1. The document discusses New Zealand's rapid transformation into a world leader in international higher education by 2005 due to a "perfect storm" of supply and demand factors, but numbers have since declined as Asian countries develop their own education capacities.
2. It analyzes why NZ's initial "open doors" model stopped working and recommends developing qualifications and experiences that are internationally portable and meet student needs like employability and multicultural learning.
3. The conclusion is that NZ's initial internationalization was unintended and unsustainable, and future success requires understanding changing global markets and providing education products and alumni support that satisfy long-term student needs.
The international higher education sector has experienced long term growth due to increasing demand from developing countries and a supply response from developed countries. However, the global financial crisis has impacted the sector by reducing students' ability and willingness to pay for international study. While demand is still projected to grow, competition from new providers and the deregulation of domestic fees may challenge traditional destinations. This presents challenges for New Zealand universities to sustainably internationalize.
After the global financial crisis the future of interantional higher educationUniversity of Limerick
The market for international higher education has been growing rapidly, with an estimated 2.5m students studying outside their home country. This growth has been driven by excess demand for higher education in developing countries spilling over into the universities of the developed world. The picture was starting to change by the middle of the decade, as Asian nations invested heavily in their domestic higher education sectors and the spread of English-medium instruction and the harmonisation of degree structures led by the Bologna process began to make the international higher education market more contestable. The current “global financial crisis” has disproportionately impacted the two largest exporters of higher education, the US and the UK, both of which are struggling with recession and ballooning fiscal deficits. This presentation explores the ways in which the GFC may accelerate recent trends and lead to a reshaping of the international higher education landscape.
QS Asia-Pacific Professional Leaders in Education (QS-APPLE) 5th Annual Conference, University of Malaya/Universiti Kebangsaan Malaysia, Kuala Lumpur, November 2009
Fin de siecle: reengineering New Zealand higher education for life after the ...University of Limerick
New Zealand has a large higher education sector, with one of the highest rates of tertiary participation in the OECD. Under the 1989 Education Act, access to university is an entitlement for all students who successfully graduate from high school and, more uniquely, for all permanent residents, regardless of previous educational attainment, once they reach the age of 20 years. The system of budgetary support for higher education is also unusual, insofar as almost half the total funding goes directly to students (in the form of allowances and interest-free loans) rather than as grants to the providers. Sustained high participation rates have put this funding mechanism under strain over the last decade.
The global financial crisis has led to a sharp rise in projected public debt levels. After a major fiscal stimulus package in 2009, the economy is recovering and the government is under intense pressure to cut public spending. New Zealand has very high external debt levels, requiring constant refinancing, and the government needs to restore fiscal stability to retain the country’s AAA credit rating. New government policies are aimed at capping total enrolments in higher education and withdrawing access to loans for under-performing students. Grants to universities have been frozen for 2011 and some related funding lines cancelled. All eight New Zealand universities are currently facing a significant loss of government funding from 2011 and most are in the process of cutting costs and making redundancies.
In the years ahead, the demands on the public purse from an ageing population will intensify, forcing the government to make ongoing real terms cuts to spending on higher education in order to control government debt. These cuts will make the present funding model for New Zealand higher education unsustainable. Alumni donations in New Zealand are relatively uncommon as higher education is widely considered a public service and universities have been relatively unsuccessful in very recent years at growing international enrolments as a way of diversifying their revenue base. The only other source of significant revenue is for universities to be allowed to raise domestic tuition fees over time to full cost-recovery rates and for the government to target declining tuition subsidies and student allowances and loans more precisely on degrees with a strong ‘public good’ dimension (like teacher training) and low-income students.
These changes would signal an end to affordable and easily accessible higher education for New Zealand students. It is hard to avoid the conclusion that the global financial crisis has exposed flaws in the underlying ‘business model’ of New Zealand higher education and, by so doing, is likely to hasten the transformation of the system to a more expensive and selective system.
Higher Education Summit, Auckland, March 2010
International Higher Education in Facts and Figures 2016Cléo Fatoorehchi
This new report, published by the UK HE International Unit and Universities UK, is a handy booklet with key stats on international students and higher education.
Impact of unit cost on academic performance of public secondary education in ...Alexander Decker
- The document examines the relationship between unit cost and academic performance in public secondary schools in Siaya District, Kenya from 1997 to 2007.
- It finds that the unit cost of secondary education, including both government expenditures and fees paid by parents, has steadily increased over this period for both day schools and boarding schools.
- However, the correlation between increased unit cost and academic performance index, as measured by test scores, is low. This implies that rising costs have not necessarily led to improved performance outcomes.
