Presentation given at the seminar "The expansion of higher education in Brazil: new research perspectives" at the Institute of Education (IoE) of University College London (UCL) in London/UK in June/2015. The presentation aimed to discuss two main questions: What are the differences and similarities between higher education expansion in Brazil and in other emerging countries? What role has distance learning played in the expansion of Brazilian higher education?
Massification of higher education revisitedAngel Calderon
The purpose of this paper is to revisit time series data of students enrolled in higher education from a global perspective and
provide a historical lens by which to better understand the unprecedented expansion it has taken place over the past forty or
so years.
The landscape of higher education globally continues to shift remarkably. According to the UNESCO Institute for Statistics, in 1970 there were 32.6 million students enrolled in higher education institutions compared to 99.9 million in 2000.
Although there are signs that enrolments in higher education around the globe are slowing down (in part influenced by a declining youth population and lower fertility rates), it is estimated that by 2030 there would be 377.4 million, 471.4 million by 2035 and 594.1 million students by 2040.
Massification of higher education revisitedAngel Calderon
The purpose of this paper is to revisit time series data of students enrolled in higher education from a global perspective and
provide a historical lens by which to better understand the unprecedented expansion it has taken place over the past forty or
so years.
The landscape of higher education globally continues to shift remarkably. According to the UNESCO Institute for Statistics, in 1970 there were 32.6 million students enrolled in higher education institutions compared to 99.9 million in 2000.
Although there are signs that enrolments in higher education around the globe are slowing down (in part influenced by a declining youth population and lower fertility rates), it is estimated that by 2030 there would be 377.4 million, 471.4 million by 2035 and 594.1 million students by 2040.
Education is necessity for both human and societal development, the more sophisticated it is the more
quality products it provides. One of the major problems facing higher education in Nigeria is under-funding.
Recently, the government investment in higher education was little bit increased as result of the total shutdown
of higher education institutions by the joint higher education academic union (ASUU,ASUP AND COASU)
strike action. In response to the report of the needs assessment of Nigerian Universities conducted in 2012, the
federal government earmarked N1.3trtillion for special intervention in the Nigerian public universities over the
next Six(6)years, of which N200billion out of the amount has been released. This paper attempts to examine the
trend in funding of higher education in Nigeria and the attendant effect between 2009 and 2013. The paper
observed some gaps in the funding and in the expenditure of available funds. The paper was concluded by
making appropriate recommendations to addressing the identified challenges.
Civil Society Position of Education after 2015IAU-HEEFA
Providing a CSO perspective, this presentation examines the principles, critiques and appraisal of the latest proposals on the Framework of Action for the post 2015 education agenda. Recommendations and advocacy opportunities for NGOs are given.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Education Sector in Nigeria to 2021 - Market Size and Intelligence Report - I...Indalytics Advisors
The report ‘Education Sector in Nigeria to 2021 — Market Size and Intelligence’ discusses the current and forecasted market size of the Nigerian education sector. It segregates the market size on the basis of various level of education, starting from early childhood education to higher and technical education.
The report discusses the forecasted market size and year–wise growth of the sector till 2021, along with the various drivers, which will lead to this growth. It further talks about the various trends that are shaping the education sector.
Learning Management System LMS Challenges During Pandemic A Case Study of Goo...ijtsrd
The recent transitions of online learning during crisis have changed the entire perception of e learning. Learning Management System LMS has occupied a major role in providing resources on learning due to the advancement in technology. There should a qualitative approach towards learning through online in these services with the aim of sustainable education. This research paper is trying to critically analyse two major platforms for online learning Google classroom and Talent LMS by stressing the areas like the content management, compliance management, evaluation system, participatory platform, customised learning. The study also brings out the significance of various models and theories including TAM, diffusion of innovation, blended learning in connection to online learning. The researcher has done a case study on the relationship between two major LMS and their role on better education for future generation. There is an area in the study which gave special reference and suggestions for better usability and utilisation of these online platforms. Dr. Saranya Thaloor "Learning Management System (LMS) Challenges During Pandemic: A Case Study of Google Class Room versus Talent LMS" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31228.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/journalism/31228/learning-management-system-lms-challenges-during-pandemic-a-case-study-of-google-class-room-versus-talent-lms/dr-saranya-thaloor
Educational Systems of the BRICS countries: Preliminary Findings of a Compara...UNDP Policy Centre
Pedro Arruda, an associate researcher for the IPC-IG, participated in the VII BRICS Academic Forum, in Moscow, Russia on 22-23 May. The presentation is based on the paper "Educational Systems of the BRICS Countries: Preliminary Findings of the Comparative, Present and Future Time Adequacy Analysis", which he co-authored with Ashleigh Kate Slingsby (IPC-IG/UNDP), Olga Ustyuzhantseva (CEO, Resource Centre, Tomsk State University), and Abdul Nafey (Dean, Jawaharlal Nehru University).
