- Higher Education for Development

Transcription

HIGHER EDUCATION FOR DEVELOPMENT (HED)
Knowledge, Partnership, Results
Training, Internships, Exchanges, and
Scholarships (TIES) Conference Report
“Sustainable Partnerships: A Call to Action”
Veracruz, Mexico
October 8-10, 2009
TABLE OF CONTENTS
Page
Overview of Conference .....................................................................................1
Conference Objectives .......................................................................................1
Opening Ceremony (Thursday, October 8, 2009) .............................................2
Opening Plenary Session: Sustainable Partnerships:
A Call to Action (Friday, October 9, 2009) .........................................................2
Rector-President International Development Roundtable ………………………. 3
Marketplace of Ideas..........................................................................................3
Panel Session: Role of Higher in Confronting Today’s Challenges ....................4
USAID Information Session: USAID Participant Training Policy ......................7
Facilitated Discussions (Saturday, October 10, 2009)
Discussion 1: Encouraging More Equitable Economic Growth...............................8
Discussion 2: Toward a Healthier Society:
Confronting HIV/AIDS, Tuberculosis, Diabetes, Malnutrition, H1N1………….……. 8
Discussion 3: Justice Reform and Civil Society Participation…………………….......8
Discussion 4: Encouraging Green/Sustainable Development…………………….....9
Discussion 5: Increasing Competitiveness in a Challenging Global Economy….....9
Discussion 6: Improving Access to Health Care and Education…………………….10
Discussion 7: Preparing Youth to address the challenges of the 21st Century……10
Discussion 8: Addressing Global Climate Change……………………………………10
Higher Education Partnership Sustainability:
What We Know About Impact..........................................................................11
Closing Discussion Forum.................................................................................11
Marketplace of Ideas........................................................................................12
U.S Agency for International Development-Mexico ........................................12
1. USAID/Mexico Participant Training Process ..............................................12
United States Embassy.....................................................................................12
2. United States in the Mexico-Public Affairs Section
Mexico Ministries .............................................................................................12
Ministry of Education of the state of Veracruz ................................................12
3. Vasconcelos Program ............................................................................12
4. Consorcio Clavijero Program ..................................................................12
5. Technological Higher Education System ...................................................13
Ministry of Social Development .......................................................................13
6. Mexican Ministry of Social Development-SEDESOL ....................................13
Higher Education for Development (HED) ......................................................13
7. Managing your TIES Partnership Award ...................................................13
8. Monitoring and Evaluating TIES Partnerships ...........................................13
The TIES Program ............................................................................................13
9. Scholarships for Education and Economic Development (SEED Program) .....13
TIES Higher Education Partnership .................................................................13
10. La Antigua Watershed: A Vision Incorporating Diverse Perspectives ..........13
11. Establishing a Rural Development Center in Southern Mexico ...................14
12. Innovation in Developing Young Researchers with Social Awareness ........14
13. Mexico-U.S. Trade Opportunities and Small Business Envelopment ...........14
14. Mexican Association of Small Business Development Centers-AMCDPE ......14
International Organization ..............................................................................14
15. Latin American Institute of Education Communication-ILCE .....................14
Conference Evaluation ....................................................................................15
Tables
Table 1: Selected Participant Responses to the Conference Evaluation .........15
Appendix A
Press Release Announcing Five New TIES Partnerships
(Announced at the TIES Conference)
Remarks made by Dr. Tully Cornick, Executive Director of HED,
at TIES Conference
Presentation made by Dra. Sylvia Ortega at TIES Conference
Presentation made by Dr. Jane Gore at TIES Conference
Presentation on Visa and Immigration Issues by Allison Kennett
Overview of Conference
Mexico-United States Training, Internships, Exchanges and Scholarships (TIES) partners gathered October
8-10, 2009 with their public and private sector partners to address ways higher education can and have
responded to the critical challenges facing Mexico and the U.S. today such as insecurity, crime, global
warming and emerging health threats including H1N1 flu. The conference, “Sustainable Partnerships: A
Call to Action” was co-sponsored by the U.S. Agency for International Development-Mexico (USAID/Mexico)
and Higher Education for Development, and was hosted by two local TIES partner institutions: Universidad
Veracruzana and the Universidad Anáhuac-Xalapa.
More than 200 academics, government officials from Mexico and the U.S., and senior academic leaders
from higher education institutions participated in this conference. The conference included plenary
sessions, a rector-president roundtable, a panel presentation, facilitated discussions, a “Marketplace of
Ideas,” and a closing discussion forum. Each component of the conference was developed to give
participants the opportunity to address the “Call to Action” conference objectives. Participants rose to this
challenge and generated new ideas and innovative solutions for issues identified by the group as the most
pressing ones confronting Mexico and the United States.
