Some global trends in higher education and the OECD response Richard Yelland OECD Directorate for Education Mykolas Romeris University, Vilnius, Lithuania 17 April 2008

Tertiary education is growing … but in some places much faster than others

Growth in all tertiary qualifications The percentage of persons with a minimum of 2 years of tertiary education born in the period shown below (2005) EAG, 2007 A1.3a

Tertiary education is expensive…but in some places more so than in others

B6.2 Expenditure on educational core services, R&D and ancillary services in higher education institutions as a percentage of GDP (2004) % of GDP 1.Some levels of education are included with others. 2.Total expenditure at tertiary level including R&D expenditure 3.Year of reference Total expenditure at tertiary level excluding R&D expenditure The US spends more than twice as much per higher education student as the European Union.

Overall expenditure is rising, and so is expenditure per student In a few countries the change is significant, but it others it is small or even negative

Changes in the number of students as well as changes in expenditure on educational institutions per student, tertiary education (1995,2004) Index of change between 1995 and 2004 (1995=100, 2004 constant prices) B1.7b

Higher education is becoming an increasingly international concern … especially in the English-speaking countries

Student mobility in tertiary education (2005) Percentage of international students enrolled in tertiary education C3.1 Note: The data on the mobility of international students presented are not comparable with data on foreign students in tertiary education (defined on the basis of citizenship) presented in pre-2006 editions of Education at a Glance.

There are big differences in tuition fee policy, but fees are not the only cost factor for students and their families

Average annual tuition fees charged by public colleges and universities for full-time national students in US Dollars converted using PPPs (school year 2004/2005) Italy (56%) Austria (37%), Spain (43%), Czech Republic (41%), Denmark (57%), Finland (73%), Ireland (45%), Iceland (45%), Norway (76%), Poland (76%), Sweden (76%) Canada (m) Israel1 (55%) Australia (82%), Japan (41%), Korea (51%) United Kingdom1 (52%) New Zealand (79%), Netherland1s (59%) United States (64%) Belgium (Fr. and Fl.) (33%) Turkey (27%), France (m) USD B Public institutions do not exist at this level of education and most of the students are enrolled in government dependent institutions. This chart does not take into account grants, subsidies or loans that partially or fully offset the students’ tuition fees.

The relationship between fees, earnings and taxes is complex, but there is a clear advantage in being better educated

% of index A9.2 Relative earnings from employment (2005 or latest available year) By level of educational attainment and gender for 25-to-64-year-olds (upper secondary and post-secondary non-tertiary education=100) 1. Year of reference Year of reference Year of reference Year of reference 2005.

Some demographic trends

Birth rates well down on the 1960s

People live longer

Expected demographic changes within the population aged ( ) 2005= 100 A11.1

Expected demographic changes within the population aged 30 and over ( ) 2005= 100 A11.1

The OECD response… Policy analysis Data collection and indicator development Futures studies Capacity-building in governance, management and infrastructure Sharing good practice

Objective Recommend policies that ensure that capabilities of tertiary education contribute to countries’ economic and social goals A collaborative, cross-national process to: Synthesise research-based evidence on the impact of tertiary education policies and disseminate this knowledge among participating countries Identify innovative and successful policy initiatives and practices Facilitate exchanges of lessons and experiences among countries Identify policy options and the conditions under which they are successfully implemented OECD thematic review of tertiary education

Key features of Review A broad range of areas covered –Governance –Funding –Quality assurance –Equity –Role in research and innovation –Academic career –Links with the labour market –Internationalisation –Policy development and implementation 24 participating countries –14 of which hosted a country review visit

A wide range of stakeholders involved And … a range of outputs - 24 Country Background Reports (CBRs) - 14 Country Notes (Publication series) - Expert/Background papers commissioned - Qualitative data collected - Dissemination Conferences in countries - International Conference in Lisbon on 3-4 April 2008 Final Synthesis Report Tertiary education in the knowledge society (3 volumes) Brings together the evidence collected and materials produced through the OECD Review and presents the key findings and policy messages Key features of Review

Supporting the Contribution of Higher Education Institutions to Regional Development Respond to initiatives across OECD to mobilise HE in support to the ‘third mission’ of higher education Synthesise experience into coherent body of policy and practice to guide HEIs and regional and national governments Globally competitive, locally engaged: higher education and regions OECD 2007

An abundance of action in most regions, but a lack of systematic policies Lack of funding and other incentives Limited co-operation among HEIs and between HEIs and stakeholders Focus on research, technology transfer, business-related competitiveness Human capital development ”knowledge transfer on legs” often neglected HEIs’ role as ”good citizens” – their contribution to social, cultural and environmental development - not yet embraced Common challenge: what to do with low tech SMEs? Inadequate indicators to measure progress Principal findings

Higher education facilities These trends have profound implications for infrastructure investment: Forthcoming conference Higher education: Spaces and Places For Learning, Innovation and Knowledge Transfer May 2008, Otaniemi, Espoo, Finland Organised by the Programme on Educational Building (PEB)

A focus on quality OECD Education Ministers’ meeting Athens June 2006 OECD/UNESCO guidelines on cross-border tertiary education Proposed international assessment of higher education outcomes IMHE Conference Paris 8-10 September 2008 –Outcomes of higher education: quality, relevance and impact

Some international drivers United States: the Spellings Commission; a culture of testing Europe: the Bologna Process; the development of learning outcomes; the ‘Tuning’ project Japan and Korea: loss of confidence in the quality of higher education China: demand from consumers and those advising them Australia: the development of an export industry

AHELO feasibility study …to assess whether reliable cross-national comparisons of higher education learning outcomes are scientifically possible and whether their implementation is feasible –At Bachelor degree level Cross-disciplinary skills (critical thinking, problem solving) Discipline-specific (eg engineering) –Choices for the feasibility study choose from existing instruments develop new assessment material –Implementation in 5 institutions in 3-6 countries across multiple languages Countries to determine further steps on the basis of the findings

Tertiary education in the knowledge society, 2008 Education at a Glance 2007: OECD Indicators Higher Education and Regions: Globally Competitive, Locally Engaged, 2007 Cross-border Tertiary Education: A Way towards Capacity Development, 2007 Giving Knowledge for Free: The Emergence of Open Educational Resources, 2007 PEB Compendium of Exemplary Educational Facilities: 3rd Edition, 2006 Guidelines for Quality Provision in Cross-border Higher Education, 2005 Education Policy Analysis: Focus on Higher Education Edition E-learning in Tertiary Education: Where Do We Stand? 2005 Reviews of National Policies for Higher or Tertiary Education: Higher Education Management and Policy Key publications on HE

Thank you