Delivering Quality Education in the 21st Century: An Overview

Transcription

1 Delivering Qulity Eduction in the 21st Century: An Overview

2 Introduction Eduction needs to be ddressed s composite system rooted in politicl, culturl nd economic context. While individuls tend to consider eduction s key to unlock future opportunities for The world is witnessing unprecedented demogrphic chnges. On one hnd, mjor prt of the Western world is getting older, with decresing birth rtes nd incresed longevity. On the other hnd, some developing ntions re getting younger, with huge popultion of the youth joining the workforce. These chnging globl trends will require trnsformtion in the wy public services operte. The next section introduces the globl chllenges the world is witnessing in recent times ssocited with the demnd nd supply of tlent. Historiclly, the elderly hve comprised 3 4 percent of popultion. But by 2050, the proportion of people in the 60-plus ge group in high-income countries is expected to increse from 8 percent to 19 percent 1. Along with steep nd stedy decline in birth rtes, severl economiclly dvnced countries re witnessing n increse in life expectncy. Life expectncy in some prts of Europe hs risen from 67 yers in 1950 to 80 in In the long term, the demogrphic chnges ssocited with this silver tsunmi re expected to broden the skill gp, with less number of young people entering the job mrket. A World Bnk study estimtes tht by 2050, Europe will need 68 million immigrnts to meet its lbor requirements 23. The demogrphic trends in Orgniztion for Economic Co-opertion nd Development (OECD) countries help explin the rpidly trnsforming employment lndscpe. The proportion of the retired popultion hs risen enormously nd will continue to grow unless offset by substntil immigrtion 4. Accenture s reserch on the New Wves of Growth lso indictes tht the cpbilities of the workforce hve not been ble to keep up with 2 eductionthe skill requirements in the Western World 5. The impct of the chnging demogrphic profile hs drwn ttention to the tlent pool of severl developing nd emerging economies. In this context, the Indin tlent pool ssumes significnce for number of resons. Some of these re: The sheer number of students grduting every yer nd the stress on industry-focused skill development mke Indi s tlent pool the lrgest nd the most industry-redy in the world. With more thn 50 percent of its popultion under 25 yers of ge, sttistics suggest tht by 2030, only 12 percent of the Indin workforce will be bove 60 6 yers of ge. Indi hs, nd will continue to hve, lrge young workforce. This will help meet the needs of the interntionl lbor mrket. Conversely, interntionl employment opportunities will lso help fulfill the spirtions of Indi s young workers. Countries such s Brzil, Mlysi, the Philippines nd the United Arb Emirtes (UAE) too will see similr trends. Developed ntions re now tking the pth of interntionliztion of lbor, nd re looking to plug lbor nd skill shortges by leverging cross-border resources. This is fuelled by the urgent need to recruit nd retin younger workforce s well s the globl shortge of tlent. Nrrowly defined, the interntionliztion of lbor mens tht the demnd nd supply of lbor is becoming more globl, with employers looking outside the lbor mrkets in their own countries 78. The ide is to ddress growing skill demnds with workers from regions tht hve skills surplus. Therefore, it is now impertive to ressess the boundries between eduction nd employment to crete more dynmic nd fluid lbor force.. Additionlly, policies should enble lbor mobility cross the world, hve cler estimte of future skill requirements, nd strengthen the link between eduction nd employment. Eduction needs to trnsform into dynmic nd continully evolving process tht trnscends ge nd is not limited to one stge. Policy mkers nd prctitioners should, therefore, reform the cdemic curriculum in keeping with the evolutionry chrcter of eduction in, mking the process experientil, effective, empowering nd enriching for the individul s well s the country. Wht does qulity men in the context of eduction? It includes prticipnts who re redy to lern t ny nd every stge of life, dequtely supported by their fmilies, communities nd country. It mens fostering n environment tht provides sufficient resources nd fcilities for lerning. It encompsses teching mteril, content nd curricul tht nurture the cquisition of skills nd knowledge helping students become globlly