USAID/Mexico Mission Director Rodger Garner addressed the TIES conference audience. He was joined by panelists:
Molly Broad, President of the American Council on Education, Dr. Victor Arredondo, Secretary of Education of the
State of Veracruz, and Dr. Raúl Arias Lovillo, Rector at Universidad Veracruzana.
Conference Objectives
As TIES partnerships work in areas as diverse as economic development and legal reform to environmental
management and health, they are uniquely positioned to bring together their considerable resources to
analyze the current challenges and develop innovative solutions to ensure a more secure and prosperous
future for both Mexico and the U.S.
The conference objectives addressed by the participants were as follows:
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Identify the most pressing challenges facing Mexico and the United States to which higher
education can respond.
Identify examples of how university partnerships have advanced and can further advance local or
national development goals in Mexico.
Suggest priorities for higher education partnerships that could shape future TIES partnership
competitions.
Discuss strategies to sustain the achievements of higher education partnerships.
Thursday, October 8, 2009
Opening Ceremony
2009 TIES Partners Conference participants were welcomed with an opening ceremony and brief remarks
from the United States Agency for International Development and Higher Education for Development.
Conference Master of Ceremonies Elias Freig shared general objectives for the conference in his welcome
speech and encouraged participants to set forth concrete and specific ideas to deal with urgent challenges
facing both the United States and Mexico. Dr. Raúl Arias Lovillo, Rector of Universidad Veracruzana, shared
with participants the importance of higher education partnerships in Mexico and specifically highlighted the
partnership with the University of Texas at San Antonio/Universidad Veracruzana which focuses on the
development of small and mid-sized businesses throughout Mexico.
USAID/Mexico Mission Director Rodger Garner announced five newly awarded TIES partnerships in the
areas of biodiversity conservation and renewable energy. This brings the total number of TIES higher
education partnerships to 73. He spoke about the importance of partnerships to address international issues
such as insecurity, crime, global warming, and emerging health threats such as H1N1. Dr. Victor
Arredondo, Secretary of Education of the State of Veracruz, welcomed participants to the conference and
encouraged continued future collaboration with U.S. higher education institutions. “TIES is an excellent
approach needed in our region to confront the global challenges of the 21st century. We must work together
to further the development of both of our communities," said Dr. Arredondo.
Friday, October 9, 2009
Opening Plenary Session: Sustainable Partnerships:
A Call to Action
During the morning opening plenary session, in discussions led by TIES partners, speakers encouraged
participants to think strategically and offer substantive input for potential solutions to problems facing Mexico
and the United States. Featured speakers at the opening plenary included Rodger Garner, Mission Director
at USAID/Mexico; Tully Cornick, Executive Director at Higher Education for Development; and Dra. Sylvia
Ortega, Rector at the Universidad Pedagógica Nacional.
Mr. Garner began the session by examining some of the primary issues facing Mexico and United States,
including insecurity and crime. In particular, Mr. Garner challenged TIES participants to think about how
many students could be trained with even a small amount of money from the fighting crime budget. Garner
also spoke briefly about the response to H1N1 flu as a success story for U.S.-Mexico cooperation. The
Mexican government brought in experts to combat the outbreak and international protocols were followed as
the World Health Organization (WHO) and the U.S. Centers for Disease Control (CDC) worked side by side
with Mexico. Mexico’s response and transparency served as a model for dealing with a health emergency.
After thanking all who participated in and organized the conference, Dr. Tully Cornick shared his optimism
about the accomplishments of the rapidly growing, exemplary TIES program. He noted that TIES
partnerships cut across many sectors and are committed to sustainable human and institutional capacity
building. "The TIES program has taken positive steps towards increasing capacity in workforce
development, natural resource management and small-business development through higher education
partnerships. TIES partnerships are not only demonstrating successes in Mexico, but they also speak to
possibilities for expansion to neighboring countries of Latin America and the Caribbean," Cornick said.
Cornick also emphasized that the conference wasn't just an opportunity for partners to celebrate past
successes, but a time to raise standards to influence change. "This conference is a CALL TO ACTION for
higher education partnerships to respond to the most pressing needs facing Mexico and the U.S. today," he
said. "If we leave this conference on Saturday without putting forward concrete, specific and actionable
recommendations we will have failed to rise to the challenges before us."
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Dra. Sylvia Ortega, Rector at the Universidad Pedagógica Nacional.
Dra. Sylvia Ortega addressed competitiveness and internationalization in Mexico. She noted that in 2006,
approximately 27 percent of Mexicans received a basic education. In 1950, only one percent of the
population received a basic education. Young people (ages 15-24) are the largest cohort in Mexico and it is
imperative that they are educated. Ortega described in her comments a huge inequality in the local and
regional development of higher education and she pointed out Mexico needs more programs that include all
states. Another issue facing Mexico is that many students are studying for professions that have low
income/low employment rates; it is important that more students become trained in fields of work that are in
demand in Mexico, she said.
