The document discusses how globalization and trade agreements like GATS have transformed higher education into a transnational system with new providers, programs, and delivery modes. This has led to concerns about lack of quality control and the provision of substandard education. Additionally, some operators have entered higher education as profit-seekers, contradicting principles of quality assurance, and developing countries may end up as losers in this globalized system without proper safeguards.
The document discusses the General Agreement on Trade in Services (GATS) and its impact on India's education sector. Some key points:
1. GATS extended trade rules to services like education and aims to ensure trade flows freely across borders.
2. India cannot exempt education since it is not entirely public. GATS covers four modes of supplying education services internationally.
3. GATS presents opportunities to improve education quality in India but also risks like increased fees reducing access for the poor. Government support is needed to maximize benefits and minimize risks.
Globalisation and transformation of Higher Education - Indian ExperienceAjay Mohan Goel
The document discusses globalization and transformations in higher education from the perspective of the Indian experience. It covers several topics:
- Trends in globalization like increased student and faculty mobility, emerging international knowledge networks, and the role of English.
- Changes in higher education globally like massification, new funding models, accountability, and new forms of collaboration and online learning like MOOCs.
- The current state of higher education in India, including low rankings, access issues, lack of research universities, quality concerns, and a rapidly expanding private sector.
- Key impacts of globalization on Indian higher education like the need to improve employability, issues with student mobility, growing institutional partnerships and exchanges, and
Globalization, liberalization, and privatization have significantly impacted India's education sector. The 1991 economic crisis prompted India to embrace economic reforms promoting free trade. This included joining the GATS to liberalize trade in services like education. Reforms privatized public education institutions and allowed foreign universities to establish campuses in India. While this increased investment and standards, there are concerns about the commercialization of education reducing access and equity. The impacts of these reforms on India's education system are still debated.
This document discusses options for financing higher education in developing countries. It examines reforms in developed nations that introduced tuition fees and income-contingent student loan programs. For developing countries, it explores financing options like private sector involvement, tuition fees on a sliding scale, student loans, graduate taxes, and universities pursuing entrepreneurial activities. Overall, the document argues that financing higher education requires a comprehensive approach involving public funding reforms, private sector participation, and institutional restructuring.
First africa forum on science, technology and innovation for youth employment...Dr Lendy Spires
This document provides a concept note for the First Africa Forum on Science, Technology and Innovation for Youth Employment, Human Capital Development and Inclusive Growth. The forum will take place in Nairobi, Kenya in April 2012 and is organized by several African organizations and UN agencies. It aims to facilitate sharing of best practices in strengthening STI mechanisms to promote innovation, entrepreneurship and youth employment. The two-day expert meeting will include discussions on strengthening STEM education, scientific research, applying STI to challenges, and moving ideas from research to market. The one-day ministerial conference will address integrating STI policies into development agendas and financing STI investments.
The document discusses investment in education from various perspectives. It notes that investment in education is made to develop human resources and skills, with the expected return being a resourceful person. It outlines different sources of investment in education, including from governments, private organizations, communities, and individuals like parents. The document also examines investment in education throughout history, from ancient to medieval to British rule periods, and how the sources and focus of investment have changed over time and may continue to change in the future.
This document discusses how education contributes to economic growth. It explains that investing in education improves a country's human capital by creating a more productive workforce. Workers with more skills and training can produce more goods and services, leading to increased GDP and standards of living. Education is viewed as an investment that yields long term benefits for both workers in the form of higher wages and employers through greater productivity. Overall, a well-educated labor force is a major factor in determining a country's economic strength and competitiveness.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document discusses the General Agreement on Trade in Services (GATS) and its impact on India's education sector. Some key points:
1. GATS extended trade rules to services like education and aims to ensure trade flows freely across borders.
2. India cannot exempt education since it is not entirely public. GATS covers four modes of supplying education services internationally.
3. GATS presents opportunities to improve education quality in India but also risks like increased fees reducing access for the poor. Government support is needed to maximize benefits and minimize risks.
Globalisation and transformation of Higher Education - Indian ExperienceAjay Mohan Goel
The document discusses globalization and transformations in higher education from the perspective of the Indian experience. It covers several topics:
- Trends in globalization like increased student and faculty mobility, emerging international knowledge networks, and the role of English.
- Changes in higher education globally like massification, new funding models, accountability, and new forms of collaboration and online learning like MOOCs.
- The current state of higher education in India, including low rankings, access issues, lack of research universities, quality concerns, and a rapidly expanding private sector.
- Key impacts of globalization on Indian higher education like the need to improve employability, issues with student mobility, growing institutional partnerships and exchanges, and
Globalization, liberalization, and privatization have significantly impacted India's education sector. The 1991 economic crisis prompted India to embrace economic reforms promoting free trade. This included joining the GATS to liberalize trade in services like education. Reforms privatized public education institutions and allowed foreign universities to establish campuses in India. While this increased investment and standards, there are concerns about the commercialization of education reducing access and equity. The impacts of these reforms on India's education system are still debated.
This document discusses options for financing higher education in developing countries. It examines reforms in developed nations that introduced tuition fees and income-contingent student loan programs. For developing countries, it explores financing options like private sector involvement, tuition fees on a sliding scale, student loans, graduate taxes, and universities pursuing entrepreneurial activities. Overall, the document argues that financing higher education requires a comprehensive approach involving public funding reforms, private sector participation, and institutional restructuring.
First africa forum on science, technology and innovation for youth employment...Dr Lendy Spires
This document provides a concept note for the First Africa Forum on Science, Technology and Innovation for Youth Employment, Human Capital Development and Inclusive Growth. The forum will take place in Nairobi, Kenya in April 2012 and is organized by several African organizations and UN agencies. It aims to facilitate sharing of best practices in strengthening STI mechanisms to promote innovation, entrepreneurship and youth employment. The two-day expert meeting will include discussions on strengthening STEM education, scientific research, applying STI to challenges, and moving ideas from research to market. The one-day ministerial conference will address integrating STI policies into development agendas and financing STI investments.
The document discusses investment in education from various perspectives. It notes that investment in education is made to develop human resources and skills, with the expected return being a resourceful person. It outlines different sources of investment in education, including from governments, private organizations, communities, and individuals like parents. The document also examines investment in education throughout history, from ancient to medieval to British rule periods, and how the sources and focus of investment have changed over time and may continue to change in the future.
This document discusses how education contributes to economic growth. It explains that investing in education improves a country's human capital by creating a more productive workforce. Workers with more skills and training can produce more goods and services, leading to increased GDP and standards of living. Education is viewed as an investment that yields long term benefits for both workers in the form of higher wages and employers through greater productivity. Overall, a well-educated labor force is a major factor in determining a country's economic strength and competitiveness.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
IRM 503 ECONOMICS OF EDUCTION
(8) Are There Social Returns to Education (9) Education and Economic Growth
PROFESSOR: DR. MARIANO DE JESUS
PhD STUDENT : DR. ROSEMARIE S. GUIRRE
3RD SEMESTER AY 2019-2020
Education Investment MENA 2014 - Annual ReportAli Zeeshan
The document discusses trends in private education investment in the Middle East and North Africa region. It finds that private education is one of the fastest growing markets globally due to increasing demand from both private investors and governments. While the number of deals is rising, transaction volumes have not increased as quickly due to structural, regulatory and financial constraints. The document also examines growing interest in new business models beyond traditional K-12 education, such as higher education, vocational training, online learning and special needs education. Challenges to deals include aligning the long-term objectives of investors and operators and developing financially viable models. Overall, private education investment in the region is seen as having a positive outlook.
