Transcript Slide 1

Le Meridien
CHET
3-5 September 2012
1. Afro-pessimists: List of ailments of African system –
laundry lists of prescriptions, dirty laundry left in the
basket
2. Afro-optimists: Utopian views – world class university,
research-led university, vision 2030 to 2050 (the
further the better)
3. Constructive realists: Strengthening evidence-based
positive developments
2
3
• To use a set of analytical concepts to try and better understand
the complex interactions between national economic/education
policies and higher education system development
• To learn from some OECD countries which have been successful in
linking higher education and economic growth
• To use eight African countries as contexts for the study
• To develop an empirical methodology to operationalise the
concepts
• Do not assume that the primary/only role for higher education is
development
4
HERANA
Higher Education Research & Advocacy Network in Africa
RESEARCH
ADVOCACY
Higher Education and Development
Investigating the complex relationships
between higher education and economic
development, and student democratic
attitudes in Africa
The HERANA Gateway
An internet portal to research on higher
education in Africa
The Research-Policy Nexus
Investigating the relationship between
research evidence and policy-making in
selected public policy sectors in South
Africa
University World News (Africa)
Current news and in-depth investigations
into higher education in Africa
Nordic Masters in Africa (NOMA)
Collaborative research training by the
Universities of Oslo, Makerere, Western
Cape, and CHET
FUNDERS
Carnegie, Ford, Rockefeller, Kresge, DFID, Norad
5
• Three successful (OECD) systems investigated:
◦ Finland (Europe), South Korea (Asia), North Carolina (US)
• Africa
◦ Botswana – University of Botswana
◦ Ghana – University of Ghana
◦ Kenya – University of Nairobi
◦ Mauritius – University of Mauritius
◦ Mozambique – Eduardo Mondlane
◦ South Africa – UCT and Nelson Mandela Metropolitan University
◦ Tanzania – University of Dar es Salaam
◦ Uganda – Makerere University
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Higher education studies – Peter Maassen and Nico Cloete
Development economist – Pundy Pillay (Wits)
Sociology of knowledge – Jo Muller (UCT), Johann Mouton (US)
Data analysis - Ian Bunting (DoE), Charles Sheppard (NMMU)
Researchers – Tracy Bailey (CHET), Gerald Ouma (Kenya & UWC),
Romulo Pinheiro (Oslo), Patricio Langa (Mozambique & UCT),
Samuel Fongwa (Cameroon & UFS)
External Commentators
• Manuel Castells (USC, Open University, Barcelona)
• John Douglass (CHES, Berkeley)
Mauritius contributors
• Fareeda Khodabocus (Director Quality Assurance)
• Henri Li Kam Wah (Professor, Faculty of Science)
• Praveen Mohadeb (Tertiary Education Commission)
7
A substantial body of academic and technical literature provides evidence of
the relationship between informationalism, productivity and competitiveness
for countries, regions and business firms. But, this relationship only
operates under three conditions: information connectedness; organizational
change in the form of networking; and enhancement of the quality of human
labour, itself dependent on education and quality of life. (Castells and
Cloete, 2011)
The structural basis for the growing inequality, in spite of high GDP growth
rates in many parts of the world, is the growth of a highly dynamic,
knowledge-producing, technologically advanced sector that is connected to
other similar sectors in a global network, but it excludes a significant
segment of the economy and of the society in its own country. The
“disconnect” prevents what Castells calls the ‘virtuous cycle’ between
dynamic growth and human development. (Castells and Cloete, 2011)
8
GDP per capita
(PPP, $US) 2007
GDP ranking
HDI Ranking
(2007)
GDP ranking per
capita minus HDI
ranking
Botswana
13 604
60
125
-65
Mauritius
11 296
68
81
-13
South Africa
9 757
78
129
-51
Chile
13 880
59
44
+15
Costa Rica
10 842
73
54
+19
Ghana
1 334
153
152
1
Kenya
1 542
149
147
2
802
169
172
-3
Uganda
1 059
163
157
6
Tanzania
1 208
157
151
6
Finland
34 256
23
12
11
South Korea
24 801
35
26
9
USA
45 592
