ERIC ED475715: System-Level and Strategic Indicators for Monitoring Higher Education in the Twenty-First Century. Studies on Higher Education.

231 Pages·2003·3.7 MB·English

by  ERIC

DOCUMENT RESUME
ED 475 715
HE 035 809
AUTHOR
Yonezawa, Akiyoshi, Ed.; Kaiser,
Frans, Ed.
System-Level and Strategic
TITLE
Indicators for Monitoring Higher
Education in the Twenty-First
Century. Studies on Higher
Education.
INSTITUTION
United Nations Educational,
Scientific, and Cultural
Organization, Bucharest (Romania).
European Centre for Higher
Education.
ISBN
ISBN-92.-9069-172-1
PUB DATE
2003-00-00
NOTE
230p.
AVAILABLE FROM
CEPES-UNESCO, 30 Strada Stirbei-Voda,
RO-70732, Bucharest,
Romania ($20). Fax: [phone];
Web site:
http://www.cepes.ro.
PUB TYPE
Books (010) -- Collected Works
- General (020)
EDRS PRICE
EDRS Price MF01/PC10 Plus Postage.
DESCRIPTORS
*Educational Indicators; *Evaluation
Methods; Foreign
Countries; Futures (of Society);
*Higher Education; *Program
Evaluation
IDENTIFIERS
*Monitoring
ABSTRACT
Papers in this collection result
from the work carried out in
the context of an Invitational
Roundtable on System-Level Indicators
for
Higher/Tertiary Education organized
by the European Centre for Higher
Education (UNESCO-CEPES) and the
Research Institute for Higher
Education of
HiroshiMa University,
Japan. Section 1, "The Roundtable--An
Overview,"
contains:
"What Was Achieved, under What
(1)
Conditions, and for What
Purposes?" (Akiyoshi Yonezawa and
Frans Kaiser); and (2) "System-Level
Indicators for Higher/Tertiary
Education: Some Notes on Requirements
and
Use" (Frans Kaiser). Part 2,
"Instructional Views," contains:
(3) "Indicators
of Higher Education" (Denise
Lievesley);
(4) "On the Uncertain Consequences
of Taking Advice from Procrustes"
(Guy Neave); and (5) "Indicators
for
Tertiary Education Reform: A World
Bank Perspective" (Jamil Salmi).
Part 3,
"National Views," contains:
"The German Perspective Regarding
(6)
the Design
and Use of System-Level Indicators for
Higher Education" (Klaus Schnitzer);
(7) "Strategic Indicators for Higher
Education Systems: Lessons from the
French Experience" (Thierry Chevaillier);
"Problems Related to the Design
(8)
and Use of System-Level Indicators
for Higher Education in Poland"
(Roman Z.
Morawski);
(9) "Romanian Perspectives
on the Design and Use of System-Level
Indicators in Higher Education" (Panaite
Nica);
(10) "A South African
Perspective on System-Level Indicators
for Higher Education" (Saleem Badat);
(11) "Key Issues in the Development
of Higher/Tertiary Education in
China" (Hong Wei-Meng); (12) "The
Japanese Perspective on the Design and
Use
of System-Level Indicators for
Higher/Tertiary Education" (Akira Arimoto,
Akiyoshi Yonesawa, Hideto Fukudome,
and Masakazu Takeuchi); (13) "The
Perspectivb of the United States Regarding
System-Level Indicators for Higher
Education", (Jamie P. Merisotis);
(14) "Using System Indicators To
Stimulate
Reproductions supplied by EDRS
are the best that can be made
from the original document
Policy Development" (Herb O'Heron); and (15) "An Australian Perspective
on
System-Level Strategic Performance Indicators for Higher Education" (Martin
Hayden). Part 4,
"Suggestions for the Future and Conclusions," contains:
(16)
"The Past and Future of Quantitative Indicators for Higher Education" (Kalus
Hufner); and (17) "Suggestions Relative to the Selection of Strategic System-
Level Indicators To Review the Development of Higher Education" (Richard
James). Each chapter contains references. (Contains 22 figures and 12
tables.)
(SLD)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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UNESCO
CEPES
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EDUCATIONAL RESOURCES
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TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
stated in this
Points of view or opinions
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represent
document do not necessarily
policy
official OERI position or
A
BEST COPY AVAILABLE
2
CEPES
UNESCO
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the
and
are the
Authors responsible
choice
for
presentation of the facts contained in the Studies on
Higher Education and for the opinions expressed therein,
which are not necessarily those of UNESCO and do not
commit the Organization.
The designations employed and the presentation of the
material do not imply the expression of any opinion
whatsoever on the part of UNESCO concerning the legal
status of any country, territory, city, or of its authorities,
frontiers
the
its
or
delimitation
concerning
or
of
boundaries.
Education
Studies on Higher
UNESCO
CEPES
Indicators
System-Level and Strategic
Education in
for Monitoring Higher
the Twenty-First Century
Edited by
Akiyoshi Yonezawa
and
Frans Kaiser
Bucharest
2003
Studies on Higher Education
Editor of the Series:
Leland Conley Barrows
Assistants to the Editor:
Maria-Ana Dumitrescu
Viorica Popa
Valentina Pislaru
ISBN 92-9069-172-1
© UNESCO 2003
fis*,
Contents
Preface
11
15
PART ONE. THE ROUNDTABLE AN OVERVIEW
