Within the framework of cooperation
between the ministry of Higher Education, Sultanate of Oman and the United
Nations Educational, Scientific & Cultural Organization UNESCO“ the International Conference on The
University of the 21st Century” was convened at Al Bustan Palace
Hotel, during the period 17-19 March 2001.
The conference convened under the patronage of H.E. Sayyid Saif Bin
Hamad Bin Soud Al-Busaidi, Minister of the Diwan of Royal Court, Chairman,
Council of Higher Education, Sultanate of Oman. More
than 200 participants from all regions of the world took part in the conference
representing Ministries of HigherEducation, Universities and Institutions of
Higher Education, Regional and International Organizations in addition to
experts, academicians and researchers. (See Annex I)
His Excellency Sayyid Saif Bin Hamad
Bin Soud Al-Busaidi, Minister of the Diwan of Royal Court, Chairman, Council of Higher Education of the Sultanate of Oman
inaugurated the conference,
H.E.the
Minisiter stressed the fact that globalization is an inevitable phenomenon and
called upon all to perceive it positively and invest on the benefits it offers
for a better world for
He
further maintained that traditional systems are incapable of
Providing
adequate services and that major transformations must be made to develop the desired
University of the 21st Century.
H.E. the
Minister highlighted the importance of research and the priority
In
conclusion, H.E.the Minister proposed four sensitive themes and invited experts
participating in the conference to thoroughly review them during the proceedings
of their seminars and roundtables; these are (a) challenges of scientific
technologies (b) bridging the gap between education and work (c) propose a
model for the Omani private university and (d) the importance of research for
educational institutions in Oman.
He
thanked distinguished guests and participants and wished them success in
reaching effective and concrete recommendations which
would benefit the development of Higher Education in
In his
inaugural speech, Mr. Koichiro Matsuura, the Director-General of UNESCO
highlighted the crucial challenges and problems facing societies and humanity
at large . He said that
“The crises, problems and challenges of
education are as serious as ever. Drastic and effective measures must be taken
to address poverty, exclusion, disease, insecurity, civil
Strife and environmental degradation. If this
is not done, the future will be very bleak”. He added that “
these challenges provide more than merely the context of the work of
higher education institutions and systems. They provide, in fact the proper
focus of their work. Societal challenges should shape the fundamental role,
functions and responsibilities of higher education
institutions.”
The
Director-General remarked that “while the Arab region is as vulnerable to these challenges as any other
region of the world, it does, at the same time, have the distinct advantage of
shared cultural values, common interests and views, and a common language;
together these constitute a source of strength to face the challenges of
tomorrow.”
He added
that “today’s challenges are necessarily to be tackled within the context of
globalization” which has far-reaching implications for cultural diversity.
While it is a powerful force that cannot be reversed, still we must
collectively strive to humanize its impact, maximize its advantages and
minimize its possible Negative consequences; We must
strive to maintain cultural diversity and make sure that the spirit of equal
partnership and solidarity prevails in our world”
“The
impressive advances in science, technology, communication and information have
the potential to benefit all of humanity. This can be of particular
significance to developing countries, But These
advances are also creating new gaps within societies as well as between
developed and developing countries; particularly through the so-called “digital
divide”. Now more than ever before, we need, to achieve a more equitable
sharing of knowledge and a Smoother transfer of technology Universities have a
considerable role to play in bridging these gaps but they must do so, within a
context that is shifting, as we speak.
The
director-General also said, “we have gathered here to
reflect upon the new vision and mission of our universities. We do not start
this from scratch. We have in front of us UNESCO’s Policy Paper for Change and Development in Higher Education (1995), whose
analysis remains cogent and relevant; We have also in our hands a great range
of literature produced by meetings convened in Havana, Dakar, Tokyo, Palermo,
Beirut and Paris in addition to the excellent documents prepared for this
meeting.”