9
13
-4
Country
Mozambique
GDP per capita (current US$)
Predicted GDP per capita (current US$)
United States
Economic development
Australia
Japan
UK
High
Germany
Italy
Korea
Mexico
Brazil
Low
Argentina
South Africa
Tunisia
China
Egypt
India
Low
(R = 0.714, P = 0.218)
(R = 0.961, P = 0.002)*
High
Influence of Scientific Research
Data source: Thomson Reuters InCitesTM (21 September 2010); The World Bank Group (2010)
10
Gross tertiary
education
enrolment rate
(2009)
Quality of
education system
ranking
(2009-2010)
Overall global
competitive
ranking
(2010-2011)
Ghana
6
71
114
Kenya
4
32
106
2
81
131
Tanzania
2
99
113
Uganda
5
72
118
20+
48
76
26 +
50
55
17
130
54
94
6
7
98
57
22
82
26
4
Country
Mozambique
Botswana
Mauritius
South Africa
Finland
South Korea
United States
Stage of
development
(2009-2010)
Stage 1:
Factor-driven
Transition from
1 to 2
Stage 2:
Efficiencydriven
Stage 3:
Innovationdriven
Finland, South Korea, North Carolina (USA)
• As part of reorganising their ‘mode of production’, they developed
a pact around a knowledge economy model (high-skills training,
research and innovation)
• Close links between economic and education planning
• High participation rates with differentiation
• Strong state steering (different methods)
• Higher education linked to regional development
• Responsive to the labour market
• Strong coordination and networks
Pundy Pillay (2010): Linking higher education to economic
development: Implications for Africa from three successful systems.
(CHET)
12
Higher education’s role in / contribution to development is
influenced by three inter-related factors:
• The nature of the pact between the university leadership, political
authorities, and society at large
• The nature, size and continuity of the academic core
• The connectedness and coordination of national and institutional
knowledge policies to the academic core and to development
projects is crucial
13
14
A ‘pact’ is defined as a fairly long-term cultural, socio-economic and
political understanding and commitment between universities,
university leadership, political authorities and society at large of the
identity or vision of universities, what is expected of universities, and
what the rules and values of the universities are.
Pacts are not only between society and higher education, but also
important within the institution.
Adebayo – Post-colonial social contract
• University education as mobility
• University must provide ‘professionals’’
• Time for a new pact
15
Government
Government departments: Education; Science and Technology;
Treasury; Industrial Development; Research Councils
Notions and policies
Coordination mechanisms
External
Groupings
Students
Business
Community
Funders Govt
Pact
Academic Core
Connectedness
University
Leadership/
planning
Faculties
Academics
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1. Narrative, intent and structures for the role of higher education in
development
2. Visions and plans, i.e. Development Visions (2025-2035)
3. Policies – development, science and technology, higher education
4. Methods and structures for co-ordination
17
Key:
Mauritius
Botswana
Indicators
3 Strong
2 Weak
1. The concept of a
knowledge economy
features in the national
development plan
Appears in a number
of policies
Only mentioned in
new Tertiary
education policy
2. A role for higher
education in development
in national policies and
plans
Prevalent
3. Concept of KE features in
institutional polices and
plans
Systematic Policy
Framework
1 Absent
Not stated directly
Clearly mentioned in
development policies
Only mentioned in
research plan of
university
Hardly mentioned
4. Link between universities
and national authorities
Some formal
structures but no
meaningful coordination
Political rather than
professional networks
5. Co-ordination and
consensus building of
government agencies
involved in higher
education
Intermittent
interaction with
ineffective forums
Higher education
issues limited mainly
to one ministry or
directorate
Formal structures
Headed by senior
minister
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Max. score
Botswana
Ghana
Kenya
Mauritius
Moz.