Rector-President International Development Roundtable
Rectors and senior higher education leaders from Mexico, the United States and Caribbean nations met to
discuss higher education development interests and discuss possible collaboration in the future. Molly C.
Broad, President of the American Council on Education (ACE), began the session by highlighting the three
purposes of higher education in the United States: teaching, research, and public service. Priorities for
teaching include high school completion and readiness for college, improving learning outcomes so that time
spent in college prepares students for employment; and the creation of working groups to mitigate attrition.
Research priorities include small business development; technology transfer; heath, nutrition and lifestyle;
and alternative and efficient energy development. In addition, higher education encourages community
service learning as a tangible outcome of public service. President Broad asked her colleagues to
brainstorm ideas as to where USAID could invest resources to bring the most benefits to the countries
involved and many participants eagerly shared their views. For example, Dra. Sylvia Ortega, Rector at the
Universidad Pedagógica Nacional, noted, “We must focus on the most vulnerable populations – the ability of
the poorest to read and learn – prejudice and racism and social exclusion. It is urgent to invest in training
teachers and faculty to graduate from basic education with skills to go on to higher education – upgrading
the skills of teacher and faculty.”
Other rectors pointed out the need for higher education partnerships that could focus on “value added”
industries in Mexico, including oil and tourism. Participants noted it is important that such partnerships
consider the growth of the middle class, as sustainability is a major problem in Mexico. Health related
partnerships, including those focused on diabetes and H1N1 flu, were also discussed as issues that could
be addressed by university partnerships. Further, climate change and renewable energy were of concern to
several Rectors. They are complex issues that face both the United States and Mexico and are issues which
could be impacted by higher education partnerships, according to the Rectors.
Marketplace of Ideas
Participants in the TIES Conference had the opportunity to attend a Marketplace of Ideas. This event
allowed participants to showcase current and past TIES partnerships activities and to talk with HED and
USAID/Mexico staff and Mexican government Ministries about a variety of topics. (A list of participants at the
2009 Marketplace of Ideas may be found on page 12 of this report.)
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Panel Session: Role of Higher Education
in Confronting Today’s Challenges
Each partnership represented on the panel covered many types of TIES partnerships, sectors and
institutions. They discussed their partnership’s accomplishments and how TIES partnerships and
institutional leadership are uniquely able to respond to the challenges facing Mexico and the United States.
The speakers examined these issues and discussed with other conference participants creative ways to
address them through higher education. They confirmed that higher education, in partnership with various
stakeholders, can help encourage economic growth in a global economy, reduce global warming, promote
green/sustainable development improve access to health care and education for all, support rule of law,
and prepare youth to address the challenges of the 21st century.
From left to right: Verónica Murillo, Universidad
Tecnológica de Coahuila; Elias Freig (MC); and Carol
Fimmen, Alamo Community College District.
Carol Fimmen of the Alamo Community College District and Verónica Murillo of Universidad Tecnológica de
Coahuila, explained how their partnership focused on increasing the productivity of the maquiladora
(manufacturing) sector by training engineers and production workers in advanced manufacturing technology
systems and production procedures.
From left to right: Manuel Caloca, Instituto Tecnológico y de
Estudios Superiores de Monterrey, Campus Monterrey;
Elias Freig (MC); and Anne Wilson, Southwestern
University School of Law.
Manuel Caloca of the Instituto Tecnológico y de Estudios Superiores de Monterrey, Campus Monterrey,
accompanied by Anne Wilson of Southwestern University School of Law, described their partnership. They
addressed the profound changes in the Mexican justice system occurring as a result of constitutional reform
efforts at the federal level and reforms in the criminal codes of procedure at the state level. It is expected
that these legal reforms will lead to transparency and accountability in the legal process. Training in the new
system of justice (much like what is offered by this TIES partnership) is a significant step forward to help
ensure a more secure future for Mexico and the United States.
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Robert McKinley of the University of Texas San Antonio (pictured above) addressed TIES conference attendees, “The
world economic crisis is in front of us,” McKinley said. “It is important that we focus on job generation and increasing
competitiveness for Mexican citizens.”
Robert McKinley from the University of Texas San Antonio and Rosario Valencia Castillo from the
Universidad Veracruzana explained how their institutions partnered to create a sustainable and cohesive
national network of more than 100 Mexican Small Business Development Centers (SBDC). The network
engages institutions of higher education and leverages federal government resources to help small and
micro-entrepreneurs start businesses, create jobs, increase sales and improve the overall competitiveness
of the Mexican economy. To date, nine seminars have been developed and 900 consultants have been
trained. There are 78 SBDCs in 31 states in Mexico.
