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Reforming Education SAES

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The document discusses reforms needed for education in South Asia. It notes that South Asia has a large population, many living in poverty, and that education is critical for economic and social development. However, the region faces twin problems of lack of access and lack of excellence in education. Enrollment rates are below universal levels, especially at secondary and tertiary levels. The document outlines several areas of concern for reforming education systems in South Asia, including increasing access and quality of education at all levels, improving employability, increasing collaboration and innovation, and addressing issues in higher education like rising demand, standards, and governance.

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Reforming the Education Landscape & Strategies forthe Future in South Asia
South Asia (SA)has one fifths of the world population Has the largest number of people living below poverty line Economic and social development cannot be achieved without optimizing human resources for which education is the critical factor. Illiteracy is one of the major causes impeding the development of the vast human resources of SA and the major factor for the regions economic backwardness and social imbalance. Twin problems : lack of access and excellence in education. Enrolment of children of primary school age far below universal level, with high levels of dropout. Situation at the secondary and tertiary level even worse. SAARC emphasized the importance of promotion of education Some facts. 2
Quantity- access Quality- excellence Disparities- equity & inclusion Costs- public, private, PPP , student financing Employability and Entrepreneurship Collaborations, Research and innovations Cross border higher education Technology in and for education Areas of concern.. 3
School Education 4 Universal access and good quality, free and compulsory education to all children in the age group of 6-14 years. GER for Elementary (I-VIII): 95.0 Retention: Reduce drop-out rates at elementary level and percentage of out of school children. Increase GER at secondary level and senior secondary level GER for Secondary (IX-X): 73.6 GER For Senior Secondary (IX-XIII): 49.1 Reduce drop-out rate . Raise over-all literacy and the reduce the gender gap in literacy Strong focus on learning outcomes Addressing residual, access and equity gaps Greater focus on Children With Special Needs (CSWN) Focus on Teacher Education Linkages with other sectors and programmes Partnership with community based organisations.
5 Children to master basic reading and numeracy skills by class-II and skills of critical thinking, expression and problem solving by class-V. Ensure quality secondary education with relevant skills including basic competency in Mathematics, Science, in Languages and Communication. Implement common curricula and syllabi of nationally accepted standard for Science, Maths and English in all schools in the country. Develop life skills including skills of critical and constructive thinking, use of ICT, organisation & leadership and community services. School Education- Contd
Rising demand for higher education not being met. Need to ensure equity in access. Involvement of private sector- robust regulation required. Universities rank poorly on international rankings-need to raise standards and create quality assurance mechanisms Poor employability of graduates- Disconnect between the market needs and higher education institutions has resulted in high levels of graduate unemployment and underemployment. Weak governance and low salaries are issues in retaining and attracting the sectors top talent. Female representation in leadership is low New generation of Diaspora and indigenous talent. Is there a potential for foreign providers to play a role? Some facts. Higher Education 6
Despite the diversity in the region, HE systems face similar problems and challenges. All countries confronted with similar domestic challenges. Many of the systems are undergoing restructuring in areas - funding, resources, governance , curriculum development & student financing One of the key developments is the increasing growth of trans- national education and cross-border exchange. Education is just one area of priority in South Asian economies, competing with several other policy agenda issues. Education is a public good, hence difficult to liberalise the sector HigherEducation in the region 7
8 665 Universities, 35829 Colleges and 11,443 Other Institutions (Diploma Level) Presence of a large private sector; (57 % enrolment in private aided & unaided institutions) Total students enrolment- 29.6 Million GER : 21.1 % presently; Target 30% by 2020 Public Expenditure on Education as percentage of GDP 3.80 % Public Expenditure on Higher Education as percentage of GDP 1.22% The State share of expenditure on education as percentage of GDP is declining and there is a need to step up their investment in education Overview of Higher Education in India
Strengths and Challenges Demographic dividend in an ageing world Challenges of Expansion, Equity and Excellence 12% of population in the year 2011 in 18-24 age group 12.8 million young persons are joining the working class every year Labour force in India to increase by 32 per cent over the next 20 years, while it will decline by 4.0 per cent in industrialized countries and by nearly 5.0 per cent in China. Large productive population 75% by 2025 Need to increase access Reducing regional, social, gender imbalances Faculty shortages Less number of accredited institutions Low emphasis on research and poor research output Low employability skills9
UNESCO reports that in South Asia there are just 74 females enrolled in tertiary education for every 100 males. As a whole, the region has made promising progress in improving womens access to higher education. There has been a considerable narrowing of the gap between male and female enrolment at all levels. Female participation 10