Internationalisation and student voices: a disruption of business-as-usual?Richard Hall
A presentation for DMU staff. Notes are available at: http://www.richard-hall.org/2011/12/07/internationalisation-student-voices-and-the-shock-doctrine-disrupting-business-as-usual/
Trends, Stats And The Future Of The International Student Market PlaceAssociation of Colleges
This document summarizes trends in the international student market and implications for the UK. It finds that while the top host countries remain the US, UK, Germany and France, their combined market share has decreased. China is now the top sending country. The UK is increasingly dependent on fewer key markets like China, India, and Malaysia. There is also a trend toward shorter postgraduate courses. Emerging markets include India, China, and countries in the Middle East and Southeast Asia. The future may bring more competition from non-English speaking countries becoming hosts and traditional senders improving in-country education.
The international higher education sector has experienced long term growth due to increasing demand from developing countries and a supply response from developed countries. However, the global financial crisis has impacted the sector by reducing students' ability and willingness to pay for international study. While demand is still projected to grow, competition from new providers and the deregulation of domestic fees may challenge traditional destinations. This presents challenges for New Zealand universities to sustainably internationalize.
After the global financial crisis the future of interantional higher educationUniversity of Limerick
The market for international higher education has been growing rapidly, with an estimated 2.5m students studying outside their home country. This growth has been driven by excess demand for higher education in developing countries spilling over into the universities of the developed world. The picture was starting to change by the middle of the decade, as Asian nations invested heavily in their domestic higher education sectors and the spread of English-medium instruction and the harmonisation of degree structures led by the Bologna process began to make the international higher education market more contestable. The current “global financial crisis” has disproportionately impacted the two largest exporters of higher education, the US and the UK, both of which are struggling with recession and ballooning fiscal deficits. This presentation explores the ways in which the GFC may accelerate recent trends and lead to a reshaping of the international higher education landscape.
QS Asia-Pacific Professional Leaders in Education (QS-APPLE) 5th Annual Conference, University of Malaya/Universiti Kebangsaan Malaysia, Kuala Lumpur, November 2009
Fin de siecle: reengineering New Zealand higher education for life after the ...University of Limerick
New Zealand has a large higher education sector, with one of the highest rates of tertiary participation in the OECD. Under the 1989 Education Act, access to university is an entitlement for all students who successfully graduate from high school and, more uniquely, for all permanent residents, regardless of previous educational attainment, once they reach the age of 20 years. The system of budgetary support for higher education is also unusual, insofar as almost half the total funding goes directly to students (in the form of allowances and interest-free loans) rather than as grants to the providers. Sustained high participation rates have put this funding mechanism under strain over the last decade.
The global financial crisis has led to a sharp rise in projected public debt levels. After a major fiscal stimulus package in 2009, the economy is recovering and the government is under intense pressure to cut public spending. New Zealand has very high external debt levels, requiring constant refinancing, and the government needs to restore fiscal stability to retain the country’s AAA credit rating. New government policies are aimed at capping total enrolments in higher education and withdrawing access to loans for under-performing students. Grants to universities have been frozen for 2011 and some related funding lines cancelled. All eight New Zealand universities are currently facing a significant loss of government funding from 2011 and most are in the process of cutting costs and making redundancies.
In the years ahead, the demands on the public purse from an ageing population will intensify, forcing the government to make ongoing real terms cuts to spending on higher education in order to control government debt. These cuts will make the present funding model for New Zealand higher education unsustainable. Alumni donations in New Zealand are relatively uncommon as higher education is widely considered a public service and universities have been relatively unsuccessful in very recent years at growing international enrolments as a way of diversifying their revenue base. The only other source of significant revenue is for universities to be allowed to raise domestic tuition fees over time to full cost-recovery rates and for the government to target declining tuition subsidies and student allowances and loans more precisely on degrees with a strong ‘public good’ dimension (like teacher training) and low-income students.
These changes would signal an end to affordable and easily accessible higher education for New Zealand students. It is hard to avoid the conclusion that the global financial crisis has exposed flaws in the underlying ‘business model’ of New Zealand higher education and, by so doing, is likely to hasten the transformation of the system to a more expensive and selective system.
Higher Education Summit, Auckland, March 2010
International Higher Education in Facts and Figures 2016Cléo Fatoorehchi
This new report, published by the UK HE International Unit and Universities UK, is a handy booklet with key stats on international students and higher education.
Impact of unit cost on academic performance of public secondary education in ...Alexander Decker
- The document examines the relationship between unit cost and academic performance in public secondary schools in Siaya District, Kenya from 1997 to 2007.
- It finds that the unit cost of secondary education, including both government expenditures and fees paid by parents, has steadily increased over this period for both day schools and boarding schools.
- However, the correlation between increased unit cost and academic performance index, as measured by test scores, is low. This implies that rising costs have not necessarily led to improved performance outcomes.