He
continued “a review of the programme of this conference suggests that the
emphases within UNESCO’s Policy Paper
remain relevant to the changing realities of the world of higher education The Paper’s three main themes – Relevance,
Quality and Internationalization – provide the framework for shaping higher
education’s local, national and international standing and functioning. It is
important for all us to keep these themes in mind while discussing and debating
the future of higher education. We should also remember the four pillars of
education that were stated so eloquently in The
Report of the International Commission of Education for the Twenty-first Century,
Learning : the Treasure Within, namely: learning to know, leaning to do,
learning to live together and learning to be. These are highly important
principles and should guide us in formulating new orientations, not only for
our higher education systems, but also for the education system as a whole.”
In
concluding his speech, Mr. Matsuura stressed the fact that comprehensive
reforms and decisive changes in higher education are not limited to any
particular region or institution. “We face global challenges. Which transcend
differing economic, political and social boundaries.
It is in this context, that you must exert all possible efforts to benefit from
the declaration and action plan, which you adopted during the World Conference
on Higher Education. It is also in this context that I assure you of UNESCO’s
readiness to help in any efforts to reform and renovate Higher Education
systems and institutions in the Arab Region.”
In the
first session, participants reviewed and adopted the draft agenda ( see Annex II ) and elected the following persons to the
board of the conference:
1st-
H.E. Sheikh Salim Bin Mustahail
Al’Ma’shani Undersecretary, Ministry of Higher Education of Oman as Chairman.
2nd-
H. E. Dr. Amin Mahmoud, Vice
Chancelor,
3rd-
Sir Roger Tomkys, Master,
4th-
Dr. Rawya Soud Al Busaidi,
2. Objectives of the Conference.
The following were the main objectives of the conference:
A.
Assessing current status of university and institutions of higher education,
particularly their relevance to a changing world.
B. Analy
zing issues and challenges facing institutions of higher education on the
threshold of 21st century.
C.
Assessing the future impact of globalization on resocieties and the role of
higher education in facing this challenge .
D.
Analyzing the challenges of funding and The need for new resources and new partners .
E.
Discussing the need for further diversification in terms of structure, sources
of funding and delivery systems.
3.Themes
of the Conference .
All
discussions, debates and papers presented (cf. Annex III) aimed at analyzing
issues and challenges facing the university in the 21st Century.
Proceedings were around the following major themes stated by
the organizers:
1st.
Defining higher education.
2nd. The wider
role of higher education
C. Challenges
facing higher education in the 21st Century
4th. Private higher
education
5th. Focus on
Under
these major themes discussions and debates focused and concentrated on twenty
sub-themes presented in semsinars and round tables organized during the
conference.
4.
Proceedings and Debates
4.
1, Keynote Speeches
The Keynote
address given by Lord Ron Dearing
entitled “The idea of the University of the 21st Century was on
theme (1) “Defining Higher Education”
Lord
Dearing started his presentation by identifying five major developments that
will have strong impact on the character of universities of the 21st
Century, they include the following :
-
Population growth;
-
The development of communication
and information technology;
-
the continuing acceleration in
the speed with which advances in science are put in use ,
-
the increasing irrelevance of
national boundaries to the flow of the knowledge and commerce fostered by
information technology and the continuing development of the phenomenon of
global corporations,
-
and finally
, the growing use of English as a world language .
On the
basis of this,Lord Dearing highlighted the issues , challenges and problems
that the university will face in the 21st Century .The first of
There relates to the need for lifelong education which is to respond to the
needs of people of all ages rather than overwhelmingly to the young. The second
relates to the fact that higher education will be one of the major growth
industries of the next twenty years and beyond The
third relates to the inability of universities to maintain academic standards
as nations advance into mass higher education. The fourth relates to new
challenges from new providers of university education, especially from the
private sector ,big
publishers, the media and entertainment who provide education through distance learning. The challenge will also
come from competing foreign universities. He added that funding and financial
resources constitute an additional challenge .
