Tertiary Education in the Knowledge Economy

1. Tertiary Education in the Knowledge Economy Dr. Sam Mikhail, P.Eng, PMP Professor Emeritus, Ryerson University Academic Consultant, School of Continuing Studies, University of Toronto

2. Technological Occupations in the Knowledge Economy Conceptual-Intuitive Scientific & Scholarly Occupations Professional Occupations Natural & Biological Science, Medicine, Business, and Engineering Experimental-Applied Middle Level Occupations Technology, Business & Applied Arts Theoretical Knowledge & Analytical Skills Vocational Occupations Trades & Services Technological Skills & Competencies

3. Evolution of Tertiary Education: 1960 to 2010The Institution-Based Typology The Alternative (Non-University) Sector of Tertiary Education The University Sector of Tertiary Education Universities Alternative Institutions The Binary System Development of the Alternative Sector of Tertiary Education (1960 – 1985) The Alternative (Non-University) Sector of Tertiary Education The University Sector of Tertiary Education (USTE) Tier I Elite Research Universities Tier II Universities & Degree Granting Institutions Tier III Tertiary Short Cycle (TSC) Institutions The Tri-Partite System Development of Hybrid Tier II Institutions and the Shift in Sector Boundaries (1985 – 2010)

4. The International Standard Classification of Education (ISCED- 2011): A Program-Based Typology The University Sector of Tertiary Education The Alternative Sector of Tertiary Education ISCED 8 Doctorate Colleges & Institutes Universities & Degree-granting Institutions ISCED 7 Masters Tertiary or Higher Education ISCED 6 ISCED 6 ISCED 6 Bachelors Bachelors (Applied) Certificates, Diplomas, and Associate Degrees ISCED 5 ISCED 4 Post Secondary Post Compulsory Education ISCED 3 Upper Secondary Lower Secondary ISCED 2 Compulsory Education ISCED 1 Primary ISCED 0 Early Childhood

5. Relationship Between Occupational Designations and Type of Education

6. Relationship Between Occupational Designations and Type of Education

7. Pattern of Employment in Key Economic Sectors • Building Construction • Physical construction • Electromechanical • Systems • Natural Resources • Mining • Forestry • NR Processing • Materials Processing • Chemicals • Petrochemicals • Fine Chemicals Relative Composition of Workforce • ICT • Communication • Systems • Entertainment • Products • Business Networks Scientists • Transportation Systems • Road Systems • Rail System • Air Systems Professionals Technologists Technical Workers • Agriculture & Fisheries • Crop Processing • Food Processing • Food Distribution • Hospitality & Tourism • Hotel Operations • Food Services • Tourism Services • Manufacturing • Building Materials • Automotive • Consumer Products • Healthcare Products

8. Pattern of Employment of Graduates in Emerging Disciplinary Clusters • Materials and Material Engineering Culture Entertainment & Leisure • Health & Wellbeing • Knowledge- Intensive Business Services • Environment & Energy Technology

9. Ten Fastest Growing OccupationsAssociation of American Community Colleges

10. Institutional Typology: National Examples * Institutes of Technology and Advanced Learning in Ontario ** Institut Universitaire de Technologie *** Not in all German States

11. Institutional Typology: National Examples

12. Examples of Tier II Technical Universities in the USA • Arizona State University Polytechnic • California Polytechnic State University • Ferris State University • Illinois Institute of Technology • Indiana Institute of Technology • Michigan Technological University • New England Institute of Technology • New Jersey Institute of Technology • Worcester Polytechnic Institute

13. The Differences Between the Three Tiers

14. Enrolment in Tertiary Education in ChileBy Academic Discipline & Institutional Types

15. Enrolment in Tertiary Education in ChileBy Institutional Types & Income Quintiles

16. Ranking of Universities in key Latin American Countries

17. The Differences Between the Three Tiers

18. The Differences Between the Three Tiers

19. The Differences Between the Three Tiers

20. Examples of Institutional Transitions from Tier III to Tier II • The English Polytechnicsto Universities in the early 1990s • The German Fach Hochschulen to Universities of Applied Sciences in 2000 • Ryerson Polytechnic Institute in Toronto, Canada to Ryerson University in 1992 • Selected Canadianand American Colleges of Applied Arts and Technology • The University Centres of SENAI (Serviço Nacional de Aprendizagem Industrial) and SENAC (Serviço Nacional de Aprendizagem Comercial) in Brazil

