LA UNESCO, 25-26/05/07 Rabat1 The 2 nd Regional Research Seminar of the Arab States “ The Impact...

LA UNESCO, 25-26/05/07 Rabat1 The 2 nd Regional Research Seminar of the Arab States The Impact of Globalization in Higher Education and Research in the Arab States UNESCO Rabat, May 25-26 2007 The Impact of Globalization on the Palestinian Higher Education Prof. Labib Arafeh, Al-Quds University, Palestine [email protected]

LA UNESCO, 25-26/05/07 Rabat2 Outlines The Palestinian Higher Education System The Palestinian Higher Education System Rationales for Globalization; Rationales for Globalization; International Trends; International Trends; The Palestinian HEIs Responses; The Palestinian HEIs Responses; Suggested Actions; Suggested Actions; National Challenges. National Challenges.

LA UNESCO, 25-26/05/07 Rabat3 The Palestinian Higher Education System Reality:Reality: Occupation Off campus / Underground Teaching Occupation Off campus / Underground Teaching ; Total immobility & confinement of labor force; Collapse of many economic sectors; Skyrocketing Unemployment; Poverty; ??

LA UNESCO, 25-26/05/07 Rabat4 Evolution of Palestinian Higher Education, HE:Evolution of Palestinian Higher Education, HE: Palestinians reliedhuman resource to survive & develop people & a nation; Palestinians have always relied on human resource to survive & develop as a people & a nation; Palestinian commitment to education defined self-value and was and still is a source of collective security; Palestinian commitment to education defined its self-value and was and still is a source of collective security; Most HEIs came into being under extremely adverse conditions as an act of commitment and at the initiative of individuals and groups since 1971; HEIs have provided Palestinian students the opportunity to study in Palestine;

LA UNESCO, 25-26/05/07 Rabat5 Currently, 44 HEIs: 12 universities:12 universities: 2 Private, 2 Governmental, 1 Open Education, 7 Public Non Profit, PNP. 32 Community & University Colleges32 Community & University Colleges (governed by PNA & UNRWA, Private); 100Offer 100 different types of academic programs at: 2-year 2-year (Associate) level, 4-6 year 4-6 year (under graduate) level, and 2-4 year 2-4 year (graduate) level;

LA UNESCO, 25-26/05/07 Rabat6 150k students(05/06)Provide educational services to around 150k students(05/06); Graduates17301Graduates were 17301 in 04/05; AcademicsAcademics (Faculty Members) are 5169 (05/06) : 4%4% are full Professors; 10%10% are Associate Professors; 38 %38 % are Assistant Professors; 48%48% are Lecturers; Student/FM = 29 Student/FM = 29 Governance: 1978, Council of Higher Education;1978, A 24-member (HE stakeholders) Council of Higher Education;

LA UNESCO, 25-26/05/07 Rabat7 1994, Ministry of Education & HE, MoEHE;1994, Ministry of Education & HE, MoEHE; 1998, Law of Higher Education;1998, Law of Higher Education; 1999,1999, A 15-member Council for Research (Universitys Research Deans); 2001, A semi independent (working under the umbrella of the MOHE) Accreditation & Quality Assurance Commission. Characteristics of Palestinian HE: Universities are young by international standards;Universities are young by international standards; HEIs have responded to intense social pressures;HEIs have responded to intense social pressures;

LA UNESCO, 25-26/05/07 Rabat8 The majority of HEIs have started and remained public non-profit institutions;The majority of HEIs have started and remained public non-profit institutions; Significant human and physical resources have been placed in the HE sector, despite adverse political and economic conditions;Significant human and physical resources have been placed in the HE sector, despite adverse political and economic conditions; More than half of Palestinian university graduates were educated at Local Universities.More than half of Palestinian university graduates were educated at Local Universities. 4.5 % of all Palestinians are enrolled in HE;4.5 % of all Palestinians are enrolled in HE; 1.7% of Palestinian GDP and 30% of all education spending is devoted to HE, above average by international standards;1.7% of Palestinian GDP and 30% of all education spending is devoted to HE, above average by international standards; Spending on HE as a % of GDP (0.3%);Spending on HE as a % of GDP (0.3%);

LA UNESCO, 25-26/05/07 Rabat9

LA UNESCO, 25-26/05/07 Rabat11 05/06 76% (Arts, Humanities, & Education! 05/06 76% (Arts, Humanities, & Education!