Examining the Implications of Massification of Education on Quality Assurance...ijtsrd
In recent years, we have witnessed rapid growth of tertiary institutions in Africa and this expansion has led to the massification and privatization of higher education. “Massification has been defined as the mass adaptation of a phenomenon by the suppression of its distinguishing featuresâ€. Scott 1995 “used the term massification in the context of higher education HE systems to describe the rapid increase in student enrolment in the latter part of the twentieth centuryâ€. Lesotho has not been spared from this system and there has been growth of various higher institutions in the country mainly privately owned. Students have been enrolled in huge numbers in these institutions and this has resulted in large numbers of students and shrinking number of lecturers leading to disproportional ratios of lecturers to students. Students joining these institutions are faced with various challenges emanating from lack of resources, congestion, alienation and subsequent workload for academic staff. Demands and challenges of massification in higher education have also seen academics with added responsibilities of diversifying to improve the quality of delivery with scant resources. This paper explores the experiences and challenges faced by academics as well as students in higher institutions during this expansion era. Massification has been an issue of debate by both higher education researchers and policy makers globally hence the research intends to investigate how these policies have been addressed in other countries and how they can best be adopted to higher education in Lesotho. The study also attempts to learn about existing policies which are intended to revamp the quality of higher education, and or make considerable suggestions to higher education or how best quality can be maintained in the wake of massification. The study further hinges on the number of local higher learning centres institutions and the students enrolling in these establishments and how institutions ensure quality and proper assessment on learning, teaching and assessment. Neo Tlali | Tawanda Mukurunge | Takura Bhila ""Examining the Implications of Massification of Education on Quality Assurance and Assessment in Higher Institutions in Lesotho"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23493.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23493/examining-the-implications-of-massification-of-education-on-quality-assurance-and-assessment-in-higher-institutions-in-lesotho/neo-tlali
Rankings académicos y aseguramiento de la calidad en educación online, a cargo de Richard Yelland, Dirección General de Educación de la Organización de Cooperación y Desarrollo Económicos (OECD).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Education is necessity for both human and societal development, the more sophisticated it is the more
quality products it provides. One of the major problems facing higher education in Nigeria is under-funding.
Recently, the government investment in higher education was little bit increased as result of the total shutdown
of higher education institutions by the joint higher education academic union (ASUU,ASUP AND COASU)
strike action. In response to the report of the needs assessment of Nigerian Universities conducted in 2012, the
federal government earmarked N1.3trtillion for special intervention in the Nigerian public universities over the
next Six(6)years, of which N200billion out of the amount has been released. This paper attempts to examine the
trend in funding of higher education in Nigeria and the attendant effect between 2009 and 2013. The paper
observed some gaps in the funding and in the expenditure of available funds. The paper was concluded by
making appropriate recommendations to addressing the identified challenges.
Civil Society Position of Education after 2015IAU-HEEFA
Providing a CSO perspective, this presentation examines the principles, critiques and appraisal of the latest proposals on the Framework of Action for the post 2015 education agenda. Recommendations and advocacy opportunities for NGOs are given.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Education Sector in Nigeria to 2021 - Market Size and Intelligence Report - I...Indalytics Advisors
The report ‘Education Sector in Nigeria to 2021 — Market Size and Intelligence’ discusses the current and forecasted market size of the Nigerian education sector. It segregates the market size on the basis of various level of education, starting from early childhood education to higher and technical education.
The report discusses the forecasted market size and year–wise growth of the sector till 2021, along with the various drivers, which will lead to this growth. It further talks about the various trends that are shaping the education sector.
