Rethinking Relevance: Human Development and the Contemporary University

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Information about Rethinking Relevance: Human Development and the Contemporary University
Education

Published on July 10, 2009

Author: glcrsp

Source: slideshare.net

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Rethinking Relevance: Human Development and the Contemporary University. Presented by Anne-Claire Hervey (US Higher Education Initiative) at the GL-CRSP "End of Program Conference" on June 18, 2009, Naivasha, Kenya

Rethinking Relevance: Human Development and Higher Education Anne-Claire Hervy GLCRSP End of Program Conference June 18, 2009 - Naivasha, Kenya

Overview Importance of higher education Recent historical trends in higher education What does relevance mean? Current challenges and opportunities for change

Why Higher Education Matters Source: www.worldmapper.org

Primary Education Spending Source: www.worldmapper.org

Secondary Education Spending Source: www.worldmapper.org

Tertiary Education Spending Source: www.worldmapper.org

Science Research Source: www.worldmapper.org

New Patents Source: www.worldmapper.org

Population living on less than $1 per day Source: www.worldmapper.org

HIV Prevalence Source: www.worldmapper.org

Malaria cases Source: www.worldmapper.org

Why is the question of relevance important? The Knowledge Revolution Tremendous external pressures on higher education “Universities and the people within them have been relatively quiet about their role and purpose in contemporary societies.” - Sally Baker, Brian J. Brown Rethinking Universities: The Social Functions of Higher Education

Differing Models of Higher Education The Critical University Freedom of inquiry Deep thinking about fundamental questions “What for?” is not the most important question Goal is understanding Employment-Oriented Higher Education

Historical Trends in the Global North Influencing FactorsIncreasingly market-oriented societies.Democratization of education, the creation of polytechnics and community colleges, and the development of the U.S. land-grant institutions.Measurement of teaching and knowledge

Influencing Factors

Increasingly market-oriented societies.

Democratization of education, the creation of polytechnics and community colleges, and the development of the U.S. land-grant institutions.

Measurement of teaching and knowledge

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