employble. Eduction prctices need to evolve to student-centric teching methodologies nd dopt well-mnged globl lerning systems, with provisions for e-lerning, distnce lerning s well s cross-border work experience nd industry interctions. Qulity resources nd inputs, content nd processes, nd overll vlue-dd in line with, nd pertinent to, the chnging context of the twenty-first century 910 re ll essentil elements of qulity eduction. themselves, definitions of qulity must now chnge on the bsis chnging needs nd demnds, nd most importntly, the chnging globl context 11. Qulity ssurnce in eduction is now top policy gend globlly, with the incresing need to prepre grdutes with new industry skills, brod knowledge bse nd rnge of competencies to enter more complex nd symbiotic world. Globliztion, regionl integrtion, nd mobility of students nd scholrs hve mde the need for interntionlly recognized stndrds mong ntions more urgent. "Consumers" of eduction (students, prents nd employers) re seeking ssurnce of skills in certifictions wrded by institutions. Reserch by the United Ntions Eductionl, Scientific nd Culturl Orgniztion (UNESCO) shows tht the globl student popultion grew 2.5 times in spn of 20 yers, while the number of foreign students in OECD countriesdoubled 12. However, the diversifiction, growth nd privtiztion of higher eduction globlly hve creted concern for qulity processes nd output, nd mny higher eduction institutions re investing time nd money on devising new systems nd mechnisms to ensure externl qulity mngement nd control. One solution for qulity is development of robust ccredittion process. 1 Source: Fukushim, C.A. (2012), Prepring for the silver tsunmi cross the globe, Long-Term Mgzine 2 Source: Employment Trends in the 21st Century, Interntionl Center for Pece nd Development (2010) 3 Source: Fotkis, C., Demogrphic Ageing, Employment Growth nd Pensions Sustinbility in the EU: The Option of Migrtion 4 Source: Schumpeter (2010), The Silver Tsunmi, The Economist 5 Source: Accenture (2011). New Wves of Growth: New Wves of Growth: Unlocking opportunity in the multi-polr world 6 Source: Employment Trends in the 21st Century, Interntionl Center for Pece nd Development (2010) 7 Source: Oxturk, I (2001), The Role of Eduction in Economic Development: A Theoreticl Perspective, Journl of Rurl Development nd Administrtion, Volume XXXIII, pp Source: The Interntionliztion of Lbor Mrkets, ILO (2010) 9 Source: Trends in Globl Higher Eduction: Trcking n Acdemic Revolution, World Conference on Higher Eduction (2009), UNESCO 10 Source: Defining Qulity in Eduction, The Interntionl Working Group on Eduction (2000), UNICEF 11 Source: Refining Qulity Eduction, Times of Indi, June 19, Source: Trends in Globl Higher Eduction: Trcking n Acdemic Revolution, World Conference on Higher Eduction (2009), UNESCO 3

3 Accredittion: A Solution to Delivering Qulity Eduction The Chllenges in Accredittion System with eduction prctitioners to develop specific, job-relted skills. In other Tble 1.1: Country-wise Prmeters for Accredittion Prmeter Countries words, the gols of eduction providers Germny US UK Jpn Indi Higher eduction systems cross the nd employers re converging in regrd Fctors similr cross countries Accredittion is process of qulity world re experiencing diverse chnges. to employees work rediness, nd Current Infrstructure ssurnce nd improvement, through In the pst decde, the world hs seen ccredittion plys criticl role in this. Mission nd Gols which n institution or its progrm rpid growth in the knowledge economy It goes without sying tht ccredittion Internl Qulity Assurnce re recognized smeeting minimum nd considerble development in privte is n ongoing process, imed t nurturing Teching Content nd Methodology cceptble norms nd stndrds fter n provisioning of higher eduction, Student Admissions the development of resources, mking inspection or ssessment. It is importnt especilly in developing ntions. The Employbility of Grdutes them dptble to chnging needs to note tht ccredittion does not seek need to produce globlly employble Approch to Exmintions nd helping build sustinble future. to replce the system of wrd of degree students clls for n eduction Development Plnning But the ccredittion ecosystem fces or certifiction, but provides ssurnce ecosystem tht ssures interntionl Student Welfre multitude of chllenges. Figure 1.1 tht eduction institutions meet qulity qulity nd recognition. Stff-to-student Plnning outlines some of