A detailed review of the education sector in Australia as in the data provided by the 2006 edition of the OECD's annual publication, 'Education at a Glance' is presented. While the data has shown that in almost all OECD countries educational attainment levels are on the rise, with countries showing impressive gains in university qualifications, it also reveals that a large of share of young people still do not complete secondary school, which remains a baseline for successful entry into the labour market.

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Education at a Glance

This report examines the changes that have taken place since the 1998 UNESCO World Conference on Higher Education, in particular the main engines of change and their impact on higher education. This trend report is intended to provide background analysis and to animate discussion at the 2009 UNESCO World Conference on Higher Education. It examines the central issues and the contextual factors that have shaped higher education in the past decade, and presents prospects for the immediate future. Much of this report is concerned with the ways in which higher education has responded to the challenge of massification. Other issues examined include globalisation; inequalities in access; increasing student mobility; teaching, learning and curricula; quality assurance, accountability and qualifications frameworks; financing and the public good-private good debate; the growth of private higher education; the academic profession; the research environment; information and communications technology; and the impact of demographics and the economic crisis on the development and reform of higher education in the immediate future.

Trends in Global Higher Education: Tracking an Academic Revolution: A Report Prepared for the UNESCO 2009 World Conference on Higher Education

Creativity: Flow and the Psychology of Discovery and Invention

National policy on education

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Trends in Global Higher Education: Tracking an Academic Revolution

This paper discusses the emergence of international advisory councils (IACs) at universities around the world and introduces the concept of internationalization of governance. Global trends in the field of higher education, such as the quest to create world-class universities and advance in global rankings, the rise of new public management, and internationalization have primed universities to create adjacent governing structures in the form of IACs. Primarily composed by international members, external to the university, IACs are positioned to offer advice on the strategic direction of the institution and its main challenges. In order to better understand this new phenomenon, we interviewed 20 members of different IACs and 6 representatives of universities hosting such structures. This paper presents the thematic analysis conducted on these interviews, answering questions about the composition, structures, modes of operation and effectiveness of IACs, as well as the motivations of members joining...

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International advisory councils and internationalization of governance: a qualitative analysis

The advent of international rankings almost twenty years ago—pioneered by the first Academic Ranking of World Universities by Shanghai Jiao Tong University in 2003— changed the university landscape in an irreversible way. Today, the creation of world-class universities has become part of the political agenda in many countries.

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Are Universities Better Off Without Rankings

India has one of the largest and fastest-growing tertiary education systems in the world. The system enrolls 37 million students across nearly 50,000 institutions. The recently endorsed National Education Policy (NEP) aims at a further doubling of the gross enrollment ratio in higher education from 26.3 percent to 50 percent by 2035. Despite its size and growth rate, and the emphasis placed on tertiary education by Indian policymakers in recent times, the system has faced continuous challenges of equitable access, quality, governance, and financing, with the quality of inputs and outputs not keeping pace with the expansion of the sector. The World Bank has supported tertiary education in India through a series of engagements in technical education at the national level, and general tertiary education in specific states. The NEP’s proposal for broad-based tertiary education reforms as a key step toward transforming the tertiary education sector in India aligns with the Bank’s global tertiary education strategy and presents an opportunity for the Bank’s engagement in this area through analytic work, dialogue with key stakeholders, and strategic engagement with states and tertiary education institutions. Based on this analysis, the World Bank in 2020-2021 expanded its engagement in Indian tertiary education through dedicated analytical and advisory work in the NEP context. Focusing on the areas of access and equity, employability, digitalization, internationalization, academic careers, governance, funding, as well as quality assurance, the World Bank conducted a series of virtual events and prepared technical reports discussing the status quo in Indian tertiary education in the context of the proposed NEP reforms and international trends. The report at hand provides a summary of the outcomes of this work. 

Jamil Salmi

Papers

International advisory councils and internationalization of governance: a qualitative analysis

Are Universities Better Off Without Rankings

From Good to Great in Indian Tertiary Education: Realizing the Promise of the National Education Policy