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Institutional diversity: some trends and some hypotheses

Institutional diversity: some trends and some hypotheses. Richard Yelland OECD Directorate for Education. OECD/France International Conference CNAM, 8-9 December 2008. Tertiary education has been growing for 50 years… but in some places much faster than others.

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Institutional diversity: some trends and some hypotheses

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  1. Institutional diversity: some trends and some hypotheses Richard Yelland OECD Directorate for Education OECD/France International Conference CNAM, 8-9 December 2008

  2. Tertiary education has been growing for 50 years… but in some places much faster than others

  3. Growth in all tertiary qualificationsThe percentage of persons with a minimum of 2 years of tertiary education born in the period shown below (2005) EAG, 2007 A1.3a

  4. Tertiary education is expensive to provide…but in some places more so than in others

  5. Expenditure on educational core services, R&D and ancillary services in higher education institutions as a percentage of GDP (2004) % of GDP The US spends more than twice as much per higher education student as the European Union. • Somelevels of education are includedwithothers. • Total expenditureattertiarylevelincluding R&D expenditure • Year of reference 2005. • Total expenditureattertiarylevelexcluding R&D expenditure B6.2

  6. Higher education is becoming an increasingly international concern … especially in the English-speaking countries

  7. Student mobility in tertiary education (2005)Percentage of international students enrolled in tertiary education C3.1 Note: The data on the mobility of international students presented are not comparable with data on foreign students in tertiary education (defined on the basis of citizenship) presented in pre-2006 editions of Education at a Glance .

  8. There are big differences in what students are expected to pay, although fees are not the only cost factor for students and their families

  9. USD 5000 4000 3000 2000 1000 500 0 Average annual tuition feescharged by public colleges and universities for full-time national studentsin US Dollars converted using PPPs (school year 2004/2005) United States (64%) This chart does not take into account grants, subsidies or loans that partially or fully offset the students’ tuition fees. Australia (82%), Japan (41%), Korea (51%) Canada (m) Israel1 (55%) United Kingdom1 (52%) New Zealand (79%), Netherland1s (59%) Italy (56%) Austria (37%), Spain (43%), Belgium (Fr. and Fl.) (33%) Turkey (27%), France (m) Czech Republic (41%), Denmark (57%), Finland (73%), Ireland (45%), Iceland (45%), Norway (76%), Poland (76%), Sweden (76%) B5.1 1. Public institutions do not exist at this level of education and most of the students are enrolled in government dependent institutions.

  10. Although institutions have grown in size, the number of higher education institutions has grown ,from about 1000 in 1955, and about 5000 in 1970 to maybe 17000 today This growth in numbers has been accompanied by a diversification of institutional type

  11. Growth in the number of higher education institutions 1955-2004

  12. What do we know about the future? • Wealthy, ageing and diverse Societies • The global knowledge economy • The expanding web • Social and cultural change • Economic crisis Trends shaping education, OECD 2008

  13. Expected demographic changes within the population aged 20-29 (2005-2015) 2005= 100 A11.1

  14. Expected demographic changes within the population aged 30 and over (2005-2015) 2005= 100 A11.1

  15. Policy futures: a focus on quality • OECD Education Ministers’ meeting Athens June 2006 • OECD/UNESCO guidelines on cross-border tertiary education • Proposed international assessment of higher education outcomes • Experts’ meetings • Feasibility study • IMHE Conference Paris 8-10 September 2008 • Outcomes of higher education: quality, relevance and impact

  16. The challenge for higher education • Improving access while maintaining and improving quality • addressing the needs of the twenty-first century for human capital and innovation • securing adequate funding • Improving efficiency

  17. What are the implications for institutional differentiation? • Factors that foster diversity • History • Location • Growth • Competition • Demand • Autonomy • Factors that foster homogeneity • Rankings • Internationalisation • Regulation • Accountability

  18. The problem we have to resolve • Finding reliable and practical ways to value the various outputs of higher education so that diversity of institutional mission can be achieved without reinforcing hierarchies between institutions. • Can we do this without creating an excessive administrative burden or causing new distortions?

  19. Thank you www.oecd.org/higher

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