Lord
Dearing ended his presentation by proposing the establishment of formal
confederations of universities with collaborating colleges, to be a fundamental
element in structuring post-secondary education. In addition, universities
should develop the international dimension of the learning experience for
students and links with other foreign universities.
Professor
Colin Power, former Deputy Director-General of UNESCO, in his keynote speech on
“Now roles and functions of Higher Education’’ stressed the need for higher
education institutions to tackle the new roles expected of them in a world
characterized by super-complexity and unpredictable change, while preserving
the values essential to authentic cultures and values.
He
maintained that the new roles and functions being demanded of higher education
should focus particularly on (a) human resources development (b) technology
transfer and economic growth (c) cultural heritage and citizenship and (d)
integrating schooling, further education and higher education.
Professor
Power said that by the dawn of the 21st Century, the boundaries
between the university and the wider world were not just porous but have almost collapsed entirely. The arrival of the virtual
and the open university, the private and corporate
university simply reflect the new roles being demanded of all universities.
The new
roles functions and mission must respond to challenges we are facing in the era
of globalization. They must also be responsive to new realities stemming from
the exponential growth of information and technology of markets which are
demanding a work force that is more flexible, more technologically
sophisticated, more flexible to meet fast and rapidly
changing realities.
In his
keynote speech on “Globalization of Culture and the role of the University”
Professor Van Ginkel raised a major question of how to ensure, with ever
increasing volume and frequency of interaction and exchange, worldwide, that
the cultural diversity will be maintained and will continue to enrich world
culture?
In his
presentation, he focused on the ways the University can fulfill its role as
guardian of human diversity and cultural development in a globalized world,
helping to draw the delicate balance between diversity and global understanding
of world cultures.
Professor
Ginkel anticipated that as knowledge wild be reduced and that the shelf life of
knowledge wild decline rapidly, universities need to shift their concern to:
broaden ing their curricula, adopt ing multidisciplinary approaches, respond
ing to major challenges of development, security and peace. Furthermore, adopt
ing academic exchange as a major tool of international socialization. It is
incumbent on universities to prepare the new generation to become world
citizens, and well rooted in their national space and consciousness.
He
strongly affirmed that to meet the challenges of an increasingly globalized
world, we need to forge a shift in our approach to both education and research.
To do so universities must undergo drastic adjustments and transformations.
The
keynote address on “Trends and Challenges facing privatization of Higher
Education in The Arab World’’ on theme IV “Private Higher Education” was given
by Professor Amin Mahmoud, President of Amman Private University, Jordan.
Professor
Mahmoud, started his presentation highlighting the
different trends and challenges facing privatization of higher education in the
Arab world. They include lack of common quality standards by which the
performance of all academic programs, private and public can be measured in
every field, the need for new re saucer government control and its interference
in the affairs of universities. He proposed that there is a need for close
understanding, cooperation and even partnership between private and public
universities. In addition he proposed that independent bodies for accreditation
and quality control should be established. Furthermore governments’ role is to
be concerned with regulating and selecting relevant high quality funding in
institutions for higher education ( public or private
).
4.2. Theme 1 – Defining Higher Education
The new
realities of our age, and trends towards globalized
society impose major challenges. This situation makes it incumbent on
universities and institutions of higher education to redefine their missions
and objectives and undergo major transformations to face these challenges.
An increasing population, expanded demand for higher
education, a desire for a better lifestyle, a need to upgrade skills and
knowledge and a wish to enter higher education at a later life stage have all
added to the demand for access to higher education. Conventional systems have
failed to meet these new realities. Governments must analyze the best means of
expanding access to higher education and adopting new alternatives, such as
distan higher education and open universities.
It is an important part of the mission of the
university to contribute to the development and advancement of society through
both pure and applied research. Research in all disciplines, such as economic
development, cultural preservation, the humanities, technology and science, is
required. Universities in the developing countries can no longer be mere
consumers of knowledge, they must contribute to the
process of knowledge generation and exchange.