Internationalisation and student voices: a disruption of business-as-usual?Richard Hall
A presentation for DMU staff. Notes are available at: http://www.richard-hall.org/2011/12/07/internationalisation-student-voices-and-the-shock-doctrine-disrupting-business-as-usual/
Trends, Stats And The Future Of The International Student Market PlaceAssociation of Colleges
This document summarizes trends in the international student market and implications for the UK. It finds that while the top host countries remain the US, UK, Germany and France, their combined market share has decreased. China is now the top sending country. The UK is increasingly dependent on fewer key markets like China, India, and Malaysia. There is also a trend toward shorter postgraduate courses. Emerging markets include India, China, and countries in the Middle East and Southeast Asia. The future may bring more competition from non-English speaking countries becoming hosts and traditional senders improving in-country education.
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
The document discusses trends in education based on findings from the OECD's Programme for International Student Assessment (PISA). It shows that student performance in science has increased steadily over time for the OECD average. It also shows graphs comparing science performance to factors like spending per student, learning time, and internet use. The document advocates for the importance of early childhood education, presenting data showing its impact on later student performance and literacy skills. It discusses how access to early childhood programs varies between countries and is often less for children who could benefit most.
Working together to help education reforms work out EduSkills OECD
Andreas Schleicher
Special Advisor on Education Policy to the Secretary General - OECD
Director for Education and Skills
Taking the perspective of institutions and the system, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2019) with various education policies adopted between 2008 and 2014. This report includes around 460 education policy developments (with evidence of progress or impact for over 200 of them) spanning from early childhood education and care to higher education and lifelong learning on topics related to school improvement, evaluation and assessment, governance and funding. It looks into “what is being done”, as well as “why and how it works” to help education systems gain better understanding of how policies can have greater opportunities of success in their specific contexts.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
This presentation by Andreas Schleicher, presented on 3 April 2017, takes a closer look at the PISA 2015 results for Sweden and what can be done to improve equity in its education system.
Education at a Glance OECD Indicators 2019EduSkills OECD
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provides key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.The 2019 edition includes a focus on tertiary education with new indicators on tertiary completion rates, doctoral graduates and their labour market outcomes, and on tertiary admission systems, as well as a dedicated chapter on the Sustainable Development Goal 4.
The document discusses changes in higher education trends over time. It shows data on expenditures per student in tertiary education and tertiary graduation rates in various countries from 1995 to 2008. There are also charts comparing the share of populations with tertiary degrees among older (55-64) and younger (25-34) age groups in different countries in 2009. The composition of the global talent pool has shifted over time.
Presentatie op congres jeugdwerkloosheid van de Koninklijke Vlaamse Academie van Belgie. Thema's: basiskwalificatie voor iedereen, meer hooggeschoolden, betere trajecten in beroepsopleiding en
Education at a Glance 2020 - United States launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United States, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Education at a Glance - OECD Indicators 2018EduSkills OECD
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 35 OECD and a number of partner countries. With more than 100 charts and tables, Education at a Glance 2018 imparts key information on the output of educational institutions, the impact of learning across countries, and worldwide access, participation and progression in education. It also investigates the financial resources invested in education, as well as teachers, the learning environment and the organisation of schools.
The 2018 edition presents a new focus on equity in education, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, the educational attainment of parents, immigrant background, and regional location. The publication introduces a chapter dedicated to Target 4.5 of Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Finally, new indicators are introduced on equity in entry to and graduation from tertiary education, and the levels of decision-making in education systems. New data are also available on the statutory and actual salaries of school heads, as well as trend data on expenditure on early childhood education and care and the enrolment of children in all registered early childhood education and care settings.
More data are available on the OECD educational database.
presented by Andreas Schleicher, Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris, at the conference on""Fostering a Scientific Mindset: OECD 2015 PISA Results for Scientific Literacy" (8th December 2016, New York Academy of Sciences)
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. With more than 125 charts and 145 tables included in the publication and much more data available on the educational database, Education at a Glance 2017 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
Education at a Glance 2014 - United KingdomEduSkills OECD
No country has made a greater effort than the UK to invest more current wealth (GDP) into more future wealth (education) but there is still lots of scope to improve educational outcomes
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Education at a Glance 2014 - United StatesEduSkills OECD
While a large share of US adults have a university-level education, slow growth rates have let the US slip behind many other nations in college completion.
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
Equity in education - Breaking down barriers to social mobilityEduSkills OECD
In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.
Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.
Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student’s performance near the end of compulsory education and upward social mobility – i.e. attaining a higher level of education or working in a higher-status job than one’s parents.
Where are we with Science Education in New Zealand?renaedith
A brief overview of where we stand with science education in New Zealand. National and international reports are used to show our current science education landscape.
