Management of Higher Education in
Nepal
BY
Dr Roj Nath Pandey
Think
When you hear about management of higher
education, what do you think we will address
in this session?
2
Ink
Write your response.
3
pair
Discuss it with the person next to you.
4
Share
Share it with the larger group.
5
2nd Millennium Living
A Job
Focus on time
Avoid stress
Focus on problems
‘Nice’ culture
One-way learning
3rd Millennium Living
Work
Focus on energy
Seek stress
Focus on solutions
Demanding culture
Two-way / three-way/ Multi-way
....learning
Knowledge Economy
• “Knowledge Economy” the agenda of vision 2020.
• A paradigm shift in defining knowledge from the
content ‘what’ to the process ‘how’
• A new area of Public Private Partnership in Nepal
Emerging Knowledge economy
Knowledge
Capital
Knowledge
Capital
Pre -industrial era
Labour
Industrial era
Labour
Capital
The « knowledge
economy »
Knowledge
Labour
Knowledge Economy
• Is in emerging stages.
• reach maturity from 2010 onwards.
• China is adding 1500 universities in the year
2011 and india opened door for private
universities
• A doubling of the world’s knowledge (Bontis, 2002):
1930  every 30 years
1970  every 7 years
2010  every 11 hours
• It is difficult to imagine what it will be like
when the knowledge economy is in its prime...
‘Knowledge’ Societies


No longer rely on the exploitation of
natural resources.
KNOWLEDGE is the key
resource for economic development.
Knowledge






is a process, not a ‘thing’
does things
happens in teams, not in individual ‘experts’
can’t be ‘codified’ into ‘disciplines’
develops on an as-and-when needed basis
develops to be replaced, not stored.
LEARNING
 involves generating knowledge not storing it
 is primarily a group - not an individual - activity
 happens in ‘real world’, problem-based contexts
 should be ‘just-in-time’, not ‘just-in-case’
MINDS
 are not ‘containers’ or ‘filing cabinets’- to
STORE knowledge ‘just in case’:
 they are RESOURCES that can be CONNECTED
to other resources in order to GENERATE NEW
KNOWLEDGE
New Economy Equation
Knowledge = money
People = knowledge
……….
People =
What are people demanding today?
 to go beyond mastering existing knowledge
 to be able to do things with knowledge (once they have it)
Ultimate Solution is Innovation
The ability to
 take elements from one knowledge system
 put them together with elements from another
knowledge system
 re-arrange these elements to do something new…
An Innovation Story From Japan
One of the most memorable case studies on Japanese management was
the case of the empty soap box, which happened in one of Japan's
biggest cosmetics companies. The company received a complaint that a
consumer had bought a soap box that was empty. Immediately the
authorities isolated the problem to the assembly line, which transported
all the package! The boxes of soap to the delivery department. For some
reason, one soap box went through the assembly line empty.
Management asked its engineers to solve the problem.
The engineers worked hard to devise an X-ray machine with
high-resolution monitors manned by two people to watch all the soap
boxes that passed through the line to make sure they were not empty. No
doubt, they worked hard and they worked fast but they spent a whoopee
amount to do so.
But when a rank-and-file employee in a small company was posed with
the same problem, he did not get into complications of X-rays, etc., but
instead came out with another solution.
He bought a strong industrial electric fan and pointed it at the assembly line. He
switched the fan on, and as each soap box passed the fan, it simply blew the
empty boxes out of the line.
Some Innovations 1
More Innovations 2
Paradigm
Shift
in Education
Beyond
constructivism?
Past
Present
Knowledge Adoption
Knowledge Production
learn = study
learn = research
rote learning
active and productive learning
behaviourism
constructivism
Future
Knowledge Na
learn = evaluate
navigating, evaulatin
problem solving and c
navigationism / ev
social
constructivism
teaching / instruction
learning facilitation
mentoring and
guided research
/ supported
inquiry
The teacher is the primary source
of knowledge [source of
The teacher is one of the sources of
knowledge [source of the WHAT
The teacher is the sou
competencies required
the WHAT]
and assisting with the HOW]
[source of the HOW]
Knowledge creation is for some elites
and knowledge is already in place
Knowledge creation is the central
issue
The focus of learning is on gaining
The focus of learning is on creating
Knowledge creation is
issue. The central issu
to navigate within the e
knowledge explosion
The focus of learning i
Beyond constructivism?
