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In this issues paper the profound changes that are occurring on technology, work and work organisation are discussed, with particular reference to the equally profound implications for the future role of vocational education and training (VET) in Australia. First, the ‘big picture is discussed from both a global and a national perspective, looking at competition and technological change, industry and skill composition, and Australian imperatives. The world of work and work organisation is examines, and implications for VET in Australia. Includes an annotated bibliography.
Les auteurs de ce chapitre proposent tout d’abord un cadre conceptuel détaillé permettant de mieux comprendre les interactions entre enseignement supérieur et mondialisation. Ils passent ensuite en revue différentes approches stratégiques reliées mises en oeuvre à l’échelle des systèmes et des établissements d’enseignement supérieur. Ce tour d’horizon leur permet par la suite de s’intéresser à la situation relative de différents systèmes d’enseignement supérieur à l’échelon mondial, envisagée notamment du point de vue des capacités de recherche et des performances. Enfin, pour conclure ce chapitre, les auteurs analysent la façon dont la mondialisation modifie la relation traditionnelle entre l’enseignement supérieur et son environnement national.
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Colleagues it is a pleasure to speak with you today. Fifty years. Much happened in 1965. Lyndon Johnson proclaimed the Great Society in his State of the Union address in January. Martin Luther King marched in Selma, and then Montgomery. Malcolm X was assassinated. The first American ground troops arrived in Vietnam. The first Students for a Democratic Society demonstration against the war drew 25,000 people in Washington. Bob Dylan released Bringing it All Back Home in March and then Highway 61 Revisited in August. Cosmonaut Alexei Leonov was the first person to walk in space. Japan and South Korea signed an overdue treaty. Sony and Cher released I Got You Babe, which went to number one all over the world, but Singapore became independent from Malaysia. There was war between India and Pakistan. Suharto crushed the Communist Party in Indonesia with the loss of a million lives. The white government in Rhodesia declared unilateral independence, and the British oil platform Sea Gem collapsed into the North Sea, but Julie Andrews won the Academy Award for the lead in Mary Poppins. In 1965 the Social Science Research Council, later the ESRC, was formed. And SRHE also began, five years after the Master Plan in California in the United States, and two years after the Robbins Report, amid a great expansion of higher education in Britain. Fifty years. Today I will not attempt to cover the whole field of research into higher education in our time, but to reflect on the main idea that was shaping higher education when SRHE was founded, an idea that still determines expectations about higher education, and continues to provide the discursive framework for much of our research—the utopian idea of society ordered as an educational meritocracy. I will discuss the two faces of the 1960s meritocratic ideal: higher education as human capital, as economic progress, and higher education as equality of opportunity, as social justice. These are the founding myths of modern higher education systems. They have proven to be resilient myths, and have travelled all over the world. In their different ways, each
As common global problems accumulate, research and higher education become ever more vital. At the same time global convergence is transforming the prospects of higher education institutions. Local and national affairs are no longer the ultimate horizon, creating much scope for cross-border initiative and invention in both knowledge and university strategy. Yet the new freedoms are not experienced equally in all localities. Differences between nations are still determining. As the older barriers are stripped away this enhances the capacity of strong universities and systems to dominate the rest, though new players are emerging. There are many possible trajectories for the university. The future is open and the 22 authors in Prospects of Higher Education explore it from three perspectives: the world as a whole, the Americas, and particular localities and regions. Moving beyond nation-centered analysis of states and markets, Prospects uses concepts of public and private goods to map the potentials for global trade and university rankings, common knowledge benefits and multilateral policy action, national stratification and the wash-back effects in systems and institutions. Broad and imaginative, methodologically innovative and policy sharp, this book has much for government and university leaders, scholars of higher education and anyone interested in public policy.
Along with communications, higher education and research are among the most globalized sectors, and this continued in the decade after 2010 when there was a partial retreat from globalization of the political economy. In science the global system has arguably become primary in terms of knowledge formation, though the national scale remains highly determining in institutional higher education. The chapter discusses the main features of globalization in higher education and science (global systems, global connections, and global diffusion) and reviews the relationship between the global science system and the connected national science systems. It finishes with a discussion of scale and its materiality, and reflects on the potential contribution of plural scalar perspectives and Amartya Sen’s transpositional analytical framework to understandings of higher education.
Higher education produces a broad range of collective goods, as well as the individualised goods that receive the main attention in neo-liberal policy settings. However, tendencies to the privatisation of provision and of funding, not universal but often pronounced, have weakened the association between the shared collective virtues of higher education and 'public' provision by states. The chapter reviews different meanings of 'public' and 'public/private' in higher education, and their policy use, noting that in Anglo-American countries, especially, a conceptual and practical impasse has been reached. The public/private dualism of economics blocks from view the full social value of higher education. A more useful notion is the communicative and universal public, the inclusive democratic relations embodied in 'public opinion' and 'public sphere'. This public is not in a zero-sum relation with private good. The UNESCO concept of 'common good' takes that understanding further. It moves beyond questions of ownership or distribution to include the kind of social relations that are fostered. Common good is premised on participative and solidaristic communities. It is created in civil society as well as the state, and involves private as well as public actors, though state engagement is important in securing equity. When applied to higher education the notion of common good is a useful heuristic and objective that counters the attenuated notion of society in the market model. The chapter concludes with reflections on the implications of the Covid-19 pandemic in higher education, which highlights the problems of financing a collective approach to provision, but underlines the need for it.
(1992). Positive economics and negative effects: Economic rationalism and education. Journal of Australian Studies: Vol. 16, No. 33, pp. 1-7.
It [was] a one bedroom unit. They lived in the living room, I lived in the bedroom. So inconvenient. He was always there. I cannot get out. I just stayed in my room. That's why I moved. I moved to the other place to the house of my classmate's brother, from Beijing. There were so many people, mum and dad, his wife, him and the baby, and other students. One toilet. So I have to line up, not convenient … cooking was always a problem, so many people wanted to cook. I have to line up and wait.~ female, 33, education, China
One of the main functions of higher education is ‘subjectification’, the process whereby students emerge as self-determining persons. The contemporary form of subjectification can be understood as the ‘self-formation’ of students. Student...
Across the world, 3.3 million students study outside their country of citizenship each year (OECD 2010: 315).1 Almost half of them move from Asia and Africa into English-speaking education systems. Another quarter move between countries in the European Higher Education Area. In the UK, Australia and New Zealand international education is a large and growing commercial export industry (Bashir 2007). In the United States international students contribute to the national knowledge economy and American foreign relations. Both the nation of education and the educated international student appear to gain from the exchange. But for international students in general, and more so for non-white students from emerging nations, the exchange is premised on less than equal respect and treatment. Most people in the country of education give this little thought. If it is difficult for international students, the thinking runs, why do ‘they’ come? Clearly ‘our education’ is superior to what ‘they’ have at home. And being supplicants, as it were, ‘they’ ought to ‘adjust’ to the country of education to the degree necessary to absorb its bounty.
Australia is a nation of 23.1 million people (ABS, 2013a) occupying the whole of an island continent at the west end of the Pacific Ocean in the Southern Hemisphere. It is a British settler-state based on the forcible appropriation of the land of the indigenous inhabitants, akin in that respect to Canada (the nation it resembles most closely) and the United States. Like the North American countries it is a federation based on the unification of originally separated colonial enclaves.
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Discussion about the purposes and benefits of higher education has been stymied by a particular construction of the relation between private and public benefits now dominant in policy circles and public debate. In this reading of higher education, the private and...
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