Learning Management System LMS Challenges During Pandemic A Case Study of Goo...ijtsrd
The recent transitions of online learning during crisis have changed the entire perception of e learning. Learning Management System LMS has occupied a major role in providing resources on learning due to the advancement in technology. There should a qualitative approach towards learning through online in these services with the aim of sustainable education. This research paper is trying to critically analyse two major platforms for online learning Google classroom and Talent LMS by stressing the areas like the content management, compliance management, evaluation system, participatory platform, customised learning. The study also brings out the significance of various models and theories including TAM, diffusion of innovation, blended learning in connection to online learning. The researcher has done a case study on the relationship between two major LMS and their role on better education for future generation. There is an area in the study which gave special reference and suggestions for better usability and utilisation of these online platforms. Dr. Saranya Thaloor "Learning Management System (LMS) Challenges During Pandemic: A Case Study of Google Class Room versus Talent LMS" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31228.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/journalism/31228/learning-management-system-lms-challenges-during-pandemic-a-case-study-of-google-class-room-versus-talent-lms/dr-saranya-thaloor
Educational Systems of the BRICS countries: Preliminary Findings of a Compara...UNDP Policy Centre
Pedro Arruda, an associate researcher for the IPC-IG, participated in the VII BRICS Academic Forum, in Moscow, Russia on 22-23 May. The presentation is based on the paper "Educational Systems of the BRICS Countries: Preliminary Findings of the Comparative, Present and Future Time Adequacy Analysis", which he co-authored with Ashleigh Kate Slingsby (IPC-IG/UNDP), Olga Ustyuzhantseva (CEO, Resource Centre, Tomsk State University), and Abdul Nafey (Dean, Jawaharlal Nehru University).
Examining the Implications of Massification of Education on Quality Assurance...ijtsrd
In recent years, we have witnessed rapid growth of tertiary institutions in Africa and this expansion has led to the massification and privatization of higher education. “Massification has been defined as the mass adaptation of a phenomenon by the suppression of its distinguishing featuresâ€. Scott 1995 “used the term massification in the context of higher education HE systems to describe the rapid increase in student enrolment in the latter part of the twentieth centuryâ€. Lesotho has not been spared from this system and there has been growth of various higher institutions in the country mainly privately owned. Students have been enrolled in huge numbers in these institutions and this has resulted in large numbers of students and shrinking number of lecturers leading to disproportional ratios of lecturers to students. Students joining these institutions are faced with various challenges emanating from lack of resources, congestion, alienation and subsequent workload for academic staff. Demands and challenges of massification in higher education have also seen academics with added responsibilities of diversifying to improve the quality of delivery with scant resources. This paper explores the experiences and challenges faced by academics as well as students in higher institutions during this expansion era. Massification has been an issue of debate by both higher education researchers and policy makers globally hence the research intends to investigate how these policies have been addressed in other countries and how they can best be adopted to higher education in Lesotho. The study also attempts to learn about existing policies which are intended to revamp the quality of higher education, and or make considerable suggestions to higher education or how best quality can be maintained in the wake of massification. The study further hinges on the number of local higher learning centres institutions and the students enrolling in these establishments and how institutions ensure quality and proper assessment on learning, teaching and assessment. Neo Tlali | Tawanda Mukurunge | Takura Bhila ""Examining the Implications of Massification of Education on Quality Assurance and Assessment in Higher Institutions in Lesotho"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23493.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23493/examining-the-implications-of-massification-of-education-on-quality-assurance-and-assessment-in-higher-institutions-in-lesotho/neo-tlali
Rankings académicos y aseguramiento de la calidad en educación online, a cargo de Richard Yelland, Dirección General de Educación de la Organización de Cooperación y Desarrollo Económicos (OECD).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Hear Western Sydney University PVCI Linda Taylor, Sydney City Campus Director Heather Tinsley and Western Sydney University International College, Campus Director Ben McCully, discuss issues in the higher education sector.
NDLW International Power Point Wimba Wednesdayvideoreg
International: Collaborative Learning Globally
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to collaborative learning globally. Specific areas of interest may focus on what various countries are doing in regards to distance/open learning, distribution, policy, mobile and providing overall accesses to learning globally.
