Magazine article UNESCO Courier

Shaking the Ivory Tower

Magazine article UNESCO Courier

Shaking the Ivory Tower

Article excerpt

Universities have changed radically to keep pace with modern life. Now where are they heading in this high-speed age?

In the past half century higher education has been transformed from a privilege conferred on social and political elites to a mass activity available to whole populations. This process began in the United States in the 1940s and 1950s, spread to most of Western Europe and many other developed countries during the 1960s and 1970s and in the past two decades has become a global phenomenon. In the next half century it will accelerate, leading perhaps to the replacement of "higher education" (still an elite-ish category despite its expansion) by extended systems of "lifelong learning".

The key to this transformation has been the expansion of secondary education. For example, in all but two countries of the OECD (Organization for Economic Co-operation and Development) at least two-thirds of young people now complete upper secondary education, and so are eligible to enter higher education. The result has been a dramatic increase in enrolment rates in higher education. In Chile the total number of students has grown from 131,000 in 1978 to 235,000 in 1988 and to 343,000 in the mid-1990s. Even in the United States, the pioneer of mass-access higher education where very high secondary education completion rates had already been achieved before 1970, the student population has continued to grow, from 11 million in 1978 to 13 million in 1988 and now to more than 14 million.

Two forces have driven up completion rates in upper secondary education and enrolment rates in higher education. The first has been democratization. As late as 1945 high levels of social, and hence educational, inequality persisted even in democratic countries, and much of the world remained in the grip of colonial and totalitarian powers. In North America, Western Europe and Australasia democratization typically took the form of the development of "welfare states", in which there was an increase in public expenditure on education, housing, health and social security that was sustained over more than three decades after the end of the Second World War.

More recently, as renewed emphasis has been placed on the market even in social policy, the rise of consumerism has continued to fuel demands for increased higher education opportunities. The older idea of education as a civic entitlement has been compounded by newer notions of free access to the education marketplace. Far from arresting the advance to mass higher education, consumerism has accelerated it in most developed countries. As traditional forms of social differentiation based on class, gender and ethnic origin have been eroded by democratization and by market forces, new forms based on educational certification have become more important. In many developed countries the middle class and the "graduate class" have tended to coalesce.

In much of Asia and Africa democratization took the form of decolonization. In newly independent countries the energy originally generated in liberation straggles against the colonial powers was directed into a wider struggle to create fairer and more equal successor societies. Education was central to this struggle. The result has been a rapid increase in higher education enrolment-for example, in Tunisia from barely 2,000 students at the time of independence to more than 100,000 today. That process continues.

However, the relationship between democratization and the development of higher education has been less straightforward in developing countries. Despite very rapid rates of expansion the "metropolitan" influences of the former colonial powers have lingered more stubbornly in higher education than at other levels of education. This is partly due to the continued influence of associations between universities in the British Commonwealth as well as those between francophone universities.

Partly because of these lingering "metropolitan" models and partly because levels of participation are still lower than in developed countries, many African or Asian universities have remained more elite institutions than higher education institutions in North America and Europe. …

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