This document summarizes a presentation given at the 14th General Conference of the International Association of Universities in San Juan, Puerto Rico on November 28, 2012. The presentation discusses trends in global higher education enrollment growth, diversification of higher education providers, and ensuring quality as higher education expands globally. It calls for strategic approaches and international collaboration to help universities strengthen their role in educational development in the 21st century.
This document discusses the relationship between education and economic development in India. It acknowledges those who helped the author complete an academic writing course. The introduction defines education and literacy. The aims of education are outlined as making people competent to solve life's problems and driving socio-economic development. Education improves income equality by allowing low-income individuals to pursue economic opportunities. While India has large literacy programs, it still has the world's largest illiterate population and lower literacy rates than global averages. Suggestions to improve education include increasing funding, improving teacher salaries, and allowing foreign institutions to collaborate with Indian ones. The conclusion states that education is important for economic growth and development.
The document discusses education for sustainable development in Haiti. It outlines the author's vision to bring together stakeholders to develop effective and sustainable education systems in Haiti to achieve quality education for all children by 2030. This will help rebuild Haiti after the 2010 earthquake and transform it into a developing country. The author's values that will guide their work include inclusive partnerships, local system engagement, focusing on equity and vulnerable groups. Key partners in this effort are identified. To achieve the vision, the author will promote collaboration, support credible education plans, ensure coordinated financing, and support improved education metrics. Progress will be measured using a collaborative approach based on PISA, which assesses learning outcomes.
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
This document discusses the relationship between education and economic growth. It argues that education contributes to economic prosperity and development by stimulating human potential and acting as an essential component of the development process. When educational planning and resources are utilized efficiently, it can lead to growth. The document outlines how education promotes economic growth through investment in human capital and developing skilled manpower. It also examines how education systems have contributed differently to economic development in countries at varying levels of development.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Global connections - Bordlerless HE and Continuing EducationDon Olcott
This document provides an overview of the changing landscape of international higher education and considerations for universities pursuing global opportunities. It discusses the driving forces behind globalization in higher education such as reduced government funding and increased demand. It also examines trends in cross-border programs and the internal and external dimensions of internationalism for universities. The document outlines challenges such as resistance to distance education globally and factors influencing international student choices. It emphasizes that universities must provide responsive student services and support for socialization, support, and services to effectively engage in the international arena.
This document discusses the relationship between education and economic conditions. It makes three key points:
1) Education plays an important role in economic growth by improving skills, competency, and productivity, which are important factors of human capital. A country's economy depends on its natural resources and human capital.
2) Higher education should be viewed as a pathway to wealth creation. Educated people are better able to use resources and increase a country's wealth.
3) Educational institutions produce skilled workers to fuel an economy. Education starts from birth and continues through life, and different governments in Pakistan have taken steps to improve education quality.
This document discusses the economic foundations and benefits of education. It states that education increases employability, income levels, and tax revenue by raising standards of living. Countries emphasize developing education systems to produce workers for new industries like technology and science. Individuals with bachelor's degrees on average earn almost 3 times as much as high school dropouts. As the proportion of educated workers increases, a country's economy becomes more productive since educated workers can more efficiently perform literacy-based and complex tasks. Countries with more educated populations see faster economic growth than those with fewer educated workers. Highly educated earners contribute more to the economy through higher spending than less educated earners.
This document discusses the economic foundations and benefits of education. It argues that education is an important investment for both individuals and countries. Educated workers are more productive and earn higher wages on average. Countries with more educated populations experience faster economic growth. Overall, the document emphasizes that education raises living standards, promotes equality, and is key to economic competitiveness and growth at both the individual and national levels.
Discussion on economic aspects of education has acquired great significance in education research during the new millennium earmarked as Knowledge Economy. Education for the Knowledge Economy (EKE) refers to efforts at production of the highly skilled and flexible human capital needed to compete effectively in today’s dynamic global markets. Experiences of last one decade in the IT enabled BPO sector has proved India’s ability to produce and use knowledge as a major factor in economic development and has proved to be critical to India’s comparative advantage. Economists have recognized importance of EKE to develop a workforce that is well-trained and capable of generating knowledge-driven economic growth.
Economics of Education analyzes both what determines or creates education and what impact education has on individuals and the societies and economies in which they live. Historically a great deal of emphasis has been placed on determining outcomes to educational investment and the creation of human capital. The primary mission of the economics of education group is to identify opportunities for improved efficiency, equity, and quality of education and promote effective education reform processes, to enhance knowledge of what drives education outcomes and results; to better understanding how to strengthen the links of education systems with the labour market; and to build and support a network of education economists for education policy planning and evolve structures and mechanisms for implementation.
The Economic Value of Liberal EducationRobert Kelly
There is increasing demand from employers for college graduates with higher-level skills such as critical thinking, complex problem solving, and communication skills. As the global economy becomes more knowledge-based, employers require workers who can drive innovation. Recent surveys find that over 90% of employers prioritize these types of skills over a candidate's specific major. However, the supply of college-educated workers with these skills is not keeping pace with demand. Liberal arts education aims to develop broad intellectual skills and has been shown to lead to higher earning potential. Studies find the highest salaries are in jobs requiring skills like writing, reasoning, creativity, and social skills - core areas of liberal education.
This document discusses several topics related to economic development, including human capital development through education and health, child labor issues, the importance of educating girls, and different trade strategies such as import substitution and export promotion. It notes that education and health are essential for development and productivity. Investing in education and health can generate higher future incomes and returns. Child labor disrupts schooling and harms health, while educating girls has among the highest returns and improves local health standards. The document also outlines inward-looking development policies focused on self-sufficiency versus outward-looking policies that encourage free trade and movement of goods, services, and factors of production.
Role of quality education to economic growth- quality education and its impac...myinternetincome
Role of quality education to economic growth- quality education and its impact to the country's development my internet income role of quality education to economic growth
The document provides a summary of the Deputy Vice-Chancellor's message regarding the College's achievements and plans. It discusses hosting international conferences in 2011 and setting goals for 2012. It congratulates those in new leadership roles and wishes everyone well for an exciting 2012 as the College works to achieve its vision and mission.
Unit x emerging trends in education English NotesThanavathi C
This document discusses emerging trends in education such as globalization, liberalization, privatization, lifelong learning, and online education. Globalization is increasing integration worldwide through the flow of information, ideas, technologies, and people, impacting education systems. Liberalization refers to relaxing government restrictions, especially in economic policy. Privatization involves increasing the role of the private sector in education through deregulation and reduced government control. Lifelong learning emphasizes ongoing, voluntary pursuit of knowledge for personal or professional reasons. Online education uses electronic media and ICTs to deliver educational content and enable two-way communication between students and teachers over computer networks. The document examines the positive and negative impacts of these trends on education systems and societies.
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor and analyze developments in transnational education.
[2] Traditionally, higher education was viewed as a public good but now is increasingly seen as a private commodity, leading to expansion of for-profit transnational education programs.
