This brings to mind an observation by a former
Nobel Prize winner in Literature, the Mexican writer Octavio Paz (1914-1998 ), that "
the search for the future ends inevitably with the conquest of the past". May
68 marked, in Europe as in many other countries on other continents, the end of an era in
which institutions of higher education, particularly universities, could allow themselves
to be the exclusive preserve of the elite, and to deny priority consideration to the
search for solutions to the pressing problems of society. In recent times, changes have accelerated, and have become so numerous
and diversified that even a definition of what higher education is has become an arduous
task indeed. From a pragmatic point of view, we define as higher education all types of
education (academic, professional, technical, artistic, pedagogical, long distance
learning, etc..) provided by universities, technological institutes, teacher training
colleges, etc... , which are normally intended for students having completed a secondary
education, and whose educational objective is the acquisition of a title, a grade,
certificate, or diploma of higher education.
Within this very broad definition, the analysis of the
evolution of higher education institutions, in the course of the past thirty years reveals
that their basic mission remains and will remain attached to four principal goals:
1- The development of new knowledge ( the research function).
2- The training of highly qualified personnel ( the teaching function ).
3- The provision of services to society.
4- The ethical function , which implies social criticism.
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IIII - NEW MISSIONS |
The initial question therefore confronting the
participants in the preliminary meetings of the World Conference was to determine how
institutions must act, in the present world environment, to fulfil their missions. Additionally, they also considered whether new missions should be
added to the traditional ones, particularly in view of the fact that, over and above
society's problems, higher education institutions are themselves facing radical internal
changes related to an explosive equation produced by the growth of their population
(students, teachers, administrators), the rise in costs and the reduction of public
spending.
As Federico Mayor pointed out in the preface of the Policy
Paper for Change and Development in Higher Education (1995), "since its creation,
UNESCO has never ceased to encourage the development of higher education and research
". It was a UNESCO publication, the World Survey of Education (Vol. IV- Higher
Education) which asserted, in 1966, that the "second half of this century will remain
in history as the time of an expansion of higher education surpassing, by far, all which
has preceded it".
This is confirmed today by one of the working papers of this
conference : Higher Education in the World : Statistics 1980-1995 the figures of
which have been quoted by the Prime Minister, Lionel Jospin, in his address at the opening
of the World Conference, and which shows that in the course of the last decades, and on an
international scale, the number of students registered in higher education institutions
has undergone tremendous growth. "In 1960, world enrolment was only 13 million, in
1970, it was already 28 million, in 1980, the total stood at 51 million. There is every
reason to predict that the current trend will continue and the world enrolment total will
climb beyond the current, unprecedented total .
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IV
- UNIVERSAL ACCESS TO HIGHER EDUCATION |
Some countries, particularly those connected with OECD, are clearly stating their
intentions to reach universal access to higher education (or tertiary education, as
mentioned by OECD). In a more recent document (Redefining Tertiary Education, 1998,
p.37) this organization indicates that:-
"Tertiary education is becoming the place to be, the experience to
have , prized and valued for all, not just a privileged minority. The direction
is universal participation: 100 per cent participation, with fair and equal opportunities
to study; in some form of tertiary education; at some stage in the life cycle and not
necessarily end-on to secondary education... Access, therefore, is not merely to an
institution but to a way of life, not for the few but for all.... "
- In the same publication and on the same page, the OECD
mentions "the need for a new paradigm for tertiary education. Its elements include
... the direction of public policy in many countries which project eligibility for
tertiary education of 60, 80 or 100 per cent of those completing secondary education; an,
in the case of one (the United States) of entry into some kind of tertiary education by
everyone... ".
In 1968, French students were demanding on one of their
posters at the Sorbonne, "Education in the service of the people" and
were saying "no to the class-bound university" (Non à l'université
de classe) . To what extent do the goals of universal access proposed by OECD - whose
Member States include a large number of "soixante-huitards" within their
governments - fulfil the wishes of the students of 1968 ?
UNESCO's Policy Paper for Change and Development in Higher
Education, 1995, reveals that the young people of the African region have 17 times
less opportunity to pursue higher education than their counterparts in industrialized
countries (for the totality of the developing countries, this opportunity is four times
less on average.).
