contribute in a variety of ways to supporting education in local communitiesandregionsaswellassupportingruraldevelopmentinitiatives.        

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Publications on Higher Education ListofIIEPpublicationsIIEP onHigher education, rural development andpovertyalleviation

  Highereducationforruraldevelopment.TheexperienceoftheUniversityofCordoba.Eduardo Ramos&MaradelMarDelgado.2005.Educationforruralpeopleseries.Paris:IIEPUNESCO.  Reforminghigheragriculturaleducationinstitutions.ThecaseoftheSchoolofAgricultureat MonterreyTech.ManuelZertuche.2005.Educationforruralpeopleseries.Paris:IIEPUNESCO.  ThereformofhigheragriculturaleducationinstitutionsinChina.LiuYonggong&ZhangJingzun. 2004.(PublishedinChinese).Educationforruralpeopleseries.Paris:IIEPUNESCO.  ThedeepchangeprocessinZamorano:19972002.KeithL.Andrews.2004.Paris:IIEPUNESCO.  Publicadoenespaol: ElprocesodecambioprofundoenZamorano:19972002.2005.  Educationforruraldevelopment:towardsnewpolicyresponses.AjointstudyconductedbyFAO andUNESCO.CoordinatedandeditedbyDavidAtchoarena&LaviniaGasperini.2003.(Publishedin French,Spanish&Chinese).Paris:IIEPUNESCOPublishing/FAO.  Lducationpourledveloppementrural.Versdesorientationsnouvelles.2005.  Educacinparaeldesarrollorural.Hacianuevasrespuestasdepoltica.2004.

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IIEP Publications Conclusion:Perspectivesonhigher educationon  Higher Education

International Institute for Educational Planning

 Linked to the 2009 World Conference on Higher Education: Reacting to new dynamics, the present focus on higher education has been an opportunity to present IIEP publications produced since 2000 on higher education under five major topical areas. These areas clearly relate to some of the major internal and external dynamics currentlyexperiencedinhighereducation.  x Globalizationandhighereducation; x Privatehighereducation; x Qualityassuranceinhighereducation; x Governance and management of higher education; x Highereducationforruraldevelopment.  Indeed, these five topics relate to globalization as one of the major external forces that currently impact on higher education and have multifacetted effects. Most visible are the increasing levels of crossborder mobility of students, staff, programmes and institutions, and with some institutions becomingthemselvesactorsoperatingataglobalscale.  The topics also refer to some of the major internal dynamics of higher education systems, with privatization being a major element. On the one hand, enrolments in private higher education institutions are progressing rapidly, even more so than in the public sector, and some 30% of students are currently studying in the private sector. On the other, public higher education institutions tend to generate increasing shares of income through tuition fees and service activities andtheyarethusincreasinglyprivatizingfromtheinside.  Another major internal dynamic of higher education is the past erosion of research capacities in many developing countries. Much of the increased social demand for higher education has been absorbed by teachingonly institutions. Constraint working environments for researchers and low salariesarecontributingtoacademicbraindrain.Asaresult,developingcountriesfinditincreasingly difficulttoproduceknowledgethatcontributestotheresolutionoflocalproblems.  Both external and internal dynamics produce new challenges to the coordination and regulation of tertiary education systems to the public authorities, and challenges to the governance and management of higher education institutions to their leadership. These have led to a convergence in the reform agenda of higher education, both nationally and institutionally. Nationally, new modes of steering higher education systems at a distance have received major attention. The development of quality assurance systems in exchange of more institutional autonomy has been another major element on reform agendas. Increased emphasis on the monitoring of results, and thus a stronger emphasisonthedevelopmentofmanagementinformationandindicatorsystemscanalsobenoted.  

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IIEP Publications on Higher Education

While the work of IIEP has been naturally focusing on planning and management issues, some attentionhasalsobeendevotedtotheverysubstanceofhighereducationwithregardtoonetopical area, research and teaching in higher education for rural development. Focusing on this topic allowed to reaffirm that higher education needs to be planned and managed with regard to the priorities of national development, in particular in a developing country context. These priorities go beyond the discussion of higher education as a producer of knowledge for international competitiveness, and embrace local priorities such as ecological resource management, conflict resolutionandfoodsafety.  In the coming future, IIEP will continue to function as an observatory of trends in higher education, and will pay special attention to the emerging trends at the global level. One of these challenges related to the development of integrated higher education systems consisting of both post secondaryanduniversitylevels.Anotherchallengerelatestotheevaluationofgovernancereformsin order to draw conclusions on their effectiveness in terms of providing support to a diversified and missionoriented higher education system. More specific challenges such as the provision of cost effective solutions for higher education in specific contexts, such as small states, will also be developed.  When designing its research and training activities in higher education, as at other levels, IIEP is thus continuously operating as an observatory of trends, a clearinghouse of knowledge and a capacity builderinplanningandmanagement.     DownloadIIEPpublications: www.iiep.unesco.org/informationservices/publications/searchiieppublications.html

  Forinformationonarticlesandpublications,contact:n.kelsick@iiep.unesco.org 
 

   

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International Institute for Educational Planning

Institut international de planification de lducation

IIEP, Publications & Communications 7-9, rue Eugne-Delacroix, 75116 Paris, France Tel: +33 1 45 03 77 00 Fax: +33 1 40 72 83 66 E-mail: info@iiep.unesco.org Website: www.iiep.unesco.org