[3] While transnational education can increase access and competition, it can also undermine quality assurance, national higher education systems, and view students as mere consumers. ESIB's paper examined these challenges
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor developments in transnational education and develop policy recommendations from the student perspective.
[2] Traditionally, higher education was viewed as a public good but new views see it as a private good and commodity, leading universities to offer transnational programs to raise revenue. However, this can threaten quality assurance, equal access, and national higher education systems.
[3] The policy paper analyzed benefits like increased choice but also downsides like
IRM 503 ECONOMICS OF EDUCTION
(8) Are There Social Returns to Education (9) Education and Economic Growth
PROFESSOR: DR. MARIANO DE JESUS
PhD STUDENT : DR. ROSEMARIE S. GUIRRE
3RD SEMESTER AY 2019-2020
Education Investment MENA 2014 - Annual ReportAli Zeeshan
The document discusses trends in private education investment in the Middle East and North Africa region. It finds that private education is one of the fastest growing markets globally due to increasing demand from both private investors and governments. While the number of deals is rising, transaction volumes have not increased as quickly due to structural, regulatory and financial constraints. The document also examines growing interest in new business models beyond traditional K-12 education, such as higher education, vocational training, online learning and special needs education. Challenges to deals include aligning the long-term objectives of investors and operators and developing financially viable models. Overall, private education investment in the region is seen as having a positive outlook.
This document summarizes a presentation given at the 14th General Conference of the International Association of Universities in San Juan, Puerto Rico on November 28, 2012. The presentation discusses trends in global higher education enrollment growth, diversification of higher education providers, and ensuring quality as higher education expands globally. It calls for strategic approaches and international collaboration to help universities strengthen their role in educational development in the 21st century.
This document discusses the relationship between education and economic development in India. It acknowledges those who helped the author complete an academic writing course. The introduction defines education and literacy. The aims of education are outlined as making people competent to solve life's problems and driving socio-economic development. Education improves income equality by allowing low-income individuals to pursue economic opportunities. While India has large literacy programs, it still has the world's largest illiterate population and lower literacy rates than global averages. Suggestions to improve education include increasing funding, improving teacher salaries, and allowing foreign institutions to collaborate with Indian ones. The conclusion states that education is important for economic growth and development.
The document discusses education for sustainable development in Haiti. It outlines the author's vision to bring together stakeholders to develop effective and sustainable education systems in Haiti to achieve quality education for all children by 2030. This will help rebuild Haiti after the 2010 earthquake and transform it into a developing country. The author's values that will guide their work include inclusive partnerships, local system engagement, focusing on equity and vulnerable groups. Key partners in this effort are identified. To achieve the vision, the author will promote collaboration, support credible education plans, ensure coordinated financing, and support improved education metrics. Progress will be measured using a collaborative approach based on PISA, which assesses learning outcomes.
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
This document discusses the relationship between education and economic growth. It argues that education contributes to economic prosperity and development by stimulating human potential and acting as an essential component of the development process. When educational planning and resources are utilized efficiently, it can lead to growth. The document outlines how education promotes economic growth through investment in human capital and developing skilled manpower. It also examines how education systems have contributed differently to economic development in countries at varying levels of development.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Global connections - Bordlerless HE and Continuing EducationDon Olcott
This document provides an overview of the changing landscape of international higher education and considerations for universities pursuing global opportunities. It discusses the driving forces behind globalization in higher education such as reduced government funding and increased demand. It also examines trends in cross-border programs and the internal and external dimensions of internationalism for universities. The document outlines challenges such as resistance to distance education globally and factors influencing international student choices. It emphasizes that universities must provide responsive student services and support for socialization, support, and services to effectively engage in the international arena.
This document discusses the relationship between education and economic conditions. It makes three key points:
1) Education plays an important role in economic growth by improving skills, competency, and productivity, which are important factors of human capital. A country's economy depends on its natural resources and human capital.
2) Higher education should be viewed as a pathway to wealth creation. Educated people are better able to use resources and increase a country's wealth.
3) Educational institutions produce skilled workers to fuel an economy. Education starts from birth and continues through life, and different governments in Pakistan have taken steps to improve education quality.
This document discusses the economic foundations and benefits of education. It states that education increases employability, income levels, and tax revenue by raising standards of living. Countries emphasize developing education systems to produce workers for new industries like technology and science. Individuals with bachelor's degrees on average earn almost 3 times as much as high school dropouts. As the proportion of educated workers increases, a country's economy becomes more productive since educated workers can more efficiently perform literacy-based and complex tasks. Countries with more educated populations see faster economic growth than those with fewer educated workers. Highly educated earners contribute more to the economy through higher spending than less educated earners.
This document discusses the economic foundations and benefits of education. It argues that education is an important investment for both individuals and countries. Educated workers are more productive and earn higher wages on average. Countries with more educated populations experience faster economic growth. Overall, the document emphasizes that education raises living standards, promotes equality, and is key to economic competitiveness and growth at both the individual and national levels.
Discussion on economic aspects of education has acquired great significance in education research during the new millennium earmarked as Knowledge Economy. Education for the Knowledge Economy (EKE) refers to efforts at production of the highly skilled and flexible human capital needed to compete effectively in today’s dynamic global markets. Experiences of last one decade in the IT enabled BPO sector has proved India’s ability to produce and use knowledge as a major factor in economic development and has proved to be critical to India’s comparative advantage. Economists have recognized importance of EKE to develop a workforce that is well-trained and capable of generating knowledge-driven economic growth.
Economics of Education analyzes both what determines or creates education and what impact education has on individuals and the societies and economies in which they live. Historically a great deal of emphasis has been placed on determining outcomes to educational investment and the creation of human capital. The primary mission of the economics of education group is to identify opportunities for improved efficiency, equity, and quality of education and promote effective education reform processes, to enhance knowledge of what drives education outcomes and results; to better understanding how to strengthen the links of education systems with the labour market; and to build and support a network of education economists for education policy planning and evolve structures and mechanisms for implementation.
The Economic Value of Liberal EducationRobert Kelly
There is increasing demand from employers for college graduates with higher-level skills such as critical thinking, complex problem solving, and communication skills. As the global economy becomes more knowledge-based, employers require workers who can drive innovation. Recent surveys find that over 90% of employers prioritize these types of skills over a candidate's specific major. However, the supply of college-educated workers with these skills is not keeping pace with demand. Liberal arts education aims to develop broad intellectual skills and has been shown to lead to higher earning potential. Studies find the highest salaries are in jobs requiring skills like writing, reasoning, creativity, and social skills - core areas of liberal education.
This document discusses several topics related to economic development, including human capital development through education and health, child labor issues, the importance of educating girls, and different trade strategies such as import substitution and export promotion. It notes that education and health are essential for development and productivity. Investing in education and health can generate higher future incomes and returns. Child labor disrupts schooling and harms health, while educating girls has among the highest returns and improves local health standards. The document also outlines inward-looking development policies focused on self-sufficiency versus outward-looking policies that encourage free trade and movement of goods, services, and factors of production.
Role of quality education to economic growth- quality education and its impac...myinternetincome
Role of quality education to economic growth- quality education and its impact to the country's development my internet income role of quality education to economic growth
The document provides a summary of the Deputy Vice-Chancellor's message regarding the College's achievements and plans. It discusses hosting international conferences in 2011 and setting goals for 2012. It congratulates those in new leadership roles and wishes everyone well for an exciting 2012 as the College works to achieve its vision and mission.