I. What Was Achieved, under What Conditions, and for
What Purposes?
17
AKIYOSHI YONEZAWA and FRANS KAISER
17
1. Introduction
2. Summary of the Contributions
18
2.1. Building the Framework: An International View
18
2.2. Sharing the Experience: The Views of Experts in
Different National Contexts
19
22
2.3. For Future Development
23
3. The Need for Contextualization
23
3.1. Infrastructure
23
3.2. Clear Goals and Aims
24
3.3. Experiences for Comparison
24
3.4. Need for Mutual Respect and Co-operation
24
4. Choosing Indicators: Requirements and Approaches
25
4.1. Requirements Reviewed
28
4.2. Two Approaches
30
5. Conclusion
II. System-Level Indicators for Higher/Tertiary Education:
Some Notes on Requirements and Use
31
FRANS KAISER
31
1. The Project
31
2. Indicators
32
3. Requirements
33
4. Indicators for What?
34
5. Closing Remarks
PART TWO. INTERNATIONAL VIEWS
37
III. Indicators of Higher Education
39
DENISE LIE VESLEY
1. Introduction
39
2. The International Context
39
2.1. The Scale of the Development Problem
39
2.2. Governance
40
2.3. Globalization
41
2.4. The Information and Communications Technologies
41
3. Development Goals
42
4. Development Indicators
44
4.1. Translating Goals into Indicators
44
4.2. A Common Framework for Indicators
44
4.3. How Important Are Indicators?
44
4.4. Attributes of Indicators
45
4.5. Presentation and Use of Indicators
47
5. International Comparability
48
5.1. Purposes of Comparability
48
5.2. Models for Achieving Comparability
49
5.3. Problems in Achieving Comparability
50
6. International Classification of Data
51
7. Improving the Quality of International and National Statistics
52
7.1. Defining Quality
52
7.2. Achieving Quality
52
8. Developing the Statistical Skills Base in Countries
55
8.1. The Importance of Capacity Building
55
8.2. Models of Capacity Building
56
8.3. Difficulties in Capacity Building
56
9. Sharing Data
56
9.1. The Importance of Sharing Data
56
9.2. Fostering the Sharing of Data
57
10. Facilitating Access to Data
58
11. Dilemmas and Principles
58
11.1. National Sovereignty versus National Accountability
58
11.2. Fundamental Principles of Official Statistics
58
11.3. Ethics and Codes of Practice
59
12. Conclusion
60
from
IV. On the Uncertain Consequences of Taking Advice
63
Procrustes
GUY HEAVE
63
1. Introduction
63
2. Untimely Questions
64
3. The Speed Trap
65
4. Another Essential Issue
65
5. Measures or Men?
66
6. The Return of Context in Policy-Making
66
7. The Ambiguity of Systemic Indicators
67
8. Tout ce qui brine n'est pas de l'or
68
Supplementary and Complementary
9. Different Accounts
68
10. Doxological Drift: A Mortal Sin?
69
11. A Dissenting View
70
12. Another Form of Differentiation and Difference?
70
13. Modes of Indicators and the Student Estate
71
14. Conclusion
World Bank
V. Indicators for Tertiary Education Reform: A
75
Perspective
JAMIL SALMI
75
1. The Need for Indicators
76
2. The World Bank Experience
78
Developed?
3. What Lessons Have Been Learned as Projects Were
78
4. Conclusion
81
PART THREE. NATIONAL VIEWS
and
VI. The German Perspective Regarding the Design
Education
81
Use of System-Level Indicators for Higher
KLAUS SCHNITZER
83
1. System-Level Indicators and the Shift of Paradigms
83
1.1. New and Old Public Management
84
1.2. Conflict or Convergence of Paradigms
84
1.3. The Third Way
System-Level Indicators for
2. Kennzahlen and Richtwerte
85
Higher Education Planning
88
2.1. A Retrospective Observation
93
2.2. Planning Indicators
94
3. New Management Indicators
95
3.1. Achievements
95
3.2. Deregulation
3.3. Globalization
96
3.4. A Student-Centered Approach
97
4. Tentative Approach to the Reconciliation of Opposing
Strategic Indicators
97
5. Conclusion
100
VII. Strategic Indicators for Higher Education
Systems:
Lessons from the French Experience
103
THIERRY CHEVAILLIER
1. The Extension of the Missions of Higher Education
104
2. Multiple Stakeholders
104
3. Trends and Policies in European, Particularly French,
Higher Education Systems
104
4. Implications for the Conception and Use of Indicators
at System Level
107
4.1. Financial Indicators
107
4.2. Input Indicators
108
4.3. Indicators of Efficiency
109
4.4. Quality Indicators
110
4.5. Indicators of Access and Equity
110
5. Conclusion
110
VIII. Problems Related to the Design and Use of System-
Level Indicators for Higher Education in Poland
111
ROMAN Z. MORAWSKI
1. Introduction
111
2. Non-Financial Indicators
112
3. Financial Indicators
115
4. Polish Indicators versus World Declaration Objectives
116
5. Comments and Conclusions
120
IX. Pomanian Perspectives on the Design and Use of
System-Level Indicators in Higher Education
123
PANAITE NICA
1. Introduction
123
2. Considerations Regarding the Design of System-Level
Indicators for Higher Education
123
3. Characteristics of the Higher Education System of Romania
and Their Relation to Evaluation Indicators
124
3.1. The Organization of the Higher Education System
and the Types of Educational Programmes
124
3.2. Higher Education Management
126
=
3.3. Performance Evaluation
128
3.4. Financing
129