them. Reserch Excellence nd Reserch Income stndrds nd processes. The demnd now is for fr more thn Interntionl Outlook Stff, students nd reserch In Germny, more thn two-thirds of As the process of ccredittion is mrketdriven nd cuts cross geogrphies, it just eduction. The necessity now is for the newly estblished bchelor nd Fctors similr cross countries certified eduction, with stndrdized mster s courses b without proper helps eduction institutions to ssess nd interntionlly vlid courses. With ccredittion due to lck of cpcity of Mrketing Prctices their strengths, problem res nd the incresing demnd for niche skills Gurnteed Excursions, Plcements nd Internships the ccredittion system. Moreover, the opportunities, nd develop sense of nd experience, employers re looking Qulity nd Motivtion of Fculty process of ppliction for ccredittion identity. It lso provides the consumers for cndidtes who re qulified rther Advice nd Counselling for Students is immensely work-intensive, requiring relible informtion on the qulity of thn simply educted 14. Trditionlly, Socil Contribution sttistics tht re often not redily eduction vilble. Students re ssured employers expect eduction to build Internl Administrtion nd Finncil Affirs vilble nd descriptions tht spred of the right eduction with focus on generl skills, such s bsic technicl Approprite nd Fir Decision Mking over 40 pges or more 16. Similr qulity s well s professionl relevnce. knowledge, discipline, professionlism, Complince with Border Agencies chllenges exist in ccredittion systems Finlly, ccredittion ssures prospective good work hbits, problem-solving *Refer to the ppendix to understnd more bout these prmeters. cross the globe. A simple solution to employers of qulity cndidtes 13. bility 15, openness, persevernce nd ddress these chllenges is unifiction the bility to communicte. More of the definitions of ccredittion, nd In rpidly chnging world, governments Accredittion Tble 1.1 outlines the prmeters for include n exmintion of the ccreditor s recently, employers re joining hnds recognition stndrds nd policies. cross the world re wre tht economic ccredittion in Germny Prmeters cross, the United impct on institutions nd responsiveness nd demogrphic shifts re reshping Sttes (US) 18, the United Kingdom(UK) 1920, to the broder ccredittion nd higher the Globe public service outcomes. The role of Figure1.1: Chllenges in the Accredittion of Skills Jpn 21 nd Indi 22. eduction community 23. eduction is prmount in this regrd, Though the driving forces for the The tble suggests tht there re some Other fctors or prmeters for s it forms the bedrock for society nd Comprbility of Lck of Business Alignment estblishment of ccredittion systems Eductionl Stndrds key prmeters for ccredittion common successful ccredittion ntionlly the economy s future prospects. This The current eduction ecosystem re reltively similr cross mny With the globliztion of jobs nd their hs not been ble to bridge the gp to most countries. These prmeters or loclly include stff-to-student rticle describes the chllenges fced by incresing mobility cross countries, between business requirements nd countries, the prmeters used to ply vitl role in determining or rtio, employbility of cndidtes fter students in getting qulity eduction institutions need to deliver qulifictions the skills imprted. There is need estblish locl or ntionl ccredittion nd certifictions tht cn be recognized for businesses to dopt interntionl defining ccredittion stndrds nd chieving specific qulifictions, pproch s well the difficulties fced by vrious in the interntionl mrket. eduction stndrds. for higher eduction institutions vries criteri globlly. Some of these criticl to the dministrtion, trnsprency of stkeholders in determining the stndrds significntly from country to country. prmeters re institutionl support, exmintions nd student welfre. of eduction. It compres ccredittion SKILLS Some prmeters include pproprite governnce, helth nd sfety, nd prmeters cross the globe nd includes reserch nd teching stndrds; The need to produce globlly employble university resources (both technologicl high-level recommendtions for globlly volume nd reputtion of reserch students requires n eduction ecosystem Procedurl Complexities Lck of Infrstructure nd eduction fcilities). recognized ccredittion process. nd income from it; the bility to tht ssures interntionl qulity nd nd Resources Skills ccredittion processes re help industry with innovtion; globl Most