Unit x emerging trends in education English NotesThanavathi C
This document discusses emerging trends in education such as globalization, liberalization, privatization, lifelong learning, and online education. Globalization is increasing integration worldwide through the flow of information, ideas, technologies, and people, impacting education systems. Liberalization refers to relaxing government restrictions, especially in economic policy. Privatization involves increasing the role of the private sector in education through deregulation and reduced government control. Lifelong learning emphasizes ongoing, voluntary pursuit of knowledge for personal or professional reasons. Online education uses electronic media and ICTs to deliver educational content and enable two-way communication between students and teachers over computer networks. The document examines the positive and negative impacts of these trends on education systems and societies.
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor and analyze developments in transnational education.
[2] Traditionally, higher education was viewed as a public good but now is increasingly seen as a private commodity, leading to expansion of for-profit transnational education programs.
[3] While transnational education can increase access and competition, it can also undermine quality assurance, national higher education systems, and view students as mere consumers. ESIB's paper examined these challenges
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor developments in transnational education and develop policy recommendations from the student perspective.
[2] Traditionally, higher education was viewed as a public good but new views see it as a private good and commodity, leading universities to offer transnational programs to raise revenue. However, this can threaten quality assurance, equal access, and national higher education systems.
[3] The policy paper analyzed benefits like increased choice but also downsides like
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor developments in transnational education and develop policy recommendations from the student perspective.
[2] Traditional views of higher education as a public good have shifted to see it as a private commodity, increasing its economic role and massification. This has led universities to offer transnational programs to raise revenue.
[3] While transnational education can increase access and competition, it can also endanger quality assurance, national systems, and viewing students
The document is a speech given by Christine Scholz of ESIB - The National Unions of Students in Europe at the International Association of Universities Conference on cross-border higher education.
The speech discusses [1] ESIB's role in representing over 10 million students across Europe, [2] the rationale for ESIB drafting a policy paper on transnational education in 2002 due to changes in higher education, and [3] the challenges of quality assurance, recognition and ensuring access when providing higher education across borders.
Globalization is a process that unifies people worldwide into a single society through economic and cultural integration. While it provides benefits like increased trade and spread of ideas, it also poses challenges for national education systems. It pushes education policies towards neoliberal frameworks that emphasize testing, choice, and competition. It also constrains national policymaking and increases inequality as jobs move to developing countries. Education must balance preparing students for the global market while developing responsible citizens. Reforms are needed to improve teacher pay, funding equity, and address mismatches between education and industry needs.
This document discusses globalization and provides definitions, nature, signs, advantages, and disadvantages. It begins by defining globalization as changes in societies and economies resulting from increased trade and cultural exchange. It then describes the nature of globalization, including liberalization, free trade, and economic reforms. Several signs of globalization are listed such as increased international trade and cultural exchange. Advantages include cheaper prices, employment, and education opportunities. Disadvantages include potential health issues, loss of culture, and uneven wealth distribution.
Cross-border higher education in East Africa faces both opportunities and challenges. It provides increased access to education and skills development, but also faces issues around differences in educational systems, credential evaluation, cultural values, and the risk of certain subjects being deemed unprofitable. A new approach is needed that focuses on accessibility, affordability, availability, and addressing policy issues. Universities within East Africa should collaborate more to build on their individual strengths, rather than competing with each other or institutions outside the region.
Cross-border higher education refers to the movement of students, teachers, and educational programs across national borders. It provides increased opportunities for students in East Africa to access higher education through collaboration between countries or commercialization of education as a trade. The benefits of cross-border higher education in East Africa include increasing access to higher education given limited domestic capacity, promoting access to specific skills and professions, and fostering socio-economic and cultural alliances among East African countries.
The document discusses the implications of trade liberalization and the General Agreement on Trade in Services (GATS) on higher education. It notes that GATS aims to progressively promote freer trade in services, including education, by removing barriers. However, there is debate around whether GATS threatens public funding and provision of higher education. The document also examines issues around which education services are covered by GATS and implications for developing countries. It concludes that more clarification is needed on the agreement's impact on higher education policy and funding.
Free Education in the Philippines: The Continuing SagaIJAEMSJORNAL
One of the most notable milestones in the Philippine education is when the government actively seeks to expand access and participation in higher education through the ratification of RA 10931 or the “Universal Access to Quality Tertiary Education Act”. Thus, this study aims to examine and assess the effects of the law in our educational system. Providing sufficient funds is not enough; the government must give meaning to the title of the new law, which is the provision of “quality” tertiary education. This program is an investment in the nation’s most precious resource. Quality education empowers people and levels the playing field; it is one of the best tools for poverty alleviation, social equity and inclusive growth. There should be no compromise on the quality of the services provided under RA 10931. Free must not mean substandard. In this study, the researcher used qualitative research method. Qualitative research method was developed in the social sciences to enable researchers to study social and cultural phenomena: observe feelings, thoughts, behaviors and the belief of the mass society.
1. Transnational education (TNE) involves higher education study programs where learners are located in a different country than the awarding institution. TNE has increased in recent years and takes various forms such as franchising programs, branch campuses, and distance learning.
2. TNE poses challenges for quality assurance, accreditation, and recognition of qualifications between national education systems. It also raises issues about equal access to education and the commercialization of education.
3. While TNE can increase access to education, some programs operate for-profit and charge very high tuition fees, threatening principles of affordable and equitable education. Quality assurance is also difficult with some transnational programs that are not part of any
This document provides an introduction to the 4th Global Meeting of Associations of Universities on internationalization of higher education. It discusses that internationalization is a dynamic process involving many actors. The meeting will address key findings from a survey on internationalization including the importance of student mobility but low actual mobility levels. It will also discuss new approaches like branch campuses and examine the role associations can play in advancing the internationalization agenda and identifying trends. The goal is for participants to work together on common challenges and solutions regarding internationalization.
Experiments and Prospects of Globalisation Towards Higher Education in IndiaVikramjit Singh
The document discusses the impact of globalization on higher education in India. It notes that while India's education system has a long history, higher education has substantially improved both quantitatively and qualitatively since globalization. Globalization presents both opportunities and threats for developing countries like India, benefiting those who can access information but leaving behind those who cannot. The document examines India's preparedness to open its borders to foreign educational institutions.
The representatives of NGOs and civil society organizations met to discuss challenges in implementing the Sustainable Development Goal (SDG) of quality education (SDG4) and make recommendations. Key challenges included shrinking civil society space, insufficient education funding, increased privatization threatening public education, shortage of trained teachers, and lack of quality data. Civil society committed to hold governments accountable, promote inclusion, strengthen partnerships, and support data collection and monitoring of SDG4 targets through 2030.
This document discusses strategies for financing adult education in Nigeria. It identifies several key stakeholders that should be involved in financing adult education, including governmental bodies, non-governmental organizations, educational institutions, private individuals, parents and learners. Some specific strategies mentioned include taxes, public grants, fees, loans, voluntary donations and contributions from local authorities and international organizations. The document argues that while the government has traditionally been the primary funder of adult education, other stakeholders need to contribute as well due to declining government resources. A diversified approach to financing is needed.