Paradigm Shift in Education
Past
Present
Knowledge Adoption
Knowledge Production
learn = study
learn = research
rote learning
active and productive learning
behaviourism
constructivism
Knowledge Na
learn = evaluate
navigating, evaulatin
problem solving and c
navigationism / ev
social
constructivism
teaching / instruction
learning facilitation
mentoring and c
guided research
/ supported
inquiry
The teacher is the primary source
of knowledge [source of
the WHAT]
The teacher is one of the sources of
knowledge [source of the WHAT
and assisting with the HOW]
Knowledge creation is for some elites
and knowledge is already in place
Knowledge creation is the central
issue
The focus of learning is on gaining
The focus of learning is on creating
?
?
Future
The teacher is the sou
competencies required
[source of the HOW]
Knowledge creation is
issue. The central issu
to navigate within the e
knowledge explosion
The focus of learning is
Beyond constructivism?
Paradigm Shift in Education
Past
Present
Future
Knowledge Adoption
Knowledge Production
Knowledge Navigation
learn = study
learn = research
learn = evaluate / navigate
rote learning
active and productive learning
navigating, evaulating, integrating,
problem solving and communicating
behaviourism
constructivism
navigationism / evaluationism
social
constructivism
teaching / instruction
learning facilitation
mentoring and coaching
guided research
/ supported
inquiry
The teacher is the primary source
of knowledge [source of
the WHAT]
The teacher is one of the sources of
knowledge [source of the WHAT and
assisting with the HOW]
Knowledge creation is for some elites
and knowledge is already in place
Knowledge creation is the central
issue
The focus of learning is on gaining
The focus of learning is on creating
The teacher is the source of skills and
competencies required to navigate
[source of the HOW]
Knowledge creation is a side/implied
issue. The central issue is to be able
to navigate within the enormous
knowledge explosion
The focus of learning is on navigating
Old media and delivery technologies against the
new
0
Writing
Interactive computers
1400s Paper
Local drives & discs
1400s Printing
WIMP interfaces
1500s Published books
Internet
1600s Indexes, paragraphs
Multimedia
1700s Pamphlets
Worldwide Web
1800s Photos, sound, film
Laptops
1800s Postal services
Email
1900s Libraries
Search engines
1900s Bibliographies
Broadband
1940s Television, phones
3G mobiles
1950s Paperbacks
Blogs
1970s
1980s
1990s
2000s
30 years
25
Global Challenges
So on………………………………
PANCHASHEEL of New Millennium
Learner centred education,
Women centred family,
Human centred development,
Knowledge centred society, and
Innovation centred Nepal
HE Centres of Excellence
(Source: UGC, 2009)
v
28
Education 3.0 - a Paradigm Shift
Achieved in
Holistic
Transformation
Interdisciplinary
Pedagogy
Education 3.0
Education 2.0
21st Century
Learning
Education 1.0
Traditional
Education
Systems
Curriculum
21st
Century
Skills
Enabled by
Technology
Teachers
Accountability
Leadership
Supported Through an Adapted
Reform Agenda
Nepalese System of Higher Education
TU the largest HE provider
9 Universities in place
3 deemed universities
More universities in pipe line
1000+ Colleges
Nepalese System of Higher Education….
• Programs of Education
– Diploma (3years)
– Undergraduate (3 to 5 and ½ Years)
– Postgraduate (1 to 2 years)
– MPhil (1.5 years)
– Doctoral (2 to 5 years)
Nepalese System of Higher Education..
• University System
– Single Faculty
– Multi faculty
– Teaching
– Affiliating
– Teaching cum Affiliating
– Single Campus
– Multiple Campus
Nepalese System of Higher Education..
•
•
•
•
Open University Initiative
Autonomous Colleges
Full fledged Universities
Deemed Universities
Nepalese System of Higher Education…
• Trust or Society
• Not for Profit
• Degree to be awarded by
– University
– Deemed University
– Institutes Created by Foreign Universities
Statutory/Regulatory Bodies
•
•
•
•
•
•
•
•
•
University Grants Commission
Medical Council
Nursing Council
Engineering Council
Health research council
Ayurveda Council
Agricultural and veterinary councils
CTEVT
Pharmacy Council
Nepalese System of Higher Education…
• Government Funding limited
• Private Participation
• Exponential Growth in IT and Management
Institutions
• Decline in Arts & Science Institutions
• Sudden rise and decline of some programs like
RD, Computer science, sociology, etc.