ccredittion orgniztions lso recognition. An effort in this direction is extremely complex nd there is lck Accredittion bodies fce infrstructurl 13 Source: Policy Forum Number 20, Accredittion of wreness bout them. There is nd resource-relted chllenges. This nd the Globl Higher Eduction Mrket, outlook through diversity on cmpus; review their internl qulity control nd the Europen Qulifictions Frmework need for communiction of impcts the rech of ccredittion Interntionl Institute for Eduction Plnning (2008) systems for determining internl qulity; development plns. For exmple, in the (EQF). The objective of the EQF is to bring the processes. system cross the eduction lndscpe 14 Source: Plnning Commission Subcommittee on in region. Improvement in Accredittion nd stisfctory lerning support, student US, just s higher eduction institutions together ntionl qulifiction stndrds Certifiction Systems (2009) support nd welfre; definite gols bsed nd progrms undergo self-scrutiny to nd systems of Europen countries 15 Source:, J. (2013) Employment Employers' on individuls nd institutes mission; mintin nd improve qulity, ccrediting on to common Europen reference Perceptions of Employment Rediness policies nd procedures ssocited with orgniztions conduct self-review of frmework. This helps individuls nd 16 Source: The Germn System of Accredittion, student recruitment nd so on. their ccrediting prctices. Such reviews employers better understnd nd compre 4 5

4 the qulifiction levels of different countries, nd different eduction nd trining systems. It encourges countries to relte their ntionl qulifiction systems to the EQF so tht ll new qulifictions issued meet n pproprite EQF level 24. The EQF cts s trnsltion device to mke ntionl qulifictions more redble cross Europe, promoting workers' nd lerners' mobility mong countries nd fcilitting their lifelong lerning. Eight core reference levels, known s lerning outcomes, hve been described to help understnd exctly wht lerners know, wht they Figure 1.2: The Accredittion Process Different ccredittion systems hve different weightges for quntittive nd qulittive mesures While most systems focus only on qulittive outcomes, some countries prescribe pre-requisite for verifiction of eligibility For exmple, the US prescribes requirements relted to the institution s orgniztion structure. Institutions hving n dequte bse only re llowed to submit pplictions for ccredittion Elnquiry nd Dt Sheet Evlution ginst sttutory or government guidelines understnd nd wht they re ble to do. Institutions cross member countries re plced ginst these levels to better compre ntionl qulifictions, nd in turn, foster mobility within the Europen Union The emphsis is more on lerning outputs rther thn inputs such s stff-to-student rtio, student recruitment nd pproch to exmintions. Some countries lso hve specific locl prmeters for ccredittion. Tble 1.1 specifies these country-wise prmeters. With incresing globliztion, mobility Different systems cross the world follow different self-ssessment mechnisms The nture of self-ssessment questions vry from checklist of predefined questions in stipulted formt to loosely defined, open-ended indictors. Different models re followed for self-ssessment For exmple, ccredittion gencies in the US conduct workshops to llow open discussions during selfssessment. In the Philippines, institutes need to submit detiled documenttion on their strengths nd weknesses Eligibility Exmintion of ppliction nd eligibility Self-ssessment Self-evlution by the institute Tem Visit On-site exmintion by visiting evlution tem nd the quest for globl employbility, it is impertive to hrmonize locl ccredittion prmeters with the globl prmeters nd criteri for ccredittion. For exmple, Germny focuses on post-degree or diplom plcements nd internships, ensuring tht their qulifictions re supported nd vlued by businesses s well s industry 27. The UK focuses on externl mrketing of their eduction institutions, helping them set globl stndrd nd reputtion 28. Indi tends to focus on the qulity of their fculty members to ensure high stndrds of eduction 29. Re-ccredition (fter lpse in time, if required) Follow-up nd Submission of Report Finl Accredittion Approvl, rejection or conditionl ccredittion fter exmintion by evluting tem The composition of the tem, both in terms of profiles nd numbers, visiting the institute is usully different in different countries Some tems only comprise members of the ccredittion gency. Others