Here are the answers to the fill in the blanks:
1. Globalization
2. Labor
3. Social Globalization
4. Political Globalization
5. People
6. Nation
7. Financial Globalization
8. Cooperation
9. World Trade Organization
10. Financial integration
The document discusses the impact of globalization on education. It defines globalization as the growing integration of economies worldwide through increased trade, investment, and technology transfer. Globalization influences education through economic, political, and cultural forces. It creates demands for lifelong learning, flexible skills, and more access to education. Reforms are needed in education to modernize curricula for a globalized world and make students productive members of society. The internationalization of education and privatization of schools are effects of globalization on education systems.
International higher education across borders provides opportunities for both academic institutions and students through cultural exchange and globalization. However, it also faces challenges such as high costs, quality assurance between countries, and security issues. The document discusses how international education can be stimulated through various modes like distance learning or satellite campuses. While opportunities exist, issues around regulations, policies, and host country acceptance must be addressed to realize the benefits of international higher education.
The document discusses confederalization gaps in distance education organizations in the millennium. It argues that the over 30 distance education associations should be brought together under a confederal umbrella to reduce gaps in their structures, activities, and operations. Specifically, it proposes establishing the International Council for Distance Education for Eastern Europe, West Asia and North Africa (ICDEEEWANA) to integrate the associations based on economic, cultural, social, technological and regional commonalities. Turkey is positioned as having a leadership role in organizing regional distance education practices. Recommendations include discussing approaches to fill confederalization gaps in terms of administrative structures, finances, human resources, cultural interactions and globalizing distance education institutions.
This document contains a single word - "GMA6PhotoAlbum" - which appears to be the title of an album or collection. In a very concise form, it relates to photos organized into an album potentially related to GMA6.
The Secretary General concludes the meeting by thanking the participants for their rich and productive conversation. She notes they focused on challenges and solutions for higher education to increase social innovation, including recognition in academia and interdisciplinarity. While some viewed universities negatively, discussions highlighted positive examples like supportive research funders in Canada and universities creating innovation labs. The diversity of participants enriched the discussions by providing contextual insights. All agreed new problems require new solutions and a paradigm shift is needed in learning, research and community engagement to better address social issues through social innovation. The Secretary General thanks all involved in organizing the successful meeting.
This document summarizes the findings of a global study on organizational structures that support community-university research partnerships (CURPs). The study included a global survey of 336 respondents from 53 countries as well as 12 case studies. Key findings include that most higher education institutions have created structures to support CURPs in the last 10 years, but there is still a large variation in how CURPs are conceptualized and practiced globally. National policies that explicitly include community engagement and research in higher education tend to encourage the institutionalization of CURPs. Specific funding programs and knowledge-sharing platforms at the national level also help strengthen CURPs. While many countries have made progress, true co-creation of knowledge and accountability to communities is still lacking in most partnerships.
This document contains the opening remarks from the Secretary General of the International Association of Universities (IAU) at the 6th Global Meeting of Associations. The Secretary General welcomed participants and thanked partners for hosting the event in Montreal. Originally planned for Accra, Ghana, the meeting was relocated due to Ebola and the theme was changed to "Social Innovation". Over the two-day event, participants will discuss the role of universities and associations in social innovation through case studies and panels on defining social innovation, measuring impact, and engaging stakeholders. The Secretary General emphasized that while technology is important, social problems require social solutions and universities are well-positioned to contribute through learning, research, and outreach.
Rémi Quirion, Chief Scientist of Québec, discusses social innovation and the future of higher education. As Chief Scientist, he advises the government on research strategy and chairs boards that fund intersectoral research on major societal challenges. The three Fonds de recherche du Québec support research, training, and knowledge mobilization. Examples of knowledge mobilization centers focus on social issues. The FRQ also supports innovative social practices through strategic clusters, research teams, and Actions concertées programs that foster co-creation with partners. Looking ahead, Quirion suggests increasing social innovation training and focusing research on challenges like demographic changes, the labor market, sustainability, and measuring social impact. Key will be
This document discusses measuring the impact of higher education on social innovation. It notes that while impact has become a popular concept, universities have always aimed to serve society. Measuring impact is challenging as it involves both qualitative and quantitative factors. The workshop will discuss how higher education contributes to social innovation and how this is currently being measured and monitored within universities and their effects on society. The impact of universities is complex and involves things like research, teaching, culture, projects and generating trust.
The document summarizes a citizens' agenda for science, technology and innovation organized by UDUAL and various Mexican universities and government institutions. It describes a national consultation process held in Mexico from 2012-2013 that allowed citizens to vote on and discuss 10 proposed challenges. The top 3 voted challenges were to modernize education, ensure clean drinking water, and improve environmental protection. Over 70 organizations participated in the initiative. Following the consultation, 10 volumes of analysis and solutions were published. A university contest was also held asking students to propose innovative projects addressing the 10 challenges. The overall goals were to increase citizen participation in science policy and promote social innovation.
The document discusses social innovation at Kenyatta University in Kenya. It defines social innovation as novel solutions to socio-economic challenges. The benefits of social innovation include social outcomes like inclusion, education, and health, as well as workplace benefits like productivity and improved services. Universities can promote social innovation through programs, labs, and developing leaders to solve challenges. Kenyatta University engages in several social innovation initiatives including a business incubation center, funeral home, legal aid clinic, supporting orphans, student work programs, and building a teaching hospital. It emphasizes the importance of partnerships, leadership, and institutionalizing creativity to promote social innovation.
The document discusses social innovation and transformative change in higher education. It argues that social innovation often ignores power imbalances and fails to build community capacity for change. True social change requires higher education to challenge injustice, environmental degradation, and inequality through transformative knowledge that values multiple ways of knowing. It calls for universities to form equal partnerships with communities and social movements to co-create knowledge aimed at sustainable, inclusive development. The document recommends that higher education educate citizens committed to ethical values and social responsibility by linking teaching, research, and engagement to real-world problems through participatory learning.
The document discusses the establishment of the Inter-American Network of Co-Laboratories in Social Innovation (REDICIS) by the Inter-American Organization for Higher Education (IOHE). REDICIS aims to encourage knowledge sharing and partnerships between higher education institutions working in social innovation. It currently includes 14 universities and 5 organizations across 9 countries in the Americas. The network seeks to consolidate reference centers for social innovation, develop training in the field, and support decision-making around measuring, evaluating, and funding social innovation initiatives.
The document discusses social innovation at the University of Gothenburg. It notes that global challenges require new solutions and universities are well-positioned partners. The University of Gothenburg has strong interdisciplinary research and education, a focus on sustainable development, and a history of stakeholder collaboration. It provides support for social innovation projects that address societal problems through knowledge and are sustainable over time. An example success story is the University of Gothenburg Centre for Person-centred Care, which improved patient care while reducing costs through interdisciplinary research. Challenges include understanding societal problems and increasing investment in certain fields of study.
This document discusses social innovation and its relationship to social impact. It explores how social innovation can drive systemic change through four elements: being purpose driven, viewed as a new phenomenon, led by communities, and through developing equipped ecosystems. The document also examines challenges and perspectives for social innovation in higher education, including the need for theoretical and practical knowledge, motivation, transdisciplinary work, and strategic development. Finally, it poses questions about how institutions can transition towards new collaborations and whether they are currently part of the problem or solution regarding social innovation.
