The document provides information about higher education systems in the United States, United Kingdom, Australia, and Germany by comparing their institutions of higher education, academic years, admission criteria, administrative structures, financial aid, role of federal governments, accreditation systems, and role in economic development. Key points of comparison include the US having both public and private institutions while Germany has a binary system distinguishing academic and professional education, the UK and Australia generally having academic years from September to May/June while German programs can have annual or semester structures, and countries providing financial aid and loans differently, with Australia and Germany relying more on government funding than the US and UK.

1. Higher Education in Developed &
Developing Countries
Course Code: 828 (Higher Education)
Day 3
Dr. Muhammad
Jamil
PhD (Education)
Cell #. 03004255912
Email id:
jameelphd@gmail.com

2. Higher Education of USA, United Kingdom (UK), Germany and Australia
• Institutions of Higher Education
• Academic Year
• Admission Criteria
• Administrative structure
• Financial Aid
• Role of Federal Govt.
• Accreditation system
• Role of HE in Economic Development

3. IMPORTANCE OF HIGHER EDUCATION
FROM PREVIOUS SESSIONS
???????

4. Institutions of Higher Education
USA
• Public four-year colleges/ universities
• Public two-year colleges
• Private non-profit institutions
• Private sector for profit
• Post secondary certificates, Bachelor’s
degrees, Doctorate degrees and Professional
degrees
UK
• Diverse range of universities, colleges,
institutes, schools or academies
• Both academic and higher professional
education including undergraduate and
postgraduate

5. AUSTRALIA
• Public and Private Universities for HE
• 172 registered higher education providers offering
Bachelor, Honor, Master and PhD and professional
degrees
• Vocational institutions include skill-based courses
linked to selected industries to give students practical
skills and industry experience.
GERMANY
• Binary system for HE, in which a distinction is made
between academic education and higher
professional education
• Two basic components of HE.
• Academic education & with applied sciences
providing professional and technical education
offering Masters, Diplomas and P.G
Institutions of Higher Education

6. HIGHER EDUCATION INSTITUTIONS,
USA, UK, AUSTRALIA, GERMANY
(COMPARISON)
(5 MINUTES ACTIVITY)
PLEASETYPEYOUR ANSWER IN CHAT BOX

7. Academic Year
USA
• Academic year length from 32 to 36 weeks
• Usually begins in late August or early September
and ends in early or late May
• Most colleges and universities divide September
to May academic year into two, some four and
few into three semesters
UK
• Academic year starts in September and some
courses in October
• Most undergraduate degree programs take three
years to finish
• The “sandwich course” is increasing in
popularity, having four years and involves one
year in the workplace

8. AUSTRALIA
• Academic year generally begins in late February/early
March for vocational and university students
• Universities and vocational institutes consists of two
semesters, exams at the end of each semester in June
and November, followed by a long summer holiday
break is from November to March break
GERMANY • Academic year Usually starts in September
• Programs usually contain a 2-year duration, plus the
time required to prepare for examinations
• Both annual and semester system are offered
Academic Year

9. ACADEMIC YEAR OF USA, UK,
AUSTRALIA, GERMANY (COMPARISON)
(5 MINUTES ACTIVITY)
PLEASETYPEYOUR ANSWER IN CHAT BOX

10. Admission Criteria
USA
• Institutions contain unique admission policies
according to their missions
• Some institutions possess admission criteria
comprises of students’ grades, their test scores,
letters of recommendation, language
proficiency for foreign students, community and
leadership activities, and an application essay.
UK
• Most undergraduate degree programs take
three years to finish.
• However, the “sandwich course” is increasing in
popularity, which is four years and involves one
year in the workplace (practical work).

11. AUSTRALIA
• Standardized tests are the major tools for
selecting or screening students for entry into
universities and colleges.
• Students’ progress portfolios are based on
teachers’ daily observations and records
GERMANY • University entrance test and student’s previous
academic record is used for admission
Admission Criteria

12. ADMISSION CRITERIA_
USA, UK, AUSTRALIA, GERMANY
(COMPARISON)
(5 MINUTES ACTIVITY)
PLEASETYPEYOUR ANSWER IN CHAT BOX

13. Administrative Structure
USA
• States and professionals work in admissions,
enrolment management, financial aid,
registration, records, scheduling, academic
standards, institutional research and student
progress.
• Corporate members are drawn from education-
related businesses and agencies are its
associates
UK
• Two departments,
• The Department for Education and
• The Department for Business, Innovation and
Skills are responsible for education in England

14. AUSTRALIA
• Higher Education is administered at the Federal
level
• The Department of Education, Science and
Training are responsible for higher education
policy development and programme
administration.
GERMANY • The internal structure of universities’ systems of
governance typically includes both a senate and a
recently introduced board of governors
Administrative Structure