South
Africa
Tanzania
Uganda
NATIONAL LEVEL
9
3
3
6
7
4
6
4
3
Economic
development and
higher education
planning are linked
3
1(2)
1
2
3
1
2
1
1
Coordination and
consensus building
of government
agencies involved in
higher education
3
1
1
2
2
1
2
1
1
Link between
universities and
national authorities
3
1 (2)
1
2
2
2
2
2
1
INDICATORS
19
Knowledge
Connectedness
University not part of
national development
model/strategy
University part of
national development
model/strategy
No or marginal role
for new knowledge
in development model
Ancillary
Instrument
Central role
for new knowledge in
development model
Self-governance
Engine
20
1. Strong agreement (pact) about a development model
2. Mauritius is the only case study where country and
university has accepted that knowledge, and higher
education, is key to development.
3. The reorganisation of the Ministry of Education, and
linking Tertiary Education, Science, Research and
Technology reflects this changed thinking.
4. There is awareness, and policies, about the
importance of the knowledge economy approach
across ministries.
5. Question: is the pact strong enough and is the
university delivering on the pact?
21
22
• Burton Clarke refers to the ‘academic heartland’ and a ‘stronger
steering core’
• The universities in the HERANA sample are public and ‘flagship’
universities which claim in mission statements that they:
◦ have high academic ratings,
◦ are centres of academic excellence engaged in high quality
research and teaching, and
◦ contribute to development
• These are the key “knowledge institutions” in these countries
• Assumption: For a university to contribute to development it needs
a strong academic core
23
1. Increased enrolments in science, engineering and technology (SET)
– AU regards SET as a development driver
2. Increased postgraduate enrolments – knowledge economy
requires increasing numbers of workers with postgraduate
qualifications
3. Favourable academic staff-to-student ratio – workload should
allow for research and PhD supervision
4. High proportion of academic staff with PhDs – high correlation
(0.82 in South Africa) between doctorates and research output
5. Adequate research funding per academic – and from multiple
sources
24
1. High graduation rates in SET fields – not only must enrolments
increase, but also graduate output
2. Increased knowledge production (doctoral graduates) – for
reproduction of academic core, to produce academics for other
universities and for demand in other fields
3. Increased knowledge production (publications) – research
publications in ISI peer-reviewed journals
25
Target = 40% S&T enrolments
Science & technology
Business & management
Humanities and social sciences
100%
18%
80%
51%
33%
37%
26%
22%
42%
41%
41%
39%
26%
60%
40%
24%
33%
34%
27%
56%
20%
22%
27%
Botswana
Botswana
Mauritius
Mauritius
Cape Town
Cape Town
2001
2010
2001
2010
2001
2010
0%
26
Undergraduate
100%
Masters
1%
1%
9%
6%
Doctors
7%
20%
80%
60%
40%
90%
93%
73%
20%
0%
Botswana
Mauritius
Cape Town
27
13%
Life & physical sciences
36%
22%
13%
Health sciences
18%
28%
36%
Engineering
19%
30%
29%
Computer & math sciences
12%
10%
3%
Built environment
14%
Mauritius
10%
Agriculture
Botswana
Cape Town
6%
0%
0%
0%
5%
10%
15%
20%
25%
30%
35%
40%
28
Science & technology
All other fields
Total
1200
1000
800
600
1110
400
723
200
0
18
40
Botswana
58
40
49
387
9
Mauritius
Cape Town
29
Highest qualification levels of permanent academic staff
Mauritius
Botswana
Other
9%
Doctorate
45%
Masters
49%
Masters
46%
Cape Town
Other
12%
Masters
30%
Doctorate
58%
Doctorate
51%
Science & Technology
All other fields
Total
180
160
140
120
100
80
160
60
115
40
20
20
0
5
25
15
12
45
3
Botswana
Mauritius
Cape Town
31
1. The Web of Science (WoS) database, which is part of the ISI Web of
Knowledge and is produced by Thomson Reuters, could be
considered one of the most reputable international sources of
peer-reviewed research publications.
2. CREST (Stellenbosch) download into an Access database all papers
for the period 2008-2010 containing at least one Mauritian
author. Altogether 200 papers produced by Mauritius were
identified in this way for the period 2008-2010, of which 139
(70%) could be assigned to the University of Mauritius. A paper
refers to either an article or review paper.