The document discusses measuring the impact of social innovation. It makes three key points:
1. Measuring the impact of social innovation is challenging due to its complex, long-term nature and dependence on social contexts.
2. Universities should better support the evaluation of social innovation through monitoring inputs/outputs, using relevant indicators, and developing new evaluation models like developmental evaluation.
3. Networks like OLTIS, CLT, and RQIS in Quebec help catalyze social innovation and support its evaluation through knowledge transfer between researchers and communities.
The document summarizes the 6th Global Meeting of Associations held in Montreal from 6-8 May 2015. It discusses GUNi's membership network and projects focusing on analyzing the dual responsibilities of universities at local and global scales. Key areas of focus include identifying best practices for universities to improve social, cultural, and economic impact locally and globally while addressing conflicts between local/global demands. International expert working groups will be formed among UNESCO chairs and city-university partnerships to test frameworks in Catalonia and make recommendations.
The document discusses social innovation, specifically regarding drone technology. It notes that drones have promising economic and social applications, and their use could create significant economic opportunities. However, several challenges around regulation, safety, privacy, and public acceptance must be overcome to realize the benefits of drone technology. Social innovation requires collaboration between government, academia, the private sector, and communities. Government can play various roles in supporting social innovation from regulating to enabling to endorsing.
The document discusses social innovation and its place in higher education for sustainability. It defines sustainability as meeting present needs without compromising future generations' ability to meet their own needs. Social innovation moves from an unsustainable model of separate disciplines to a transdisciplinary approach that provides a more comprehensive understanding. Higher education needs to become more future-oriented, challenge existing approaches, and focus on community through practices like social innovation to work toward a more balanced and sustainable model.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
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Adani Group's Active Interest In Increasing Its Presence in the Cement Manufa...Adani case
Time and again, the business group has taken up new business ventures, each of which has allowed it to expand its horizons further and reach new heights. Even amidst the Adani CBI Investigation, the firm has always focused on improving its cement business.
Enhancing Adoption of AI in Agri-food: IntroductionCor Verdouw
Introduction to the Panel on: Pathways and Challenges: AI-Driven Technology in Agri-Food, AI4Food, University of Guelph
“Enhancing Adoption of AI in Agri-food: a Path Forward”, 18 June 2024
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L'indice de performance des ports à conteneurs de l'année 2023SPATPortToamasina
Une évaluation comparable de la performance basée sur le temps d'escale des navires
L'objectif de l'ICPP est d'identifier les domaines d'amélioration qui peuvent en fin de compte bénéficier à toutes les parties concernées, des compagnies maritimes aux gouvernements nationaux en passant par les consommateurs. Il est conçu pour servir de point de référence aux principaux acteurs de l'économie mondiale, notamment les autorités et les opérateurs portuaires, les gouvernements nationaux, les organisations supranationales, les agences de développement, les divers intérêts maritimes et d'autres acteurs publics et privés du commerce, de la logistique et des services de la chaîne d'approvisionnement.
Le développement de l'ICPP repose sur le temps total passé par les porte-conteneurs dans les ports, de la manière expliquée dans les sections suivantes du rapport, et comme dans les itérations précédentes de l'ICPP. Cette quatrième itération utilise des données pour l'année civile complète 2023. Elle poursuit le changement introduit l'année dernière en n'incluant que les ports qui ont eu un minimum de 24 escales valides au cours de la période de 12 mois de l'étude. Le nombre de ports inclus dans l'ICPP 2023 est de 405.
Comme dans les éditions précédentes de l'ICPP, la production du classement fait appel à deux approches méthodologiques différentes : une approche administrative, ou technique, une méthodologie pragmatique reflétant les connaissances et le jugement des experts ; et une approche statistique, utilisant l'analyse factorielle (AF), ou plus précisément la factorisation matricielle. L'utilisation de ces deux approches vise à garantir que le classement des performances des ports à conteneurs reflète le plus fidèlement possible les performances réelles des ports, tout en étant statistiquement robuste.
Adani Group Requests For Additional Land For Its Dharavi Redevelopment Projec...Adani case
It will bring about growth and development not only in Maharashtra but also in our country as a whole, which will experience prosperity. The project will also give the Adani Group an opportunity to rise above the controversies that have been ongoing since the Adani CBI Investigation.
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Alex. papers gm pijushkanti saha
1. Pijushkanti SAHA
Vice-chancellor, University of North Bengal, Darjeeling, India
Introduction Speech
Working Group B:
Institutional Strategies of Education
(Objectives, Approaches and Key Actors)
IAU International Conference
Alexandria, Egypt
15-16 November 2005
Summary
Higher education in India is mostly public funded, nearly eighty percent contributed from the state
exchequer. Since 1992 the scenario had been changing, resulting in drop of public funding.
Globalization exercises a great control in cutting subsidies to many social benefit programs
including higher education. The effects of globalization are not only economic, also manifested in
social, cultural, environmental and political instruments. The four modes for trades in services
have envisaged a new vista of education – be it a transnational or international education, an
international service vendor delivering the domestic provider exported education across the
territorial jurisdiction. New types of providers, new programs, new modes of deliveries, new
financial arrangements, new partnerships are emerging. In many cases such arrangements lack
quality control and provide sub-standard education by non-accredited institutions. Even in the
developed states of Europe, new profit-monger operators have entered the field of higher
education in recent years and new cross-border delivery methods have been developed. Such
development has contravened the basic principles of Lisbon Recognition Convention. In terms of
GATT rules and regulations the developed countries are earning much foreign currency providing
education services to foreign students. The balance of trade favors the nations like U.S.A.,
Australia, U.K., France and Germany. The higher education in global context has been
increasingly transformed into transnational education. The paradigm shift in internet-based
education, branch campuses and ‘franchising’ has caused both threats and opportunities in
higher education in India. There is a substantial risk that Indian universities and their students
could end up as serious losers in the global higher education game. This situation is global,
experienced by many countries of the world, particularly the developing countries like India.
Apparently it seems that in the face of LPG and WTO regime the middle class has been placed in
a driving seat to reap highest benefit from the New Education System. Contrary, a deeper
introspection would reveal a different scenario that not the middle class but the corporate actors
have been the principal beneficiaries. There is boom in the domination of market capital in higher
education. The market force in many cases deviates from the quality assurance, particularly in
the countries, where the government play subservient roles and become an appendage to the
private actors. Many providers not recognized and accredited in their own country are entering
the market and deceive the students with hoax promises. However, no body denies the
challenging role of cross-border education imparting skill and quality through global competition,
but the system demands strict vigilance by the stakeholders, particularly by the university
associations enhancing consumer protection in cross-border education related to quality
assurance, accreditation and recognition of qualifications. It is imperative to devise models by the
associations, help the member institutions traversing the pathways for gainful knowledge pool
and skilled manpower development in a knowledge society.
IAU International Conference 1
2. Context
I. ‘Cross-Border Higher Education’ has the global context and is linked to
L.P.G.
Globalization usually means the creation of global systems where what happens
in one part of the world affects people and places everywhere on the globe. The
definition is very simple and related with one order philosophy. This may be
associated with hegemony of one single system, what was intended by the Nazis
in the thirties.
In nature such hegemony does not exist, where diversity is the rule. In any
ecosystem diversity ensures the sustenance of life. On spatial context regional
development is considered a key to growth and progress, as the distribution of
resources on earth’s surface is not uniform. The form of institutions also varies
from place to place. Even technology varies regionally. The science is
considered universal, the technology local.
