This document discusses the importance of higher education and its relevance. It provides an overview of historical trends in higher education in both the global north and south. In the global north, higher education has become increasingly market-oriented and focused on employment. In the global south, higher education was influenced by colonization, limited resources, and pressure from international donors. The document argues that definitions of relevance in higher education need to expand beyond just relevance to the global economy, and should also consider addressing challenges like food crises, financial crises, and climate change.

1. Rethinking Relevance: Human Development and Higher Education Anne-Claire Hervy GLCRSP End of Program Conference June 18, 2009 - Naivasha, Kenya

2. Overview Importance of higher education Recent historical trends in higher education What does relevance mean? Current challenges and opportunities for change

3. Why Higher Education Matters Source: www.worldmapper.org

4. Primary Education Spending Source: www.worldmapper.org

5. Secondary Education Spending Source: www.worldmapper.org

6. Tertiary Education Spending Source: www.worldmapper.org

7. Science Research Source: www.worldmapper.org

8. New Patents Source: www.worldmapper.org

9. Population living on less than $1 per day Source: www.worldmapper.org

10. HIV Prevalence Source: www.worldmapper.org

11. Malaria cases Source: www.worldmapper.org

12. Why is the question of relevance important? The Knowledge Revolution Tremendous external pressures on higher education “Universities and the people within them have been relatively quiet about their role and purpose in contemporary societies.” - Sally Baker, Brian J. Brown Rethinking Universities: The Social Functions of Higher Education

13. Differing Models of Higher Education The Critical University Freedom of inquiry Deep thinking about fundamental questions “What for?” is not the most important question Goal is understanding Employment-Oriented Higher Education

15. Increasingly market-oriented societies.

16. Democratization of education, the creation of polytechnics and community colleges, and the development of the U.S. land-grant institutions.

19. Increasingly market-oriented societies.

20. Democratization of education, the creation of polytechnics and community colleges, and the development of the U.S. land-grant institutions.

22. Colonization/Decolonization

23. Limited Resources

24. “Massification” of education

27. Colonization/Decolonization

28. Limited Resources

29. “Massification” of education

32. Colonization/Decolonization

33. Limited Resources

34. “Massification” of education

36. Thank you. Contact information: Anne-Claire Hervy achervy@ais.msu.edu