LA UNESCO, 25-26/05/07 Rabat12

LA UNESCO, 25-26/05/07 Rabat13 04/05 70% (Arts, Humanities, & Education! 04/05 70% (Arts, Humanities, & Education!

LA UNESCO, 25-26/05/07 Rabat14 Number of students enrolled in HEIs will be doubled in 2015 Number of students enrolled in HEIs will be doubled in 2015

LA UNESCO, 25-26/05/07 Rabat15 OECD Countries Expenditure on HE as % of GDP Expenditure on HE as % of expenditure on all levels of education Public expenditure on HE as % of GDP Public expenditure on HE as % of total public expenditure Country Mean1.3326.31.33.0 Australia1.5929.51.23.6 Germany1.0422.01.12.3 Italy0.8420.60.81.6 Turkey0.8426.40.8NA United Kingdom1.1124.61.12.6 United States2.2937.91.3NA West Bank/Gaza1.729.90.31.9 Expenditure and Public Expenditure on HE Spending on HE as a % of GDP (0.3%), the PNA total budget (1.9%), are very low by international standards. Spending on HE as a % of GDP (0.3%), the PNA total budget (1.9%), are very low by international standards.

LA UNESCO, 25-26/05/07 Rabat16 Rationale for Globalization 1. Refers to increasing global connectivity, integration and interdependence in the economic, social, cultural, technological, political, and ecological spheres; Far-reachingComprehensive Move rapidly with easeMoores Law: the power of computers per unit cost doubles every 18 months); 2. A shift in our daily life circumstances. Changes in those life circumstances are: Far-reaching, Comprehensive, & Move rapidly with ease! (Moores Law: the power of computers per unit cost doubles every 18 months); 3. Higher Education: A key factor 1. A key factor in the developing countries; Recognizedcatalystessential driving force Human Resource CapacityCreatesDisseminates appliesknowledge 2. Recognized as the catalyst & essential driving force for national social & economic development (Human Resource Capacity): Creates, Disseminates & applies all forms of knowledge;

LA UNESCO, 25-26/05/07 Rabat17 3.Major key elements of globalization: 1.The growing importance of the knowledge society/economy; 2.The development of new trade agreements which cover trade in education services; 3. The innovations related to ICT; and 4. The emphasis on the role of the market and the market economy. 4. Rationales for Globalizations that resonates in HE: 1.Economic: 1.Financial-economic issues: 1.Emergence of worldwide production markets as well as financial markets,

LA UNESCO, 25-26/05/07 Rabat18 2. Realization of a global common market, based on the freedom of exchange of goods & capital; 3. Cuts back in public funding to HEIs have forced to find out new sources of funding; economyTrained peopleResearchTechnology transfer 4. It is clear that A HE sector which meets the needs of the economy in terms of Trained people, Research, and Technology transfer is a central concern; as published by The future of HE - UK dept. of Education & skills; Characteristics of graduatesExpertise, Strategic skills, Negotiating / Interpersonal Skills 5. Characteristics of graduates: Expertise, Strategic skills, Negotiating / Interpersonal Skills can be advantageous throughout the labor market.

LA UNESCO, 25-26/05/07 Rabat19 5.With the growth of emphasis on the market, a new interest in the HEIs to collaborate closely with business: 1.According to HE-Business Interaction Survey (2001), showed that: 1. 51% of Universities attached to high priority to the economic development in the region (87% of the new universities did so) 2.All had well-developed business strategy 3. 50% of new universities have more than 50% business representation in their governing bodies; Academic: 2. Academic: 1.A desire to make money for the university from international accomplishments;

