UNESCOOECD Australia Forum on Trade in Educational Services 1112 October 2004 Sydney, Australia Buil

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UNESCO/OECD Australia Forum on Trade in
Educational Services11-12 October 2004Sydney,
AustraliaBuilding Capacity for Education Trough
Cross-Border Provision
Bernard Hugonnier OECD Deputy Director for
Education
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Outline

• Contextualisation of this work within the mandate
  of the OCDE
• OECD contribution to the development of non OECD
  countries trough its work on education
• Internationalisation and trade in higher
  education and capacity building
• Sydney
• What will be next

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OECD strategic objectives

• Domestic agenda
• Promote Economic Growth, Financial Stability and
  Structural Adjustment
• Provide Employment Opportunities for All, Improve
  Human Capital and Social Cohesion and Promote a
  Sustainable Environment
• Enhance Public and Private Sector Governance
• International agenda
• Contribute to the Development of Non-Member
  Economies
• Contribute to Shaping Globalisation for the
  Benefit of All through the Expansion of Trade and
  Investment

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OECD education work is contributing to
the development of non-members

• The OECD is contributing in the following areas
• Educational systems (Reviews)
• Helping countries to improve the efficiency of
  the systems through peer reviews
• Statistical system (WEI, IE)
• World education Indicators (WEI) helping
  countries to develop efficient statistical system
  allowing the monitoring of outcomes and
  international comparisons
• Inclusive Education (IE)
• Helping countries to develop means to address the
  special needs of children with organic
  disabilities, learning difficulties or social
  disadvantages

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OECD education work is contributing to
the development of non-members

• Evaluation and assessment (PISA, Reviews)
• Helping countries to set goals, objectives and
  standards to introduce regular performance
  assessment aiming at enhancing the efficiency of
  educational systems, improve student performance
  and effectiveness of teachers and schools
• Higher education
• Helping to improve the management of higher
  education institutions

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ITHE and the developing world

• Internationalisation and trade of higher
  education (ITHE) contribute to the wealth of
  developing nations in the following areas
• Development, modernisation and quality
  improvement of higher education through
• The development of trained professionals
• Updating programmes and curricula
• Creation of new institutions
• Enhancing competition between institutions
• Development of quality assurance and
  qualification recognition agencies
• Absorption capacity of tertiary education
• University research capacity
• Knowledge accumulation and technology transfer
• Human capital (skilled workers)
• Modernisation of the economy and society
• Enhancing trade and international direct
  investment
• Migration of high skilled labor
• Capacity in trade in H.E.
• Internationalisation and Trade in higher
  Education, Opportunities and Challenges, OECD
  2004

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ITHE and the developing world

• Internationalisation and trade of higher
  education (ITHE) contribute to the wealth of
  developing nations provided that
• Foreign provision meet the needs of the importing
  country (economic, social and cultural needs)
• The brain drain risk is minimised
• The education gap between the least developed
  countries and the other developing countries is
  mitigated thanks to appropriate development aid
  in education
• Learners are protected from low-quality provision
  and qualifications
• Strong quality assurance and accreditation
  systems exist
• High international validity and portability of
  qualifications prevail
• International co-operation among national quality
  assurance and accreditation agencies is increased
• The risk for the stability and continuity of the
  education system is limited

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ITHE and the developing world

• Main challenges for policy makers in OECD
  countries
• How can they ensure that increasingly autonomous
  institutions will deliver the governments
  education and social policy agenda?
• Is not this challenge even more difficult with an
  increasing cross-border HE?
• How can they ensure that the public interest is
  adequately represented?
• Would the situation improve with cross-border
  education increasing?
• How can they ensure that financial incentives
  introduced for policy purposes do not cause HEIs
  to act sub-optimally reducing diversity and
  responsibility and perhaps threatening their own
  financial sustainability
• Would the development of cross-border HE lessen
  this challenge?
• How can they reduce the risk that a more
  autonomous and market driven university system
  will become financially unstable?
• Would not cross-border HE aggravate the
  situation?
• On the Edge Securing a Sustainable Future for
  Higher Education, OECD, 2004.

Is not this challenge even more difficult if
cross-border HEis increasing?
Would the development of cross-border HE lessen
this challenge?
Would the situation improve when cross-border
education is increasing?
Would not cross-border HE aggravate the
situation?
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Sydney, the third of a series of fora on trade in
educational services

• Washington (2002)
• Internationalisation and trade in HE
• Trondheim (2003)
• Managing the internationalisation of
  post-secondary education
• Sydney (2004)
• Building capacity for post-secondary education
  through cross-border provision
• Three main topics
• Bridging the divide- differing perspectives on
  cross-border provision of education
• Trade capacity building-promoting understanding
  of the GATS and the trade negotiation process
• Building capacity in quality assurance and
  accreditation in HE particularly in the Asia
  Pacific region.

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Sydney, the third of a series of fora on trade in
educational services

• Why in Australia?
• To reach out to the Asia Pacific region
• Australia is one of the most active countries in
  cross-border education
• The model of some Asian countries with an import
  strategy is worth examining

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What is next?

• October 2004
• Tokyo Second meeting on the UNESCO/OECD
  Guidelines for quality provision of cross-border
  higher education
• January 2005
• Paris Third meeting on the UNESCO/OECD
  Guidelines for quality provision of cross-border
  higher education
• October 2005
• Adoption by the UNESCO and the OECD of the
  Guidelines
• November 2005
• Santiago (Chile) first World Education Forum
• Is the 21st century the century of education
• LLL for all is the world on track?
• Inclusive education a dream or a reality
• Internationalisation of education the challenges
  ahead
• International migration, multicultural societies
  and education

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Thank you.
OECD www.oecd.org
Education Directorate www.oecd.org/edu
Bernard.hugonnier_at_oecd.org
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