As the
participation rates increase in post-secondary education, students, employers
and the community need to have confidence that high standards are set by
universities and that the students are achieving these standards. A quality
assurance system and mechanisms must be established for quality control and
assurance.
4.3
Theme 2-The Wider Role of Higher Education
There is
an increased demand for access to higher education which has been brought about
by a need for lifelong learning. A continuum of education from schools through
to higher education needs to be established to meet the demands of the new and
returning students who want to keep pace with on-going developments and
innovations. More efforts are needed to strengthen links between higher
education and the world of work
Technology
transfer and knowledge are two important factors that influence charge in the
economy and ultimately, in the society. Planned technology transfer has had an
impact on all aspects of life in many countries and has positioned nations for
lifelong learning and for the next stage of development with a diversified
economy. Many countries remain mere consumers of technology that are not
usually adapted to their socio-cultural context.
Institutions
of higher learning need to take leadership in the promotion of cultural
understanding and acceptance of cultural diversity. In a world that is
increasingly becoming homogenous this becomes an important consideration in the
continuance and maintenance of the richness to be found in cultural diversity.
The institutions must work to help identify their national and cultural
strengths with a focus on issues of local and regional cultures and values Once these strengths are known and acknowledged,
institutions of higher learning need to put into place appropriate programs and
processes.
4.4
Theme3-Challenges facing Higher Education in the 21st Century
Globalization
is a commonly used word that is not always well defined or understood. In one
way, globalization has always occurred as civilizations progress and change.
History tells us that such globalization has been both inevitable and
beneficial. However, in the current world the gap between developed and
developing nations’ resources, knowledge generation and research capacity is
growing larger. At the same time, because of shrinking distances and instant
communication, the discrepancy is made more evident. To face new realities
imposed by this phenomenon, universities and institutions must undergo major
transformations and adjustments.
Technology
can be used effectively to expand access to higher education, facilitate life
-long learning and promote learner – centred teaching and learning. Learners
are demanding “anytime and anywhere” education. Governments and institutions
are responding by committing substantial resources to providing distance higher
education, both on and off campus. Institutions have a responsibility to ensure
that technology is used well to improve learning and the Teaching processes.
4.5-Theme
4:Private Higher Education
Universities
in the 21st century are facing many challenges: Rapid expansionary
of knowledgy; the importance of new technology; the new global trade regime;
and the concern about the cultural impact of these changes.
Governments
cannot solely be responsible for funding higher education. The private sector
is the major client of the product of the higher education institutions. In
many parts of the world business sectors are funding and /or sharing the
funding of higher educations. There is need to develop new partnerships where
efforts of the public sectors complement each other.
As the
number of students seeking higher education increases, it becomes more and more
difficult for public institutions to meet the demand. An increasingly common
way for the demand to be met is through the establishment of private colleges
and universities.
Globalization
of education, economies, information and communications make creation of
regional and international cooperation links inevitable and vital for
universities and other higher education institutions. There is a need to
reinforce existing mechanism and institutions for regional cooperation.
4.
6-Theme 5: Focus on
There are
many challenges facing Higher Education in
Higher
education in
The
cultural, social and economic aspects will require special attention. This will
entail redefining the roles, functions and programmes of higher educational
institutions in
Presently
a gap exists between secondary school preparations and the requirements of
higher education and the world of work. As a result, many secondary school
graduates are not well prepared for the academic demands of tertiary education nor for employment. This may result in an increased number
of college dropouts and increased rates of unemployed graduates.
The rapid
growth in demand for higher education in
There is
a tendency to encourage international universities to enter into a partnership
with Omani institutions to provide expertise to ensure that a new university
develops into one of good standing with national and international recognition.
The
current situation of academic research in Oman can be described as: scattered
small-scale research efforts, low funding for research at the national level,
under-developed infrastructure, low level of awareness at institutional and
community level, and shortage of qualified human resources capable of
conducting research relevant to the needs of Oman.
5.
RECOMMENDATIONS
5.1.