LA UNESCO, 25-26/05/07 Rabat20 ICT 2.Internationalization was perceived as a means of enhancing the quality of education & research, & has been developed further by the growth of the ICT; 3.International research projects, degree offerings, exchange of academic staff & students have become commonplace; 3.Culture 3.Culture: 1.The new culture is all-encompassing: Current policies, UK, increasingly privilege the modernization of public services; continuous monitoringaudit performancequality 2. The continuous monitoring and audit of performance and quality;

LA UNESCO, 25-26/05/07 Rabat21 external review process 2.The cultural shift from a secrecy is marked with the external review process; enhancementqualitysharing of good practice 3.The enhancement of quality & sharing of good practice between HEIs, which can meet the demands for information of stakeholders: governments, Students, Employers, Parents, etc.; effective teaching academiccentral to the success 4.The emphasis on the effective teaching, and the academic is still central to the success of the HEIs; growth demand for access to HE 5.The growth demand for access to HE in recent years has been a phenomenal; an estimate of 100M qualified students who will not be able to find places in the conventional HEIs, by 2010;

LA UNESCO, 25-26/05/07 Rabat22 demand for HE is fuelled 6.The demand for HE is fuelled by the: ICT,2. Knowledge economy 1. ICT,2. Knowledge economy, essentialhighly skilled workforcemeet international labor market 2. Urging of governments who see it as essential to produce a highly skilled workforce to meet the needs of the international labor market; 3. Political 3. Political: response reconstructionnation-building (Learning Society)economicdemocratic reform cooperationcapacity building knowledge transfereducationlocal intellectualsmoderninternational standards 1.A response to support the process of reconstruction, nation-building (Learning Society) & economic & democratic reform through cooperation, capacity building, knowledge transfer & the education of local intellectuals to modern and international standards;

LA UNESCO, 25-26/05/07 Rabat23 reformnational HE systems 2.The response to globalization has been & continues to be perceived in a drive by governments to reform the national HE systems to deliver as the ends they need; 4.Steering change in HE 4.Steering change in HE: 1.Joined-up Thinking 1.Joined-up Thinking A term being used to characterize attempts to achieve greater integration & cooperation between educational, social, and economic policies; 2.Student-focussedClient-focussed Policies 2.Student-focussed or Client-focussed Policies: 1.Stakeholders: employers, social partners, and other economic & social actors with vital interest in HE outcomes;

LA UNESCO, 25-26/05/07 Rabat24 3.InfluenceControl 3.Influence and Control: HE provision based upon client demand and a sense that HEI is the place to be is in important senses out of control. Governments can seek to influence the volume, speed and composition of change. How can such influence be exercised? 4.Changing CoursesCurricula expansiondiversification coursescurricula 4.Changing Courses and Curricula: To realize the full benefits of the expansion & diversification, courses & curricula must be a central concern for policy-makers: 1.Relevance to labor market needs 1.Relevance to labor market needs; 2.Promote independent studyAcademic Staff abilityteaching supervisionassessment 2.Promote independent study & Academic Staff ability to adapt their teaching, supervision, and assessment;

LA UNESCO, 25-26/05/07 Rabat25 ICT staff-student ratio 3.Such adaptation could be facilitated by using additional resources, ICT, and favorably maintaining the staff-student ratio; 5. Changing TeachingLearning 5. Changing Teaching & Learning: 1.TechnicalAcademic Staff 1.Technical & Pedagogical Training to Academic Staff; QualityTeachingmeasured 2.The Quality of Teaching may be measured by the: 1.Carematerialassembled 1.Care with which the material was assembled; 2.Numbercomputer-based (ICT & Multimedia,audiovisual aids presentation 2.Number of computer-based (ICT & Multimedia, audiovisual aids) used in the presentation; 3.Abilitystudentsrecallunderstand make use of 3.Ability of students to recall, understand, & make use of the exact details of what was said.