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From left to right: José Luis Burgos, University of California, San Diego; Elias Freig (MC); and Adriana Carolina
Vargas Ojeda, Universidad Autónoma de Baja California/El Colegio de la Frontera Norte.
José Luis Burgos from the University of California, San Diego, and Adriana Carolina Vargas Ojeda from the
Universidad Autónoma de Baja California/El Colegio de la Frontera Norte shared details about their
partnership’s efforts to improve the bi-national response to HIV/AIDS prevention in northwestern Mexico and
surrounding regions by strengthening the capacity of Mexican public health practitioners, outreach workers,
and policymakers. Burgos also highlighted the use of mobile health units to reach marginalized
communities in northwestern Mexico.
José Zertuche (pictured above) of the Universidad Autónoma de Baja California explained that economic growth often
leads to greater environmental problems. He called on Mexico and the United States to be prepared to deal with these
issues as they arise.
José Zertuche from the Universidad Autónoma de Baja California presented his partnership with the
University of Connecticut and their work to improve education in marine sciences and coastal management
at the postsecondary and K-12 levels through student and faculty training, exchanges, and joint research
projects. Zertuche spoke about the importance of synergies among partners and collaboration on a
multinational level to ensure the sustainability of development activities.
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USAID Information Session: USAID Participant Training Policy
Partners had the opportunity to hear an update on TraiNet reporting and U.S. visa and immigration
regulations from a TraiNet helpdesk representative.
Saturday, October 10, 2009
Facilitated Discussions
TIES conference attendees participated in discussions centered on critical development challenges that face
both the United States and Mexico. These discussions offered participants the opportunity to closely
examine, with peers, how TIES partners are addressing critical development challenges, how they are
sustaining what they have achieved, and what more can be done to support these efforts.
Participants were encouraged to discuss the most pressing challenges facing the two countries to which
higher education can respond, as well as how university partnerships have advanced and can further
advance local or national development goals in Mexico. Moderators were encouraged to engage
participants in discussions about higher education partnerships that could shape future TIES partnership
competitions.
From left to right: Salvador Lozano from Instituto Tecnológico del Valle de Oaxaca and Alex Mayer from Michigan
Technological University led a discussion on encouraging green and sustainable development.
From left to right: Marco Hernandez Castañeda from Universidad Autónoma de Chapingo and Victor D. Phillips from
the University of Wisconsin - Stevens Point moderated a discussion on addressing global climate change.
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Discussion 1: Encouraging More Equitable Economic Growth
Co-Chairs: Everett Egginton, New Mexico State University
Raúl Favela, Universidad Autónoma de Chihuahua
Task: Agree on a set of the most pressing challenges facing Mexico’s economic growth that may be
addressed through higher education partnerships. Identify current and potential vehicles to promote
equitable economic growth and how existing and future higher education partnerships can support this
effort.
Recommendations discussed:
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The TIES program should consider creating “expansive TIES partnerships” that could lead to the
formation of networks and which would operate in partnership with multiple institutions inside and
outside the universities. This would allow partnerships to make a truly transformative impact in
Mexican and U.S. society.
A big challenge for HED and USAID/Mexico is to figure out how to provide the right incentives to
partnerships so that they develop their own sustainable networks.
HED should consider offering TIES “challenge grants” to institutionalize and/or expand successful
programs. Such challenge grants might work to ensure that funds from USAID are matched by
other donors or the Mexican government.
Discussion 2: Toward a Healthier Society: Confronting HIV/AIDS, Tuberculosis, Diabetes,
Malnutrition, H1N1
Co-Chairs: Rodrigo X. Armijos, University of Texas at El Paso
Carlos Cano Vargas, Universidad Autónoma de Ciudad Juárez
Task: Elicit examples of how higher education partnerships can address ongoing and novel health issues
and explore other chronic illnesses or significant emerging trends facing Mexico and the United States.
Consider innovative, unconventional approaches to tackling challenges posed to communities by the spread
of H1N1, HIV, tuberculosis and a potential increase in vector-borne diseases related to global climate
change. Prioritize to what and how to respond.
Examples and suggested approaches discussed:
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Higher education partnerships could support community-based studies to define risk factors for
chronic and infectious diseases targeting underserved and vulnerable populations.
Higher education partnerships could develop projects to validate effective low cost interventions
among vulnerable communities such as health education, nutritional interventions, sustainable
nutrition and agriculture (e.g. community gardens). They might also promote projects in infectious
diseases surveillance.
A partnership between a U.S. and Mexican University with solid research experience could include
a second Mexican University with emerging research capability. This would further strengthen
Mexican research capability.