Policies are required by governments and universities that reward and promote
joint research and development among and between institutions and the private
sector. International alliances between developing and developed nations for
research among universities ensure that unnecessary duplication is avoided and
that new knowledge
can be developed through collaboration. This can be targeted
at the relevant fields which the developing countries can help to identify.
5.2.
Research partnerships with industries which take several forms,
should be promoted. However it is necessary to develop a framework
to guide the university in developing these partnerships. While the
partnerships can focus on applied research for current technological,
scientific, social and economic development, there needs to be consideration
for the intellectual property rights of professors, especially as universities
begin to commercialize their research discoveries.
5.3.
Government policy for, and implementation of, quality assurance processes need
to review the standards of public and private universities and of both campus
and work - based experiences.
Quality
assurance processes must:
·
Take into consideration when
conducting evaluation and accreditation, both national, cultural and social
context and international realities,
·
Use both self - study and
external review.
5.4.
Governments need to develop an institutional framework at the macro and micro
levels to link and integrate higher education and other education levels. This
can be done through the establishment of new types of linkages with employers,
local, regional and international institutions; especially in areas of program
content, duration of training and learning outcomes, easy exit and reentry.
5.5. The
state should remain partly responsible for higher education; the profit motive
should not be allowed to operate as major objective at the expense of quality.
5.6. Set
up revolving scholarship-funding systems with the motto: learn, work and pay.
5.7.
Governments should be working to increase the participation rates in higher
education to international standards (currently 40 to 50 % in
5.8.Increase awareness and give support to the Arab Open
university.
5.9.
Institutions must consciously plan and work for the development of Arab and
Islamic cultural and civic responsibilities in their students.
5.10. learning programs must be supported by specific course
offerings, through the climate of the university, and by the creation of a
culturally rich environment.
5.11.
Institutions should work for creation of a strong understanding of their own
national culture prior to approaching the creation of foundations needed for
learning understanding and respecting
other diverse
cultures through international dialogue towards a better, more peaceful and
culturally diverse global community. Inter-cultural understanding can be
broadened though academic and cultural exchange programmes.
5.12.
Since globalization is a defacto and irreversible phenomenon, universities must
adapt their objectives and programmes in a way to assist countries in facing
its challenges, reducing negative consequences and maximizing Their positive impact.
5.13.
Universities must serve a dual function of preservers of cultural identity and
knowledge generators. They must try to impart a global understanding of world
cultures, strongly based on the uniqueness of their own countries’ values and
traditions.
5.14.
Universities must adopt distance and virtual education as strategic options.
The use of technology for teaching and learning, both on-campus, and off-campus
must be based on pedagogically sound materials, strong organization and
institutional support.
5.15.
Faculty must be provided with opportunities for professional development so
they can use technology effectively and prepare appropriate learning and
teaching resources.
5.16. The
links between universities and the private sector must be strengthened,
particularly in developing new partnerships in terms of funding, joint research
and developing of private institutions of higher education.
5.17.
National accreditation bodies and institutions must be established to perform
quality assurance and control of all national institutions both private and
public.
5.18.
Governments, in addition to adopting legislations and regulations which
encourage the development of private institutions, must provide all necessary
financial and technical support, and incentives to encourage positive
partnerships between private and public institutions
5.19. In
order for private institutions to develop their own unique contribution to
higher education, they should be allowed certain degrees of flexibility in
developing their structures, programmes, practices and activities.
5.20.Regional and International cooperation has become a decisive
factor in the development of higher education. Universities must exert more
efforts in developing networking activities, exchange and joint research with
counterpart institutions worldwide.
5.21.
Countries and institutions in the gulf region, in cooperation with UNESCO and
the Arab Bureau of Education, should study the feasibility of establishing a
regional accreditation body or mechanism for quality control and assurance.
5.22.
Governments and institutions of higher education must exert more efforts to
implement the declaration and action plan adopted by the world conference on
higher education, sponsored by UNESCO in October 1998.