LA UNESCO, 25-26/05/07 Rabat26 6. Trends in Europe 6. Trends in Europe: market-orientation 1. A general shift towards more market-orientation; universitiescompete 2. UK Binary system (traditional / academic universities & vocationally-oriented institutions) has been abolished, & universities have to compete for students & research funds; autonomy managing themselvesworking 3. Netherlands HEIs have gained more autonomy in managing themselves and in working with external constituencies; facedperformance-based funding 4. Germany & Austria Universities have found themselves faced with performance-based funding; 5. New role of the State from control to supervision: 1.New Buffer organizations (Boards, Councils);

LA UNESCO, 25-26/05/07 Rabat27 2.Evaluative measures have been introduced; 6.Goals 6.Goals of most of HEIs efforts have been to: efficiency effectivenessquality & improving productivity 1. Reach a satisfactory level of efficiency & effectiveness, which implies increasing quality & improving productivity, legitimacycredibilitytrust producing well-prepared graduates 2. Regain public legitimacy, credibility and trust by producing well-prepared graduates for the job market, research publications & involvement in technology transfer; fundssupport corporate partnershipsUniversities business 7.More funds have been devoted to support corporate partnerships between Universities & business; US - European UniversitiesStrategic alliances 8. US - European Universities Strategic alliances have become popular;

LA UNESCO, 25-26/05/07 Rabat28 9.Private Universities 9.Private Universities are now being accredited; 10.Teachingresearch consultanciesmedia,IT companies, etc. 10.Teaching & research is being offered by other bodies: consultancies, media, IT companies, etc.; 11.Harmonization of curricula 11.Harmonization of curricula; 1.Bologna declaration 1.Bologna declaration is based on objectives: 1.Comparable degrees 1.Comparable degrees; 2.ECTS 2.ECTS (Credit System); 3.Promotion of mobility 3.Promotion of mobility; 4.Quality Assurance & common patterns of HE 4.Quality Assurance & common patterns of HE; 12.Impacts of IT & Internet innovationteaching & research 12.Impacts of IT & Internet (Virtual Universities, Internet-based programs, etc.) have brought innovation to teaching & research;

LA UNESCO, 25-26/05/07 Rabat29 Trends Impacting Faculty roles AcademicsnaturequalityHEI teaching, researchother activities 1. Academics define the nature and quality of a HEI through their teaching, research, & other activities; 2.Academic profession can appear to be held together by some overarching beliefs & values that explain the meaning & value of their work to themselves and others: 1.The main purpose of a HEI and its academics is to: Preserve, Create / Discover, and Transmit knowledge & understanding through teaching and research; 2.Additional beliefs and values encompass: 1.The commitment to serve society;

LA UNESCO, 25-26/05/07 Rabat30 2.The commitment to intellectual integrity & fairness; 3.The necessity of academic freedom and autonomy in doing academic work. 3.Academic profession appears highly fragmented & differentiated by discipline, institutional mission, organizational structures and national systems; 4.To meet the demands of the 21 st century globalization, the increasing economic role of knowledge, IT and reduced public funding, etc., HEIs world wide, are undergoing reforms regarding their Missions, & Better use of their intellectual resources (Research & Teaching);

LA UNESCO, 25-26/05/07 Rabat31 5.To accomplish this, HEIs must adopt an approach that places emphasis on: 1.Teams, 2.Networks, 3.Connectivity, and 4.Individual personal autonomy and discipline research; 6.The growing area of Transdisciplinary patterns of new knowledge. These arrangements reconfigure academics into units that recognize research & training around the search for solutions to complex systems: Academics may be permanently reassigned to new groups, or split their identification between their home discipline and these new configuration;

LA UNESCO, 25-26/05/07 Rabat32 ICT 7.The emerging media of ICT will: 1.Provide new ways to engage in all modes of communication, 2.Make clearer their impacts on the nature & status of knowledge itself as well as teaching & learning; academicstraditional producers knowledge 8.Thus, the academics, traditional producers of knowledge, will: 1.Continuerich intellectualeducational resource 1.Continue to be a rich intellectual & educational resource, consumersknowledge traditional consumers: Students, alumni, business & industry, others 2.Increasingly be the consumers of knowledge produced by their traditional consumers: Students, alumni, business & industry, others.