include externl experts such s reputed cdemicins, professionls or members of other public dministrtors The method of selection of the tem is lso different cross the world. In Hungry, the tem is selected by putting in plce stringent qulifiction requirements, wheres in Indi, the tem is nominted It is lso interesting to note tht the overll process of ccredittion remins lmost similr cross countries. Figure 1.2 outlines the typicl high-level ccredittion process Enquiry nd Dt Sheet Requirements: Accredittion gencies first set up brod stndrds nd evlution criteri keeping in mind the bsic guidelines nd regultions prescribed by vrious government deprtments. Eligibility: Eduction institutes ssess their eligibility for ppliction. Self-ssessment: Eduction institutes undergo n in-depth self-evlution to mesure performnce ginst the estblished prmeters, nd submit n ppliction for ccredittion long with relevnt documents. Tem Visit: A tem of inspectors does n on-site evlution t the institute. Finl Accredittion: Once the evlutors re stisfied with the visit nd the institute meets ll the qulity prmeters, the ccredittion is grnted. Further, it should be noted tht orgniztions providing ccredittion vry in their nture nd form. They cn 17 Source: Kehm, B.M. (2006), The Germn System of Accredittion, Public Policy for Acdemic Qulity Reserch Progrm, Deprtment of Public Policy, The University of North Crolin t Chpel Hill 18 Source: Recognition of Accrediting Orgniztions: Policy nd Procedures, Council for Higher Eduction Accredittion, US (2010) 19 Source: Annul report to the Higher Eduction Funding Council for Englnd, Qulity Assurnce Agency for Higher Eduction, UK (2013) 20 Source: Accredittion Hndbook, Accredittion Services for Interntionl Colleges (UK) 21 Source: University Accredittion Hndbook, Jpn University Accredittion Assocition 22 Source: Mnul of Accredittion, Ntionl Bord of Accredittion, Indi (2013) 23 Source: Recognition of Accrediting Orgniztions: Policy nd Procedures, Council for Higher Eduction Accredittion, US (2010) be government (recognized or funded) orgniztions, independent bodies or nongovernmentl orgniztions. Exmple of non-governmentl ccredittion orgniztions includes the Council for Higher Eduction Accredittion (CHEA) in the US. The federl government, through the United Sttes Deprtment of Eduction, recognizes this 32. The Accredittion Service for Interntionl Colleges (ASIC) in the UK is n independent body, providing eduction consultncy nd ccredittion services to eduction institutes in the country 33. Mny countries hve n mlgmtion of ccredittion services mix of independent, government nd nongovernmentl orgniztions ll with similr gols of stndrdizing qulity eduction. Drwing from the fct tht most countries hve different types of ccredittion orgniztions, it is importnt to understnd the need for eduction policy mkers nd prctitioners to collborte in terms of systems nd processes, nd understnd the need for more stremlined country-specific pproch. For exmple, some mture economies, such s the UK nd Cnd, hve developed skill sector llinces 24 Source: EU Skills Pnorm ( euskillspnorm.ec.europ.eu/) 25 Source: The Europen Qulifictions Frmework, Eduction & Trining, Europen Commission ( ec.europ.eu/eduction/lifelong-lerning-policy/ eqf_en.htm 26 Source: Stte of Ply of the Europen Qulifictions Frmework implementtion, Europen Prliment (2012) 27 Source: Kehm, B.M. (2006), The Germn System of Accredittion, Public Policy for Acdemic Qulity Reserch Progrm, Deprtment of Public Policy, The University of North Crolin t Chpel Hill 28 Source: Accredittion Hndbook, Accredittion Services for Interntionl Colleges (UK) 29 Source: Policy Forum No. 20, Accredittion nd the globl Higher Eduction Mrket, Interntionl Institute for Eduction Plnning (2008) or councils. These serve s ntionl prtnership of orgniztions tht bring together ll the stkeholders industry, lbor nd the cdemi. These councils ddress ll humn resources nd skill issues, by focusing on sector-specific skill shortge nd other key issues of mnpower requirements, nd by finding solutions in collective, collbortive nd sustinble mnner 34. It is cler tht investing in eduction nd skills is seen by governments, gencies nd employers s the key to developing skilled nd motivted workforce tht would support economic development nd prosperity. It is now vitl for ll key stkeholders to understnd skills using stndrdized pproch nd view prmeters for ccredittion through the sme lens. As Andres Schleicher, deputy director for eduction t the OECD, put it, skills hve truly become n interntionl currency of the twenty-first century nd if not utilized ppropritely, we re running the risk of its rpid deprecition 35. Therefore, eduction providers nd economies cross the globe should move towrd identifying skills in hrmonized mnner nd work collbortively for universlly recognized ccredittion process. 