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V
- ACCESS THROUGH MERIT |
The answer is therefore qualified and must also
take into account the reply to a different and equally important question: Is universal
access an ideal to be attained only in certain countries, or in certain regions within
certain countries? 1. The declarations of the regional
conferences held in Latin America and the Caribbean, in Africa, in Asia and the Pacific
and in the Arab states mention in their first paragraph the Universal Declaration of Human
Rights, article 26 of which stipulates that "everyone has the right to
education" and that higher education shall be equally accessible to all
on the basis of merit".
2. References, in practically all the regions, to the
Universal Declaration of Human Rights, of which we celebrate the fiftieth anniversary this
year, reveal that a consensus has been reached world-wide. Access must be open and
democratic, the only criterion for access must be merit, no discrimination being
recognized or accepted. Increased efforts must be exerted particularly to eliminate from
higher education all stereotypes linked to gender, and to reinforce everywhere the
participation of women, especially with regard to decision-making.
3. The merit principle is reflected in the propositions for
the world declaration on higher education as well as in the proposed measures
for a framework of priority action on which this conference must reach a decision.
This principle applies to all that relates to access, democratization, diversification,
organization and financing of the institutions.
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VI
- INTENSIVE CONSULTATIONS |
The draft documents represent the outcome of a major exercise. They take into
consideration what was adopted during the regional conferences which organized their
thinking around four basic themes: Relevance, Quality, Management and Finance,
Inter-university Co-operation. The draft documents have also benefited from the
results of studies made by about one hundred organizations and from the preliminary
documents of the thematic debates of this conference, which were supervised by some fifty
governmental and non-governmental organizations associated with UNESCO in the field of
higher education.These debates were structured around
extremely diverse themes, which affect all aspects of the missions and lives of
institutions within the higher education system :
I. Higher education and development
- The requirements of the world of work
- Higher education and sustainable human development
- Contributing to national and regional development
- Higher education staff development : a continuing mission
II. New directions and innovations in
higher education
- Higher education for a new society :a student vision
- From traditional to virtual : the new information technologies
- Higher education and research : challenges and opportunities
- The contribution of higher education to the education system as a whole.
III. Higher education : Culture and Society
- Women and higher education : issues and perspectives
- Promoting a culture of peace
- Mobilizing the power of culture
- Autonomy, social responsibility and academic freedom.
Additionally, the draft declaration and the draft priority
action plans were the subject of intensive consultations with Member States and with all
the organizations invited to participate in this conference. Points of convergence from
their analyses have been retained. We can say that these draft statements -
although they could no doubt be improved or expanded - are the result of a collective
effort, global in scale. It is therefore to be expected that they will constitute a solid
basis for decision by consensus and consequently, that there will be fewer amendments to
the texts than has been the case at similar conferences held in the past.
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VII
- THE BASIS OF THE DRAFT DECLARATION |
The draft declaration is broad in its scope, covering a large spectrum of issues and
challenges relating to higher education at this close of the century. It starts by
defining the missions and functions of higher education highlighting, in addition to its
traditional functions, those relating to education and training for citizenship, its
ethical role and its forecasting function.In the
second part, the draft declaration presents elements of a new vision of higher education,
where key concepts are the following :
- access with
equity
- reinforcing the participation of women
- ensuring accessibility to special groups, such as refugees, the handicapped and various
minority groups.
- advancement of knowledge through research and dissemination of its findings
- relevance and long term direction, taking into account social needs, particularly in
relationship to the world of work
- diversify to increase equality of opportunity
- staff and students : the principal protagonists of higher education.
In the third part, the draft declaration presents elements
which facilitate the passage from vision to action, particularly through :
- Internationally comparable standards of quality which
should, in no circumstances, result in uniformity, given that quality is a
multidimensional concept.
- The potential and stakes of technology, which should be accessible to all and for all.
- The strengthening of higher education management and financing.
- The public service function of higher education, independent of its legal structure.
- The development of co-operation based on solidarity, the establishment of partnerships
and alliances; from brain drain to the recovery of talents.
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VIII
- CO-OPERATION BASED ON SOLIDARITY |
Moreover, and we noticed it at all the regional conferences, the principles which served
as the basis for the official launching by UNESCO in 1991 of the UNITWIN/UNESCO Chairs
Programme were warmly received; and the participants in these conferences proposed that
the same principles be considered as the basis for any inter-university co-operation
project at the international level.They were the
following :
- stimulate the transfer and sharing of experience.
