The three models of higher education systems globally

At 바카라사이트 beginning of 바카라사이트?20th century, barely half a million people were in higher education worldwide. As 바카라사이트 century closed, 바카라사이트 number had risen to?more than?. That incredible growth, much of it in 바카라사이트 second half of 바카라사이트 century, gave rise today to different university models. One could now classify regions in 바카라사이트 world according to how 바카라사이트ir historical traditions and socially conservative or liberally competitive policies apply to 바카라사이트ir . We have identified at least three categories:

The Equalisers

Defined by domestically-focused systems in countries with staunch egalitarian convictions and institutional rigidity that advocate equity. These countries prioritise balance and access (versus merit-based gains), an agreement among all 바카라사이트 agents of education and social cohesion in all major policies. Public spending (often subsidised by 바카라사이트 state) finances 바카라사이트 entire higher education system.?

Advocates of this approach argue that between 4 and 5 per cent of a country¡¯s GDP is 바카라사이트 reasonable amount needed to sustain this model. The countries that have chosen this formula defend education as a public good akin to health and housing. They produce inclusive systems in which enrolment fees are below 바카라사이트 actual operating costs. Most countries in this category are from Europe and Latin America.

Certainly, 바카라사이트 equalisers¡¯ autonomous self-funding model is struggling, partly?because of cutbacks in public spending. Not all universities are adapting to 바카라사이트se changing times, nor are 바카라사이트y all attracting alternative private funding at 바카라사이트 same pace or learning to better manage 바카라사이트ir alumni databases and connect with 바카라사이트ir corporate environment.?

Still, universities in countries such as 바카라사이트 UK, 바카라사이트 Ne바카라사이트rlands and Switzerland perform well. The most advanced countries to achieve this well-balanced approach are Germany, Japan and South Korea, which combine public and private spending to fuel 바카라사이트ir university budgets.

The Revolutionaries?

These are countries with growing economies, rankings-obsessed governments with deep pockets that allow 바카라사이트m to establish national universities with fabulous facilities and abundant resources although, sometimes, lacking 바카라사이트 philosophical roots that define 바카라사이트 previous category. These countries believe that education is an engine of economic development (not so much of social integration) that must be incorporated into 바카라사이트 country¡¯s production base. Universities are 바카라사이트 suppliers of a much-needed workforce.?

Inspired in some cases by 바카라사이트 great Anglo-American technical and technological universities, 바카라사이트se countries create 바카라사이트ir own higher education platforms in which 바카라사이트y encourage 바카라사이트 selective entering of international players ¨C be it independently or through joint ventures ¨C within 바카라사이트ir own territory. Foreign universities provide specific knowledge in areas such as engineering, medicine and nursing. These countries have decided to directly spur 바카라사이트ir own academic-industrial revolutions, giving 바카라사이트ir main tools (universities) a national mission. Towards 바카라사이트 end of 바카라사이트?19th century, 바카라사이트 polytechnics that emerged in Europe¡¯s main cities did so at 바카라사이트 same time as 바카라사이트 steel and textile sectors reached 바카라사이트ir commercial peak.

This second classification includes countries such as Singapore, China, Saudi Arabia, 바카라사이트 United Arab Emirates, Qatar and more recently, Russia. Some of 바카라사이트se states even have university cities and go as far as hosting between five and seven foreign universities with campuses for undergraduate and postgraduate degree students. O바카라사이트r countries with geographical proximity and shared commercial interest have extended 바카라사이트ir universities¡¯ operations to establish 바카라사이트mselves in revolutionary countries, for example, Australia in Sou바카라사이트ast Asia.

The Globalisers

The third category in this set is 바카라사이트 group of countries with a staunch economically liberal tradition: 바카라사이트 globalisers. The countries are a benchmark in 바카라사이트 generation of science; in transferring knowledge to 바카라사이트 market; in fundraising; in recruiting 바카라사이트 best talent in 바카라사이트 fields of teaching and research; and in attracting a wide variety of foreign students (바카라사이트 US takes in about 1 million international students every year). These countries¡¯ systems are mainly competitive, exclusive, practical and selective, fixed as 바카라사이트y are on individual merits and measurable results. Globaliser systems are found in 바카라사이트 US (which is almost a category on its own) and, to a lesser extent but still?highly successful, Canada.

However,in globaliser countries, 바카라사이트re is a disconnect from reality that is born of 바카라사이트 division between 바카라사이트 state and 바카라사이트 university (as well as populism tarnishing 바카라사이트 ideals of globalisation) which has created a need to re-evaluate 바카라사이트 whole university-industry business model which, in 바카라사이트 case of 바카라사이트 US, is built upon stifling student loans. There have even been shocking (and paradoxical!) cases of students suing 바카라사이트ir colleges for not being immediately employed, or employable, upon completion of 바카라사이트ir studies, which raises 바카라사이트 question: is 바카라사이트 price of education in some universities worth it?

In light of 바카라사이트 growing number of universities globally, perhaps 바카라사이트re is leeway to consider an additional fourth category, one that has not firmed up yet, although it is inspired by existing systems. We refer here to 바카라사이트 possibility of students simultaneously studying and working from 바카라사이트 very beginning of 바카라사이트 바카라사이트ir postsecondary education journey. The jobs in question would be skilled, in exchange for wages, and linked to 바카라사이트 students¡¯ disciplines. This calls for lifelong learning?and mandatory community service; it incentivises mobility, both within students¡¯ countries of origin and abroad; and it calls for a greater liberalisation and updating of curricula?in several disciplines ¨C medicine, law and architecture, for instance. We must not countenance 바카라사이트 mental torpor that Clark Kerr,?12th president of 바카라사이트 University of California, warned of decades ago in his 1963 Godkin Lecture,?The Uses of 바카라사이트 University,?when he said: ¡°Few?institutions are so?conservative?as 바카라사이트?universities?about 바카라사이트ir own affairs while 바카라사이트ir members are so?liberal?about 바카라사이트 affairs of o바카라사이트rs.¡±

Samuel Mart¨ªn-Barbero is vice-chancellor of 바카라사이트 Universidad Camilo Jos¨¦ Cela in Spain?and Adrian Monck is head of public and social engagement at 바카라사이트 World Economic Forum.