July 2014


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How to fund it.How to lift its standards.How to keep research going. These were the major issues at the second Caribbean Conference on Higher Education (CCHE) held in Jamaica recently.

Following the first onefour years ago in Suriname, it attracted more than 100 participants from English, Dutch, French and Spanish-speaking territories, including Anguilla, Barbados, Belize, Canada, Colombia, Cuba, Ecuador, Guadeloupe, Haiti, Jamaica, Nicaragua, Puerto Rico, Dominican Republic, Spain, St. Maarten, Trinidad and Tobago, Venezuela and the USA.

UWI Vice-Chancellor, Professor Nigel Harris, drew the parallel between the University’s regional reach and the geographic spread of conference participants. It emphasized, he said, the need to “leap across barriers of language and culture” to embrace a common history and allow for effective collaboration. The challenges in the Caribbean are also evident in the rest of the world, with larger numbers of young people unable to find jobs. “The educated unemployed,” he said, “are often the foot soldiers of unrest.”

Dr Franklin Johnston, Senior Adviser in Jamaica’s Ministry of Education, applauded the conference for its timeliness, with special regard to one of the conference’s main themes: financing. Access to higher education by a disadvantaged population is a key factor in moving out of indebtedness. He also noted that duplication existed among the campuses so that rationalization with intellectual integrity is an imperative. In tandem with that is the research and development necessary to transform entrepreneurial ventures into collateral jobs.

UNESCO/IESALC and the UNESCO Caribbean Cluster Office had partnered with the Latin American-Caribbean Centre of The UWI to stage the conference. Dr Pedro Henríquez, Director of UNESCO-IESALC in Caracas spoke about the unprecedented growth in higher education worldwide with global enrolments increasing five-fold. He expressed concern about the lack of fulfilment of agreements signed in Paramaribo during the First Caribbean Conference on Higher Education (CCHE1) by institutions and member states and recommended regular policy debates to follow up on such agreements. Dr Henríquez urged Caribbean nations to agree on standards for quality assurance and recognition. IESALC, he said, is currently preparing a consultation at governmental level for a Latin America and Caribbean regional position on the 1974 UNESCO Agreement on Recognition of Studies, Titles and Diplomas.

Francisco Marmolejo, Lead Tertiary Education Specialist at the World Bank, engaged his audience on the issues and trends in tertiary education and implications for the Caribbean, setting the tone for conference discussions. Student protests in Chile and Greece about financing and lack of opportunities mighthave seemed far from Kingston, Jamaica but in this increasingly interdependent world, there are often implications at home.

“Knowledge,” he pointed out, “makes the difference between poverty and wealth.” Yet, in the list of post millennium development goals, higher education is not mentioned at all. Marmalejo identified the World Bank’s top 10 Do’s in tertiary education, including levelling the playing field, diversifying options, assurance of quality institutions, equitable and affordable education and training, programmes that yield high social returns and fostering openness and an evidence-based culture in tertiary education.

Organizers are currently deliberating on an action plan to emanate from conference discussions and recommendations in the three sub-theme areas. This would include a glossary to assist in arriving at consensus on a common language that can facilitate the mutual recognition of diplomas and titles and a harmonised regional system of higher education. Emphasis was also laid on the importance of research and development as a tool for development and building capacity to manage the research enterprise and transfer results for purposes of development. Underpinning these activities is the urgent need for the higher education sector to develop comprehensive, realistic strategies for revenue generation and resource mobilisation and the appointment of the appropriate teams to engage in such activities. The plan will substantiate the II CCHE Kingston Declaration on Higher Education.