1. The Promise and Problems of Higher Education in Fragile Regions Joseph B. Berger & Katherine Edmund Hudson University of Massachusetts Amherst

2. Introduction Growing attention to the relationship between fragility and education Ideally, education mitigates the conditions that create and sustain fragility Evidence that education can also contribute to fragility (Dupuy, 2008; INEE, 2010).

3. Introduction Most empirical and conceptual work has focused on the relationship between fragility and primary/basic education Little emphasis on the entire sector including post-basic education sub-sectors in secondary, vocational and tertiary education.

4. A “Post-Basic” Approach In order to improve the positive impact of education on fragility “focus on primary/basic education is not sufficient” (INEE, 2010, p. 13) More attention needs to be given to other sub-sectors – including higher education Higher education is woefully under-resourced and under-developed in developing nations (The Task Force On Higher Education And Society, 2000; World Bank, 2002; Bloom, Canning & Chan, 2005; INEE, 2010)

5. Statement of the Problem 852 million people ages 18-24 Only 150 million in this age group receive higher education In areas affected by disasters and crisis, primary education, and more recently, secondary education, are typically prioritized and funded over tertiary or higher level education, and the enrollment rate in higher education institutions is even lower. (Pankratov, 2010)

6. Purpose Therefore, the purpose of this paper is to examine the relationship between fragility and Higher Education by: – Applying concepts from emerging studies that examine fragility and basic education; – Examining Afghanistan as an example case; and – Identifying lessons learned and future directions.

7. Higher Education’s Role in Mitigating or Exacerbating Fragility Related to many complex and nuanced inter-relationships among: – educational structures – policies – planning, – programming, – individual agents

8. Defining Fragility The lack of capacity or willingness of a government to perform key state functions for the benefit of all (OECD) Five stages – Arrested development – Deterioration – Crisis – Post-crisis transition – Early recovery

9. Challenges for Higher Education in Response to Fragility Access vs. Quality Social Inequities – gender, rural, and ethnic International Standards vs. Local Capacity/Demand Centralization vs. De-centralization Infrastructure – Facilities, Curriculum, Staff Financing

10. Promise of Higher Education in Response to Fragility Public Good – Building Institutional Capacity – Nation Building – Citizen Development – Leader Development – Workforce Development Private Good – Credentials – Material, Political and Symbolic Return on Investment

11. The Case of Afghanistan Dramatic deteriorization of tertiary education over time 1990 - 24,333 (total student population) 1995 - 17,370 2001 - 7,881 Less than 2 percent of the population over 25 years of age has any tertiary education (Afghanistan NHESP, 2010)

12. The Case of Afghanistan Rapid growth in enrollment post-secondary education 2003 - 34,000 students 2009 - 62,000 students By 2010 - 100,000 high school graduates By 2014 - 600,000 high school graduates 2009 - Total budget for the 22 universities was $35 million, averaging about $1.5 million per institution. Highly centralized system Developing, unregulated private sector

13. Initial Efforts at Improvement Development of a national Strategic Plan Increasing numbers of universities in new areas Increased access (particularly for women) Numerous donor-driven projects Reverse “brain drain”

14. Initial Efforts at Improvement Focus on professional fields with capacity to have multiplier effects in other domains – Teacher Training – Public Health – Public Administration

15. Remaining Challenges Finances – level of funding and de-centralized control Infrastructure – facilities, materials, faculty qualifications, and relevant curricula Sector-wide collaboration Donor coordination

16. Remaining Challenges Geographic disparities On-going insurgency and violence Dashed expectations – misalignment of access and opportunity Public vs. private good tensions

17. Recommendations Develop sector-wide approaches with increased donor coordination Apply the Progressive Framework to Higher Education Invest in targeted professional fields that have immediate and long-term multiplier effects in other sectors and domains Coordinate access with opportunity to earn and contribute (attend to private as well as public goods)

18. Recommendations Adapt, rather adopt, models and approaches from other contexts Engage in “user-Inspired” research to tap local expertise Use higher education to facilitate “reverse brain drain” Supplement and support initial humanitarian approaches with long-term capacity development

19. Thank You Joseph B. Berger jbberger@educ.umass.edu Katherine E. Hudson khudson@educ.umass.edu

20. Approaches to Fragility - Progressive Framework Progressively expand support for education in fragile states to make progress towards achievement of MDGs and to reduce fragility (FTI, 2008) – Sector Planning & Coordination – Resource Mobilization – Service Delivery – Student Flows – Stabilization and Fragility Reduction