30 Source: Mnul of Accredittion, Ntionl Bord of Accredittion, Indi (2013) 31 Source: Plnning Commission Subcommittee on Improvement in Accredittion nd Certifiction Systems (2009) 32 Source: Recognition of Accrediting Orgniztions: Policy nd Procedures, Council for Higher Eduction Accredittion, US (2010) 33 Source: Accredittion Hndbook, Accredittion Services for Interntionl Colleges (UK) 34 Source: Cse for Setting Up Sector Skill Councils in Indi, CII Ntionl Conference on Eduction (2009), Linking Eduction to Employbility, Technopk nd CII 35 Source: Eduction Blog, Mesuring nd improving skills the new globl currency 6 7

5 Conclusion: Moving Towrd Globl Accredittion System Globlly recognized ccredittion process It is necessry to devise frmework of globl ccredittion stndrds, Outcome-focused ccredittion prmeters It is time to mke skills n interntionl currency. To chieve this, governments, Figure 1.3: Chllenges in the Accredittion of Skills Structurl Shifts The globl finncil crisis hs given wy to cute economic uncertinty nd prolonged crisis of jobs nd growth in mjor prts of the world. One in five young people under the ge of 25 who re willing to work cnnot find job 36. Policy mkers know tht if they don t ct tody, they risk wtching whole genertion of young people suffer from mcroeconomic conditions nd policy decisions tht re not of their own mking. For governments, citizens nd businesses, the cost of inction is unthinkble. It is cler tht the evolving trends will soon strt putting pressure on eduction ecosystems cross the world. The eduction setup needs to evolve significntly to cter to the chnging needs. And severl structurl shifts will be needed to chieve this trnsformtion. These shifts re summrized in Figure 1.3 It is high time we move wy from the trditionl pproches nd beliefs. Implementtion of some of the following suggestions will enble the world to move towrds trnsformed eductionl lndscpe: prmeters nd criteri. Moreover, the recent surge in students going brod to study, s well s the growth of courses vilble over the Internet, mke it impertive for interntionl eduction policy mkers to collbortively move towrd globl ccredittion stndrds. Eduction institutes need interntionl support when deling with trnsntionl or cross-border eduction, nd so should crefully consider recognition requirements. An interntionl frmework needs to be developed tht recognizes the potentil of interntionl eduction bsed on globl stndrds nd ccredittion prmeters. Businesses rely on the qulity of the skills nd knowledge of their workforce for growth. Employers need to know tht the skills nd qulifictions tht their workforce holds re both relevnt nd robust, nd will meet the needs of the modern workplce. eduction policy mkers nd other stkeholders need to join forces to devise comprehensive yet hrmonized ccredittion frmework tht is ccepted interntionlly. These globl stndrds need to focus on: Lerning Inputs: These include grssroots-level fctors tht enhnce lerning experiences such s institutionl infrstructure, mission nd gols, teching content nd methodology, student recruitment, employbility of grdutes, pproch to exmintions, development nd growth plns for the future, student welfre, stff-student plnning nd reserch excellence. Lerning Outcomes: These fctors determine wht lerners cn get from eduction in terms of specilized skills nd techniques, mstery, innovtion, cognitive nd prcticl skills. Delivering eduction services for the future must, therefore, be mrked by ssurnce, monitoring nd evlution to improve eduction qulity for ll stkeholders with n eduction strtegy nd lndscpe tht is insight-driven nd future-oriented. From stndrdized to personlized services % % % From rective to insight-driven From public mngement to public entrepreneurship Wht does it Men for eduction nd skill? From budget cuts to mission productivity Lifelong lerning Provide flexibility nd customiztion through virtul lerning chnnels nd use mobile technology, tblets nd pplictions to provide lerning nytime, nywhere Assurnce, nd monitoring nd evlution to improve qulity Provide content in