CURRENT CHALLENGES AS HIGHER EDUCATION MOVES FROM ELIT TO MASS EDUCATION: RESPONDING TO RESOURCE NEEDS AND STAKEHOLDERS EXPECTATION By Mouhamad Mpezamihigo, PhD, Vice Rector (Academics) Islamic University in Uganda and Council Member, Uganda National Council for Higher Education, Paper presented to IQA Conference in N. Cyprus 28 th to 29 th May 2015

 Current challenges  Elit to Mass Education  Resource base Versus resource needs  Stakeholder expectations (individual, Institution, Employer, Nation, Society, Global)  Technology adoption in higher education  Way forward Presentation Overview

Reflection on basic pillars of Education Prof. Harry Kaane, Secretary of Higher Education, Science and Technology, representing Permanent Secretary, Ministry of Higher Education, Science and Technology-Kenya stated on 23/5/2011 detailed four pillars of education, namely: 1)Access and equity, 2)Relevance and quality of outcomes, 3)Efficiency and 4)Sustainable financing of Higher Education (Mpezamihigo, M. (2011). Reflections of Day 1 of the DAAD/IUCEA 1 st High Level Forum on quality Management in the East African Region, KSMS, Nairobi, Kenya.)

Trends in Higher Education in the 21 st Century 21 st Century is characterized by new demands on universities and other higher education institutions arising from changes in the world economic and political order impacting on higher education An increase in private higher education provision compared to the traditional public service provision Call for efficiency and quality services in education and import of private company model of operation (Mpezamihigo M., 2013) Gross Enrollment Ratio is on the increase although there is disparity between regions of the World

Global Gross Enrollment Ratio, Tertiary ( Adapted from World Bank, 2013 ) Source: UNESCO Institute for Statistics in EdStats, Nov Note: Data displayed is for the latest available year ( ) The maps displayed were produced by EdStats. The boundaries, colors, denominations and any other information shown on this map do not imply, on the part of the World Bank Group, any judgment on the legal status of any territory, or any endorsement or acceptance of such boundaries. The maps are for reference only.

Global Gross Enrolment Rates (GER)  Around 30% of tertiary age youth were enrolled in tertiary education 2010 (a 10 percentage point improvement over 2000 (19%).  ECA has consistently had the highest tertiary more than doubled its tertiary GER over time.  GERs of any region, and. Over half (55.6%) of tertiary age youth were enrolled in 2010 which is a 17 percentage point increase over  SSA lags behind other regions with 6.8% of youth enrolled in (Adapted from: World Bank Tertiary Global Report, 2013) Almost ¾ of tertiary age youth around the world are not enrolled in tertiary education.

7 Staff motivation Policy formulation University Administration Funding Industry inputs Community Inputs Collaborating/Competing institutions Student interests Training, Accountability, Dissemination, Employability, Benchmarking, Good Practices, Governance, Facilities and infrastructure Administration and Management COMPLEX INTERRACTION IN HIGHER EDUCATION INSTITUTIONS Source: M. Mpezamihigo, (2006)

 Cost of education- studies have shown that its now more expensive to undertake H.E. than 20 years ago where many States took that responsibility  Staff capacity and development- For most professionals these still lack  Competency-skills based education- What is the education for? Mere status, competency and skills development?  Higher education regulation, accreditation and licensing- There is more regulation and need to meet both national and international minimum standards  Demands for the job market and national needs- Many countries now want H.E. especially public to align their research and teaching agenda to National job and development needs (relevance of the academic programmes)  Quality assurance needs- Beyond the routine teaching and research activities, H.E. Institutions are now required to have in place systems that will ensure quality compliance in all processes both administrative and academic Manifestations in Higher Education

 Student profiles, needs and demographics  Technology changes  Leadership and succession  Social and economic situation in higher education  Education systems harmonization  Lack of adequate facilities/Infrastructure  Staff remuneration  Lack of comprehensive internal quality assurance mechanisms  Unplanned and unexpected H.E expansion Other Manifestations in Higher Education

 Low Levels of Research Activities In Universities  Poor Governance (including financial management)  High cost of education (the unit cost) is on average 29%  Disparity on Equity, Access and Social Justice  Alignment to government Manifestations Continued…

Stakeholder Expectations Stakeholders Student, guardian/parent, government, employer, public/society Student Perspective Value for money, quality and relevant education conveniently received within the expected time period

 Internationalization of Higher Education Linkages Student Exchange Staff exchange Research Collaboration E-Learning Suggested Way Forward…Con’d

Higher Education Funds Source Diversification  Own corporations, business companies  External research grants, innovations funding  Commercial and Consultancy activities  Establish Endowments  Alumni Engagement and other philanthropists  Government subventions and tax waivers  Efficiency and effectiveness of available resources

Technology in Higher Education Sourhttp:// 28 th May 2015 at 07:10

 Change and innovation management  Cross institutional Collaboration  Focus on measuring learning (student centred)  Open education resources (public domain access)  Blended learning (face to face and online mixture)  Redesigning the learning space Technology Adoption in Higher Education

 YODAK Team for the opportunity and invitation and facilitation  Hospitality Team  Participants for your attention  Islamic University in Uganda for allowing me to attend Appreciation