15. ADMISSION STRUCTURE_
USA, UK, AUSTRALIA, GERMANY
(COMPARISON)
(5 MINUTES ACTIVITY)
PLEASETYPEYOUR ANSWER IN CHAT BOX

16. USA
• Students can receive education grants or loans
from a variety of sources, including the federal
government, state governments, postsecondary
institutions, or private sources.
UK
• Non-repayable maintenance grants to help
general living costs are available for new full-
time students entering Higher education
• The amount of the grants varies according to
student’s household income
Financial Aid

17. AUSTRALIA • The Australian Government is the major funder
of higher education
• It provides loan and grants to students
GERMANY
• State recognition allows a private HEI to apply for
state funds ( loan/grant) via two distinct routes
• The University Construction Act
• The German Research Foundation
Financial Aid

18. FINANCIAL AID_
USA, UK, AUSTRALIA, GERMANY
(COMPARISON)
(5 MINUTES ACTIVITY)
PLEASETYPEYOUR ANSWER IN CHAT BOX

19. Role of Federal Govt.
USA
• The federal government generally does not
exercise control over U.S. Higher Education.
• Higher education in USA is decentralized
• Each state has an authority to supervise and
control higher education
UK
• The UK’s HEIs are not run by government
• They are independent, autonomous legal
entities, with Councils or Governing Bodies

20. AUSTRALIA
• In Australia, the state/territorial and federal
authorities are jointly responsible for education.
• The responsibility for general funding and
coordination of education lies with the federal
government
GERMANY
• The Federal Government retained regulatory control
only over access to higher education and degrees.
• Institutional governance structures now vary
depending on each particular region’s legal
Role of Federal Govt.

21. ROLE OF FEDERAL GOVT._
USA, UK, AUSTRALIA, GERMANY
(COMPARISON)
(5 MINUTES ACTIVITY)
PLEASETYPEYOUR ANSWER IN CHAT BOX

22. Accreditation and Quality Assurance
USA
• The process of accreditation is independent,
voluntary, nongovernmental, and self-regulatory
in USA.
• There are two basic types of accreditation
• Institutional Accreditation
• Specialized Accreditation
UK
• British higher education has no government-run
system of accreditation.
• There are many Accreditation bodies in the
United Kingdom.
• They do not act on behalf of the government,
focus more on private institutions or certain
types of education(correspondence or
professional examination programs)

23. AUSTRALIA
• Tertiary Education Quality Standards Agency
(TEQSA) is national quality assurance agency for
the higher education.
• TEQSA registers institutions and accredits courses,
using the Higher Education Standards Framework
as a benchmark.
GERMANY
• The Accreditation Council is the national accreditation
body for the Federal Republic of Germany.
• Accreditation covers: quality standards, equivalence of
degrees, grades, qualifications and mobility schemes.
Accreditation and Quality Assurance

24. ACCREDITATION AND QUALITY ASSURANCE_
USA, UK, AUSTRALIA, GERMANY
(COMPARISON)
(5 MINUTES ACTIVITY)
PLEASETYPEYOUR ANSWER IN CHAT BOX

25. USA
• The role of Higher Education as a major driver of
economic development is well established
• This role has increased further changes in
technology, globalization and demographics
impact of the United States
UK
• HEIs providing people with latest knowledge and
modern skills have great impact on UK
economies.
• HE is recognized as a key Economic Sector in the
UK, having an impact on Economic Growth and
competitiveness
Role of HE in Economic Development

26. AUSTRALIA
• Higher Education plays an important role in the
development
• The most highly skilled members of the workforce
are educated
• The intellectual base for new knowledge-intensive
industries is formed.
GERMANY
• Higher Education promotes economic development
and could be a great source of monetary benefits.
• Monetary benefits to society from investments in
higher education has been documented
Role of HE in Economic Development

27. ROLE OF HIGHER EDUCATION
IN ECONOMIC DEVELOPMENT_
USA, UK, AUSTRALIA, GERMANY
(COMPARISON)
(5 MINUTES ACTIVITY)
PLEASETYPEYOUR ANSWER IN CHAT BOX

28. COMPARE HE OF DEVELOPED COUNTRIES
WITH PAKISTAN

29. Higher Education in Developing
Countries
Unit 5

30. Higher Education System of
India, Egypt, Thailand and Malaysia
With following aspects
• Higher Education Institutions
• Focus of HE
• HE for development
• Challenges