To promote sustainability among partnerships, the TIES program could organize grant writing
workshops to increase successful grant funding outcomes among Mexican Universities. TIES might
also consider strengthening grant writing capacity as an activity in each TIES partnership.
TIES projects should always involve the community and those in the private and public sector to
ensure continuity and sustainability of the work initiated by the TIES partnership.
Results should be published in scientific journals as well as promoted in local, regional and national
media.
Discussion 3: Justice Reform and Civil Society Participation
Chair: Moisés Jaime Bailón Corres, Universidad Autónoma de Benito Juárez de Oaxaca
Task: Discuss the present status of legal and judicial reform in Mexico and how higher education can help
advance the implementation of oral advocacy, adversarial systems of justice, and civil society effectively.
Consider how higher education partnerships can help inform the emerging system.
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Higher education partnerships have the capacity to inform young attorneys in the early stages of
their careers about the advantages of Mexico’s legal reforms which may help Mexico’s legal
community embrace these reforms.
Multidisciplinary law programs may further allow students to become aware of the advantages of
Mexico’s new legal system while comparative law courses may enable new attorneys to resolve
previous cases based on the old system of justice.
Higher education rule of law partnerships could be employed to measure and monitor judicial
reforms that are occurring throughout different states in Mexico.
Discussion 4: Encouraging Green/Sustainable Development
Co-Chairs: Salvador Lozano, Instituto Tecnológico del Valle de Oaxaca
Alex Mayer, Michigan Technological University
Task: Identify best practices for promoting green sustainable development through higher education
partnerships and make recommendations on how financial and natural resources should be utilized to
protect the environment while increasing local/regional economic benefits. Explore the Mexican-specific
context as it relates to environmental awareness and advocacy.
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Partnerships that empower communities can and are being promoted. Such activity can be
sustainable, but projects need to have substantial outreach components to do this.
TIES partnerships should help promote and budget for publications produced at the end of
projects.
The TIES program should help ensure the financial participation of cooperating local institutions,
including the dedication of funds from government agencies and local foundations.
Discussion 5: Increasing Competitiveness in a Challenging Global Economy
Chair: David Beveridge, Western Illinois University
Task: Identify examples of how higher education partnerships can advance Mexico’s competitiveness and
offer recommendations on how to sustain and expand these activities. Consider innovative and possibly
unconventional approaches that may have higher levels of risk but proportionally higher potential for impact.
Challenges discussed:
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The definition of competitiveness varies widely and values have sometimes been sacrificed as they
relate to competitiveness because many may associate being competitive with having financial
resources.
Increasing Mexico’s competitiveness in rural areas is a huge challenge.
Low education has developed for Mexico a situation where the competitiveness falls far behind the
level of the economy related to other countries.
Approaches and recommendations discussed:
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There is a great need for the public sector to offer resources to continue the work of the
partnerships. Further, public policies need to be developed related to competitiveness.
The best universities in the U.S. should lend their support to helping Mexico with competitiveness.
But the Mexican government has a large responsibility to improve competitiveness as well.
Universities need to help small rural communities become more competitive. One example from a
partnership between Michigan State University and Universidad Autónoma de Chapingo involves
how to maintain the links between the universities and the small rural communities.
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Discussion 6: Improving Access to Health Care and Education
Co-Chairs: Paul Leung, University of North Texas
Antonio Rojas, Universidad Autónoma de Guadalajara
Task: Explore the current state of access to health care and education and offer ways higher education
partnerships can contribute to building healthier, better educated communities. Identify the barriers to
access and suggest creative, innovative approaches to expanding access.
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Future higher education collaborations could promote partnerships with students from lower socioeconomic levels.
There is an increasing need for outreach to minority groups in order to ensure equitable prosperity.
TIES partnerships could include several U.S. and Mexican institutions and experiment with a
consortium model.
Discussion 7: Preparing Youth to Address the Challenges of the 21st Century
Co-Chairs, Marcela Edna Acosta Hernandez, Benemérita Escuela Normal Veracruzana "Enrique C.
Rébsamen"
Martha Allexsaht-Snider, University of Georgia
Reynaldo Castillo Aguilar, Universidad Pedagógica Veracruzana
Task: Identify the most critical social and economic challenges likely to impact Mexico over the next decade.
Explore how higher education partnerships can tap into the needs and interests of Mexican youth to inform,
educate and challenge them to confront the most pressing issues facing Mexico and the world today and in
the future.
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The TIES program could facilitate more exchange programs for workshops for teachers.
TIES partnerships could involve all levels of schooling including primary, secondary, and higher
education to connect the possibility of going to college as a reality for youth.
TIES partnerships could also provide more time for training so students can finish Masters
programs and receive better training.
