1. Trends in Higher Education in Latin America and the Caribbean Miguel J. Escala, D.Ed. November 26, 2012 Trends in Higher Education in Latin America and the Caribbean Miguel J. Escala, D.Ed. November 26, 2012

5.  46 countries, territories, departments  5 official European languages  Hundreds of Amerindian languages (some official languages)  Several “new languages” (i.e., Creole, papiamento)  Several races, and several combinations of races

6.  Population, total (millions) 582.5  Life expectancy at birth, total (years) 74  Mortality rate, infant (per 1,000 live births) 17  Literacy rate, adult female (% of females ages 15 and above) 91  Literacy rate, adult male (% of males ages 15 and above) 92

8. Higher Education Institutions in Latin America  1950 : 75 1985 : 450  1975 : 330 1995 : 812 (319 public, 493 private)  Today: more than 2000 Students of HE in Latin America  1950 : 267.000 1990 : 7.350.000  1970 : 1.640.000 2000 : 11.500.000  1980 : 4.930.000 2005 : 15.293.181

9. Higher Education Gross Enrolments Ratio (GER) 1950 : 2,0% 1990 : 17,1% 1970 : 6,3% 2000 : 19,0% 1980 : 13,8% 2003 : 28,7% (IESALC) ` GER in developed countries: between 50 and 88% Europe : 56/88 % - EE.UU.: 82 %  Sources: N. Fernández Lamarra, 2008. UNESCO, Institute of Statistics, 2007. GUNI, 2008. IESALC. F. López Segrera, 2007.

10.  English Caribbean HiEd: With British Influence has a multinational institution: The University of the West Indies (UWI) (main campuses in Jamaica, Trinidad and Barbados; an Open Campus)  32 public LA universities participate in the network of “macro-universities”.  Laureate International Universities (a for profit corporation) owns 30 institutions in 8 countries

12. Characteristics of HI ED Periods in LA (Rama, 2007) HI ED ModelPolitical Model Political Objectives Instrument First Reform: Autonomy and co- government Public monopoly Public logic Autonomy Funds request Government in charge of education Political struggles. Alliances with students and political parties Second Reform: Dual Model public – private Mercantilization Diversification. Private Logic Free market Restrictions to public education Competing for studentes Freedom of teaching Competitiveness based on publicity and differences in quality and cost. Third Reform: Internationalization Triple Model (public – private – international) Defensive national logic Quality Assurance Sytems Association of Rectors New role of the Government Search of national and international public regulations. Coverage increase. Education as an international public good International Alliances Transborder education Graduate Education New International Competence University Reengineering

13.  Massive social demand for higher education.  Tremendous impact of new technologies in redefining learning spaces.  Development of new, interdisciplinary-based areas of knowledge, which are replacing traditional curricula and degrees.  Severe reduction of governmental financial resources, increase mercantilization.  Rise of assessment mechanisms, record keeping and accreditation tools that rate the performance of institutions, programs and people Retrieved from: www.oui-iohe.org/en/blog/?p=2510 www.oui-iohe.org/en/blog/?p=2510  Massive social demand for higher education.  Tremendous impact of new technologies in redefining learning spaces.  Development of new, interdisciplinary-based areas of knowledge, which are replacing traditional curricula and degrees.  Severe reduction of governmental financial resources, increase mercantilization.  Rise of assessment mechanisms, record keeping and accreditation tools that rate the performance of institutions, programs and people Retrieved from: www.oui-iohe.org/en/blog/?p=2510 www.oui-iohe.org/en/blog/?p=2510

14.  1.- Expanding Higher Education undergraduate and graduate levels with quality, relevance, and social inclusion;  2.- Promoting accreditation, assessment, and quality assurance policies;  3.- Encouraging educational innovation and research at all levels;  4.- Building a regional agenda for science, technology, and innovation in order to overcome disparities and promote sustainable development of Latin America and the Caribbean (LAC), in accordance to the general policies of Member States;  5.- Supporting regional Latin American and Caribbean integration as well as the internationalization of higher education through the construction of ENLACES – Latin America and the Caribbean Area for Higher Education, among another initiatives.  http://www.iesalc.unesco.org.ve/docs/boletines/boletinnro168/planofaction.pdf http://www.iesalc.unesco.org.ve/docs/boletines/boletinnro168/planofaction.pdf  1.- Expanding Higher Education undergraduate and graduate levels with quality, relevance, and social inclusion;  2.- Promoting accreditation, assessment, and quality assurance policies;  3.- Encouraging educational innovation and research at all levels;  4.- Building a regional agenda for science, technology, and innovation in order to overcome disparities and promote sustainable development of Latin America and the Caribbean (LAC), in accordance to the general policies of Member States;  5.- Supporting regional Latin American and Caribbean integration as well as the internationalization of higher education through the construction of ENLACES – Latin America and the Caribbean Area for Higher Education, among another initiatives.  http://www.iesalc.unesco.org.ve/docs/boletines/boletinnro168/planofaction.pdf http://www.iesalc.unesco.org.ve/docs/boletines/boletinnro168/planofaction.pdf

15.  More demand and expectations  More accountability demands and regulations  Less resources  More technology and technology users  More demand and expectations  More accountability demands and regulations  Less resources  More technology and technology users