It is estimated that approximately 3 million students are enrolled as international students, and it is possible to project that this number may reach more than 7 million by 2025. As global demand exceeds the supply, competition is building for the best of these students. Some countries (or regions) clearly envisage the opportunity this represents and have been strongly stimulating student mobility.
Governments worldwide face the challenge of financing a growing student population with limited resources, especially in the current context of difficult economic recovery. Student loan schemes, because they appear as cost-efficient and are defendable on the lines of social equity (students invest in their future), are increasingly politically attractive. It was therefore only a matter of time before the European Union considered the feasibility of implementing a similar scheme. Such a lending scheme faces EU-specific limitations.
Until recently, Higher education (HE) in Brazil had been, identified with colleges and universities running traditional academic undergraduate programs, with expected graduation time of 4 years or more. The universities in the state of São Paulo are at the top of international rankings among Brazilian HEIs, accounting for about half of all indexed research done in Brazil and responsible for 40% of all PhD degrees granted in the country. They have a total enrolment of almost 200,000 students, about 1/3 of those in graduate programs.
Historically, the UK system has been one of the most successful in combining excellence with access. However the favorable conditions that British universities and colleges have enjoyed in recent years, associated in large part with the introduction of higher tuition fees in 2006, are coming to an end. British universities and colleges face a future of static or even falling local demand, increasing local and international competition, severe public and private expenditure constraints, increased regulation, and greater difficulties in aligning costs with income.
The growing global competition in which knowledge is a prime factor for economic growth is increasingly shaping policies and setting the agenda for the future of European higher education. With its aim to become the world’s leading knowledge economy, the European Union is concerned about its performance in the knowledge sector, in particular in the nexus of research, higher education institutions, and innovation.
This article revises Norwegian higher education debate from the publication of a radical reform proposal made by a government committee in May 2000 until the closure of the reform process in the parliament in May 2001. It is argued that a great rhetorical divide between neo-liberal and Humboldtian concepts of higher education characterized the debate, and that this to some extent distorted the coherence of the final solutions. Nevertheless, it is maintained that the reform is quite likely to instigate a period of profound changes in the national higher education system.
The 21st century has brought new challenges and opportunities for higher education. In the wake of the transition from elitist to mass education, universities worldwide are under pressure to enhance access and equity, on the one hand, and to maintain high standards of quality and excellence, on the other. Today the notion of equity not only implies greater access to higher education, but also opportunities for progress. In recent debates on higher education, the notions of equity and access go beyond minority to diversity.
The higher education sector in South Africa is experiencing an existential crisis. For all of its diverse elements and activities and values as a system, its historic mission and the role that it plays in society were defined for it in the previous era - this not withstanding the progressive roles played by some of the . However, it is an existential crisis which stems only partially from its history in our Apartheid past.