multiple formts, including multimedi Provide personl lerning ccounts to encourge eduction uptke, personlized trining, nd pltform to increse interction mong eductors, students, lumni nd institutions Develop best-in-clss ccredittion nd ssurnce processe, in collbortion with trining providers, governments, NGOs nd independent orgniztions to ensure qulity nd cceptnce of these stndrds in industry Monitor lbor nd skills supply ginst demnd; work with the cdemi, employment exchnges nd industry ssocitions to drive stronger linkges between eduction nd employment Focus on employble skills Severl policy mkers relize tht eduction in Indi is lcking in skill development. It is incresingly cler tht For more informtion nd insights on eduction in Indi, visit the Indi pge for Delivering Public Services for the Future Integrting eductors nd employers in the new ecosystem Work with employers nd industry groups to design curricul bsed on mrket needs Rethink the eductor's role nd provide "trin the triner" progrms eduction systems need to move wy from churning out grdutes with skill sets tht re not considered useful by Fcilitte shring of lerning ssets mong eductionl centers, eductors nd students in new ecosystem tht fosters open lerning industries nd businesses. According to the Confedertion of Indin Industry (CII), nerly 70 percent of unemployed people in Indi re educted, but lck the desired industry skills. Moreover, less thn 10 percent hve recognized professionl certifictions 37. It is, therefore, impertive Driving the efficiency of eductors nd lerning processes Redesign nd utomte dministrtive nd mngement processes t eductionl institutions, nd integrte informtion on common systems Adopt cloud computing nd open source pltforms, nd build technology-enbled cmpus infrstructure tht we focus on employble skills rther thn just eduction. 36 Source: Employment, Socil Affirs & Inclusion, Europen Commission (2012) Shre services nd resources for bck-office function efficiency, cut costs, nd provide greter pool of front-line resources for students 37 Source: Lkshmi, R. (2009), Indi's Business Schools Out of Dte, Wshington Post 8 9

6 Appendix: Accredittion Prmeters Fctor Description Fctor Description Fctors unique to ech country Similr prmeters cross countries Current Infrstructure Mission nd Gols Internl Qulity Assurnce Teching Content nd Methodology Number of students, degree progrms, techers, grdutes per yer Number of rooms nd other teching fcilities Qulity of teching equipment used t the fcilities Definition of pproprite gols bsed on the mission ofcultivting humn resources nd eduction reserch Alignment of the institute s vision, mission nd gols with recognition stndrds Communiction nd wreness of mission nd gols Stndrds or policies tht include expecttions of institutionl or progrm qulity, including student chievement, consistent with mission Processes to determine whether qulity stndrds re being met Processes to regulrly conduct self-scrutiny, nd publish informtion bout how fr the missions nd gols hve been relized Objectives of the progrms offered to the students Qulity of content nd lignment with progrm objectives Teching methods used for eduction, nd flexibility in deploying the methods bsed on the lerner s requirements Mrketing Prctices Gurnteed Excursions, Plcements nd Internships Qulity nd Motivtion of Fculty Advice nd Counselling for Students Socil Contribution Internl Administrtion nd Finncil Affirs Consistency in mrketing eduction services overses, long with the mintennce of cdemic stndrds nd the sfegurding of the interests of both the institution nd interntionl students Discussion with students in vrious stges of the progrm nd with representtives of the students union on excursions nd opportunities for plcements nd internships Qulifictions nd ctivities of fculty members Motivtion nd enthusism of the fculty Discussion with the person responsible for the progrm, with focus on dvice nd counseling offered to students Implementtion of wys to cooperte with society Open exchnge of the results obtined from eduction nd reserch ctivities Approprite dministrtion nd mngement in ccordnce with written rules nd regultions in order to execute functions smoothly nd sufficiently Approprite orgniztion for clericl work Estblishment nd mngement of necessry nd solid finncil bse in order to support, mintin nd improve eduction nd reserch Student Admissions Employbility of Grdutes Approch to Exmintions Development Plnning Proper dmission policies