Nepalese System of Higher Education…
• Admission through
– Merit at the 10+2 level
– Entrance Test
• Fee Fixation
– Almost no Autonomy
– Fixed by the Government even for self financed
Institutions
Nepalese System of Higher Education…
• Model of Governance
– Decided by the Act/Rules/MOU
– Model MOU/Rules as prescribed by UGC
– Minimum Standards of Education
• UGC
• Statutory Bodies (Councils)
• Permission to start an Institution by
– UGC
– Statutory Body
HEMIS System
Questionnaire Form
MOE / National Planning
School
College
College
School
College
Donors
Via online
College
College
College
Questionnaire Form
University
Entry and
Processing
data
Send CD
UGC
Central
Database &
Processing
Reports
Stakeholders
Transmitting system of satellite and
computer-based network
Digital
Transmission
server
Sat. Receiver
IP/VBI
Sat. Receiver
IP/VBI
Information
at University
College Data entry
ISDN、ADSL
Distance
Information
Platform
Fiber
/
TV
VBI
Media
Fiber
UGC
PSTN、ISDN、ADSL
Reporting (EMIS) system
HSE data
General Edu.
Tech. Edu.
UGC
Database
Produce Annual
Progress Report
Compile & Summarize
Dissemination of
Reports
Universities
Feedback
Forward
Faculty/Departments
Other Institutions
Progress Report
on each Centre
Constituent / Community Campus
NEW DEVELOPMENTS
 Multi-university concept in Nepal opens up wider
opportunities for advanced level teaching learning
 The market gets confused on equivalency and
validity of a number of academic programs offered
in the country by national as well as international
universities
 The situation demands for the implementation of
accreditation system in the country
PREVAILING PROBLEMS
 Due to absence of national assessment and
accreditation mechanism, the educational institutions
have been using unethical means to claim their
academic programs as the best; it has created
confusion among the people.
 Due to absence of proper monitoring and control
system, the higher education institutions have hardly
maintained minimum infrastructure and human
resource base to promote quality education.
 The graduates hardly have any opportunity to take
inter-university transfers of their studies within he
country.
Some Recent surveys
MPhil
Masters
60000
50000
40000
2063
30000
2064
20000
2065
10000
0
Technical
400
350
300
250
200
150
100
50
0
250
200
Technical
General
2063
2064
2065
Technical
2726
3476
3226
General
33579
38926
52398
150
Technical
100
General
50
0
2063
General
PhD
2064
2063
Technical
General
2063
2065
2064
2064
2065
2065
2063
2064
2065
106
108
55
183
205
179
14
24
11
176
246
365
Technical
General
Large number of graduates enrollment in general
M Phil rapid grow due to new programs added
Decline in PhD is due to introducing of MPhil
MPhil is in KU, TU and PokU
Female Enrollment (Percentage)
65.00
60.00
55.00
50.00
45.00
40.00
35.00
30.00
25.00
20.00
15.00
10.00
5.00
0.00
Year 2052
Civil
2053
Architecture
2054
2055
2056
Electrical
2057
2058
Electronics
2059
2060
Computer
2061
2062
Mechanical
Female Enrollment (Percentage) Trend at Pulchowk Campus for Bachelor Level
Enrollm ent
Enrollment Students at IOE, T.U.
750
700
650
600
550
500
450
400
350
300
250
200
150
100
50
0
2052
2053
2054
2055
2056
2057
2058
2059
2060
2061
2062
Year
Diploma
B.E.
M.Sc.
Ph.D.
S&T Institutions
Sector wise status of publication of S&T journal
S&T Human Resources
Human resources by academic qualification
S&T Human Resources
Decade wise PhD Personnel in of S&T
S&T Human Resources
PhD Personnel by gender and ethnic group
SN
1
Ethnic
group
Madheshi
Number of PhD
Personnel
Genderwise distribution of PhD personnel in S&T
Male
Female
129
90.4%
2
Janajati
358
3
Dalit
4
Others
570
Total
1066
9
9.58%
Investment in S&T
Sector wise funding source of R&D institutions
Governance in Higher Education
Institutions
• HEIs must show that
– They are responding appropriately for the needs of the
Society
– Public Funds are being used responsibly
– They must maintain standards of excellence in teaching &
research
• They should redistribute among stakeholders
– Responsibility
– Accountability and
– Decision Making Powers
Coordination/Control Mechanisms
• External Regulations
– Authority of the Government to lay down rules of
operation
• External Guidance
– Steering power & coordination by external stake
holders as members of HEIs Bodies
Coordination/Control Mechanisms
• External Regulations
– Authority of the Government (to lay down rules of
operation
• External Guidance
– Steering power & coordination by external stake
holders as members of HEIs Bodies
Coordination/Control Mechanisms
• Managerial Self Governance
– Senior leadership & Management staff who set
goals and take decisions on the direction, behavior
and activities of HEIs
• Academic Self Governance
– Governance through consensus among academic
communities of HEIs
External Governance
• Ministry/Department of Education
(Central/State)
• University Grants Commission and other
Statutory/Regulatory Bodies
• Quality Assurance Bodies
External Governance/Regulations
• Structure of Institutional Governance
• Institutional Strategic Planning
• Information Sharing & Transparency
Institutional Governance
Board of Management/Governing Board
Academic Council/Senate
Departmental Board of Studies
Planning & Monitoring Board
Finance Committee
Advisory Board
Managerial Self Governance
•
•
•
•
•
•
•
Chancellor
Vice Chancellor
Rector
Registrars
Director(s)
Dean(s)
HODs
Academic Self Governance
•
•
•
•
Academic Council/Senate
Research Committees
Academic committees
Subject committees
Management
• Implementation of set of objectives pursued
by HEIs on the basis of established rules
• How are the rules applied?
