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Report: Reimagining tertiary education: from binary system to ecosystem

Informe: Reimaginando la educación terciaria: del sistema binario al ecosistema
Autores: Stephen Parker , Andrew Dempster , Mark Warburton/KPMG

Resumen: Nuestra nación necesita ir más allá de una distinción inestable y pasada de moda entre la educación superior y la EFP, y establecer las condiciones para que los proveedores de servicios postsecundarios puedan innovar de manera más simple y al mismo tiempo garantizar la protección de los intereses de las partes interesadas. Necesitamos pasar del sistema binario al ecosistema, con una mayor diversidad de proveedores, organizados en torno a la columna vertebral de un Marco de Cualificaciones Australiano revisado (AQF) y requisitos legislativos que tratan a los proveedores por igual. Podríamos imaginar el ecosistema terciario no como uno estratificado, jerárquico, sino como volteado de lado, con diferentes tipos de proveedores, cada uno de los cuales aspira a ser el mejor de su tipo: el mejor en su clase. Este ecosistema debe ser respaldado por fondos públicos: la experiencia muestra que los mercados privados por sí solos no ofrecerán los resultados de educación y capacitación que buscamos en su conjunto. Pero los criterios sobre los cuales se conceden los fondos públicos y los préstamos contingentes a los ingresos deben ser explícitos, y esos principios se aplican por igual a los proveedores públicos y privados aptos y adecuados que ofrecen programas similares con niveles de calidad similares. El ecosistema para compartir conocimiento e impartir habilidades debe ser moldeado por los cuatro principios de avance de la innovación, la equidad, la eficiencia y la sociedad civil. Hacemos 10 amplias recomendaciones, que se implementarán por etapas, basadas en la premisa de que nadie sabe realmente qué depara el futuro, y por lo tanto las condiciones deben crearse para la innovación institucional, para maximizar nuestras perspectivas.

Our nation needs to move beyond an unstable and outmoded distinction between higher education and VET, and set the conditions whereby post-secondary providers can innovate more simply whilst ensuring that stakeholders’ interests are protected.

We need to move from binary system to ecosystem, with more diversity of providers, organised around the backbone of a revised Australian Qualifications Framework (AQF) and legislative requirements which treat like providers alike.

We could imagine the tertiary ecosystem not as a stratified, hierarchical one, but as flipped on its side, with different types of providers each aiming to be best of their type: best in class.

This ecosystem must be supported by public funds: experience shows that private markets alone will fail to deliver the education and training outcomes we seek as a whole.

But the criteria on which public funds and income-contingent loans are granted need to be explicit, and those principles then applied equally to fit and proper public and private providers offering similar programs at similar levels of quality.

The ecosystem for sharing knowledge and imparting skills needs to be shaped by the four principles of advancing innovation, fairness, efficiency and civil society.

We make 10 broad recommendations, to be implemented in stages, based on the premise that no one really knows what the future holds, and therefore the conditions must be created for institutional innovation, to maximise our prospects.

PUBLICATION DETAILS
Language: English
License Type: All Rights Reserved
Published year only: 2018
Descargar en: https://home.kpmg.com/content/dam/kpmg/au/pdf/2018/reimagining-tertiary-education-executive-summary.pdf
Fuente: http://apo.org.au/node/184781
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Jamaica: Gov’t Looking to Create Integrated Higher Education System

Jamaica/ May 15, 2018/By Rochelle Williams/Source: http://jis.gov.jm

The Government is looking to create an Integrated Higher Education System for Jamaica (IHES-J) aimed at better aligning training to industry demands.

Portfolio Minister, Senator the Hon. Ruel Reid, made the disclosure while addressing the opening of the Ministry’s inaugural Higher Education Summit on May 10 at the Jamaica Pegasus Hotel in New Kingston.

“This integration is expected to be supported with policies and systems to support greater autonomy, greater alignment to industry and a flexible approach to funding to support the needs of the institutions, while ensuring that students are being trained in areas that are required by industry and will ultimately impact the economy,” he said.

He said that despite deliberations over the years, limited progress has been made in addressing the need for greater integration of education and training.

“Our hope is that coming out of these discussions (at the summit) we will be able to agree on the needed and significant steps forward together,” he said.