21. The Drive to Tier II Status: The Transformation of the English Polytechnics into Universities A polytechnic was a prominent Tier III institution in England, Wales and Northern Ireland for three decades starting in the early 1960s . After the passage of the Further and Higher Education Act of 1992, 38 polytechnics were upgraded to university status (Tier II) which meant they could award their own degrees. Examples of these institutions are outlined below

22. The Transformation of the German Fachhochschulen (Polytechnics) into Universities of Applied Science Institutions (Tier II) Fachhochschulen (FH) is a German institution of tertiary institution, offering degree level education focused on technology and business studies. As a result of the adoption Bologna process reforms, their name was converted to Hochschule für Angewandte Wissenschaften (HAW), or Universities of Applied Science in 2000. Examples of these institutions are listed below.

23. Examples of “Polytechnic” Institutions of Tertiary Education at all Three Tiers

24. Ph. D 7 The College Sector Applied Bachelor Degree 6 Masters Degree 5 Bachelor Degree Tier II Programs in predominantly Tier III colleges Advanced Diploma 4 4 4 4 4 3 3 3 3 3 3 B The University Sector Diploma 2 2 2 2 2 2 Certificate 1 1 1 1 1 1 6 years Secondary Ed. The Education System in Ontario, Canada Primary Ed. 6 years

25. Ph. D 7 The College Sector 6 Masters Degree Applied Bachelor Degree 5 Bachelor Degree Advanced Diploma 4 4 3 3 3 B The University Sector Diploma 2 2 2 Certificate 1 1 1 6 years Secondary Ed. The Education System in British Columbia, Canada Primary Ed. 6 years

26. The Education System in Quebec, Canada Ph. D 6 5 Masters Degree 4 Bachelor Degree Bachelor Degree 3 3 2 2 The University Sector 1 1 B Diploma 3 The College Sector (CEGEP) 2 2 Certificate 1 1 Academic Vocational Sec Ed. 5 years Primary Ed. 6 years

27. Ph. D 7 The College Sector 6 Applied Bachelor Degree Masters Degree 5 Bachelor Degree Tier II Programs in predominantly Tier III colleges 4 4 4 3 3 3 B The University Sector Associate Degree 2 2 2 2 Certificate 1 1 1 1 6 years Secondary Ed. The Education System in the USA Primary Ed. 6 years

28. Academic Profile of Full Time Faculty in Tertiary Education- USA & Canada

29. The Best Practices in Tier II Institutions Institutional Mission • To offer High Quality, Career-oriented Undergraduate and Graduate Programs, supported by well-chosen general education component to ensure that the graduates are well prepared for employment in the fast changing global knowledge economy. • To ensure the quality, effectiveness and efficiency of the Teaching-Learning Process by: (i) hiring the best qualified faculty members, and (ii) providing them with ongoing orientation and support to develop appropriate, affordable and user friendly instructional material. • To support faculty and students involvement in the pursuit of nationally, regionally and internationally funded applied Research, Development and Innovation (RDI) projectsthat promote economic and social development. • To establish National, Regional and International Linkages with other Tier II institutions of higher education to promote student and faculty mobility and cooperation in RDI projects

30. The Best Practices in Tier II InstitutionsInstitutional Governance • The creation and optimization of sustainable stakeholder value should be the objective of governance. Good governance should appropriately balance the interests of stakeholders. • The performance and conformance dimensions of governance are both important to optimize stakeholder value. The governing body should be properly constituted and structured to achieve an appropriate balance between performance and conformance. • The governing body should establish a set of fundamental values by which the Tier II university operates. All those participating in governance should embrace these fundamental values. • The governing body should provide strategic direction and oversight in both the performance and conformance dimensions.

31. The Best Practices in Tier II InstitutionsLinks to the Productive Sectors • All academic programs involve the participation of employers’ –based Program Advisory Committees (PACs) in the process of developing new programs or the upgrading of existing programs. • Practitioners from participating employers or their associations are hired as part-time faculty members to teach complete or relevant components of courses. • Government-provided tax incentives allow employers to participate in the design and implementation of Coop Programs involving sequences of semesters in Tier II institutions followed by work semesters with participating employers.

32. The Best Practices in Tier II InstitutionsAccess Policies • Supporting Equity in Access to Higher Education. Tier II Institutions, by their very nature provide more equity in access to higher education than Tier I institutions by recognizing the principle that a well-educated citizenry is the foundation of social equity, cohesion and successful participation in the global knowledge economy • Flexible Admission Criteria: The admission criteria in Tier II institutions have often moved away from a primary focus on students’ entry qualifications towards the recognition of their potential. This includes by individuals who are traditionally under-represented because of their social background, economic status, gender, ethnic origins, dis]abilities, low quality of prior schooling or for other reasons.