31. HOW HIGHER EDUCATION CAN PLAY
ROLE IN INNOVATION AND CHANGE
?????
PROVIDE EXAMPLES

32. Higher Education Institutions
India
• 1947: 20 Universities & 500 Colleges
• HE system having 42000 HEI
• UGC Main governing body
• HE provided by 5 Groups of Institutions,
Central state, Private, Deemed
Universities and Institutions of National
importance
Egypt
• 17 Public Universities, 51 non-public
universities, 16 private universities
and 89 private higher education
institutions
• 3 bodies for control of HE
• The Ministry of HIGHER Education
• The Supreme Council of Education
• Central Administration oF Al Azhar
Institutes
Malaysia
• Independence time, No University
• Uni in Singapore was set up in 1949
• Now 20 Public, 32 Private, and 6 Foreign
university branch campuses; 485 private
colleges, 24 technical and 37 public
community colleges
• There are also Various Higher
Educational Institutions from different
Thailand
• History of HE is One hundred years old
• HE philosophy adopted from West
• King Vajivauvt
• Set up 1st Uni of Thailand Chalalongkorn
University, in 1917
• Thammast University Estd. in 1933
• Three more founded in 1943
• All these five Universities were

33. HIGHER EDUCATION INSTITUTIONS_
INDIA, EGYPT, MALAYSIA, THAILAND
(COMPARISON)
(5 MINUTES ACTIVITY)
PLEASETYPEYOUR ANSWER IN CHAT BOX

34. Focus of HE Institutions
India
• Legal, medical, agricultural, arts, science
and commerce education are preferred
• Emphasis on Science andTechnology in
teaching at higher education level
• Distance and open learning is feature
of Indian higher educational system.
• India Gandhi National Open University
is the largest university in the world
Egypt
• HE mainly public, enrolling nearly
79.9% of enrollment.
• Ministry of HE control through
coordinating and supervising
• Manage Teacher training for basic
education
• The Supreme council of Universities
established in 1950, formulates the
overall policy of universitie
Malaysia
• Provision of certificate, diploma and
pre-university programs by teachers
colleges.
• Still relies heavily on Foreign Universities
• Many Private Colleges offer programs
whereby the student does part of the
degree course, and the other part of it in
the foreign institution.
Thailand
• The commission on Higher
Education is responsible for higher
education
• It sets Standards for allocation of
resources by monitoring and evaluation
of HE, technical colleges, teacher
training colleges and nursing institutes.
• These institutes played a strong role
for economic development

35. HIGHER EDUCATION INSTITUTIONS(FOCUS)_
INDIA, EGYPT, MALAYSIA, THAILAND
(COMPARISON)
(5 MINUTES ACTIVITY)
PLEASETYPEYOUR ANSWER IN CHAT BOX

36. HE for Development
India
• Need for Labour market
• Preference of Legal, medical agricultural,
arts, science and commerce education
• Lack of balance with labor market led
to unemployment.
• Tendency towards arts
• Students’ Shifting from engineering to
medicines and from science to arts and
commerce.
Egypt
• Secondary Education is not
according to Market Demand for
skills development
• The graduates of HE earn higher
income
• Facing Crises of Globalization
Malaysia
• Focus to fulfill the Economic Needs
• Ministry of HE encourage to Establish
Private Colleges and universities
• Government has realized the
Importance of Autonomy of higher
institution
Thailand
• Emphasis on Human Capacity and
Resource Development
• Internationalization of higher
education
• Focus on the development human
potential, creativity for capacity
building of individuals and the whole
nation

37. HIGHER EDUCATION FOR DEVELOPMENT_
INDIA, EGYPT, MALAYSIA, THAILAND
(COMPARISON)
(5 MINUTES ACTIVITY)
PLEASETYPEYOUR ANSWER IN CHAT BOX

38. Challenges
India
• 600 Million of people under 25 years old
• By2020, India will the largest territory
• Low quality teaching, Shortage of
faculty, No employer engagement, very
few opportunities for inter-disciplinary
learning, rote learning, separation of
research and teaching are also
challenges
Egypt
• Curricula: Rigid, out-dated, narrow and
not suitable for market demand,
• Assessment in HEI based on
memorization and traditional methods
• Lack of quality
• Lack of funds
Malaysia
• Need to improve the Efficiency and
Accessibility of higher education
institutions.
• Production of Skilled,Technical
hands and professionals
• Need to invest on Technical
Education
Thailand
• Facing Internal and External
Challenges
• Internationalizing higher education
• Emphasized on Memorization
• Insufficient Resources and Allocations
• Access of students
• Mismatching with market demands
• No effective mechanism for Evaluation

39. CHALLENGES IN HIGHER
EDUCATION_
INDIA, EGYPT, MALAYSIA, THAILAND
(COMPARISON)
(5 MINUTES ACTIVITY)
PLEASETYPEYOUR ANSWER IN CHAT BOX

40. WHICH COUNTRY HAS BEST HIGHER
EDUCATION SYSTEM AND WHY?