First China-Latin America and Caribbean Seminar on University

Management and Leadership

Trends in Higher Education in Latin America and the Caribbean

Miguel J. Escala, D.Ed.

November 26, 2012

First: Latin America and the Caribbean

Fourth largest economy

(greater than Japan)

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

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

World Bank, 2010 data

Second: Higher Education in Latin America and the

Caribbean

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

MAIN FIGURES OF LATIN AMERICAN HIGHER EDUCATION

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.

MAIN FIGURES OF LATIN AMERICAN HIGHER EDUCATION

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

Some Bullets

Trends: In Higher Education in Latin America and the

Caribbean

Characteristics of HI ED Periods in LA (Rama, 2007)

 HI ED Model Political Model

Political Objectives

Instrument

 First Reform: Autonomy and co-

governmentPublic 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 marketRestrictions

to public education

Competing for studentes

Freedom of teaching

Competitiveness based on publicity and differences in

quality and cost.

 Third Reform:

InternationalizationTriple Model

(public – private – international)

Defensive national logic

Quality Assurance

SytemsAssociation of RectorsNew 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

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

General Trends

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

Guidelines from Plan of Action(based on Cartagena 2008)

More demand and expectationsMore accountability demands and

regulationsLess resourcesMore technology and technology

users

Trends very relevant for HI ED administrators (managers and leaders)

Each country has its own trends

AGUYJEDANK U ZEER

MERCI BEAUCOUPMÈSI ANPIL

MUCHAS GRACIASMUITO OBRIGADO

THANK YOU VERY MUCH非常感谢 ???