LA UNESCO, 25-26/05/07 Rabat33 The Palestinian HE Responses Education and R&D are under pressures and have capitalized on the opportunities of globalizations;Education and R&D are under pressures and have capitalized on the opportunities of globalizations; Lack of powerful & mature industry, Thus, R&D is poor; Foreign programs equip local students with knowledge, skills, transmit foreign values and attitudes:Foreign programs equip local students with knowledge, skills, transmit foreign values and attitudes: We have bad experience, and the decision was taken Not allowed (A Threat); Research University:Research University: Not feasible; International Cooperation (An Opportunity): Most of HEIs are involved in International, mainly European mobility & research projects;International Cooperation (An Opportunity): Most of HEIs are involved in International, mainly European mobility & research projects;

LA UNESCO, 25-26/05/07 Rabat34 Quality Assurance (An Opportunity):Quality Assurance (An Opportunity): A 5 year semi governmental Accreditation & Quality Assurance Commission: Develops a national & institutional quality assurance systems;Develops a national & institutional quality assurance systems; Evaluates all running Academic programs;Evaluates all running Academic programs; Self-Evaluates all HEIs QOU is accomplished;Self-Evaluates all HEIs QOU is accomplished; A completive 10M $ Quality Improvement Fund 4M$ is allocated;A completive 10M $ Quality Improvement Fund 4M$ is allocated; Approves new academic programs & HEIs;Approves new academic programs & HEIs; Publicizes accredited academic programs & HEIs;Publicizes accredited academic programs & HEIs;

LA UNESCO, 25-26/05/07 Rabat35 Cuts in public funding: (A Threat)Cuts in public funding: (A Threat) Heavily dependent upon foreign support; If available, distributed in fixed %! HEIs Heavily depend on students tuition fees Covers (50-70)% of the HEIs running costs; Most of HEIs are managing somehow their finances; The exponential growth in ICT (An Opportunity)The exponential growth in ICT (An Opportunity): ICT is heavily adopted to overcome the mobility obstacles; Most of HEIs offer their programs based on ICT as an enhancement tool;

LA UNESCO, 25-26/05/07 Rabat36 Research trends in ICT related topics are increasingly growing; A need to satisfy the demand for HE & providing access to HE (An Opportunity to HEIs BUT A Threat to Quality):A need to satisfy the demand for HE & providing access to HE (An Opportunity to HEIs BUT A Threat to Quality): Imbalance in F/S ratio; Accepting more students BUT not increasing their Capacity Imbalance in F/S ratio; Offering new customized multidisciplinary academic programs Offering new customized multidisciplinary academic programs; Private HEIsAll restricted to offer only needed non repetitive academic programs;Private HEIs All restricted to offer only needed non repetitive academic programs; Knowledge Society (An Opportunity) Badly Needed;Knowledge Society (An Opportunity) Badly Needed;

LA UNESCO, 25-26/05/07 Rabat37 Essentially, HEIs must adopt good corporate governance in terms of focusing on: Restructuring exercises: Which in some case saw the disappearance of whether well-established or not departments faculties, which did not have the adequate student enrolment, The need to innovate and create relevant multi discipline programs which are sensitive to current and future needs of both students and employers (to what extent this has been achieved is a different issue altogether); and Suggested Actions:

LA UNESCO, 25-26/05/07 Rabat38 The optimization of resources human resources (academic and nonacademic), laboratories and equipment. Core functions, & Optimization of resources, Adopt and implement moneysaving measures, Improve on university industry relationship and enhance partnership, marketablerelevant Commercialize research as well as to make their products (both in terms of academic programs and the graduate) more marketable and relevant; Undertake initiatives to review, strategize and reprioritize their missions and objectives;

LA UNESCO, 25-26/05/07 Rabat39 Generate their own income to meet their operational budget, and Have to intensify research collaboration with partners abroad; Promote constructing Knowledge Societies Promote constructing Knowledge Societies: Significant changes in the global environment will bear heavily: Functions, Role, Shape & mode of operation of HE.

