World higher education conference advocates more access for disadvantaged groups

THE 193 member states of the United Nations Educational, Scientific and Cultural Education (UNESCO) have been urged to guarantee equal access to under-represented groups like workers, the poor, minorities, migrants, refugees and other vulnerable populations for higher education opportunities. They were also implored to maintain, if possible, but without mentioning a specific figure, increased investment in higher education to "sustain quality and equity at all times, and foster diversification in both the provision of higher education and the means of funding." This recommendation is closely linked with the assertion that research at this level should "reflect growing expectations and societal needs." N.B Visit www.campusflava.com for updates and information related to other schools.   According to a communiquŽ issued at the end of World Conference on Higher Education, which ended in Paris, France last Wednesday, member states were also urged to guarantee women's access to, participation and success in higher education. Besides, participants agreed that world nations should put in place and strengthen appropriate quality assurance systems and regulatory frameworks with the involvement of all stakeholders. Significantly, they were implored to develop mechanisms to counteract the negative impact of the brain drain while encouraging academic staff and student mobility and enhance the attractiveness of the academic career by ensuring respect for the rights and adequate working conditions of academic staff. Participants, the communiquŽ stated, also agreed on a wide range of issues of how important higher education is to all nations. For instance, they unanimously agreed that this level of education "is the responsibility of all stakeholders, especially governments." Not only did they declare the autonomy was a necessary requirement for higher education institutions to fulfill their missions, they also affirmed that higher education must not only give skills for the present and future world, but should also contribute to the education of ethical citizens, committed to the construction of peace, the defence of human rights and the values of democracy. While participants expressed fears that the current economic downturn may widen the gap in access and quality between developed and developing countries, they observed that "at no time in history has it become important to invest in higher education as a major force in building an inclusive and diverse knowledge society," as the present moment. The past decade, the communiquŽ noted, "provides the evidence that higher education and research contribute to the eradication of poverty, sustainable development and to the progress toward reaching the internationally agreed development goals and Education for All (EFA)." Participants acknowledged that expanding access to higher education had become a priority in the majority of member states, just as increasing participation had also become a global trend. But they asserted that in expanding access, "higher education must pursue the goals of relevance and equity simultaneously." But equity, they affirmed, is not just a matter of access, but "the objective must be successful participation and completion, as well as assuring student welfare, with the appropriate financial and educational support to those from poor and marginalised communities." The communiquŽ continued, "our ability to realise the goal of Education For All is dependent upon our ability to address the worldwide shortage of teachers. Higher education must scale up teacher education, both pre-service and in-service, with curricula that equip teachers to provide individuals with the knowledge and skills they need in the 21st century. This will require new approaches, including Open and Distance Learning (ODL) and Information And Communications Technologies (ICTs)." Significantly, participants insisted that the training offered by institutions must respond to and anticipate societal needs. That it should promote research for development and the use of new technologies, to ensure the provision of technical and vocational training, entrepreneurship education, and programmes for lifelong training. On access matters where Africa is concerned, the document stated, "to meet the rapidly increasing demand for higher education in Africa, there is an urgent need for differentiated institutions, ranging from research universities to polytechnics and technical colleges, as well as diversified programmes within each institution, to cater for different learners as well as the needs of the country. "The increasing demand for higher education will hardly be met by traditional face - to - face delivery alone. Other approaches, such as Open and Distance and online learning, will have to be resorted to, especially for areas such as continuous adult education and teacher training." On funding, it asserted, "while every effort must be made to increase public funding of higher education, it must be recognised that public funds are limited and may not be able to fully cater to the rapidly developing sector. Other formulae and sources of funding, especially drawing on the public - private partnership model should be found."                                                                             By Rotimi Lawrence Oyekanmi