New Zealand slides on higher educationRajdeep Guha
The document promotes studying in New Zealand by highlighting several benefits:
- New Zealand offers globally recognized degrees at low costs and world-class education and employment opportunities.
- There are various study options available including undergraduate, postgraduate, MBA programs, and more. MBA programs in particular offer part-time options and are globally recognized at a low cost.
- In addition to educational opportunities, New Zealand provides employment opportunities such as the ability to work part-time while studying and eligibility for permanent residence and job search visas.
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
The document discusses trends in education based on findings from the OECD's Programme for International Student Assessment (PISA). It shows that student performance in science has increased steadily over time for the OECD average. It also shows graphs comparing science performance to factors like spending per student, learning time, and internet use. The document advocates for the importance of early childhood education, presenting data showing its impact on later student performance and literacy skills. It discusses how access to early childhood programs varies between countries and is often less for children who could benefit most.
Working together to help education reforms work out EduSkills OECD
Andreas Schleicher
Special Advisor on Education Policy to the Secretary General - OECD
Director for Education and Skills
Taking the perspective of institutions and the system, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2019) with various education policies adopted between 2008 and 2014. This report includes around 460 education policy developments (with evidence of progress or impact for over 200 of them) spanning from early childhood education and care to higher education and lifelong learning on topics related to school improvement, evaluation and assessment, governance and funding. It looks into “what is being done”, as well as “why and how it works” to help education systems gain better understanding of how policies can have greater opportunities of success in their specific contexts.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
This presentation by Andreas Schleicher, presented on 3 April 2017, takes a closer look at the PISA 2015 results for Sweden and what can be done to improve equity in its education system.
Education at a Glance OECD Indicators 2019EduSkills OECD
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provides key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.The 2019 edition includes a focus on tertiary education with new indicators on tertiary completion rates, doctoral graduates and their labour market outcomes, and on tertiary admission systems, as well as a dedicated chapter on the Sustainable Development Goal 4.
The document discusses changes in higher education trends over time. It shows data on expenditures per student in tertiary education and tertiary graduation rates in various countries from 1995 to 2008. There are also charts comparing the share of populations with tertiary degrees among older (55-64) and younger (25-34) age groups in different countries in 2009. The composition of the global talent pool has shifted over time.
Presentatie op congres jeugdwerkloosheid van de Koninklijke Vlaamse Academie van Belgie. Thema's: basiskwalificatie voor iedereen, meer hooggeschoolden, betere trajecten in beroepsopleiding en
Education at a Glance 2020 - United States launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United States, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Education at a Glance - OECD Indicators 2018EduSkills OECD
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 35 OECD and a number of partner countries. With more than 100 charts and tables, Education at a Glance 2018 imparts key information on the output of educational institutions, the impact of learning across countries, and worldwide access, participation and progression in education. It also investigates the financial resources invested in education, as well as teachers, the learning environment and the organisation of schools.
The 2018 edition presents a new focus on equity in education, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, the educational attainment of parents, immigrant background, and regional location. The publication introduces a chapter dedicated to Target 4.5 of Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Finally, new indicators are introduced on equity in entry to and graduation from tertiary education, and the levels of decision-making in education systems. New data are also available on the statutory and actual salaries of school heads, as well as trend data on expenditure on early childhood education and care and the enrolment of children in all registered early childhood education and care settings.
More data are available on the OECD educational database.
presented by Andreas Schleicher, Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris, at the conference on""Fostering a Scientific Mindset: OECD 2015 PISA Results for Scientific Literacy" (8th December 2016, New York Academy of Sciences)
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. With more than 125 charts and 145 tables included in the publication and much more data available on the educational database, Education at a Glance 2017 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
Education at a Glance 2014 - United KingdomEduSkills OECD
No country has made a greater effort than the UK to invest more current wealth (GDP) into more future wealth (education) but there is still lots of scope to improve educational outcomes
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Education at a Glance 2014 - United StatesEduSkills OECD
While a large share of US adults have a university-level education, slow growth rates have let the US slip behind many other nations in college completion.
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
Equity in education - Breaking down barriers to social mobilityEduSkills OECD
In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.
Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.
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The document discusses the state of higher education in New Zealand. It notes that higher education improves lives and contributes to a more efficient and equitable society, but that access and participation are unequal. It also discusses how the government has a bias against part-time and distance education due to a focus on completion rates, despite evidence that these alternatives improve access and outcomes for many students, especially older learners. Massey University is highlighted as committed to expanding access through different pathways and lifelong learning.
