Following is an abstract of the presentation made by Dr. Sujata Gamage to the Council on Higher Education in Pretoria, South Africa, on February 23, 2010.
Universities are increasingly called upon to contribute to the development needs of a country but the nature of the contribution can vary with the mission or the resource base of the institution. University systems in most countries, by design or otherwise, consist of a diverse range of institutions. An assessment of the contribution of a university requires some means of telling apples from the oranges.
To our knowledge, the 2005 Carnegie system of classification used in the US is the most comprehensive typology available. Typology has to fit the purpose. Reflecting this reality, the newest Carnegie classification is designed as a user-driven one, but it offers a basic classification scheme where universities are distinguished as Doctoral, Masters, Bachelors or Associates institutions depending on the distribution of degrees conferred. This simple classification has the advantage that it gives some information at a glance to a prospective student or policymaker.Â In contrast, university systems in other countries have nomenclature that has more to do with history that any objective criteria.
In our study, we applied the basic Carnegie classification to university systems in several countries to test the classificationâ€™s validity in other contexts. In the case of South Africa (SA), our preliminary work shows that there is some correlation between the â€˜Traditional Universitiesâ€™ according the SA Council of higher Education (CHE) andÂ the set of universities we labeled as Doctoral according to Carnegie classification. Further there is some correlation between â€˜Universities of Technologyâ€™ according ot CHE and Masters and Associates categories according to the Carnegie.Â Â The category identified as â€œComprehensive Universitiesâ€ by the CHE was harder to place.
More interestingly, the distribution of Doctoral to other institutions in SA is the reverse of the distribution found in the USA. For example, in USA there are about 10 bachelor or Associate level institutions for every doctoral institution; In SA the reverse is true. Is this something that is desirable for SA or should policymakers consider a reversal? What is the cost differential in producing an undergraduate at a doctoral university in SA as opposed to a university focused on Bachelors education? The Carnegie classification may not work wholesale for South Africa, but, it can provide a framework for discussion and debate.
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Press Release #15: Delegating Education Decision-Making to Provinces is a Constitutional Mandate (In English/Sinhala/Tamil)
Delegating Education Decision Making to Provinces is a Constitutional MandateNot a Discretion for the Ministry of Education We are pleased to note that that the Ministry of Education has delegated policymaking during the fuel crisis to provincial authorities with decisions on keeping school opened delegated down to the school level with oversight by zonal authorities. Additionally, ministry has also announced delegating teacher deployment responsibilities to Provincial authorities with exceptions regarding national schools.
Private Sector Role in Enhancing K-12 Education in Sri Lanka
A free webinar “Private Sector Role in Enhancing K-12 Education in Sri Lanka” will be held by Sri Lanka Singapore Business Council (SLSBC) of the Ceylon Chamber of Commerce online via zoom from 2:30pm to 3:45pm on Wednesday 23rd March 2022. The panelists will include Dr.
Policy Dialogue #20: Education Post-Pandemic
වසංගතයෙන් පසු අධ්යාපනය | பிளேக்கிற்குப் பிறகு கல்வி A policy dialogue on “ Education Post-Pandemic”‘ was held by the Education Forum Sri Lanka (EFSL) on 26th March 2022, via Zoom. Watch the Policy Dialogue: Video PRESENTATIONS Transforming Education for All Post COVID-19 – Ms.
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