- strengthen the twinning process between higher education institutions.
- advance knowledge and its applications for the finding of solutions to development
problems, curb brain drain, promote equitable sharing of knowledge and competence as a
guarantee of sustainable development and the establishment of a culture of peace.
It should be added that the UNITWIN programme was officially
approved in 1991, but its development and effective first steps go back to 1989, when the
Director General requested from the Division of Higher Education an action plan to
strengthen co-operation with and among the universities.
Intensive reflection was conducted, with the assistance of
Canadian experts put at the disposal of the Division of Higher Education by the Canadian
National Commission for UNESCO. A decision was taken to develop a system of university
chairs whose mission from the outset was to be a focal point or part of networks. The
Division of Higher Education had relied on the experience of two chairs created in Spain
(Barcelona), one in numerical engineering, the other in communications and in networks
developed by UNESCO, particularly teacher training networks, and the UNAMAZ (Association
of the Amazonian Universities) network created in 1987. It was therefore, a totally new
programme, but one which was based on wide-ranging experiences involving various
sectors of the Organization.
This programme, notwithstanding some temporary setbacks,
has had a remarkable development and is presently sponsoring more than 300 chairs, and
supporting over 40 inter-university networks in more than 90 countries. It is based on
solidarity, and the programmes are the result of negotiations among all participants.
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IX
- QUALITY, RELEVANCE, CO-OPERATION |
Let us return once again to the statement of Octavio Paz for whom "the search of the
future ends inevitably with the conquest of the past". Those who admire UNESCO's
ability to enlist the support and the mobilization which resulted in the convocation of
this World Conference, should also know that the UNITWIN/UNESCO Chairs Programme is not
the product of chance.It is, in fact, the result of a
series of factors, particularly the fact that UNESCO's action in the field of higher
education accelerated, in a structured manner, in the years 1980 and 1990, but
particularly since the end of the 80s with the increased co-operation of
governmental and non-governmental organizations.
In 1983, an international seminar in Bulgaria had been
preceded by the launching of the collection Papers on Higher Education, whose first issues
where devoted to a general view of higher education in the various regions of the world.
From that time, it was clear that quality and relevance went
hand in hand, and that co-operation was necessary. No institution could - or can - survive
by itself.
From a methodological perspective therefore, it was becoming
obvious that the three key words which encompassed all the questions to be addressed by
higher education were :
* Quality
* Relevance
* Co-operation
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X
- STUDY ON THE NATURE OF UNIVERSITIES |
This conclusion was the result of an exhaustive analysis carried out at that time, in 1988
to be exact, within the Division of Higher Education, of the results of meetings of the
consultative councils for higher education in Latin America and the Caribbean, in Europe
and in Africa. It was also based on the analysis of a series of meetings of experts
organized by UNESCO and other organizations, such as the International Association of
Universities, at the international level and by the Association of African Universities
and other organizations at the regional level.In the
light of these conclusions, the Director-General of UNESCO, Federico Mayor, proposed joint
action with the United Nations University, in July 1988- before the political events of
1989 which changed the face of the world. The proposals were made during a meeting of the
Council of the United Nations University which took place in the Itamaraty Palace in
Brasilia, Brazil, and suggesting in particular :
"a general examination of the evolution of the nature
of the universities since their inception - an examination that could provide guidance as
regards a reshaping of the universitys role, especially in developing countries,
almost all of which are asking themselves what kind of universities is needed for
todays and tomorrows worlds ."
That the Director-General was right became evident soon
after, in January 1989, at the International Conference on Education (at the International
Bureau of Education in Geneva) which discussed the diversification of post-secondary
education. On the first day of the conference, 17 out the 24 speakers made reference to
reforms in higher education in their countries : reforms recently made, reforms being
executed, reforms being prepared. A proposal was made to UNESCO to elaborate a plan of
action for developing countries. This proposal was approved during the last session. This
proposal was adopted during the last session of the General Conference of UNESCO held in
Paris during October-November 1989 (cf. New Review on Higher Education, Meetings
Documentation, N° 1, p. 51). This gave rise to the official launching of UNITWIN.
