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tertiary education

The most effective services for well-rounded higher education students in India

Jessica Lee's picture
The blogger (back row, second from right) joined discussions with several university students in India.

A few months ago, I met with over 100 undergraduate and graduate students at seven different technical institutions in the Indian states of Maharashtra and Karnataka, as part of the Government of India – World Bank supported Technical Education Quality Improvement Program (TEQIP II). It took a bit of time for all of us to feel comfortable – how awkward can it get when you are summoned to participate in a meeting with a guest visitor? But, ultimately, we were able to talk freely and even joke a bit.

Are we obsessed with university rankings?

Francisco Marmolejo's picture
Students prepare for an exam in a library. Photo: Arne Hoel / World Bank


It is beyond doubt that rankings have become a significant part of the tertiary education landscape, both globally and locally.

In this landscape, rankings have risen in importance and proliferated in unimaginable ways. It’s become commercialized and, with it, so has the sophistication of companies and organizations that rank colleges and universities. Undoubtedly, rankings now play such a big role in shaping the opinions of current and potential students, parents, employers, and government about the quality of tertiary education institutions.

The Road to Academic Excellence: Lessons of Experience

Jamil Salmi's picture

Cover of The Road to Academic Excellence

When I published my first book on World Class Universities two years ago, I certainly did not anticipate the world-wide exposure it received. Now, I sometimes worry about having contributed to raising expectations about the importance of world-class universities. 

 

When I visited Nigeria last year, I was told that the country wanted to have 20 World Class Universities by 2020. Recently, Sri Lanka announced that it would increase its higher education budget in the hope of having at least one world-class university. Today we launched The Road to Academic Excellence, a new book I edited with Professor Phil Altbach, and already, the burden of guilt regarding the possible consequences of the new book haunt me.

Tertiary Education: Blind Spot or System Failure?

Shanta Devarajan's picture

A comment I posted on Chris Blattman’s blog on the problems with Africa’s higher education was picked up in a lively discussion on the Roving Bandit blog (“Probably the best economics blog [previously] in Southern Sudan”). 

First, for those who are interested in my paper with Celestin Monga and Tertius Zongo on “Making Higher Education Finance Work for Africa,” here it is

Second, I would like to hear people’s views on the issue raised:  Is the poor state of African higher education the result of neglect (“blind spot”) by donors, who emphasized primary education, or is it because the presumption that higher education should be financed and provided (largely free of charge) by the government led to “government failures”—where only the elite got access to the free university education, and the universities themselves became politicized?

Evolution of a World-Class University: Balancing Local Growth and Global Appeal

Jamil Salmi's picture

How can countries establish world-class universities while avoiding common pitfalls? In my previous posting on how to sustain and grow a top-tier university I focused on the importance of staying true to a core mission, evolving with the times, and selecting visionary leaders.

In today’s blog, I outline a couple more common errors institutions are likely to make as they evolve towards expanding their programs within a local context while also attempting to attract a global student body.

Avoiding these mistakes can help universities successfully evolve in new ways.

Going the Distance: Sustaining and Growing a World-Class University

Jamil Salmi's picture

How do countries establish world-class universities while avoiding common pitfalls? In my previous postings about the Top 10 errors that universities most often make, I focused on obstacles usually encountered at the beginning of the enterprise. In today’s blog, I outline three common errors likely to happen at a later stage, once the new flagship institution has already been operating for a few years and has reached a sort of steady pace. Errors at this stage can impede progress not only in sustaining, but in growing an institution that is well-run and impactful.

What are those three common errors? And how can universities ultimately go the distance?

An Uphill Struggle? Equity in Higher Education for People with Disabilities

Jamil Salmi's picture

Co-authored by Jennifer Pye, Tertiary Education Team

Globally the disabled population continues to be the most disadvantaged and marginalized group within society with limited access to educational opportunities. According to UNESCO’s Global Education for All Monitoring Report 2010, “disability is one of the least visible but most potent factors in educational marginalization.”
 

Today, the U.N.'s International Day of Persons with Disabilities, provides us with an opportunity to share preliminary findings from our on-going work on equity of access and success in tertiary education for people with disabilities.

Call for Action: Help Shape Our Work on Equity in Higher Education

Jamil Salmi's picture

Co-authored by Roberta Bassett and Jennifer Pye, Tertiary Education Team

We are reaching out to the global tertiary education community to create a forum for discussing equity in access and success. For us, as part of the growing community of bloggers on education at the World Bank, feedback from our readers is important to help fulfill the institution’s mission of fighting poverty and supporting human development. Your views on our work, insights and knowledge contribute to our quest to further our understanding on how best to go about providing equitable access to educational opportunities for all. We hope you will take some time to read this blog entry and explore our web site on Equity of Access and Success in Tertiary Education to learn more. Your comments will feed into our report on the situation of equity in tertiary education that we will be drafting over the next few months based on the background reports and studies found on our website. We hope you will take advantage of this opportunity to help us to drive our work forward and improve equitable access to education for all.

Final Countdown: Top 10 Common Errors when Building a World-Class University

Jamil Salmi's picture

This is my last post sharing the top 10 common errors when building new world class universities based on my work over the past 17 years at the World Bank and reflecting on my observations from  working with colleagues involved in advising countries keen to establish new tertiary education institutions.  A full version of the lessons can be accessed at Ten Common Errors When Building a New World-Class University

8. Be too ambitious in enrollment targets.  The leaders of new institutions sometimes think that they can rapidly enroll large numbers of students, often in the tens of thousands.  This is rarely achieved without sacrificing quality.  In the 1970s, E.F. Schumacher wrote in his famous book “Small is Beautiful” that successful development projects were preferably of a small size. 

Leadership Challenge: Common Errors when Building a World-Class University

Jamil Salmi's picture

This week, I’m sharing the top 10 common errors when building new world class universities based on my work over the past 17 years at the World Bank and reflecting on my observations from  working with colleagues involved in advising countries keen to establish new tertiary education institutions.  We started with the magnificent campus and expectation that magic will come from it, followed it with the errors related to the curriculum, content and the overall ecosystem within which universities exist.  Today, we delve into some other common errors, here are common errors 5, 6 and 7. 

5. Delay putting in place the board and appointing the leadership team.  The resolution to establish a new university is often a political decision reflecting a visionary ambition at the highest levels that a ministry or a technical project team is then charged with putting into action.  This typically leads to a centrally managed design and implementation process. 


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