• Concerns with efficiency, effectiveness and
quality of services provided for actors
External Stakeholders
• Who have vested interest in the function, practices
and outcomes of HEIs
• Membership
–
–
–
–
–
–
–
Government (Central/State)
Industry
Student Associations
Civic Society
Students
Parents
Etc.
Internal Stakeholders
• Institutional Governing Bodies
– Board of Management/Governing Board
– Academic Council/Senate
– Departments
– Planning & Monitoring
– Finance Committee
– Advisory Board
• Staff
• Students
Partnership with Society
• Closer relations between Society and HEIs
• Scientific achievements applications to
technological development of Society
• Consortia between HEIs, Research Institutions,
Regional Authorities
• Private Companies
Strategic Priorities on Academic Staff
• Gender Balance
• Age Balance
• More Institutional Autonomy for Managing
Academic Staff
• Introduction to Performance Criteria
Gender Balance
• Issues
– Women under represented in higher age group
– Women more present in lower age group
• Solutions
– Financial Incentives
– Female Advancement Plan
– Equal Opportunity Plans
– Women in Research
Autonomy for Managing Academics
• At the Institutional Level
– Recruitment
– Employment Contracts
– Evaluation
– Career Advancement
– Promotion
Autonomy for Managing Academics
• Autonomy to decide number of positions
• Freedom to attract talented staff through
flexible pay structure
• Freedom to found Professional Chairs
• Freedom to set up own organizational
structure
• Freedom to select staff and designate their
duties as per the requirement
Performance Criteria
• Measures to reward outstanding
research/teaching performance
– Special Compensation Package
– Performance related salary system
• Same policy for recruitment
Performance Criteria
• Self Appraisal
– Research Papers published in International or peer
reviewed Journals/Conferences
– No. of books published
– No. of citations of his/her work
– Quality teaching/pedagogical qualifications
– Research Funding
– Consultancy Assignments
– Participation in Extra curricular activities
Quality Teaching
•
•
•
•
Student Feedback
Feedback by peers
Feedback by superiors
Examination Results
Quality Assurance and Accreditation
•
•
•
•
•
APQN
QAA
Australian Universities Quality Agency
Danish Evaluation Institute
Norwegian Agency for Quality Assurance in
Education
• etc.
Strategic Points on Funding
• Increase in Public Funding
• Private Partnership
• Institutional Autonomy in managing financial
resources
• Direct Link between result and Funding
• Promoting diversification of funding
Diversification of Funding
•
•
•
•
•
•
Investment by Private Companies
Sponsored Research
Consultancy
Donations
Loans
etc.
Funding Agencies
• Funding for establishment/sustenance
– UGC/State Governments (Plan/Non Plan)
– Societies/Trusts (Capital/Running)
• Funding for Research
– UGC
– IDA/World Bank, NGOs
– etc.
Funding for Research
•
•
•
•
•
•
•
•
•
No. of Academic Publications
No. of Master’s or Doctorates Degrees awarded
Public Funding obtained earlier
Amount of funding from private sources
No. and types of research projects undertaken and
completed earlier
Use of research results
Development of Research Staff
Awards and distinctions received
etc.
Higher Education in Future
•
•
•
•
•
•
Open up
Foreign Universities to enter
Education for profit
Competition in place
Foreign students
Global movement of faculty and students
Concluding Remarks
Things that you had known
 ………..
 ………………
 …………………..
Things you Learned
 …………………..
 ……………………….
 ……………………………..
Things you Enjoyed
 ………………………
 ……………………………
 ………………………………..
Things you Still Have a Question About
 ……………………..
 ………………………….
 ………………………………….