Breaking Higher Education's Iron Triangle: Access, Cost, and Quality

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dc.contributor.authorDaniel, John
dc.contributor.authorKanwar, Asha
dc.contributor.authorUvalić-Trumbić, Stamenka
dc.coverage.spatialGlobalen_US
dc.date.accessioned2015-09-01T03:16:04Z
dc.date.available2015-09-01T03:16:04Z
dc.date.issued2009-04
dc.description.abstractExpansion is now the defining trend in the worldwide development of higher education. Some predict that by 2020, 40 percent of the global workforce will be knowledge workers with a need for tertiary qualifications. So the World Bank, which made basic education its priority in the 1980s and 1990s, is now urging countries that have not yet done so to develop their higher education systems. And indeed, most claim that they want to join the knowledge society by following the example of developed countries, where age participation rates (APRs) in higher education of 40 to 50 percent are now perceived as necessary for sustained and sustainable development. // Accordingly, student enrollments in the developing world are burgeoning. Already there are some 140 million postsecondary students globally, if part-time enrollments are included. China and India have doubled enrollments in the past ten years, giving China the world’s largest higher education system, with some 25 million students. But the many developing countries with APRs of less than 10 percent have a big hill to climb.en_US
dc.identifier.urihttp://hdl.handle.net/11599/1442
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.subjectHigher Educationen_US
dc.subjectOpen and Distance Learning (ODL)en_US
dc.subjectQuality Assuranceen_US
dc.subjectLearner Supporten_US
dc.titleBreaking Higher Education's Iron Triangle: Access, Cost, and Qualityen_US
dc.typeJournal Articleen_US
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