The two-day summit, under the theme: ‘Education 4.0: Disrupting Tradition…Transforming Jamaica,’ provided a platform for stakeholders to discuss and provide feedback on a number of issues critical to the development of the higher education sector.

From the consultations, the Ministry will seek to establish a declaration, which will encapsulate the core principles around which the Government will be able to define and pass legislation with regards to matters of governance, quality assurance and regulation of higher education.

In his address, Senator Reid highlighted the importance of higher education to the development of the country.

He said that among the national imperatives are: to increase the percentage of eligible cohort holding the minimum of a bachelor’s degree from 15 per cent to 80 per cent; remove barriers to access; and ensure that institutions are responsive to the changing dynamics and requirements of the labour market.

Permanent Secretary in the Ministry, Dean-Roy Bernard, in his contribution, stressed that a key objective of the deliberations is to ensure that higher education is supporting the economic growth agenda.

“We hear many times of the 67 per cent of our workforce that are untrained and uncertified. This summit is to ensure that we are reducing those numbers rapidly,” he said.

Over the two days, experts in education and industry made presentations on a range of topics including: ‘Higher Education, Governance and the Oversight Framework’; ‘Autonomy within the Higher Education Sector’; ‘Funding the Higher Education Sector’; and ‘Relevance, Innovation and Leadership.’

Among those in attendance were members of external quality assurance body, University Council of Jamaica (UCJ); regulatory body, Jamaica Tertiary Education Commission (J-TEC); the Council of Community Colleges of Jamaica (CCCJ) and their member institutions; and student representatives

Source:

Gov’t Looking to Create Integrated Higher Education System

 

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South African students not prepared for tertiary education, says study

South African/August 8, 2017/By: Suthentira Govender / Source: https://www.businesslive.co.za

Not being happy with your study choice and failing schools standards are some of the reasons South African students have given for feeling unprepared for tertiary education, according to a new study

This revelation is contained in the latest PPS Student Confidence Index survey conducted among nearly 2‚500 students in fourth year and above‚ pursuing qualifications in engineering‚ medicine‚ law or accounting.

According to the survey‚ less than half those surveyed felt prepared for the transition from school to higher education institutions. This represents an 8% decline from 2016‚ and marks the first time in three years — since the survey was started — that the percentage has dropped below 50%.

Motshabi Nomvete‚ PPS spokeperson, believes the implications «of this lack of preparedness is no doubt contributing to the fact that 47.9% of university students do not complete their degrees as determined in the latest [2015] report by the Department of Higher Education».

She said there needs to be more engagement by the corporate sector and professional bodies with government on school curriculums to ensure the divide between secondary and tertiary education levels is reduced.

Prof Labby Ramrathan‚ based at the University of KwaZulu-Natal’s school of education‚ said the school-to-university transition «is a complex phenomenon that has many facets». «The emotional facet of being prepared or not for this transition cannot be used as any substantive argument for the high rate of dropout from universities.»

Ramrathan said the drop in percentage of students being ready for tertiary education «is related to the confidence in being able to access their study programme of choice and this is, I believe‚ what may have resulted in their lower levels of confidence in transition from school to university».

«There are a number of studies that have pointed to‚ among other [things]‚ being admitted to programmes that were not the student’s first choice as a reason for high levels of student dropout. Students have the potential to succeed‚ but there are several factors, including institutional‚ personal and academic‚ that contribute to the high rate of student dropout‚» added Ramrathan.

Another education expert‚ Prof Wayne Hugo‚ said: «At the heart of it lies the following problem: school standards are struggling to keep up to scratch for university level study.»

«Universities accept students who they know are not university-ready because they know the school system is struggling and so they put in all sorts of foundation and assistance programmes that help the student,» he said. «By the time it comes to actually graduate‚ the openness and support has come to an end and the student must display full university standards. By then‚ some of our students have caught up … but those who have not experience a rude awakening.»

Hugo added that the Fees Must Fall campaign had «a terrible physical and psychological toll on students and lecturers alike‚ resulting in an increased divide and less energy and commitment».

Source:

https://www.businesslive.co.za/bd/national/education/2017-08-07-sa-students-not-prepared-for-tertiary-education-says-study/

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Jamaica: Community Colleges Providing Access to Affordable Tertiary Education

Jamaica/  July 4, 2017/By Judith Hunter/Source: http://jis.gov.jm

With a student population of between 10,000 and 12,000 in any given year, Jamaica’s community colleges have become a game changer in tertiary landscape.