Quality of education a major concern in both the private and public sectors. Need for specific policy and a transparent, comprehensible set of rules and regulations for private education . Dearth of effective accreditation and quality assurance mechanisms- Finding viable solutions for credible, independent accreditation bodies is a high priority across the region. Standards in higher education are variable across the region, but SA as a whole remains well below the average in international rankings. Retaining talent is an issue in knowledge sectors, and the problem is more acute in higher education in SA- low salary levels Issues of weak governance. Transitory nature of leadershiphigh turnover amongst senior leadership makes it difficult for universities to implement long-term strategies for higher education. Quality of Education 11
An unfortunate by-product of the low quality of higher education both for the economies and the students themselvesis the low employability of graduates who emerge from the universities. Though there are exceptions, as a general rule, employers in South Asia are more inclined towards graduates from the large public universities. In particular, there has been criticism of the teaching methodology and students (even at tertiary levels) are not necessarily taught how to conduct independent research Employability 12
Policy-makers widely recognise the contribution that foreign providers can offer both to increase capacity and improve quality, However, each country in the region has a different view regarding the participation of foreign players. There is a smattering of international universities across South Asia, the involvement of universities is predominantly in the form of collaborations with existing institutions, though not always with the established public universities. Such arrangements currently exist in all countries in the region. Foreign participation 13
Shared core objectives : o Strengthen and upgrade the quality of higher education on offer o Expand capacity including through private or non-state higher education provision, and better regulation of the sector o Expand accessibility o Improve and build the independence of accreditation and quality assurance systems o Develop research, especially in science and technology o Improve standards of governance and enhance institutional autonomy o Leverage information and communications technology to expand accessibility to institutions and resources -mobile penetration, MOOCs o Ensure the marketplace relevance of degrees and improve employability levels for graduates Common goals and strategies 14
Massification of Higher Education Diversification of Higher Education Internationalization of Higher Education Marketization of Higher Education Institutional Restructuring Trading Autonomy for Accountability Academic Restructuring and Strengthening Research Capacities Changing Academic Profession Global Trends of HigherEducation 15
Changing landscapes in education-I 16 Free and compulsory elementary education -Rights based approach and student entitlements; Shift from literacy and basic education to secondary, higher, technical and professional education; Emphasis on quality at all levels; Importance of skills /vocational education and equivalence with formal education qualifications; Charter a path for socially and regionally equitable education ; Need for innovative ways of student financing; Empowering teachers, address teacher shortages at all levels; 21st Century challenges globalization and liberalization ; Education in human values , fostering social responsibility , engaging with community;
Changing landscapes in education- II 17 Evolve relevant curriculum with changes in learning theories and pedagogic practices; Importance of use of technology in education ; Lifelong education through distance and open education; Multi-disciplinary and inter-disciplinary nature of learning and knowledge; Focus on research & innovation; Participation of local bodies and civil society; Autonomy & Accountability; Efficient use of public resources and ways of enhancing private investment and funding.
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Reforming Education SAES

  • 1. Reforming the Education Landscape & Strategies forthe Future in South Asia
  • 2. South Asia (SA)has one fifths of the world population Has the largest number of people living below poverty line Economic and social development cannot be achieved without optimizing human resources for which education is the critical factor. Illiteracy is one of the major causes impeding the development of the vast human resources of SA and the major factor for the regions economic backwardness and social imbalance. Twin problems : lack of access and excellence in education. Enrolment of children of primary school age far below universal level, with high levels of dropout. Situation at the secondary and tertiary level even worse. SAARC emphasized the importance of promotion of education Some facts. 2
  • 3. Quantity- access Quality- excellence Disparities- equity & inclusion Costs- public, private, PPP , student financing Employability and Entrepreneurship Collaborations, Research and innovations Cross border higher education Technology in and for education Areas of concern.. 3
  • 4. School Education 4 Universal access and good quality, free and compulsory education to all children in the age group of 6-14 years. GER for Elementary (I-VIII): 95.0 Retention: Reduce drop-out rates at elementary level and percentage of out of school children. Increase GER at secondary level and senior secondary level GER for Secondary (IX-X): 73.6 GER For Senior Secondary (IX-XIII): 49.1 Reduce drop-out rate . Raise over-all literacy and the reduce the gender gap in literacy Strong focus on learning outcomes Addressing residual, access and equity gaps Greater focus on Children With Special Needs (CSWN) Focus on Teacher Education Linkages with other sectors and programmes Partnership with community based organisations.
