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The top global expert on higher education, the individual who knows more than anyone else about living breathing university systems, is Moroccan economist and former World Bank coordinator for tertiary education, Jamil Salmi. It seems that Salmi has written reports for, and provided consultancy advice to, every second government across the world.
As Salmi notes in a recent paper, many governments are most concerned to know whether their top universities are operating at the cutting edge of intellectual and scientific development. The Australian government, which last October set itself the ambitious target of ten universities in the world’s top 100, has a direct interest in the WCU question.
In the current policy context, ‘World-Class Universities’ are not those that provide the best programs or educate the most diverse set of citizens.
WCUs are not necessarily the most intellectually creative or far-sighted institutions, and they are not the most socially equitable. WCUs are the institutions that pump out the most global science, attract and hold the top scientists, generate lucrative research applications for industry, and lead in the rankings.
He identifies three essential elements in a WCU strategy, elements being put in place by dynamic higher education systems such as Singapore. First, a high concentration of talented staff and students, sourced from anywhere in the world—the most crucial element. In rare cases where universities have risen quickly to WCU status, for example the Hong University of Science and Technology, mechanism one and two are combined. Third, governance that encourages vision, initiative, flexibility, responsiveness and continuous organizational learning. Salmi also notes a number of ‘accelerating factors’ that promote more rapid WCU development.
Support programs for young researchers, especially at post-doctoral stage, which is a highly productive part of the career cycle.
High quality innovations in teaching or the curriculum that demarcate the institution and build more productive links between teaching and research. Salmi also remarks that successful institutions ‘maintain a sense of urgency in order to avoid complacency’. Today we in India are experiencing the benefits of the reverse flow of income, investment and expertise from the global Indian diaspora.

Persuaded by a combination of push factors (low salaries, lack of meritocracy, political instability) and pull elements (attractive remuneration, favorable visa policies, active recruitment), thousands of professionals continue to leave their home countries every year. As I was bidding farewell to the World Bank earlier this year, I received an invitation from Green Templeton College, Oxford University, to attend the Emerging Markets Symposium – an initiative that convenes leaders from government, academia and the private sector to address the major policy challenges facing emerging market countries. The policy theme for this year’s Symposium was tertiary education and I delivered the opening lecture. Globally the disabled population continues to be the most disadvantaged and marginalized group within society with limited access to educational opportunities. As part of an ongoing policy research activity, together with my colleagues Roberta Malee Bassett and Jennifer Pye, we have been looking at what is known about equity of access and success in tertiary education for people with disabilities.  It did not take our team long to appreciate how little international research and reliable data exist on the situation of students with disabilities in World Bank client countries.
Tertiary or third level education is referred to as the educational level which lies after post-secondary education.  Tertiary education commences after post-secondary or school level education is completed by an individual. Tertiary education or qualification makes job seekers employable, even though it may not always guarantee success.
An associate degree is a kind of a tertiary education option which usually lasts for two years and provides broad-based competency in a particular field.  An associate degree can be considered like an advanced diploma which is more academic than vocational and is offered by a lot of colleges and universities across the world.
After completing undergraduate or bachelor’s level degrees or courses, one can also opt for graduate diploma or graduate certificate course. The next level which is an alternative to a graduate diploma is a master’s degree which takes 1-2 years to complete. Recently he has focused on a question preoccupying many countries, whether emerging from poverty, or wealthy and with established education systems: how to make a ‘World-Class University’ (WCU)? Autonomous university leaders and researchers that can apply resources quickly without being constrained by custom or regulation. All Canberra has to do to double our number of WCUs is cut the red tape, boost resources, fund centres of excellence on German or Chinese scale, throw its weight behind emerging talent, and persuade our universities to be humble.
In each country, the flagship university was expected to train the cadre of professionals and leaders needed to build the new nation. Some of the countries that can least afford it have suffered tremendous loss of local capacity in fields critical to development, with debilitating effects on national governing structures, management capacities, productive sectors, and tertiary institutions. This came before my last week with the Bank and, with several former colleagues in the audience, it could have been tempting to look back at my Bank work over the past twenty-five years.

Gaining an accurate insight turned out to be a challenging undertaking; but little evidence available, most of it still anecdotal at this stage, suggests wide disparities in educational access and success at all levels of education. These days, the concept of tertiary education isn’t rare and is rather considered as a mandatory requirement for anyone who wants to take up a respectable job.
This is a standard university degree which takes about 3-4 years to complete and is a full time study option.
These courses help the individual venture into a more advanced level study of the area which the individual has already gained knowledge in during the bachelor’s program.
These are specialized courses which focus on mainly one major field of interest and combine research and coursework.
This is also the principal strategy used by Germany in its program to establish a globally strong university system.
Instead, I did something more important, challenging, and pressing: I speculated about the future.
As I then pointed out to the audience, all of the above are actually taking place somewhere in the world today. Doctorate courses take different time to complete in different nations and may also first require the candidate to complete an M.Phil. With a few exceptions, such as the National University of Singapore (NUS), the top public universities in many parts of the developing world have failed to meet these auspicious expectations.
Estimates indicate that the proportion of adult migrants with tertiary education leaving developing countries and moving to industrial nations grew four times between 1975 and 2000. The question, of course, is what it means- and what the implications are for emerging market countries.

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