LA UNESCO, 25-26/05/07 Rabat40 National Overarching Challenges Maintaining and developing a highly competent and competitive HE Provision & System under prolonged military occupation: Curtailment of mobility for students and staff locally, nationally, regionally and internationally;Maintaining and developing a highly competent and competitive HE Provision & System under prolonged military occupation: Curtailment of mobility for students and staff locally, nationally, regionally and internationally; Very negative impact on carrying out research.Very negative impact on carrying out research. Physical destruction and attacks.Physical destruction and attacks. Drop in income, increase in poverty levels, and inability of students to pay fees, & HEIs to pay salaries;Drop in income, increase in poverty levels, and inability of students to pay fees, & HEIs to pay salaries; Developing a Relevant, Accessible, Efficient, Sustainable and Accountable system.Developing a Relevant, Accessible, Efficient, Sustainable and Accountable system.

LA UNESCO, 25-26/05/07 Rabat41 Relevant System:Relevant System: Fit with national priority needs; Quality of programs; Periodical assessment of programs, in terms of content and relevance. Quality of student intake; Quality of faculty members; Quality of teaching and research facilities; Ability to conduct technically applied research. Accessible System:Accessible System: Meeting increasing demand: HE as a right or an opportunity, etc. Size of student intake vs. HEI Capacity;

LA UNESCO, 25-26/05/07 Rabat42 Admission policies. Synergy with general education. Efficient System:Efficient System: Student-faculty ratios. Management structure. Public payroll: inability to recruit qualified staff. New blood.

LA UNESCO, 25-26/05/07 Rabat43 HEMIS. Coordination and exchange among HEIs & Private Sector Nationally, Regionally, Globally; Employment potential of graduates. Fields of study are not responsive to broader labor force needs; Sustainable System:Sustainable System: Level of fees and operational costs; Commercialize productsgenerate income strategy; Commercialize products & generate income strategy; Relationfunding accreditation programs; Relation between funding & accreditation of programs; Accountable System:Accountable System: Participation of stakeholders; Coordination between MoEHE and HEIs.

LA UNESCO, 25-26/05/07 Rabat44 Greater competition for resources, manpower and markets opportunities;Greater competition for resources, manpower and markets opportunities; HEIs graduates:HEIs graduates: In a global commodity and borderless access education, there is a need to ensure that the quality of education that a HEI provides, matches those of competitors globally; Ranking / Comparing HEIs intranationally as well as regionally / international benchmarks become necessary; Promote using of ICT as an enhancement tool to improve the quality of teaching & learning;Promote using of ICT as an enhancement tool to improve the quality of teaching & learning; Promote the Culture of Quality Assurance & Enhancements, Program/Institutional EvaluationPromote the Culture of Quality Assurance & Enhancements, Program/Institutional Evaluation

LA UNESCO, 25-26/05/07 Rabat45 Conclusion:Conclusion: urgent need reposition 21 st globalizationgood corporate governance There is an urgent need for all HEIs, world wide, to reposition themselves in the light of the challenges of the 21 st century that include the phenomenon of globalization and good corporate governance; reformsinitiative facilitatethe drive The various reforms & initiative must be designed to facilitate the drive towards: Promoting researchPromoting research at HEIs, Providing quality programs,Providing quality programs, & Promoting internationalizationPromoting internationalization;

LA UNESCO, 25-26/05/07 Rabat46 vital obstacles three-decade historyPalestinian HEIs have demonstrated Despite great vital obstacles over its relatively short, three-decade history, Palestinian HEIs have demonstrated: Capacity to surviveGrow in adverse and unstable conditions;Capacity to survive & even Grow in adverse and unstable conditions; A systematic process for accrediting academic programs, as well as HEIs has been establishedA systematic process for accrediting academic programs, as well as HEIs has been established; ResearchQuality Improvement Funds criteriaCompetitiveness, RelevanceResearch & Quality Improvement Funds are distributed to Faculty members & HEIs basing on criteria including: Competitiveness, Relevance, etc.

LA UNESCO, 25-26/05/07 Rabat47 Thanking you

LA UNESCO, 25-26/05/07 Rabat1 The 2 nd Regional Research Seminar of the Arab States “ The Impact...

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