  • 5. 5 Children to master basic reading and numeracy skills by class-II and skills of critical thinking, expression and problem solving by class-V. Ensure quality secondary education with relevant skills including basic competency in Mathematics, Science, in Languages and Communication. Implement common curricula and syllabi of nationally accepted standard for Science, Maths and English in all schools in the country. Develop life skills including skills of critical and constructive thinking, use of ICT, organisation & leadership and community services. School Education- Contd
  • 6. Rising demand for higher education not being met. Need to ensure equity in access. Involvement of private sector- robust regulation required. Universities rank poorly on international rankings-need to raise standards and create quality assurance mechanisms Poor employability of graduates- Disconnect between the market needs and higher education institutions has resulted in high levels of graduate unemployment and underemployment. Weak governance and low salaries are issues in retaining and attracting the sectors top talent. Female representation in leadership is low New generation of Diaspora and indigenous talent. Is there a potential for foreign providers to play a role? Some facts. Higher Education 6
  • 7. Despite the diversity in the region, HE systems face similar problems and challenges. All countries confronted with similar domestic challenges. Many of the systems are undergoing restructuring in areas - funding, resources, governance , curriculum development & student financing One of the key developments is the increasing growth of trans- national education and cross-border exchange. Education is just one area of priority in South Asian economies, competing with several other policy agenda issues. Education is a public good, hence difficult to liberalise the sector HigherEducation in the region 7
  • 8. 8 665 Universities, 35829 Colleges and 11,443 Other Institutions (Diploma Level) Presence of a large private sector; (57 % enrolment in private aided & unaided institutions) Total students enrolment- 29.6 Million GER : 21.1 % presently; Target 30% by 2020 Public Expenditure on Education as percentage of GDP 3.80 % Public Expenditure on Higher Education as percentage of GDP 1.22% The State share of expenditure on education as percentage of GDP is declining and there is a need to step up their investment in education Overview of Higher Education in India
  • 9. Strengths and Challenges Demographic dividend in an ageing world Challenges of Expansion, Equity and Excellence 12% of population in the year 2011 in 18-24 age group 12.8 million young persons are joining the working class every year Labour force in India to increase by 32 per cent over the next 20 years, while it will decline by 4.0 per cent in industrialized countries and by nearly 5.0 per cent in China. Large productive population 75% by 2025 Need to increase access Reducing regional, social, gender imbalances Faculty shortages Less number of accredited institutions Low emphasis on research and poor research output Low employability skills9
  • 10. UNESCO reports that in South Asia there are just 74 females enrolled in tertiary education for every 100 males. As a whole, the region has made promising progress in improving womens access to higher education. There has been a considerable narrowing of the gap between male and female enrolment at all levels. Female participation 10
  • 11. Quality of education a major concern in both the private and public sectors. Need for specific policy and a transparent, comprehensible set of rules and regulations for private education . Dearth of effective accreditation and quality assurance mechanisms- Finding viable solutions for credible, independent accreditation bodies is a high priority across the region. Standards in higher education are variable across the region, but SA as a whole remains well below the average in international rankings. Retaining talent is an issue in knowledge sectors, and the problem is more acute in higher education in SA- low salary levels Issues of weak governance. Transitory nature of leadershiphigh turnover amongst senior leadership makes it difficult for universities to implement long-term strategies for higher education. Quality of Education 11
  • 12. An unfortunate by-product of the low quality of higher education both for the economies and the students themselvesis the low employability of graduates who emerge from the universities. Though there are exceptions, as a general rule, employers in South Asia are more inclined towards graduates from the large public universities. In particular, there has been criticism of the teaching methodology and students (even at tertiary levels) are not necessarily taught how to conduct independent research Employability 12
  • 13. Policy-makers widely recognise the contribution that foreign providers can offer both to increase capacity and improve quality, However, each country in the region has a different view regarding the participation of foreign players. There is a smattering of international universities across South Asia, the involvement of universities is predominantly in the form of collaborations with existing institutions, though not always with the established public universities. Such arrangements currently exist in all countries in the region. Foreign participation 13
  • 14. Shared core objectives : o Strengthen and upgrade the quality of higher education on offer o Expand capacity including through private or non-state higher education provision, and better regulation of the sector o Expand accessibility o Improve and build the independence of accreditation and quality assurance systems o Develop research, especially in science and technology o Improve standards of governance and enhance institutional autonomy o Leverage information and communications technology to expand accessibility to institutions and resources -mobile penetration, MOOCs o Ensure the marketplace relevance of degrees and improve employability levels for graduates Common goals and strategies 14
  • 15. Massification of Higher Education Diversification of Higher Education Internationalization of Higher Education Marketization of Higher Education Institutional Restructuring Trading Autonomy for Accountability Academic Restructuring and Strengthening Research Capacities Changing Academic Profession Global Trends of HigherEducation 15
  • 16. Changing landscapes in education-I 16 Free and compulsory elementary education -Rights based approach and student entitlements; Shift from literacy and basic education to secondary, higher, technical and professional education; Emphasis on quality at all levels; Importance of skills /vocational education and equivalence with formal education qualifications; Charter a path for socially and regionally equitable education ; Need for innovative ways of student financing; Empowering teachers, address teacher shortages at all levels; 21st Century challenges globalization and liberalization ; Education in human values , fostering social responsibility , engaging with community;
  • 17. Changing landscapes in education- II 17 Evolve relevant curriculum with changes in learning theories and pedagogic practices; Importance of use of technology in education ; Lifelong education through distance and open education; Multi-disciplinary and inter-disciplinary nature of learning and knowledge; Focus on research & innovation; Participation of local bodies and civil society; Autonomy & Accountability; Efficient use of public resources and ways of enhancing private investment and funding.