3. It must be remembered that the WoS database was expanded
substantially in recent years, meaning that any increases in output
can also be partially explained in terms of new journal additions.
32
Botswana
160
Mauritius
1400
140
145
Cape Town
1000
100
108
107
80
28
800
600
71
62
40
20
Mauritius
1200
120
60
Botswana
36
400
200
30
0
0
2004
2006
2008
2010
2004
2006
2008
2010
33
100%
90%
80%
70%
60%
SET
Other Humanities
50%
Education
40%
Business and Commerce
30%
20%
10%
0%
2008
2009
2010
34
1 8000
1 6000
1 4000
1 3449
1 4184
14673
1 5423
1 5809
1 5936
1 3098
1 2000
1 0000
4 000
2000
9800
9 939
8003
8 353
1100
1 182
8 790
7763
8 000
6 000
5 164
5622
6 85
1 6684 Permanent
academics
5 528
5456
7 61
6 394
5 936
9 61
6483
6 660
9 69
1 104
11468 Doctoral
enrolments
9748
Research
publications
1 421
0
1996
1998
Doctoral enrolments
2000
2002
Doctoral graduates
2004
2006
R esearch publications
2 008
Doctoral
graduates
2010
Permanent academics
35
35
45.0%
40.0%
40.0%
Major expansion of higher
education has boosted PhD output
in many countries, shown here as
average annual growth of doctoral
degrees across all disciplines.
35.0%
30.0%
25.0%
20.0%
17.1%
15.0%
10.0%
5.0%
10.0%
8.5%
7.1%
6.4%
6.2%
6.2%
6.1%
5.2%
2.5%
0.0%
1.0%
0.0%
-2.2%
-5.0%
Source: Nature. International weekly journal in Science
1. Mauritius is not changing significantly from a
undergraduate teaching institution, to a knowledgeproducing institution
2. The strength in SET is shifting to business studies
3. On input indicators, UoM scores strongly on SET
enrolments and graduation
4. On output indicators, very strong on graduation rates,
but weak on doctoral production and research
(publication) output – which has significantly
increased, but from a low base. Very low international
collaboration
37
1. UoM is shifting from a strength in SET to becoming a
"typical" African undergraduate institution with too
large an enrolment in business studies – Mamdani's
commercialisation
2. As the key knowledge institution, should UoM be
competing with private institutions in business?
3. Is the pact strong enough to shift resources to
knowledge production (increase funding for research,
incentive structure for staff, low international
collaboration)
4. The knowledge production output variables of the
academic core indicate that UoM is not yet strong
enough to be a knowledge hub
38
1. TEC should, with international collaboration, consider a
Knolwedge Audit of the Muaritian HE system
2. The Audit could:
• Map the type and level of programme/skills produced
• Map knolwedge produced beyond ISI type publications
• Investigate ''connectivity" and "'connectivity meeting
places'"
• Develop a clearer "knolwdge role definition" for
instituions
3. Assemble high profile exteranal panel to advise on
Audit results
4. Strengthen HES analytical capacity in TEC
39
Books and reports
1.
Linking Higher Education and Economic Development: Implications for Africa
from three successful systems (Pillay)
2. Universities and Economic Development in Africa: Pact, academic core and
coordination (Cloete, Bailey, Maassen)
3. Universities and Economic Development in Africa: Key findings
(Cloete, Bailey, Bunting & Maassen)
4. Country and University Case Studies: Botswana (Bailey, Cloete, Pillay)
5. Country and University Case Studies: Ghana (Bailey, Cloete, Pillay)
6. Country and University Case Studies: Kenya (Bailey, Cloete, Pillay)
7. Country and University Case Studies: Mauritius (Bailey, Cloete, Pillay)
8. Country and University Case Studies: Mozambique (Bailey, Cloete, Pillay)
9. Country and University Case Studies: South Africa (Bailey, Cloete, Pillay)
10. Country and University Case Studies: Tanzania (Bailey, Cloete, Pillay)
11. Country and University Case Studies: Uganda (Bailey, Cloete, Pillay)