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XI
- A WORLD CONFERENCE |
Again in Geneva, in January 1989, I had the opportunity, as the representative of the
Director-General to Commission I - "New trends in matters of post-secondary
education", of presenting, in an international context, the interdisciplinary action
plan for the development of co-operation in order to promote the improvement of quality
and relevance in post-secondary education.I also had
the privilege in announcing - on behalf of the Director General - the Secretariat's
intention to initiate an in-depth discussion on the situation of higher education in the
world. It was at that time, and as a follow-up to the recommendation of the Director
General at the UNU Council in Brasilia, that the decision was made to organize, in
co-operation with the United Nations University and the NGOs specializing in the field of
higher education, "a series of studies, of round tables and meetings of experts,
during the biennial exercise 1990-1991, and an international conference where an action
plan would be submitted to strengthen co-operation in the field of higher education".
This was the beginning of the action which resulted in the
preparation of the Policy Paper on Higher Education . It is in this document that
one finds the basis for the convocation of a World Conference. The idea had not yet
matured at that time (1989), some Member States opposed it. It was a utopia which only
today becomes a reality.
Following these decisions, studies were undertaken on the
evolution of the concept of the university by the University of the United Nations, under
the supervision of Edward Ploman and Torsten Husén. A series of studies and of regional
meetings were organized by UNESCO in Caracas (Venezuela), Armidale (Australia ), Dakar
(Senegal), and later, in Sinaia (Romania). A meeting for the Arab States was cancelled due
to the Gulf War.
The outcome of these deliberations was the publication in
1993, by UNESCO and IDRC (International Development Research Center) of Canada, of the
book The University as an Institution Today by Alfonso Borrero Cabal (an author's
book revised by an international group of experts). This was followed by the Policy
Paper for Change and Development in Higher Education, published in 1995 in eight
languages.
Of course, UNESCO did not and does not have a monopoly on
ideas. Many governmental and non-governmental organizations from around the world were
simultaneously engaged on the issue of higher education, as evidenced, for example, by
publications from the World Bank, the International Association of Universities, and from
various regional associations, teachers associations, national conferences of
rectors, presidents of universities, etc...
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XII
- A GLOBAL DYNAMIC |
All these debates, and in particular the discussions surrounding UNESCO's Policy Paper-
which took place around the world, including in various parliaments- revived the idea of
organizing a world conference, proposed in 1989 but which had been temporary shelved.In response to these calls, the Director-General decided, in 1996, to
organize the conference
"to lay down fundamental principles for the in-depth
reform of the higher education systems throughout the world with a view to strengthening
their contribution to the building of peace, founded on a process of development that is
predicated on equity, justice, solidarity and liberty - a process which requires that
higher education institutions enjoy autonomy and freedom exercised with
responsibility".
Once more, UNESCO decided to go back to the drawing board and
initiate a large-scale mobilization to centre around five regional conferences, themselves
to be preceded by subregional conferences, national meetings, in-depth studies, joint
analyses with NGOs, etc... The conferences took place in Havana, November 1996, (Latin
America and the Caribbean); in Dakar , April 1997 (Africa); Tokyo, July 1997 (Asia and
Pacific); Palermo, September 1997, (Europe Region) and Beirut, March 1998 (Arab States).
These conferences were concluded by expert meetings, such as
the one for North America, in Toronto, Canada, May 1997; one in Strasbourg, organized
jointly by the French National Commission for UNESCO and the Council of Europe, July 1998;
the Collective Consultation of NGOs specialized or interested in the field of higher
education, in Paris, May 1998; the Conference of the International Association of
Universities in Bangkok, November 1997 , the Meeting of Education International in Paris,
March 1997, etc....
Later, you will have the opportunity to view the results of
the regional conferences which will be presented by Carlos Tunnerman (Latin America and
the Caribbean), Lydia Makhubu (Africa), Gottfried Leibbrandt (Europe Region); Charas
Suwanwela (Asia and Pacific) and Ibrahim Abu Lughod (Arab States). They are members of the
Steering Committee of the Consultative Committee for Higher Education, which was
designated by the Director-General, to supervise the World Conference preparations.
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XIII
- MAIN POINTS TO REMEMBER |
In discussing the structure of the World Conference on Higher Education, the main ideas
which emerged from the regional conferences have already been mentioned. I would at this
point emphasize those points which I believe are essential to remember:a) The educational system must be treated as a whole and higher
education, regardless of its legal structure, must be viewed as part of the public sector.
