Continuing Crisis in Tertiary Education of Developing and Transition Countries
CONTINUING CRISIS IN TERTIARY EDUCATION OF DEVELOPING AND TRANSITION COUNTRIES
Persisting Inequalities There are a lot of problems already mentioned in tertiary education of developing and transition countries but inequalities in many forms are very persistent and evident in developing and transition countries. We feel these inequalities being included in the developing countries. Some of those inequalities are the following: 1. Caste- The unequal treatment for the students that come from the tribe or ethnic groups are very evident.
-In Venezuela, the widespread preferential admission for students of University professors and employees is an example of positive discrimination in favor of the children of the already privileged intellectual elite.
- In India, efforts to reduce barriers that linked to caste but still the representation of students from different tribes and castes are still low. 2. Language – contribute to social inequality in countries where tertiary education is conducted in a language different from that of primary and secondary education.
In Sri Lanka and Tanzania- English is the language of tertiary instruction but French is used in their everyday’s living. 3. Gender- it is also a barrier in the education of tertiary level.
Gender differences in tertiary enrollment in some of the countries are very visible as shown in the table:
Gender Disparity in Enrollment and Teacher Deployment, Selected Countries, 1997 Region and country | Combined primary- and secondary-level gross enrollment ratio | Tertiary-level students per 1,000 population | Proportion of women in tertiary education (percent) | Share of female teachers (percent) | | female | male | female | male | | Secondary | Tertiary | AfricaBotswanaMadagascarSouth AfricaAsiaCambodiaChinaIndiaIndonesiaKuwaitYemen, Rep.Latin AmericaBrazilColombiaGuyanaIndustrial CountriesAustriaNew ZealandUnited States | 935140689562796834-----898710210899 |
Persisting Inequalities There are a lot of problems already mentioned in tertiary education of developing and transition countries but inequalities in many forms are very persistent and evident in developing and transition countries. We feel these inequalities being included in the developing countries. Some of those inequalities are the following: 1. Caste- The unequal treatment for the students that come from the tribe or ethnic groups are very evident.
-In Venezuela, the widespread preferential admission for students of University professors and employees is an example of positive discrimination in favor of the children of the already privileged intellectual elite.
- In India, efforts to reduce barriers that linked to caste but still the representation of students from different tribes and castes are still low. 2. Language – contribute to social inequality in countries where tertiary education is conducted in a language different from that of primary and secondary education.
In Sri Lanka and Tanzania- English is the language of tertiary instruction but French is used in their everyday’s living. 3. Gender- it is also a barrier in the education of tertiary level.
Gender differences in tertiary enrollment in some of the countries are very visible as shown in the table:
Gender Disparity in Enrollment and Teacher Deployment, Selected Countries, 1997 Region and country | Combined primary- and secondary-level gross enrollment ratio | Tertiary-level students per 1,000 population | Proportion of women in tertiary education (percent) | Share of female teachers (percent) | | female | male | female | male | | Secondary | Tertiary | AfricaBotswanaMadagascarSouth AfricaAsiaCambodiaChinaIndiaIndonesiaKuwaitYemen, Rep.Latin AmericaBrazilColombiaGuyanaIndustrial CountriesAustriaNew ZealandUnited States | 935140689562796834-----898710210899 |
References: * http://www.usp.ac.fj/worldbank2009/frame/Documents/Publications_global/Challenges_for_higher_ed_systemsEn01.pdf * www.ruforum.org/system/files/WorldBankEducationReport.pdf * http://www.mext.go.jp/english/topics/21plan/010301.htm JOHN VINCENT S. ESCOBIDO MEM B