New Zealand has a temperate climate and is situated in the South Pacific east of Australia. It has a population of 4 million people who are mostly of European descent but also include Maori, Pacific Islanders, Chinese and Indians. New Zealand offers high quality education from top ranked universities and polytechnics to international students. Students can expect a safe, secure environment with costs of living around $12,000-15,000 per year including accommodation, food and textbooks. There are also opportunities to work part-time while studying.
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New Zealand has a well-established education system from early childhood through university. The primary and secondary school system educates students from ages 5 to 17 or 18. Students then have the option to attend universities or polytechnics for vocational and academic tertiary education. The eight universities focus on research and offer degrees while the 21 polytechnics provide applied learning pathways like diplomas and certificates. International students are supported through services like homestays, academic assistance and career counseling. Studying in New Zealand provides a high quality education in a safe country with opportunities for practical work experience.
This is a Presentation on Nz Student VISA it can be helpful to those students who want to fly Nz or those people who wanna know Nz...
Hope it'll be helpful to u all...
Best Regards,
Neha dave
Hyundai is a South Korean conglomerate founded in 1947 as a construction company. It is now the world's fourth largest automobile manufacturer, producing over 1.6 million vehicles annually. Hyundai Motor Company was established in 1967 and now employs over 75,000 people worldwide, selling vehicles in 193 countries. In 2010, Hyundai sold over 1.7 million vehicles globally and is part of the Hyundai Motor Group, which also controls Kia Motors and Hyundai Heavy Industries.
Is open entry to New Zealand universities a human right or a utopian ideal pa...University of Limerick
New Zealand has a long tradition of accessible, affordable public higher education. The 1989 Education Act entitles students to enrol at university by right of prior educational achievement at high school or age. Combined with generous financial aid, this “open entry” has contributed to New Zealand having one of the highest participation rates in the developed world. In the aftermath of the global financial crisis and a change of government to a National-led coalition, the fiscal cost of open entry has come under the spotlight. In a series of policy changes, the government has moved to cap overall enrolments, limit students’ access to financial aid and encourage universities to exclude failing students by introducing financial penalties for low course and qualification pass rates. In principle, these changes could reduce the overall number of students at university without eroding the principle of open entry. Instead, most New Zealand universities have introduced selective admissions policies, ending the era of open entry. This paper explores the arguments for and against open entry, reviews the history of open entry in New Zealand and discusses the likely impact of recent policy developments on the higher education landscape.
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In many western countries, governments have made increasing participation rates and widening access for socially-excluded groups a policy priority for higher education. At the same time, higher education has historically been seen as a ‘public good’, with tuition costs offset by subsidies either directly to the universities or to students in the form of grants or low-interest loans. In many Asian countries, where families are accustomed to sending their children overseas or to expensive private universities at home, the fact that many western students have easy access to local universities where they pay partial or no tuition fees seems alien. The growing costs of massification, coupled with the current fiscal stress suffered by many governments after the financial crisis, means that this liberal western model is beginning to unravel. This presentation examines the case of New Zealand, where higher education policy is struggling to adjust to the new financial realities.
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How Well is Kentucky Preparing all Students for College, Career, and Lifenkyec
The document discusses how a high school diploma is no longer sufficient preparation for students and careers now require education beyond high school. It notes that too many students drop out or graduate without the necessary skills, limiting their options. It argues that aligning K-12 education with postsecondary expectations is key to preparing all students for college, careers and life.
The document summarizes the state of higher education in South Korea. It discusses how higher education has expanded from an elite system to a mass system. It notes the dominance of prestigious universities and intense competition to get into them. It also points out issues like regional concentration of universities, lack of differentiation among universities, skills mismatches, and weak connections between academia and industry.
The big picture: who comes, why and what might change in the future?University of Limerick
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This document discusses the growth of distance education over the past 20 years and both the opportunities and challenges it faces. It notes that while distance education enrollments have increased significantly, allowing greater access to education, there is also some opposition emerging and issues with quality assurance. It argues that governments need to recognize distance education's potential to expand access at low cost, foster independent learning, and promote innovation, while also ensuring strong, independent quality assurance oversight.
China Education Statistics for international educatorsEIC Group China
This document provides key education statistics for China, including participation rates in secondary and higher education that have grown substantially from 1990 to 2010. It also shares statistics on the increasing number of Chinese students studying abroad and applying to graduate programs, with significant unmet demand remaining. While higher education capacity has expanded rapidly, growth is slowing as school age cohorts decline in size.
This document provides key education statistics for China, intended to help international educators understand the Chinese education market. It notes that from 2000-2010, China saw extraordinary growth in higher education participation, with the number of students growing from 9.3 million to over 33 million. However, with declining school age cohorts, only modest further increases in higher education capacity will be needed to accommodate students through 2020. While the number of students studying abroad continues to rise, domestic options are expanding as well. The report aims to help international partners position themselves successfully amid these changing dynamics in China.