Partnerships might also plan for more time for collaboration in Mexico to distribute information to
local communities and should revise curricula based on what they have learned through
collaborations.
TIES partners should expand subjects beyond science and math and should provide training for
groups instead of individuals.
TIES partners could create teams of exchange students to come and study as a team in a country
and then return home to implement what they have learned as a team. This may be easier than
implementing individual student exchange programs.
TIES partners would benefit by building more institutional capacity in management.
Discussion 8: Addressing Global Climate Change
Co-Chairs: Marco Hernández Castañeda, Universidad Autónoma de Chapingo
Victor D. Phillips, University of Wisconsin—Stevens Point
Task: Discuss current issues regarding global climate change including how it exacerbates sector specific
challenges (e.g. health, agriculture, poverty, etc.) and how higher education partnerships can be mobilized
to promote and implement sound environmental practices.
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The TIES program might consider creating a Ph.D. program focused on climate change.
The TIES program should consider assisting in the creation of a set of international “standards” that
all countries would be required to follow.
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The TIES program might consider creating a TIES website in which partners can exchange best
practices and share “secrets of success.”
Higher Education Partnership Sustainability:
What We Know About Impact
Dr. Jane Gore, Director of Reporting and Assessment at HED, provided participants an overview of results
achieved by TIES partnerships and illustrated how sustainable partnerships address local, state and
national development challenges. Gore also shared results from the 2006 TIES Impact Assessment of six
partnerships.
TIES partners conference participants gathered for a group photo.
Closing Discussion Forum
Elias Freig, conference moderator, spoke at the Closing Discussion Forum for the TIES conference and
noted that conference participants had successfully identified and advocated for unconventional, alternative
and assertive ways to tackle a range of barriers to Mexico’s positive growth and development. The
conference also provided opportunities for higher education leaders to suggest priorities and consider
strategies to sustain partnerships’ successes.
At venues throughout the event, partners considered critical binational challenges and offered suggestions
for ways higher education can be a catalyst of positive change. Even though the speeches, panel,
marketplace, roundtable and discussion sessions ranged in themes, common points emerged regarding
how to accomplish mutual goals.
Specifically, the participants recommended bigger and longer funding cycles to increase the impact and
legacies of TIES partnerships. They also recommended that TIES competition and partnership requirements
are more flexible and that partnerships be broader to include more participation from stakeholders in public
and private sectors. Participants agreed partners should take a proactive role to engage these stakeholders
to increase the potential to leverage resources and talent. Partners expressed a need for networking venues
to share lessons learned so that future partnerships may achieve even more benefits. They also suggested
creating a TIES Fellows Network so that returning scholars and faculty may consider ways to expand
impact, results and the overall TIES model.
In addition to the action items identified in breakout sessions, participants in the closing discussion forum
noted it is critical to promote and disseminate lessons, findings and knowledge to make transformational
changes in public policy. They suggested holding a virtual meeting each year to expand synergies and to
keep the collegial momentum growing. They also explored the idea of holding a “carbon neutral meeting”
with carbon credits to mitigate travel, hotel and energy consumption.
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Participants identified ways to involve diverse higher education institutions and their leadership, recognizing
that solutions to current and future national and binational challenges must take a multidisciplinary
approach. They suggested higher education leaders take advantage of media events and national,
binational and global strategic projects and those leaders join forces so that TIES partnerships have wider
impact in addressing the challenges facing the U.S. and Mexico.
Marketplace of Ideas
The Marketplace consisted of presentations of TIES projects and informal, topic-related roundtables that
addressed bilateral challenges and solutions. Participants also identified new opportunities and models for
collaboration. Every 20 minutes, participants had the chance to visit a different roundtable, continue their
conversations or view the poster displays.
U.S. Agency for International Development-Mexico
1. USAID/Mexico Participant Training Process
Miriam Ramírez, USAID/Mexico
All TIES participants sponsored by USAID/Mexico must comply with USAID’s Participant Training policies
and procedures. The objective of this discussion was to provide a general overview of the Participant
Training Process in USAID/Mexico and address participant questions.
U.S. Embassy
2. U.S. Embassy in the Mexico-Public Affairs Section
Araceli Partearroyo, U.S. Embassy in Mexico
At this table, activities and programs sponsored by the U.S. Embassy’s Cultural Section were discussed.
The Cultural section is the primary programming force in the Embassy, supporting as many as 100 speakers
a year to engage Mexican audiences and institutions on topics important to the bilateral agenda. The
Section also builds long-lasting ties and contributes to enhancing mutual understanding by promoting
increased interaction between U.S. and Mexican academic institutions, as well as an active exchange of arts
professionals and cultural events. The Section’s Office of English Language Programs works with federal
and state Secretariats of Public Education and with universities throughout the country to strengthen
curricula and training for language teachers.
