Jonathan Williams

Institutional diversity: Foundational analysts of higher education systems such as Trow and Clark as well as major policy organisations like the World Bank identify the diversity of higher education providers as a key feature of higher education systems. More diverse systems are seen as better able to meet diverse student needs and achieve efficiencies in higher education delivery. My doctoral work is seeking to build a systematic method for measuring diversity of institutions in higher education systems around the world. This talk would briefly present the relevant literature and the framework I am developing, and then provide reflections on the structure of Indian higher education to identify its commonalities and specificities.

Many higher education institutions in Kerala have been witnessing a noticeable decline in student enrolments, potentially fuelled by shrinking youth population and rising migration of students to destinations within India and outside the country. Countries facing similar challenges—such as the United States, Taiwan, South Korea, and Poland—have adapted different approaches to sustain and/or transform their higher education sectors. Kerala can draw valuable insights from these global experiences to adopt international best practices, implement solutions uniquely suited to Kerala's context and develop strategic policy and institutional reforms.

The Brazilian higher education system is exceptional in several regards. In Trow’s parlance, it has preserved an elite public university system, albeit one with widening efforts to enhance inclusion of students of lower socioeconomic status. Massification has been delegated almost entirely to the private sector, which enrolls some three-quarters of students. Private higher education is predominantly demand-absorbing in the framework of Levy (2024), unusually so within Latin America. The presentation discussed the growth and concentration of private higher education before discussing in depth issues of quality specifically in private medical education.

The African Centers of Excellence (ACE) programs of the World Bank have provided a mix of loans and grants to higher education institutions (HEIs) in 20 countries across Sub-Saharan Africa (SSA). These capacity development programs have aimed to foster research excellence, and supported academic departments have indeed expanded and improved their research production, post-graduate programs, scientific infrastructure, and engagement in international networks. The presentation provided an overview of the programs' regional logic, their results, and considerations for the further development of regional science in the sub-continent.

The keynote presentation provided an overview of trends in demographics and enrolments for a selection of comparator countries of Germany, with special emphasis on countries experiencing demographic declines. The evidence provided insights on possible pathways for Germany to respond to its falling numbers of young people transitioning into higher education.

The presentation provided an overview of patterns in student finance in developing countries - i.e., countries outside of the OECD. Data related to fees at public higher education institutions and government student financial aid, including discussing shares of fee-payers or financial aid recipients, and average amounts of fees or financial aid.