UNESCO-IESALC

Main Menu

  • The Institute
  • Priorities
    • Internationalization and Academic Mobility
      • Recognition of Academic Degrees
      • New Regional Convention
      • Practical information for recognition by country
    • Quality and relevance
    • Equity and Inclusion
    • Innovation
    • CRES 2018
  • Programs
    • Research
      • Academic Mobility
      • Digital Transformations
      • Futures of Higher Education
      • Response to COVID-19
      • Sustainable Development Goals (SDGs)
      • The Right to Higher Education
      • Transforming Education
    • Capacity building
      • Campus IESALC
      • Change Management Program and Agile Methodologies
      • EDS Bootcamp 2023
      • Leadership, Management and Training Program for Sustainable Higher Education 
      • Quality Management Programme
      • Strengthening Programme for Improvement Plan Projects
      • Sustainable University Leadership and Governance. Towards the 2030 Agenda
      • Teacher Competency Development Programme (TCDP)
      • Technical Competency Development Programme
    • Technical cooperation
      • Educational continuity in Peru (PMESUT)
    • Concerted advocacy
  • Resources
    • Blog
    • CRES 2018 Collection
    • ESS Open Journal System
    • IESALC Publications
    • Podcast
  • Events
  • Español

logo

  • The Institute
  • Priorities
    • Internationalization and Academic Mobility
      • Recognition of Academic Degrees
      • New Regional Convention
      • Practical information for recognition by country
    • Quality and relevance
    • Equity and Inclusion
    • Innovation
    • CRES 2018
  • Programs
    • Research
      • Academic Mobility
        • Virtual Student Mobility
      • Digital Transformations
      • Futures of Higher Education
      • Response to COVID-19
        • Reopening maps
      • Sustainable Development Goals (SDGs)
      • The Right to Higher Education
      • Transforming Education
        • Young People on Transforming Education Project (YPTEP)
    • Capacity building
      • Campus IESALC
      • Change Management Program and Agile Methodologies
      • EDS Bootcamp 2023
      • Leadership, Management and Training Program for Sustainable Higher Education 
      • Quality Management Programme
      • Strengthening Programme for Improvement Plan Projects
      • Sustainable University Leadership and Governance. Towards the 2030 Agenda
      • Teacher Competency Development Programme (TCDP)
      • Technical Competency Development Programme
    • Technical cooperation
      • Educational continuity in Peru (PMESUT)
    • Concerted advocacy
  • Resources
    • Blog
    • CRES 2018 Collection
    • ESS Open Journal System
    • IESALC Publications
    • Podcast
  • Events
  • Español

Financing Higher Education

Panelists: Véronica Figueroa,  Subsecretaría de Educación Superior de Chile, and Damtew Teferra, Professor of Higher Education, University of Kwazulu-Natal, South Africa. Moderator: Francesc Pedró, UNESCO IESALC Director.   The demand for higher education has nothing but increased in the recent decades and is expected to continue to do so in the foreseeable future, propelled by demographic growth and an ever more knowledge-based economy. In order to realize the human capital potential of countries and to establish the foundation for their development, higher education systems worldwide will require considerable funding in order to increase their overall capacity, quality and equity. In this […]
©
7 June, 2022

Panelists: Véronica Figueroa,  Subsecretaría de Educación Superior de Chile, and Damtew Teferra, Professor of Higher Education, University of Kwazulu-Natal, South Africa.

Moderator: Francesc Pedró, UNESCO IESALC Director.  

The demand for higher education has nothing but increased in the recent decades and is expected to continue to do so in the foreseeable future, propelled by demographic growth and an ever more knowledge-based economy. In order to realize the human capital potential of countries and to establish the foundation for their development, higher education systems worldwide will require considerable funding in order to increase their overall capacity, quality and equity. In this sense, this round table analyzes how the policy choices in higher education funding directly impact its levels of access, equity and quality.  

A global conversation about public and private funding is key for the success of the Sustainable Development Goal (4), inclusive and equitable education and lifelong learning opportunities for all, highlighting human capital as the enabler of all the other goals. 

Keypoints 

  • Feminism is a theoretical framework that serves for the reflection on financing. 
  • Talking about funding is not talking from a neutral place but from where we locate ourselves, from intersectionality. 
  • How to transform HE from a subsidiary State and how to advance to a funding system that is not understood as an end but rather understands that where we place the funding alternatives will determine who will access HE. If the funding is based on vouchers, it is difficult to recognize the non-traditional pathways for more vulnerable students.  
  • In Chile, although HE has been massified, it has been done with the criteria of inequality. It is paradoxical because the State’s contribution has grown in the last decades. 
  • Rethinking the HE financing model as a government we have the commitment to universally forgiving the student debt that has been generated with credits guaranteed by the State and think of a new financing system with criteria of educational justice, gender perspective, territoriality, and inclusion.  
  • The privatization of public institutions. In many Universities that are supposed to be public, many fees have been instituted; therefore, they are not public anymore. In the case of China, 80% of students go to public institutions, but all of them contribute fees to their education. 
  •  With the massive growth of HE, we have not reached even 10% of the population. With this massification, we still have an elitist system. 
  • Institutions don’t know how much it costs to deliver education. There is a historical norming of what should be paid to receive an education but not much data on how much each student costs. 



SHARE

RELATED ITEMS

TagsNews

Other recent press releases

  • ResearchTechnical Cooperation

    Kick-off meeting of the project to support women participation in higher education in Eastern Africa

    4 November, 2021
    By Yara Bastidas
  • From the CRES 2018 to WHEC 2022News

    Higher Education as a human right: Perspectives from youth and Special Rapporteur

    7 June, 2022
    By Claudia Delgado Barrios
  • Blog

    Making the link for SDG 4: Higher education governance and the quality and equity of higher education systems

    13 July, 2022
    By Claudia Delgado Barrios
  • BlogFutures of Higher Education

    Transforming the futures of higher education with and for youths

    23 January, 2022
    By Yara Bastidas
  • Recognition

    Cuba Ratified Convention on the Recognition of Studies in the Region

    4 November, 2021
    By Yara Bastidas
  • Scholarships

    Appel à candidatures de l’Agence universitaire de la Francophonie (AUF): programme de mobilité doctorale régionale Caraïbe

    25 February, 2021
    By Yara Bastidas

  • Publications

    Publication of the book “Global University Rankings and the Politics of Knowledge”

  • Webinar

    Experts agree on the need to achieve region-specific indicators to promote mobility in higher education

  • Capacity BuildingNews

    Education for Sustainable Development Bootcamp trained teams from 21 universities on transformative pedagogies to include SDGs in curricula

UNESCO IESALC applies a zero tolerance policy against all forms of harassment

OUR NEWSLETTER

  Subscribe to our newsletter   

FOLLOW US

  •   Facebook
  •   Twitter
  •   Linkedin
  •   Instagram
  •   Youtube
  • © UNESCO IESALC 2023
  • Disclaimer of use
  • Website Privacy Notice
  • Opportunities
  • Contact us