Mexico Ministries
Ministry of Education of the State of Veracruz
3. Vasconcelos Program (Autonomous vehicles to support knowledge and leadership for social
organization - Vehículos Autónomos de Soporte al ConoCimiEnto y Liderazgo para la Organización Social):
Mario Fernández de la Garza, Vasconcelos Program
The Vasconcelos Program, winner of the Bill & Melinda Gates Foundation Access to Learning Award 2008,
was discussed at this table. The program works to reduce the digital gap in Veracruz, Mexico by providing
technological literacy and support to rural and disadvantaged areas. It is an innovative mobile technology
program that provides computer access and training for marginalized communities, using all-terrain vehicles
equipped with state-of-the-art classrooms. It works to empower individuals and communities by helping
people build technology skills that can improve their lives.
4. Consorcio Clavijero Program
Clavijero Consortium: Virtual network based groups of educational experiences - Claustro Virtual de
Jornadas Educativas en Redes Operativas.
Ramón Parra Loera, Consorcio Clavijero Program
At this table, the Clavijero Program, which is a pioneer educational institution in Mexico based in Veracruz,
was discussed. The program unites a conglomerate of 49 private and public higher education and highschool education institutions, including teacher training colleges, under the leadership of the University of
Veracruz. It offers formal and non-formal instruction, using innovative models and information and
12
communication technologies to provide alternative quality and pertinent education to non conventional
students and teachers for updating online courses. It has provided access to courses in the most
marginalized localities in Veracruz, at 118 Clavijero classrooms throughout the state. This novel system
contributes to reducing the gap in access to education in Mexico and supports the Veracruz university
system, by offering academic programs oriented to strategic areas of knowledge that are presently not
catered for by existing institutes of higher education.
5. Technological Higher Education System
José Alfredo Palma González, Ministry of Education of the State of Veracruz
At this table, participants discussed the Veracruz Ministry of Education, which offers 22 engineering, three
Bachelor of Science four-year degree programs, 10 three-year university technician diploma programs, and
13 master’s degree programs in 25 education centers (including three technological universities, one
polytechnic university and 21 institutes of technology). This system provides higher education to nearly
24,000 students throughout the state. The programs offered are designed to prepare graduates for
immediate employment or to pursue further university education. They aim to meet the labor needs of the
local region, developing a productive workforce for both regional development and technological innovation.
Ministry of Social Development
6. Mexican Ministry of Social Development – SEDESOL
Pedro Luis López Díaz, Jesús Zambrano and Gerardo Ortega, SEDESOL
Participants discussed programs implemented by this Ministry in which Mexican federal, state and local
governments work together to assist in the Priority Attention Zones identified by the Government of Mexico.
Higher Education for Development (HED)
7. Managing your TIES Partnership Award
Manny Sánchez, Higher Education for Development
Participants had the opportunity to discuss questions or concerns regarding the management and
implementation of their TIES partnerships. Best management practices were also shared.
8. Monitoring and Evaluating TIES Partnerships
Jane Gore, Higher Education for Development
Participants met with HED’s Director of Reporting and Assessment to discuss TIES reporting, monitoring
and evaluation requirements.
The TIES Program
9. Scholarships for Education and Economic Development (SEED Program)
Valeria Uribe Robles, SEED Program National Coordinator
The TIES Program has a second component known as the SEED Program, which was discussed at this
table. This program provides support for disadvantaged Mexican youth from rural and/or indigenous
communities to study for two years at U.S. community colleges in programs designed to improve their
technical skills so that they can better contribute to Mexico’s development. The SEED Program also
supports quality basic education through one-year scholarships to Mexican rural teachers for the purpose of
improving the quality of rural primary education for indigenous children.
TIES Higher Education Partnerships
10. La Antigua Watershed: A Vision Incorporating Diverse Perspectives
Araceli Hernández, Universidad Anáhuac Xalapa
Participants discussed results obtained through the project: “Comprehensive Management of La Antigua
Watershed” which were compiled in the “White Book.” This book includes different perspectives from
individuals in the private, public, social, entrepreneurial and educational sectors who live in this region, their
13
vision of the watershed they aim to have, and the challenges these sectors face to live in a healthy
watershed.
11. Establishing a Rural Development Center in Southern Mexico
Clara Escamilla, Universidad Autónoma de Querétaro
Mariluz Fernández Barros, Universidad Autónoma de Querétaro
Winthrop B. Phippen, Western Illinois University
Roberto David Vázquez Solís, Universidad Technológica de la Selva
Participants discussed this project, which aims to build the capacity of Universidad Technológica de la Selva
to facilitate the strengthening of rural small-scale producers in southern Mexico. Participants heard about
creating a rural development center focused on providing much-needed resources. Discussion focused on
challenges in establishing the center and the methodology used to approach and train rural producers,
university faculty, and administration.