The Paradigm Shift in the Indian Education System during COVID19: Impact, Opp...Dr. Amarjeet Singh
The COVID-19 pandemic is a huge challenge to education systems. Education is the main priority direction and main development indicator in all civilized countries of the world. The COVID-19 global pandemic has upended all the education system across the world. In this time of crisis, a well-rounded and effective educational practice is what is needed for the capacity-building of young minds. It will develop skills that will drive their employability, productivity, health, and well-being in the decades to come, and ensure the overall progress of India. This research paper tries to investigate on the various impact of Covid-19 in education system especially on rural India. We also try to throw light on the different existing and new initiatives by government during the pandemic. The novel coronavirus has transformed the centuries-old, chalk–talk teaching model to one driven by technology. The last 50 years have seen huge growth worldwide in the provision of education at all levels. COVID-19 is the greatest challenge that these expanded national education systems have ever faced. Many governments have ordered institutions to cease face-to-face instruction for most of their students, requiring them to switch, almost overnight, to online teaching and virtual education. We see a drastic rise in the use of various teaching and conferencing technologies which has been explained in this paper, also various advantages and disadvantages to the students in the use of these technologies have been covered in this research paper by identifying opportunities and trends. Finally research has been concluded by providing avenues to future research and a meaningful conclusion.
-Move towards Blended Learning
-Rise in use of Learning Management Systems
-Enhance the use of soft copy of learning material
-Improvement in collaborative work
-Rise in online meetings
-Enhanced Digital Literacy
-Improved the use of electronic media for sharing information
-World wide exposure
-Better time management
-Demand for Open and Distance Learning (ODL)
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
In 2020 the $250 billion global international education industry was already poised for major disruption. How does COVID19 change that outlook, and what will it take to succeed?
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http://sandymillin.wordpress.com/iateflwebinar2024
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The expansion of higher education in emerging countries: the boom of distance education in Brazil and India
1. The expansion of Higher Education in emerging countries:
the boom of distance education in Brazil and India
Bruno Morche
Federal University of Rio Grande do Sul - Brazil
UCL/ Institute of Education
Coordination for the Improvement of Higher Education Personnel (CAPES) - Brazil
2. Introduction
Key trends in HE in emerging countries:
- General belief in the need to develop mass HE system: growing recognition of personal
and societal benefits of HE
- The idea of “catching-up” with developed countries
- Growing demand for HE (recent expansion/universalization of basic education)
- The Increase of private provision and funding (Market provision)
Question: What role is distance education playing in the expansion of Higher Education in
emerging countries?
3. Higher education expansion in the world
- From 1970 to 2012 growth of 499,88%.
- An acceleration from late 1990s to 2012.
- Worldwide student numbers is forecast to
attain 262 million by 2025. Nearly all of this
growth will be in the developing world, with
more than half in China and India alone.
World enrolments (million)
5. Inversion in the proportion...
Proportion of enrolments in
the world
Emerging
countries
Developed
countries
6. The largest HE systems in the world
Number of enrolments of the five largest HE systems in the world (1999-2012)
Fonte: UNESCO, 2012.
China; 32,5 mi
India; 28,5 mi
United States;
20,9 mi
Russia; 7,9 mi
Brazil; 7,2 mi
0
5000000
10000000
15000000
20000000
25000000
30000000
35000000
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
China India United States Russia Brazil
8. Brazil and India: some facts
Population GDP GDP growth
forecast 2015
Nº of students
enrolled
India 1,210,193,422 $2.049 trillion +7.6% (1st) 28.5 Million
Brazil 202,768,562 $2.846 trillion -1.2% (54th) 7.2 Million
9. Distance Education in HE in India
India is witnessing some of the fastest rates of adoption for distance learning (Hannover, 2011; The Economist, 2010).
Enrolment in open and distance learning grew rapidly between 2006-07 and 2011-12, from 2.741M to 4.201M.
Apart from the Indira Gandhi National Open University (public), there are 13 State Open Universities (public) and 183
other Distance Education Institutions (DEIs) (public or private)
Enrolment in DEIs that includes at least 44 private institutions grew most rapidly over 10 per cent per year during that
period.
“vast potential in a country like India with millions of young aspirants eager to receive higher education and with
conventional universities and colleges simply not being in a position to accommodate them” (Commonwealth of
Learning, 2007)
2006/07 2010/11
Indira Gandhi National Open University 468,000 697,000
State Open Universities 777,000 1,080,000
Distance Education Institutions 1,496,000 2,424,000
Total 2,741,000 4,201,000
16.5% of HE
enrolmentsINDIA
Source: Indian Distance Education Council.
10. India and the demand-supply gap: towards
for-profit education?
Source: Planning Comission – Government of India.