The document discusses the challenges facing higher education in Africa due to declining public funding, including political interference and brain drain. It examines responses such as international capacity building initiatives and partnerships between African and foreign universities. The case study of the University of Ghana highlights strategies they are employing to deal with inadequate funds, such as public-private partnerships, fundraising, and international collaborations.
AIEA 2011 Presentation: International Education in AustraliaAEINorthAmerica
The success of the last 25 years of active international engagement by Australian education institutions has brought international education to the forefront of the thinking not only of the institutions, but also governments, media and the Australian community generally. This presentation focuses on the educational, public policy and community aspects of Australian international education.
Tertiary education development and sustainability in nigeriaAlexander Decker
The document discusses tertiary education development and sustainability in Nigeria beyond financial accountability. It notes that the Nigerian university system has experienced decay due to poor management and inability to adapt to changes. Government funding for universities has been inadequate, accounting for only 14.8% of requested funds from 2004-2006. Universities generate less than 20% of required revenue and rely over 85% on government funding. The document argues that universities must develop coping strategies and financial independence to adapt to 21st century challenges and avoid financial dependence that prevents development.
What’s the purpose of assessing higher education’s learning outcomesdvndamme
The document discusses the purpose and progress of the OECD's Assessment of Higher Education Learning Outcomes (AHELO) feasibility study and plans for a main study. It provides context on the goals of measuring undergraduate learning outcomes across countries and disciplines. Key points include: the feasibility study involved 17 countries and tested generic skills, economics, and engineering knowledge of over 23,000 students; analysis of results was completed in 2012; and a 2015 meeting with interested countries discussed framing the main study around transversal skills and providing individual results to increase engagement. The document also considers arguments for and against implementing such an international assessment of higher education outcomes.
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
AIEA 2011 Presentation: Joint Degrees and Offshore Operations: An Internation...AEINorthAmerica
The document summarizes a presentation on international joint and double degree programs from a survey of institutions. Key points include: most institutions established their first joint/double degree program after 2000 and see them as part of internationalization strategies; the top three motivations were raising international visibility, advancing internationalization, and strengthening research collaborations; and the top three outcomes were greater faculty collaboration, increased visibility, and internationalization. The presentation also provided preliminary results on participating institutions and disciplines, as well as future plans. It concluded by thanking attendees and providing contact information for following up.
Education at a Glance 2020 - United Kingdom launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United Kingdom, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Pr presentation city university june 2011 michael peakVicky
The document discusses factors that influence international students' choices in selecting countries and institutions for higher education. It notes that visa issues, fees, family influences, career prospects, and institutional quality and reputation are important considerations. Student survey data is presented showing preferences among prospective students from countries like China, India, and Nigeria. The challenges facing UK institutions in an increasingly competitive global education market are also summarized.
Reinventing international higher education for a socially just, sustainable w...University of Limerick
International higher education has traditionally involved recruiting wealthy students from the South to the North, charging high fees to cross-subsidise the world’s leading universities. Often perceived as a form of neo-colonialism, export education has come at a heavy environmental cost, with student mobility flows adding to the sector’s global carbon footprint.
This presentation considers how international higher education can be reimagined and re-engineered to contribute positively, rather than negatively, to the Sustainable Development Goals (SDGs). It highlights the scale of the challenges involved in rethinking the business model of exporting universities in the North and suggests possible solutions aimed at making higher education more accessible, equitable and environmentally sustainable.
Similar to Internationalisation of higher education in new zealand what went wrong and how to fix it (20)
Reinventing international higher education for a socially just, sustainable w...
Internationalisation of higher education in new zealand what went wrong and how to fix it
1. The internationalisation of higher education
in New Zealand:
what went wrong and how to fix it?
4:00pm, Thursday, August 7th, 2008
Professor Nigel Healey
University of Canterbury
2. ‘No shrinking violet’ or desperate business
school dean?