33. The Best Practices in Tier II Institutions Quality Assurance: Policies and Practices Students Admission • Tier II institutions typically do not attract the most academically qualified students completing secondary education. • Mature students from Tier I institutions often can transfer to advanced standing status to counterparts programs in Tier II institutions Academic Staff Recruitment and Selection • The salary scale, incentives and working conditions for academic staff should be at a level that allows Tier II institutions to hire academic staff with appropriate qualifications and potential for growth, even in a highly competitive economic environments

34. The Best Practices in Tier II Institutions The Learning Process Academic Curricular • Stronger emphasis on the Academic Balance between: (a) theory and (b) application, and between (c) academic rigour and practical applications • Many Tier II programs had adopted the Coop Model of curriculum design where students spend every third semester in workplace environment with a participating employer. The work semester is structured and supervised to maximize the learning experiential outcome. Teaching and Learning • The teaching staff in many Tier II institutions include about 20% professional practitioners on load from industry or business who bring a very critical and vital contribution to the quality and relevance of the learning experience

35. The Best Practices in Tier II Institutions Program Identification and Selection • Programs are identified as a result of economic and social needs of the economy and employers • All academic programs are supported by Program Advisory Committees ( PACs) with key representatives from employers as well as industry and business associations identify and participate in approving all programs • Programs available in full and part-time modes of study • All Tier II programs have bridging pathways to other Tier I programs and institutions in the system

36. The Best Practices in Tier II InstitutionsTeaching and Learning • Focus on the quality of teaching and learning • A learn-by-doing environment, and application of theory to practice • Flexible learning environments and approaches such as: • Co-op programs providing placement with employers, • Volunteer programs with social agencies

37. The Best Practices Tier II Institutions Applied Research, Development & Innovation ARDI • The mandate of Tier II institutions include Applied Research, Development and Innovation (ARDI) • Funding of ARDI is provided by public and private funding agencies to ensure that strong linkages are established between employers and institutions of higher education. • ARDI is different from traditional R&D in that it : (i) involves the active participation of graduate, as well as undergraduate students, and (ii) it involves the participation of the private sector

38. The Best Practices Tier II Institutions Articulation with Tier I & II Institutions • Tier II institutions play an important role in providing a bridge between Tier III and Tier I institutions • Tier II institutions figure prominently in the design of National Qualification Frameworks that facilitate the transfer of academic credits between various levels, and types of higher eduucation

39. National Qualification Frameworks • Recognized as the single accepted entitythrough which all learning achievement may be measured and related to each other in a coherent way, and which defines all education and training awards • Transforming the education and training system to encourage parity of esteembetween academic and vocational qualifications • Integrate TVET, secondary, and tertiary qualifications into a single comprehensive system of levels, titles and standards • Harmonize and enhance quality standards across the system

40. Guiding Principles for NQF • Effective participation of the social partners • Building communities of trust involving the providers and users of NQF • Recognition of the attributes and the historic differences among the participating learning sectors • Recognition of the need for and normality of debate and contestation in the early phases of the establishment of NFQ in a country or jurisdiction • Standard settingand quality assuranceshould not be separated, but be an integral part of the NQF

41. Guiding Principles for NQF (2) • The NFQ is a major vehicle but not the only one for the transformation of education and training • Because of the multiplicity of stakeholders, it is important to establish an over arching super body, a National Qualification Agency NQAto arbitrate and reconcile the differences among the stakeholders. • An overall strategic plan, and associated implementation plan need to be developed to achieve the NQA stated objectives • The integration of education and training should form the backbone of the NQA • Simplicity, clarity, flexibilityand trust should be the hallmarks of successful NQF implementation

42. Key Attributes of the NQF • Descriptive road map that facilitates the awarding, recognition and transfer of education and training credits for all learners in the system • Defines the progression of awards and their links to employment opportunities in the labor market • Provides level descriptors, learning outcomes, volume of effort, and award for each qualification. • Integrates qualifications across all education and training sectors

43. The European Qualification Framework

44. The European Qualification Framework

45. The European Qualification Framework

46. The European Qualification Framework

47. The European Qualification Framework

48. The Irish National Framework of Qualifications (INFQ) : 10 Levels & 15 Awards

49. Source: Determinations for the Outline National Framework of Qualifications, 2003