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Higher Education & Graduate Employability: The Role of Private Institutions Assoc. Prof. Chin Peng Kit Deputy VC, UCSI Prof. Jim Graham HEQCL (UK), Consultant, Quality & Strategy 12 November 2007, Selangor, Malaysia. This Presentation . . . Express personal not institutional opinions
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Assoc. Prof. Chin Peng Kit
Deputy VC, UCSI
Prof. Jim Graham
HEQCL (UK), Consultant, Quality & Strategy
12 November 2007, Selangor, Malaysia.
Present “Employability & Human Capital Development” as an educational ecology:
These involve developing E3 graduate & post-graduate attributes …..
Graduates who are
E3 is not the only legitimate rationale for HE!
Higher Education provision must create opportunities for all by being flexible and inclusive.
Traditional forms of HE provision designed for school leavers do not meet the requirements of working adults.
Greater diversity of institutions and programmes is crucial
Ref: OECD (2001) Lifelong Learning for All OECD Observer March 30 2001 Organisation for Economic Co-operation & Development Paris
The HE sector is extremely diverse. Each institution has its own distinct mission, and each emphasises different aspects of higher education.
No meaningful league table could fairly demonstrate the performance of all higher education institutions relative to each other.
Ref: Higher Education Funding Council for England http://www.hefce.ac.uk/learning/perfind/2003/guide/league.asp
Mass participation (70%+) = wide diversity of needs
Global trend is diversity of HE missions to meet needs = multiple dimensions of excellence
= many summits, many apices
Your university here? or here? or here? or here?
International Research – led
Local, Community focussed
Online & virtual, global reach
Specialist industry partnerships
E3 & LLL flexible programmes
E3 & LLL Work-based, experiential learning
E3 - Entrepreneurship & business hatchery
The development of human capital through Life Long Learning & E3 is fundamental to enhancing the competitiveness of the Malaysian Knowledge Economy
Ref: ILO (1997) Malaysia: Skills for Competitiveness Wong Yuk Kiong, International Labour Organisation p1
Appropriate National Qualification Systems are vital to promote E3 & LLL.
Formal accreditation systems and entry requirements for qualifications must be adjusted to enable working adults to participate in tertiary education
Ref: OECD (2002) The Role of National Qualification Systems in Promoting Lifelong Learning Organisation for Economic Co-operation and Development Paris
The quality of national Higher Education policymaking and governance may be benchmarked internationally against economically effective practice.
‘Cumbersome administrative rules and bureaucratic procedures’ are criticised by World Bank as failing to establish a coherent policy framework or to create an enabling regulatory environment
Ref: World Bank (2002) Constructing Knowledge Societies: New Challenges for Tertiary Education, pp63, 83
‘Policymakers need to create a level playing field between public and private providers’
Ref: World Bank (2003) Lifelong Learning in the Global Knowledge Economy: Challenges for Developing Countries p63
Competent private universities should not prevented from innovating and responding to market demands of E3 & LLL by inappropriately restrictive regulation
Ref: OECD (2003) Beyond Rhetoric: Adult Learning Policies and Practices Organisation for Economic Co-operation and Development Paris
To recruit students & thrive, PHEIs must be
Typically governments attempt to regulate HE systems by intervening in
HESA is ‘owned’ collectively by the associations representing UK HEIs & represents the consensus of the whole sector
UK QAA requires all institutions to implement Progress Files for E3:
a structured and supported process undertaken by an individual to reflect upon their own learning, performance and / or achievement and to plan for their personal, educational and career development.
QAA is ‘owned’ jointly by UK HEIs & the government’s funding councils, so it represents a broad consensus on best practice
QAA = Collectively agreed self-regulation by all HEIs
Dual approach :
‘Career Education, Information & Guidance’ (CEIG) sets minimum standards for Process
All UK HEIs collectively agree to abide by basic principles of good practice in the aspect of provision
HE Academy is owned collectively by the associations representing all UK HEIs
Excellence is competitive!
Run by the University for Industry (Ufi), an e-learning organisation with extensive access to work-based qualifications & online programmes by personalised including a record of learning & achievement
Developments supported by government funding
Finishing Schools are private sector’s response to the inability of India’s public universities to reform their curricula for E3.
Students pay for the service
Industry pays to get best graduates