in order to dmit students in fir nd correct mnner Communiction of the dmission policies in cler nd coherent mnner Discussions on mrket relevnce of the progrm Discussion with the person responsible for the progrm bout the orgniztion of exmintions Discussions with the den or deprtment hed, nd sometimes representtives from the centrl institutionl mngement on development plnning for the institution Approprite nd Fir Decision Mking Complince with Border Agencies Prticiption by higher eduction professionls nd the public Consistency in reviews of institutions or progrms, long with respect for institution or progrm purposes nd mission Efficient nd trnsprent methods of trcking interntionl students performnce nd ttendnce Systems in plce to inform the Border nd Immigrtion Agency (home office) of noncomplince Student Welfre Lerning support, student support nd creer pth support so tht students cn concentrte on their studies An indictor of teching qulity; higher rtio implies greter personl ttention to students Stff- student Plnning Proportion of fculty members holding doctorte degrees indictes qulity of stff Reserch Excellence nd Reserch Income The number of times the institute s published work is cited by scholrs round the world Funds or revenues generted from publishing the university s reserch work Interntionl Outlook stff, students nd reserch Globl outlook of the university (diversity on cmpus nd interntionl collbortion on reserch projects) Metrics such s interntionl-to-domestic students rtio, interntionl-to-domestic fculty rtio nd the number of the university s totl reserch publictions, including the work of t lest one interntionl co-uthor 10 11

7 Conceptulized nd Contributed by Krishn Giri leds Accenture s Helth nd Public Services business in Indi. He is lso responsible for Asi Pcific Growth nd Strtegies krishn.giri@ccenture.com Mobile: Nily Vrm is n Executive Prtner in the Helth & Public Service prctice in Accenture Mngement Consulting. He is bsed in Delhi. nily.vrm@ccenture.com Mobile: Gurv Gujrl is the Globl Led for Delivering Public Service for the Future, Public Service Opertions & Mngement prctice in Accenture. He is bsed in London. g.gujrl@ccenture.com Mobile: +44 (0) Shmmk Bnerjee is Principl in the Tlent & Orgniztion prctice in Accenture Mngement Consulting. He is bsed in Delhi. shmmk.bnerjee@ccenture.com Mobile: Jyesh Pndey leds the Tlent & Orgniztion prctice in Accenture Mngement Consulting. He is bsed in Mumbi. jyesh.pndey@ccenture.com Mobile: Ankit Meht is Mnger in the Tlent & Orgniztion prctice in Accenture Mngement Consulting. She is bsed in Delhi. nkit.meht@ccenture.com Mobile: Credits This pper hs been developed with the help of insights from Accenture s Delivering Public Service for the Future progrm. This progrm ims to help public service leders fulfill their promise to deliver flourishing societies, sfe nd secure ntions nd economic vitlity to their citizens efficiently nd costeffectively. Get your copy of Accenture s globl report Delivering Public Service for the Future: Nvigting the Shifts tody! The report throws light on where governments currently stnd with public service delivery, where they need to be nd how they cn get there. About Accenture Accenture is globl mngement consulting, technology services nd outsourcing compny, with pproximtely 259,000 people serving clients in more thn 120 countries. Combining unprlleled experience, comprehensive cpbilities cross ll industries nd business functions, nd extensive reserch on the world s most successful compnies, Accenture collbortes with clients to help them become high-performnce businesses nd governments. The compny generted net revenues of US$27.9 billion for the fiscl yer ended Aug. 31, Its home pge is Copyright 2013 Accenture All rights reserved. Accenture, its logo, nd High Performnce Delivered re trdemrks of Accenture. This Report hs been published for informtion nd illustrtive purposes only nd is not intended to serve s dvice of ny nture whtsoever. The informtion contined nd the references mde in this Report re in good fith, neither Accenture nor ny its directors, gents or employees give ny wrrnty of ccurcy (whether expressed or implied), nor ccepts ny libility s result of relince upon the content. This Report lso contins certin informtion vilble in public domin, creted nd mintined by privte nd public orgniztions. Accenture does not control or gurntee the ccurcy, relevnce, timelines or completeness of such informtion.