Policy Workshop on Private Higher Education Damascus 8 December 2004
Jan 17, 2016
Policy Workshop on
Private Higher Education
Damascus
8 December 2004
some dimensions of diversity
constitutional ban
some dimensions of diversity
constitutional ban
limited private
some dimensions of diversity
constitutional ban
limited private
significant participation
some dimensions of diversity
constitutional ban
limited private
significant participation
majority enrollment
share of private higher education enrolments
Korea 75%
Indonesia 65%
Philippines 80%
Colombia 60%
Brazil 60%
proportion of private enrollment
0 10 20 30 40 50 60 70 80 90
Filipinas
Corea
J apón
Indonesia
Colombia
India
Brasil
Bangladesh
Nicaragua
Paraguay
J ordania
Perú
Ecuador
Chile
Zaire
Nepal
Estados Unidos
Guatemala
Tailandia
El Salvador
México
Venezuela
Argentina
Honduras
Ruanda
Malasia
Bolivia
Papua Nueva Guinea
Kenya
Zimbabwe
Panamá
growth of private enrollment in Latin America(1970 - 1994)
0.0%
6.0%
7.4%
3.0%
6.0%
17.4%
21.0%
0.0%
14.5%
18.0%
39.4%
10.8%
21.7%
24.8%
34.1%
55.0%
45.5%
25.7%
23.0%
0.0%
6.0%
8.4%
8.5%
12.5%
20.3%
23.2%
23.9%
25.2%
28.8%
34.2%
35.6%
35.9%
46.7%
53.7%
58.4%
64.1%
69.1%
71.2%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Cuba
Uruguay
Panamá
Bolivia
Honduras
Argentina
Ecuador
Costa Rica
México
Guatemala
Nicaragua
Venezuela
Perú
Paraguay
Chile
Brasil
Colombia
El Salvador
Rep. Dom
1994
1970
some dimensions of diversity
poor quality
some dimensions of diversity
poor quality
the best show in town
outline of the presentation...
• the potential benefits of private higher education
• the risks involved
• the role of the State
outline of the presentation...
• the potential benefits of private higher education
• the risks involved
• the role of the State
potential benefits
providing opportunities in constrained environment
potential benefits
providing opportunities in constrained environment
complementing government funding
enrollment rates by region
(1970-1999)
Sub-Saharan Africa
Middle East
Latin America/Caribbean
East Asia/Oceania
Southern Asia
Eastern Europe/Central Asia
0
5
10
15
20
25
30
35
40
45
50
1970 1980 1985 1990 1995 1997 1999
Year
Enr
ollm
ent
Tertiary Level Enrollment
050
100
0 10 20 30 40 50 60 70 80 90 100
Private Share
Enrol
lmen
t Argentina
Indonesia
FranceDenmark
Colombia
Chile
Brazil
Belgium
Austria
Philippines
Norw ayNew Zealand
Japan
Netherlands
Mexico
Latvia
Korea, Rep.
USASw eden
SpainRussia
PortugalPoland
knowledge is a key factor in explaining the
difference between poverty and wealth
0
2
4
6
8
1958 1962 1966 1970 1974 1978 1982 1986 1990
Rep. of Korea
Ghana
GDP Thousands of1985 US dollars
Differenceattributed toknowledge
Difference dueto physical andhuman capital
Korea vs. Ghana
Korea 1950s:
growth of public tertiary education with tuition fees
1960s: government financial incentives to promote
private tertiary sector growth
1970s and 80s: development of science and engineering
programs
1990s: emphasis on quality assurance, R&D,
accountability, performance-based funding
Ghana vs. Korea
Ghana 1950s – 1970s
slow growth of “free” public tertiary education
1980s: initiation of reforms: quality,
financial sustainability, expansion of public tertiary education
1990s: weak application of reform
programs
Korea vs. Ghana
evolution 1960-2002 enrollment rate
Korea: 2% in 1945 to 80% Ghana: remained at 2%
private sector enrollment Korea: 75% of total Ghana: 6% of total
public expenditure per student Korea: increase from $2,700 to $4,500 Ghana: decrease from $1,200 to $850
tertiary education linkages with economy and labor market
Korea: strong Ghana: weak
potential benefits
providing opportunities in constrained environment
complementing government funding
being closer to employers needs
linkages with the productive sectors
management team
board with external representatives
practitioners as part-time professors
speed to market
potential benefits
providing opportunities in constrained environment
complementing government funding
being closer to employers needs
providing healthy stimulation through competition
healthy competition
Bolivia
healthy competition
Bolivia
Uruguay
healthy competition
Bolivia
Uruguay
Russia
healthy competition
Bolivia
Uruguay
Russia
Jordan and Lebanon
outline of the presentation...
• the potential benefits of private higher education
• the risks involved
• the role of the State
the risks involved
inadequate quality
increasing inequalities
unfair competition
the quality challenge
diploma mills
the quality challenge
diploma mills
franchise institutions
franchise universities …
franchise universities …
the quality challenge
diploma mills
franchise institutions
quality assurance for virtual institutions and e-learning
virtual universities
the equity challenge
the higher the tuition fees, the more elitist the institution
eligibility for public resources? scholarships student loans
unequal competition
“free riding” the use of public professors
beware of foreign providers!
unequal competition
corporate behavior
for-profits targeting developing world
Apollo Group (Univ of Phoenix) -- Apollo International
Sylvan Learning Systems Universidad Europea de Madrid Universidad del Valle in Mexico
Unext.com? Columbia, Chicago, Stanford,
LSE, Carnegie Mellon
changing behavior
corporate behavior
forced marriage
outline of the presentation...
• the potential benefits of private higher education
• the risks involved
• the role of the State
the role of the State
mitigating the risks
promoting the harmonious growth of private institutions
main responsibility of the State
to put in place an enabling
framework that encourages all
higher institutions to be more
innovative and responsive
role of the State
define a coherent national
strategic vision and policy
framework
is there a vision?
role of the State
define a coherent national
strategic vision and policy
framework
establish an enabling regulatory
environment
public policies to promote private
tertiary education
remove barriers
areas of regulation
• Establishment of new institution
• Authorization to issue degree
• Establishment of new program
• Quality assurance
• Financial obligations / restrictions
• Equity promotion
• Participation of public sector teachers
• Academic freedom guarantee
• Appointment of trustees
• Additional provisions for foreign providers
public policies to promote private
tertiary education
remove barriers
establish quality assurance mechanisms
quality assurance
licensing of institutions minimal requirements comprehensive requirements
accreditation entire institution program course
public policies to promote private
tertiary education
remove barriers
establish quality assurance mechanisms
make information available Provao in Brazil ICFES in Colombia Jordan
role of the State
define a coherent national strategic
vision and policy framework
establish an enabling regulatory
environment
offer appropriate financial incentives
financial support from the public budget
direct subsidy
payment of teachers
tax exemptions
scholarships
student loans
conclusion
the changing higher education landscape
The Traditional University
Differentiated System
competing in the learning society...
competing in the learning society...
competing in the learning society...
competing in the learning society...