The allocation of public support to higher education remains vital , diversification
notwithstanding.
b) Merit, ability and motivation of students must constitute
the only basis for access to higher education, no discrimination being allowed to restrict
this access. Participation of women in all disciplines where they are under-represented,
as well as in administration, must be an objective to attain.
c) The development of new technologies opens the door to
continuing education for all; these technologies must be used in the service of teaching
and research and should also contribute to a more efficient management of higher education
systems. They must be accessible to all and of service to all, taking into account
differing social and cultural conditions (as should be the case in all aspects of the
organization of higher education institutions). Finally, new technologies should ensure
lifelong access to education for all.
d) Today, higher education must train citizens who are able
to think clearly, analyse problems, make choices, act ethically and assume their
responsibilities. Strengthened ties with the world of work should not obscure the
fundamental directions of higher education institutions which should be long-term and
related to social needs. The market is a reality, but the current crisis may be explained,
in large part, by the absence of rules and the lack of a comprehensive vision in which
social and cultural factors should be priorities. The final goal of action in this field
must remain the establishment of a more equitable society.
e) None of this can be accomplished unless teachers and
students play an important role in the life of organizations, and unless these
organizations are able to enjoy institutional autonomy and academic freedom, with
accountability to society.
f) The international dimension of higher education is part of
its quality, and the development of networks based on sharing, solidarity and equality
among partners must be encouraged and must become a tool for major action on the part of
institutions and systems.
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XIV
- A FRAMEWORK FOR PRIORITY ACTION |
In order for these principles not to remain in the abstract, you are also called upon to
examine the propositions for a framework of priority action to improve relevance, quality,
management and finance and inter-university co-operation. Measures are planned at national
level, at the level of systems and institutions and - particularly under UNESCO's aegis -
at international level. This process must not stop when the conference ends.Joint action by all the stakeholders in higher education is necessary
.
A process of permanent reflection should take place based on
new foundations and, consequently, the establishment of a UNESCO/UNU forum has been
suggested, in which all interested organizations will be invited to participate. A basis
exists already : the UNESCO chairs network in higher education.
The strengthening of the intersectoral and multidisciplinary
approach of UNESCO's programme on higher education would appear to be necessary, as is the
reinforcement of co-operation based upon the principle of solidarity.
This implies :
- the transfer of knowledge and technology
- assistance which must not be confused with aid the existence of equal partners
In 1968, neither the governments, the media, nor the
institutions of higher education saw or felt the coming crisis. I was myself a student in
Paris in 1968, and I remember as if it were yesterday the wildly unrealistic comments,
which were made by personalities from all sides at the beginning of the movement. UNESCO
itself did not attempt to listen to the students until after 1968. We certainly do not
claim to be announcing that a new May 68 is imminent, we are not here to indulge in
futurology; nevertheless, UNESCO has fulfilled its duty. The Delors Report opened the way
for a comprehensive reflection on education. The World Conference on Higher Education has
mobilised a high level of participation, and initiated a considerable process of
reflection. Now it is to be hoped that the conference will stimulate action which will
encourage improvement in the quality of higher education.
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XV
- CONCLUSIONS |
Discussions on the follow-up to the conference should take place
once all its results are known.To sum up, all those
who decided to become involved in this process, all those who participated in the
deliberations of the regional conferences prior to the World Conference, as well as all
those present here today are seeking to create a conceptual framework for the higher
education of the future which will entail :
- the participation of all social partners in higher
education, members of governments and all representatives of civil society, students and
their families, teachers, researchers and workers.
- the definition of common social objectives aiming at the
establishment of in-depth reforms which will improve the relevance of higher education and
its links with society, and enable the creation of quality education, with access for all
on the basis of merit and ability, and without any kind of discrimination.
- the strengthening of institutional autonomy and academic
freedom, within the framework of accountability.
- finally, the participation of all in the establishment of a
more just and equitable society.
Is it a utopia ? Is it impossible ?
It probably is a utopia. But let us not forget that to
organize a conference of this size was also seen as a utopia and yet, here we are all
together (representatives of governments, of the academic world, teachers, researchers,
students, administrators, parliamentarians, IGOs and NGOs, representatives of the world of
work) to discuss these questions. Let us not forget that without utopia, without ideals,
one cannot accelerate progress or build a better society. What UNESCO suggests to you is a
realistic utopia.
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