Twelfth Five Year Plan (2012-2017)
11. Brazil’s HE system: two waves of expansion
In the 1990s more children accessed school and as a result demand for higher education grew.
The high cost of fully funding public institutions meant that private-sector expansion was the easiest option.
But with little government oversight and “inexperienced clients”, the sector’s reputation was low. (offering
worthless degrees).
1st wave
1960 55.9% public sector.
1970 49.0% public sector.
1975 38.0% public sector.
2nd wave
1995 60.2% private sector
2000 67.8% private sector.
2010 75.0% private sector
12. Distance education in Brazil and for-profit institutions
Institution Private Group
Graduates
Nº of
courses Enrolments
UNIVERSIDADE NORTE DO PARANÁ Grupo Kroton + Anhanguera 30,809 19 254,893
UNIVERSIDADE ANHANGUERA - UNIDERP Grupo Kroton + Anhanguera 18,269 18 107,909
CENTRO UNIVERSITÁRIO INTERNACIONAL Grupo UNINTER 17,450 16 98,727
UNIVERSIDADE PAULISTA Private non-profit 7,076 15 87,803
CENTRO UNIVERSITÁRIO LEONARDO DA VINCI Grupo Kroton + Anhanguera 5,969 29 81,717
UNIVERSIDADE ESTÁCIO DE SÁ Grupo Estácio Participações 3,091 32 45,732
CENTRO UNIVERSITÁRIO UNISEB Grupo Estácio Participações 3,527 13 35,750
Total 86,191 142 712,531
Brazil 161,072 1,258 1,153,572
* Kroton_+Anhanguera is the largest
private educational group in the world
423.175
712.531
507.004
441.041
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2010 2013
Distance education enrolments in Brazil (2010-2013)
Largest private educational groups in
the world (Market Value - U$ bi)
13. Concern at stake: Quality X Quantity
““Quality [in education] is easy,” says Rodrigo Galindo, Kroton’s energetic young boss. “And
so is quantity. What’s difficult is combining the two.” The trick, he explains, is to abandon
“handcrafted” teaching methods for scalable ones: online course materials and tutors; star
teachers’ lessons broadcast by satellite; tightly specified franchise agreements with hundreds
of local teaching centres staffed by moderators.” (The Economist, July/2014)
14. Distance Education in Brazil and India
Brazil India
Allows for-profit institutions For-profit institutions are not
allowed
% of enrolments ~16% ~15-25% (it depends on statistic source)
Type of institution
predominant
Large private for-profit
universities with regional centres
and some courses in public
institutions
Large public open universities
(national and state) and private
non-profit HEI (huge growth)
Institution size Largest HEIs Largest HEIs
Areas Mainly applied social sciences
(eg business, management,
accounting)
Wide range of areas
Main concerns Quality / System assessment Quality / System assessment
15. Boosters: Growing demand and
technological spread
Still huge demand for HE and the “catching up” + Ubiquitous technological spread:
- Even with the currently expansion, HE access is still restrict: even in China (largest system in the world),
India (3rd) and Brazil (5th).
- Gross enrolment rate is still low: To achieve a HE gross enrolment rate of the developed ones, these
countries will need about over 100 million places.
o Sudden technological spread
- Number of internet users:
India (3rd in the world): 243M (1 year growth: 14% = ~30 million)
Brazil (5th): 107M
- Number of mobile phones:
India (2nd): 970 million (1,2bi)
Brasil (4th): 278 million (202M)
16. Main charecteristics of distance learning
in emerging countries
Diversification:
- Older students;
- Students who work 40 hours a week or more
- Poorer students;
17. A HE model of expansion?
Could we say we are going to see a model of expansion based on distance learning
for-profit instituitions (or maybe non-profit)?
Will the surging demand be met by [international] chains of for-profit HE providers
delivering skills & vocational degrees via distance education courses? and hence the
concern of Government is not as a funder/provider but as a regulator in terms of
consumer protection?
Sum-formula: Demand + Scalability/Massification + low cost = Big business?
Risks: Inequitable acess to HE; Poor quality and stratification; Public benefit of HE?
18. Thank you
Bruno Morche
Federal University of Rio Grande do Sul - Brazil
UCL/ Institute of Education
Coordination for the Improvement of Higher Education Personnel (CAPES) – Brazil
Email: bruno.morche.14@ucl.ac.uk