The globalization is considered to be economic process aided by technological
tools. But the effects of globalization are not only economic, also manifested in
social, cultural, environmental and political instruments. Economic globalization is
the elitist agenda of wealth concentration that inherently is unable to benefit the
masses. The North American Free Trade Agreement (NAFTA), World Trade
Organization (WTO), Asia Pacific Economic Cooperation (APEC), European
Union and other so called trade agreements are not really about trade, but they
have other objectives to reap all resources of the developing countries. These
agreements are the result of concerted, well organized, well funded and largely
secret efforts to convert the rules of global commerce to strengthen and secure
the rights of corporations and financial institutions to go wherever, and do
wherever, and do whatever, is needed to quick buck at the cost of people. They
pursue a hidden agenda in collaboration with the subservient governments and
comprador classes to craft what may be the most anti-democratic, anti-people,
anti-community international agreement ever conceived by supposedly
democratic governments - ‘the Multilateral Agreement on Investment’. Such
‘Corporate Rule Treaty’ is being drafted by, and for, transnational corporations to
prohibit any national or local self-government from establishing performance or
accountability standards for foreign investors. With such deregulation and
globalization the power of the government and union decline and the rights of
global transnational corporations and financial authorities are placed above those
of people and countries in international law. They remain beyond any public
accountability. Day by day the largest corporations tend to consolidate the power
through mergers, acquisitions, and strategic alliances. The situation is really
alarming.
IAU International Conference 2
3. II. GATS defines the form of Cross Border Education
During the Uruguay Round of GATS a consensus was reached that trade in
services be covered under a multilateral agreement in view of the substantial
growth of services and the shift in the composition of GNP of major countries in
favor of the service sector. Under WTO two areas were specified for multilateral
agreement - I. Trade in goods and merchandise and II. Trade in services.
The objective of GATS is to establish a multilateral framework for services similar
to trade in goods involving reduction in tariff and non-tariff barriers to trade. The
agreement will pave the pathway for progressive liberalization of trade in services
including education sector leading to liberalization, privatization & globalization
(LPG).
WTO has recognized four modes of trade in education that receive legal
protection by GATS:
1. Cross-border Supply: This ensures the supply of services across national
borders, from the territory of one country to the territory of another. Distance
education using print media or any other study materials is being
propagated across the national border or via the Internet on line.
2. Consumption Abroad: This involves the movement of a consumer of service
to another country in getting the service. A student going abroad for higher
education is included in this category.
3. Commercial Presence: This means the presence of a service provider
(foreign) in another country (host). Many foreign institutions from the west
without any accreditation are now serving in the developing countries
including India.
4. Movement of Natural Persons: This indicates the presence of an individual
from one country to another in providing his services. This amounts to
export of skilled human resource to another country.
The four modes for trades in services have envisaged a new vista of education –
be it a transnational or international education, an international service vendor
delivering the domestic provider exported education across the territorial
jurisdiction. The movement of people for higher education had long been
recognized, where students, teachers and scholars of a country used to move
across the border to gain or deliver knowledge. But the export of projects,
programs and services were unconceivable. The role of providers was absent
and elements of commerce not included in the program. Education remained
outside the purview of commerce. New types of providers, new programs, new
modes of deliveries, new financial arrangements, new partnerships are
emerging. In many cases such arrangements lack quality control and provide
sub-standard education by non-accredited institutions.
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4. III. The Operators play the role of profit mongers
Even in the developed states of Europe, new profit-monger operators have
entered the field of higher education in recent years and new cross-border
delivery methods have been developed. Such development has contravened the
basic principles of Lisbon Recognition Convention.
Lisbon Recognition Convention states :
1. The partners to this convention are conscious of the fact that right to
education is a human right, and that higher education is a cultural and
scientific asset for both individual and society.
2. The great diversity of education system in the European region reflects its
cultural, social, political, religious and economic diversity, an exceptional
asset that should be fully respected.
The 1995 GATS under WTO defines rules for global market that also includes
educational services. How can a European higher education space based on
international standards and conventions in higher education coexist with global
trading rules?
IV. India loses the game
In terms of GATS rules and regulations the developed countries are earning
much foreign currency providing education services to foreign students. The
balance of trade is in favor of the most favored nations like U.S.A., Australia,
U.K., France and Germany. In 1992-93 the U.S.A. earned US$6.1 billion through
enrollment of 4,38,000 students. In 2000 the earning was raised to US$10 billion
with 5,14,000 students on its educational campuses. In 2000 Australia gained
economic benefit with an income of Aus$3.2 billion. In 1995 the international
trade in higher education through consumption abroad amounted to about US$27
billion, which was raised to nearly US$41billion in the next five years. In 1996 the
export of education services ranked fifth amongst the services exported by
U.S.A. Interestingly fifty eight percent of the export was to Asian countries like,
India, Japan and Korea.
India happens to be the third largest country in higher education with nearly
7.418 million students in about 300 universities/deemed universities. India is no
less developed than many countries of the world in higher education. But the role
of India in exporting services for trade appears to be poor. India exported US$4.6
billion services in 1990 and US$11.1 in 1998. The trade in services in India may
be assessed from the following table.
Year India World India’s India India Net
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5. Exports ($b) Exports ($b) Share (in Imports ($b) Exports ($b)
percent)
1,990 4.6 802.2 0.57 5.9 -1.3
1,993 5 959.5 0.53 6.4 -1.4
1,996 7 1,257 0.56 10 -3
1,999 13.2 1,340 0.99 17.3 -4.1
Source : EPW, September 1, 2001, p 3352
It is revealed though there had been marginal rise in export of services as trade
from 1990 to 1999 (0.57% to 0.99%), the net effect was negative (-4.1 billion).
V. Globalization poses both -‘Threat or Opportunity’
The higher education in global context has been increasingly transformed into
transnational education. The paradigm shift in internet-based education, branch
campuses, ‘franchising’ has caused both threats and opportunities in higher
education in India. In global market place the Indian universities are confronted
with uneven competition from outside. In many cases the consumer attitudes of
the students and their guardians for a foreign degree lead us to a black hole. Not
necessarily all the foreign institutions accredited, but attract students with false
promises through their franchisers. We understand our difficulties in providing
appropriate technologies, but our teaching and learning processes are not less
worthy. Certainly there has been a digital divide due to lack of capital investment
from the state sector, wherein the private enterprises are invading to take the
advantage. “There is a substantial risk that Indian universities and their students
could end up as serious losers in the global higher education game” (Arnold,
2001).
GATS may influence the national authority, intervene the regulated higher
education systems, and have unforeseen consequences on public subsidies for
higher education. It may also create a digital divide in higher education leading to
social instability. Both the European University Association (EUA) and National
Union of Students in Europe (ESIB) have taken a critical stand on trade in
education services. Even American University Organizations opposed to GATS
in many respects, particularly in degrading the quality of education. In India, All
India Federation of University & College Teachers’ Organizations (AIFUCTO) has
expressed their concern for penetration of substandard providers of higher
education in the name of globalization. Association of Indian Universities (AIU)
has called attention of the government and University Grants Commission to take
appropriate action for a check on uncontrolled service provider in higher
education in India.