UC College of Business and Economics EFTS
2003 2004 2005 2006 2007 2008B 2008F
Domestic 1612 1625 1640 1578 1765 1811 1982
International 540 739 816 618 412 311 338
Total 2152 2364 2456 2196 2177 2122 2320
3. Overview
From ‘bit’ player to world leader in five years:
explaining NZ higher education’s ‘transformation’
Why our passive ‘open doors’ business model stopped
working
Finding our place in the new global higher education
market
4. A world leader in international tertiary
education by 2005
International Foreign
(non-resident) (non-citizen)
Australia 17.3% 20.6%
New Zealand 17.0% 28.9%
UK 13.9% 17.3%
Switzerland 13.2% 18.4%
France 10.8% -
Germany - 11.5%
USA 3.4% -
OECD average 6.7% 7.6%
Source: OECD Education at a Glance 2007
5. …from behind the curve – increase in foreign
tertiary enrolments to 2005 (2000 = 100)
1000
800
600
400
200
0
ali
a NZ UK rland ance any U SA CD
str ze Fr erm OE
Au wit G
S
Source: OECD Education at a Glance 2007
6. Explaining the ‘transformation’ (1): motives for
internationalisation
Altruistic – supporting economic development in the
Third World (eg, ‘Colombo Plan’)
Geo-political - building geo-political connections and
profile by educating foreign leaders of tomorrow (often
disguised as altruism)
Talent-seeking – attracting best minds as future
researchers, citizens (eg, Australia’s education-linked
immigration policy, US postgraduates)
Pedagogic – creating multinational, multicultural
learning environment for the benefit of all students
Economic – seeking new high-margin customers (often
disguised as pedagogical)
7. Explaining the ‘transformation’ (2): from
altruistic to economic
Paradox of democratisation of higher education
Rising participation rates (public policy goal) lead to
budgetary pressures on taxpayer subsidies to higher
education….
…falling per capita subsidies to universities…
…introduction of (politically regulated) domestic tuition
fees
As resources squeezed, taxpayer subsidies for
international students first to go
full-cost international tuition fees introduced
8. Tertiary Gross Enrolment Rates (2006)
United States 82%
New Zealand 80%
Australia 73%
United Kingdom 59%
Malaysia 29%
China 22%
Indonesia 16%
India 12%
Vietnam 9% (2000 latest data)
Source: UNESCO
9. Explaining the ‘transformation’ (3): full-cost
international tuition fees
Advent of full-cost international tuition fees:
UK, early 1980s
Australia, mid-1980s
New Zealand, early 1990s
Impact skews relative attractiveness of international
vis-à-vis domestic students
Domestic EFTS: tuition fee* $4301 SAC: $5039
International tuition fee*: $18,100
Add to the mix a policy allowing public, non-residential
schools to charge full-cost international tuition fees
*UC undergraduate business degree 2008
10. Explaining the ‘transformation’ (4): the
perfect storm
For a perfect storm, need the right combination of
supply and demand
NZ government policy creates supply-side conditions
Social, economic and political conditions in Asia create
the demand
11. Explaining the ‘transformation’ (5): demand
drivers
Social + Demographic
extended family support for children, perceived high value
of education
demographic pyramids
Economic
rapid economic growth drives ability to pay
economic development puts premium on high-skilled
knowledge workers
globalisation encourages English language acquisition
Social, demographic and economic factors grow demand
faster than domestic supply…resulting in
Political
governments, critically China, allow excess demand to go
offshore to foreign universities
13. …and it once looked as if the demand would
grow for ever…..
Projected demand for
international higher
education
Source: IDP
14. The special features of NZ’s ‘transformation’
Rapid and opportunistic
Rational response to unprecedented demand growth, as a result of
public policy change
Skewed to major growth markets – especially China, Korea
Unusually large role of key players
Role of public schools as feeders to universities
Role of agents in bringing international students to NZ schools
Unplanned and (initially) unwilled expansion of numbers in
universities
International offices not geared up to managing, and later
sustaining, international numbers
Resistance to institutional adaptation to support
internationalisation
15. International student visas by sector
25000
20000
University
15000
Polytech
PTE
10000
School
5000
0
2000 2001 2002 2003 2004 2005 2006 2007
Source: Education New Zealand
16. The China effect: international visas issued to
China
12000
10000
8000
University
Polytech
6000
PTE
School
4000
2000
0
2000 2001 2002 2003 2004 2005 2006 2007
Source: Education New Zealand
17. Chinese visas as % of total
80
70
60
50 University
Polytech
40
PTE
30 School
20
10
0
2000 2001 2002 2003 2004 2005 2006 2007
Source: Education New Zealand
18. Chinese students as % international tertiary
enrolments, 2005
60
50
40
30
20
10
0
Australia NZ UK US
Source: OECD Education at a Glance 2007
19. …leaving NZ universities exposed as perfect
storm dissipates
Social, demographic and economic drivers still strong…
…but political forces have shifted
Huge expansion in domestic capacity:
Public higher education in China
Private education in India
Excess demand heading offshore is being choked off at
source
And Asian countries moving into export education
themselves for all the usual reasons
altruistic, geo-political, talent-seeking, pedagogic,
economic
20. Investment in higher education: a Chinese
perspective
Regular higher education enrolments up from 5.5m in
2000 to 18.9m in 2007
Total expenditure on education has increased from
253bn RMB (1997) to 981bn RMB 2006)
Tertiary participation rates now 22% (3.4% in 1990)
Major investments in elite higher education:
Project 211
Project 985
Project 111
22. The role of the private sector: India (1)
Challenge for India:
411m people in the 6-24 age group (40% of total)
India has a number of elite national institutions:
7 Indian Institutes of Technology (IITs)
6 Indian Institutes of Management (IIMs)
3 Indian Institutes of Information Technology (IIITs)
19 Central Universities
Indian School of Mines, Dhanbad
…but only 338 public universities and 12% gross
participation rate (7% official participation rate)
23. The role of the private sector: India (2)
India cannot afford public investment in higher
education:
urgent demand for expansion in secondary education (only
60m of 170m primary students progress to secondary
schools)
Indian government does not have the financial resources
to invest in the way that China can
India has encouraged private sector to invest:
75% of HEIs in India now private; 90% of colleges in
engineering, IT and management private
Over the last 10 years, huge expansion in private sector
provision
Many private providers using distance/on-line learning to
leverage scarce resources, exploit economies of scale
24. Private sector in Asia-Pacific
Japan, South Korea, Taiwan, Taipei, Indonesia, and the
Philippines
up to 80% students are in private institutions
China
1200 private institutions
Vietnam
12% of students in private institutions
Malaysia
691 private colleges and universities and 4 foreign
university campuses
25. So what went wrong?
Popular explanations:
Bad publicity
High exchange rate
Competition from Australia – particularly for immigration market
Economics 101:
Unexpectedly rapid supply-side response in Asia, choking off
demand
Over-exposed to single market
New competition – from Europe (Bologna), Asian export
education, from spread of English as a medium of instruction
Undeveloped strategies to cope with changing demand, increasing
competition
26. Can we fix it?
Good news:
We have excellent, internationally connected and
benchmarked universities
5 of 8 (62.5%) of NZ universities in THE Top 500
Universities multinational, multicultural environments
Bad news:
Global faculty shortage – salaries falling behind
Rising oil prices, environmental awareness may erode
multinational staff and student base
The Bologna effect
Asian universities upgrading capabilities very fast
27. Asia-Pacific Top 40 (THE WUR 2007)
16 Australian National University
17 University of Tokyo
18 University of Hong Kong
25 Kyoto University
27 University of Melbourne
31 University of Sydney
33= University of Queensland
33= National University of Singapore
36 Peking University
38= Chinese University of Hong Kong
40 Tsinghua University
28. So what can be done? – Earnestness 101
Understand our markets and the changing needs
Understand our competitors
Build long-term relationships built on mutual benefit, not
quick one-way gain
Celebrate and embrace internationalism
NZ small trading economy, need to be internationally
connected to knowledge economy
Integrate international students – networks of the future
Use student exchange to create genuinely multinational
learning environment
Align immigration policy (talent-seeking) and education
29. So what can be done? - Pragmatism 101
What do foreign students want?
Can we profitably give them what they want, in ways
that fit with our educational mission and tradition?
What do they want?
Internationally portable (benchmarked, accredited)
qualifications that guarantee a high rate of return on their
investment – global graduate employability
English medium of instruction
Multinational/multicultural learning environment
Membership of global alumni network
30. So what can be done? - Pragmatism 101
Internationally portable qualifications:
A coherent set of Bologna/US compliant Bachelors-
Masters-PhDs qualifications which facilitate student
mobility
Clear position on T-people qualification structures –
general UG to specialist PG or vice-versa?
Postgraduate coursework masters, especially in business
and other professional areas – major growth area
US-style, scaleable PhD programmes, aimed at satisfying
the ballooning demand for academically qualified faculty in
Asia
31. So what can be done? - Pragmatism 101
English medium of instruction
√
Although foreign language provision in NZ universities
declining
Contrast multilingual abilities of European and Asian
graduates with NZ, UK and US
32. So what can be done? - Pragmatism 101
Multinational/multicultural learning environment
High % international students on campus ≠ multinational
learning environment
Integration and leveraging diversity in classroom key
Student and faulty exchange militate against passive client
status of international students
Challenge staff out of comfort zones by international
experiences
Reach out to local ex-patriot communities
33. So what can be done? - Pragmatism 101
Membership of global alumni network
Traditional strength of US and major business schools
Kiwi Ex-patriots Association (KEA) – Professor David Teece
(Berkley)
Importance of network externalities
“Alumni most important stakeholders”
34. Conclusions
New Zealand internationalisation was:
Unintended product of a public policy change
Driven by developments in China
Mediated by agents, mainly into schools
Rapid, unmanaged and unsustainable
Finding our position in the new global higher education
market requires:
Understanding the changes taking place
Long-term relationship building
And especially, educational products and ‘after-sales
support’ services which meet market needs