This document discusses higher education systems in developed countries like the USA, UK, Australia, and Germany. It covers topics such as funding mechanisms, accreditation processes, admission criteria, and the role of higher education in economic development. The main points made are that higher education contributes significantly to social and economic growth, systems vary from decentralized to centralized governance and both public and private institutions exist, and quality assurance involves independent accreditation bodies.

3. After successful completion of session, participants
will be able to:
•Compare current status of higher education in
developed countries
•Understand the mechanism of funding and
accreditation in theses countries
•Comprehend the role of higher education in
economic development of these countries

4.  Higher education in developed countries is playing a
major role in their social and economic development
as the Organization for Economic Co-operation and
Development (OECD 2008) points out that tertiary
education contributes to social and economic
development.
 The higher education has now become a global
phenomenon as Probert (2015) indicates that higher
education is becoming an increasingly global system,
with high levels of mobility among students and
academics as well as international networks of
research collaboration.

5. USA  Public four-year colleges/
universities, Public two-year colleges,
Private non-profit institutions, For-
profit private sector.
 Postsecondary certificates,
Bachelor’s degrees, Doctorate
degrees and Professional degrees.
UNITED KINGDOM  Higher education in the UK is
provided by a diverse range of
universities, colleges, institutes,
schools or academies.
 All of these institutions can provide
both academic and higher
professional education including
undergraduate and postgraduate.

6. AUSTRAILIA  Higher Education in Australia is provided in both public
and private universities.
 At present, there are 172 registered higher education
providers which offer Bachelor, Honour, Master and Phd
and professional degrees.
 Vocational institutions include skill-based courses which
are closely linked to selected industries and give students
practical skills and industry experience.
GERMANY  Higher education in Germany is run according to a
binary system, in which a distinction is made between
academic education and higher professional education.
 The German higher education system has two basic
components: • Universities providing academic education
• Universities of applied sciences which provide
professional and technical education offering Masters,
Diplomas and P.G

7. USA  The academic year ranges in length
from 32 to 36 weeks. It 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 semesters.
UNITED KINGDOM  In the UK academic year starts in
September and some courses in October
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.

8. AUSTRAILIA  The Australian academic year generally begins in late
February/early March for vocational and university
students. Universities and vocational institutes consists
of two semesters with exams held at the end of each
semester in June and November, followed by a long
summer holiday break is from November to March
break.
GERMANY  Usually starts in September. Programs usually contain a
2-year duration, plus the time required to prepare for
examinations. Annual and semester both system are
there.

9. 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.
UNITED KINGDOM  In the 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.

10. AUSTRAILIA  As for the admission criteria, it is
clear from the case study reports that
standardized tests are the major tools
for selecting or screening students for
entry into universities and colleges.
Students’ progress portfolios based on
teachers’ daily observations and
records
GERMANY  University entrance test and student’s
previous academic record.

11. USA  States and abroad, are
professionals working in
admissions, enrolment
management, financial aid,
registration, records, scheduling,
academic standards, institutional
research and student progress. Its
corporate members are drawn
from education-related businesses
and agencies, as are its associate
UNITED KINGDOM  The two departments, the
Department for Education and the
Department for Business,
Innovation and Skills are
responsible for education in
England

12. AUSTRAILIA  Higher education is administered at
the Federal level through the
Department of Education, Science
and Training which has responsibility
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.

13. USA  Students can receive education
grants or loans from a variety of
sources, including the federal
government, state governments,
postsecondary institutions, or
private sources.
UNITED KINGDOM  Non-repayable maintenance
grants to help with general living
costs and available to those new
full-time students entering higher
education. The amount of the
grants varies according to
student’s household income.

14. AUSTRAILIA  The Australian Government is the
major funder of higher education. it
provide loan and grant to students.
GERMANY  State recognition allows a private
HEI to apply for state funds(
loan/grant) via two distinct routes.
The first via the University
Construction Act, and the second
through the German Research
Foundation

15. USA The federal government generally does not
exercise control over U.S. higher education as
in the most other countries of the world where
governments control higher education
through their ministries of education.
Higher education in USA is decentralized and
each state has an authority to supervise and
control
higher education within
jurisdictions and borders.
UNITED KINGDOM  The UK’s HEIs are not owned or run by
government. They are independent,
autonomous legal entities, with Councils or
Governing Bodies

16. AUSTRAILIA 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 framework

17. USA  The process of accreditation which is an
important process in quality control of higher
education is independent, voluntary,
nongovernmental, and self-regulatory in USA.
 There are two basic types of accreditation in
USA which are institutional accreditation
and specialized accreditation.
UNITED KINGDOM  British higher education has no government-
run system of accreditation. There are
certainly accreditation bodies in the United
Kingdom, yet they do not act on behalf of the
government and therefore focus more on
private institutions or certain types of
education, such as education by
correspondence or professional examination
programs

18. AUSTRAILIA 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.

19. USA  The role of higher education as a major
driver of economic development is well
established, and this role will increase as
further changes in technology,
globalization and demographics impact
the United States. (Sampson, 2004)
UNITED KINGDOM  The higher education Institutions
provides people with latest knowledge
and modern skills have great impact on
UK economies. Higher Education (HE) is
recognized as a key economic sector in
the UK, having an impact on economic
growth and competitiveness (BIS 2013).

20. AUSTRAILIA  Higher education plays an important role in the
development It is here that the most highly
skilled members of the workforce are educated
and here too that 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.