Regional case studies by UNESCO have indicated the dangers posed by new
providers, operating without appropriate government supervision and providing
low quality educational services while aiming at maximum profit, undermining the
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6. equality of access to higher education, lack of protection to students, including
the cognition of qualifications. In a country like India the dangers are probably
greater, where the instruments of control are either absent or weak.
Issues
I. Commercial presence is significant
In India and other developing countries the demand for higher education has
been ever increasing. Only 8 percent of the eligible age group students could be
enrolled for higher education in India. So the market is vast and open for the
operators in cross-border education. Moreover, the students are lured for quality
education from the foreign actors through franchise. Trans-national players take
advantage of this situation and get large part of the profit from such operation.
More than 80 foreign operators now have their presence in India offering degrees
and diplomas in professional subjects. Some of the operators have set up their
own campuses and many others go for tie-up with private Indian collaborators
like Tata Infotech, NIIT, Indian School of Business etc.
II. Access and Equity are denied
The National Policy on education, 1986 emphasized education to be -
i) A process of empowerment, which is to be promoted through the
development of knowledge, skills and values (Education for Development),
and
ii) An instrument of social change that provides means for upward economic
and social mobility (Education for Equality).
To maintain this scenario in higher education, i.e. provision of access and
promotion of equity, public funding is increasingly demanded. At present the
central government funding has been trickling and in the coming years financial
stringency is likely to be deepened. With the advent of GATS and the
liberalization of the trade in services, and consequently with the entry of private
and foreign providers education will no more be a public good, but become a
tradable commodity. The commercialization of education will enhance the
withdrawal of subsidy by the government.
This will defeat the principal objectives of education. Education has been
recognized by all as a social service and regarded as an instrument for social
change. The UNESCO World Conference on Higher Education in 1998 declared,
“education is a fundamental pillar of human rights, democracy, sustainable
development and peace”. The intricate problems confronted on the eve of the
twenty first century will be determined by the vision of the future society and the
role that is assigned to education in general and to higher education in particular.
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7. It will be the duty of higher education to ensure that values and ideals of a culture
of peace prevail, and that that the intellectual community be motivated to that
end. The international cooperation and exchange are major pathways for
advancing higher education throughout the world. Article 14 of the UNESCO
Declaration also states that financing of higher education is a public service. The
financing for higher education demands both public and private funding. Public
funding must be strengthened to ensure the development of higher education,
increase its efficiency and maintain its quality and relevance. The public support
for higher education and research remains essential guarantee to a balanced
achievement of educational and social mission. The Action Plan of UNESCO
univocally stated, “States including their governments, parliament and other
decision makers should establish appropriate framework for the reform and
further development of higher education which establishes that higher education
shall be accessible to all on the basis of merit”.
III. Competition has both effects – positive and negative
The competition among the institution – both public and private will have dual
effect. Competitiveness help capacity building, as such public institutions, largely
funded by the governments, shall have to gear up their infrastructure to confront
the onslaught of private players in the market. On the contrary, the universities
and other higher education institutions are confronting financial crunch due to
poor revenue income from subsidized fees. Technology in other words is capital.
These institutions will fail in improving technological base for higher education
and face uneven competition from the foreign providers. Digital divide between
the institutions will be more sharpened. The students in the low income group
studying in public institutions will be worst hit in getting quality education. But it is
not intended that there will be no competition from the private players. No body
denies the challenging role of cross border education imparting skill and quality
through global competition, but the system demands strict vigilance by the
stakeholders, particularly by the university associations enhancing consumer
protection in cross-border education related to quality assurance, accreditation
and recognition of qualifications.
IV. Issues of Quality Assurance, Accreditation and Recognition of
Qualifications are vital.
The most important question has been raised how to measure the quality
education provided by many players of cross-border education in developing
countries. Many developing countries lack in quality assurance mechanisms. In
India there exists NAAC and NBA, but the mechanism is not well equipped to
cope with cross-border education. South Africa has a national agency like the
Higher Education Quality Committee to deal with foreign providers and approve
the setting up of branch campuses, but fails to monitor the distance education
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8. programs by the foreign providers and ensure the quality assurance.
International Bodies like UNESCO shall come forward in framing the guidelines
on quality assurance of cross-border education by the service providers and
advise the governments and university associations to take appropriate actions.
A mutual recognition of degrees and credits could be the only basis of cross
border education. Hence, a mutually acceptable accreditation process needs to
be evolved. The university association in a national framework decides the
equivalence of a degree and diploma. The international association shall
undertake similar exercise.
Principles for action
The cross-border education is a new phenomenon in the context of globalization.
In a modern society aided by ICT, knowledge and capital transcend the limit of
territorial jurisdiction and know no border. Will there be the hegemony of one
order, or we have to seek a goal for unity in diversity. IAU has set forth the
following principles to guide the actions of all the stakeholders on cross-border
education:
• Cross-border higher education should strive to contribute to the broader
economic, social and cultural well-being of communities.
• While cross-border education can flow in many different directions and
takes place in a variety of contexts, it should strengthen developing
countries’ higher education capacity in order to promote global equity.
• In addition to providing disciplinary and professional expertise, cross-
border higher education should strive to instill in learners the critical
thinking that underpins responsible citizenship at the local, national and
global levels.
• Cross-border higher education should be accessible not only to students
who can afford to pay, but also to the qualified students with financial
need.
• Cross-border higher education should meet the same high standards of
academic and organizational quality no matter where it is delivered.
• Cross-border higher education should be accountable to the public,
students and governments.
• Cross-border higher education should expand the opportunities for
international mobility of faculty, researchers and students.
• Higher education institutions and other providers of cross-border higher
education should provide clear and full information to students and
external stakeholders about the education they provide.
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9. Recommendations for Higher Education Institutions and other Providers
Based on these principles, the university associations may suggest the following
action agenda to be undertaken for adoption and implementation by higher
education institutions and other providers of cross-border education. In order to
benefit from past experience, implementation efforts should recognize and,
where appropriate, build on existing legal instruments, policy statements, forums
and initiatives that are consistent with these principles and promote further
research and policy dialogue.
• Become conversant with issues surrounding cross-border education and
trade to inform the exchange among associations and their associations’
engagement in a constructive dialogue with governments.
• Strive to ensure that higher education across borders contributes to the
broader social and economic well-being of communities in the host
country, is culturally sensitive in its approach and content, and
strengthens local higher education capacity by, for example,
cooperating, when appropriate, with local institutions.
• Obtain the proper authorization to operate as a higher education
institution from government or other competent bodies in the home and
host countries. At the same time, governments and competent bodies
should increase their collaboration, transparency, and information
sharing in order to alleviate the administrative burden on higher
education institutions.
• Build a culture of ongoing quality review, feedback, and improvement by
creating robust quality assurance processes at the institutional level,
which rely heavily on faculty expertise and incorporate the views of
students.
• Cooperate with their associations as well as with relevant governmental
and non-governmental bodies to develop effective quality assurance
principles and practices and apply them to cross-border activities.
• Cooperate with relevant governmental and non-governmental bodies to
improve the international exchange of information and cooperation on
quality assurance and recognition issues.
• Provide reliable information to the public, students and governments in a
proactive manner, particularly with respect to the institution’s legal
status, award-granting authority, course offerings, quality assurance
mechanisms, as well as other relevant facts as suggested by codes of
good practice.
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