In 1974, they were established to accommodate students pursuing sixth form studies.

Forty-three years later, the system has transformed into one of the most affordable, flexible and accessible means to tertiary education, offering to Jamaicans a variety of programmes ranging from continuing education, short courses, postgraduate diplomas, Associate and Bachelor’s degree.

Executive Director of the Council of Community Colleges of Jamaica (CCCJ), Dr. Donna Powell Wilson, tells JIS News that the programmes offered by the community colleges are some of the most affordable in the country. “We are not cheap but very affordable.

The cost to pursue a two-year Associate Degree is close to what a student will pay for one year of studies at a local university,” she says. She points out that community colleges have forged partnerships with local, regional and international institutions, to offer programmes to meet the educational needs of Jamaicans.

Memorandums of Understanding (MOUs) have been established with institutions such as Jamaica Theological Seminary, University of Technology, University of the West Indies and Monroe College in the United States.

Dr. Powell Wilson says that under the MOU with Monroe College, credits can be transferred to pursue a Bachelor’s degree, which means community colleges graduates will not have to redo the programmes, when they enrol in these institutions.

“We form associations with other institutions, so that our students are not at a disadvantage if they want to further their studies,” she says.

The local community colleges have also extended their offerings through franchising regionally to Anguilla, the Turks and Caicos and the Bahamas Baptist Community College.

Dr. Powell Wilson points out that in response to the emerging needs of the local economy, the CCCJ has just completed the development of a logistics supply chain management programme in collaboration with the Niagara College and the Marine University of Newfoundland, Canada.

This, she says, is sponsored by the CARICOM Education for Employment Programme.

She adds that the CCCJ is working on developing a partnership with Hocking College in the United States so as to offer different types of programmes to students.

Meanwhile, Principal of Knox Community College and President of the Association of Principals and Vice Principals of Community Colleges, Dr. Gordon Cowans, says that one of the challenges is informing persons that tertiary education is accessible to every Jamaican.

“Tertiary education is in the reach of all Jamaicans irrespective of your age or academic performance. We have coverage for the island, we have programmes to meet each and every Jamaican who want to better their professional or academic experience. The CCCJ is responding to today’s challenges creating tomorrow’s opportunities,” he says.

Meanwhile, Principal of Excelsior Community College in Kingston and Chair of the Curriculum Development Committee in the CCCJ, Philmore McCarthy, tells JIS News that in an effort to strategically coordinate the work of the community colleges, the CCCJ was established in 2001 through an Act in Parliament.

Mr. McCarthy says that the main functions of the Council are to draft regulations to govern operations; standardise the offerings; and ensure that the community colleges maintain quality standards.

“They also work with the University Council of Jamaica (UCJ) and use their standards to develop programme, hence majority of our programmes are accredited,” he points out.

The CCCJ members are made up of representatives from community colleges, other local tertiary institutions, the private sector and HEART Trust/NTA.

The community college system boasts a two plus two model and according to Mr. McCarthy, under this model, a student has the opportunity for the first two years to pursue an Associate Degree and the other two years to gain a Bachelor’s Degree.

“We are geared towards preparing our students for the workplace and for industries, as well as persons who want to go on to further studies. You find that a person will come in and do two years, go back to work and then they would come back to complete another two years for their Bachelor’s Degree,” he explains . Students have access to programmes in areas such as engineering, technology, business, hospitality and tourism management, agriculture, education (trainers of primary school teachers), humanities – criminal justice, social work, logistics, business process outsourcing and management.

To pursue an Associate Degree, individuals are required to have five Caribbean Secondary Education Certificate (CSEC) subjects, inclusive of Mathematics and English or its equivalent. For a Bachelor’s Degree, an Associate Degree from an accredited programme is required.

There are eight community colleges in Jamaica in 25 different locations across the island. They are the Bethlehem Moravian College, Moneague College, the College of Agriculture, Science and Education (CASE), Excelsior Community College, Montego Bay Community College, Brown’s Town Community College, Portmore Community College and Knox Community College.

Source:

Community Colleges Providing Access to Affordable Tertiary Education

 

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