12. Innovation in Developing Young Researchers with Social Awareness
Nagamani Balagurusamy, Universidad Autónoma de Coahuila
Argelia Cervantes Ovalle, Universidad Autónoma de Coahuila
K.C. Das, The University of Georgia
Gerardo Jose Manuel Martinez Castro, Universidad Autónoma de Coahuila
The Challenges Plan, the implementation of a new approach under the TIES program, was discussed at this
table. The Plan focuses on developing Mexican students as young researchers. Two of the interns and the
directors of the project discussed the successful new graduate program in the Mexican partner school that
extended the collaboration and identified new partners in the area of renewable energy.
13. Mexico-U.S. Trade Opportunities and Small Business Development
Mary McKinney, Duquesne University
Brent Rondon, Duquesne University
Silvia Mata, Universidad Autónoma de Aguascalientes
Participants discussed opportunities for small Mexican firms to participate in and overcome barriers to
international trade. Various successful models of engagement were explored.
14. Mexican Association of Small Business Development Centers-AMCDPE
Representatives, AMCDPE; University of Texas at San Antonio; and the Universidad Veracruzana
At this table, participants discussed the development of a network of Small Business Development Centers
(SBDC) as a new infrastructure tool for economic development based in higher education. The network is
led by the UV and member universities of this new association. The project includes components of
capacity-building and training for certified Business Advisors and SBDCs, promotion and establishment of
60 centers to date, with a centralized management information system (MIS) for evaluation of activities and
economic impact, a quality assurance Certification review of SBDC programs, and linkages between U.S.
and Mexican Small and Medium Enterprises (SMEs) to open international trade markets utilizing the
infrastructures of the U.S. and Mexican SBDC Networks.
Benefits include economic development of the SME sector, job creation, increased competitiveness, and
leveraging of Mexican higher-education institutional resources and knowledge toward the process of
innovation.
International Organization
15. Latin American Institute of Educational Communication-ILCE
Pilar Álvarez Laso, ILCE
Participants discussed the ILCE at this table. The ILCE provides instructional design for onsite and online
courses, as well as educational materials in different formats. It also carries out educational research and
provides the design of different resources concerning educational research. In addition, the ILCE provides
TV and video production and editing services, as well as teacher training.
14
Conference Evaluation
Higher Education for Development asked participants to evaluate the conference and received responses
from more than 50% of attendees.
Key statistics and responses to the conference evaluation form include the following:

61% have an actively funded TIES partnership

25% officially concluded partnership activities

Of these
o 100% [29] Partners remain in contact
o 93% [27] Partners continue to pursue joint programming and/or research
o 66% [19] Partner universities have absorbed programs into core curriculum
o 66% [19] Partner universities are seeking ways to fund programs from the outside
Partners with ongoing funded TIES partnerships:

69% [48] Partners will remain in contact

84% [59] Partners will continue to pursue joint programming and/or research

59% [41] Partner universities will absorb programs into core curriculum
Selected Participant Responses to the Conference Evaluation
Overview of Conference
(Selected Questions)
Overall, conference speakers,
panels, presenters, and
marketplace activities highlighted
topics and/or
challenges facing Mexico.
Almost Always/Often
Occasionally/Rarely
89% (101)
3% (3)
Overall, the conference identified
83% (95)
examples of how partnerships have
advanced development goals in
Mexico.
8% (9)
Overall, the conference suggested
priorities for action for future TIES
partnerships.
76% (87)
14% (16)
Overall, the conference examined
new strategies to sustain the
achievements of partnerships.
60% (58)
23% (27)
15
Appendix A
Press Release Announcing Five New TIES Partnerships
(announced at the TIES Conference)
Remarks made by Dr. Tully Cornick, Executive Director of HED,
at TIES Conference
Presentation made by Dra. Sylvia Ortega at TIES Conference
Presentation made by Dr. Jane Gore at TIES Conference
Presentation on Visa and Immigration Issues by Allison Kennett
16
U.S. Embassy Press Release
For Immediate Release
Five New University Partnerships Launched to
Support Mexico’s Competitiveness in the Environment
and Energy Sector
Boca del Río, Veracruz, October 8, 2009 – During the opening of the TIES
University Partnership Conference: A Call to Action, the U.S. Agency for
International Development (USAID) announced five new university
partnerships to support Mexico’s Competitiveness in the Environment and
Energy Sector. The selected partnerships are:
Arizona State University and the Institute of Ecology at the National
Autonomous University of Mexico: The partnership will develop a
program to strengthen capability and expertise for policy and planning in the
area of biodiversity conservation and climate change.
University of Florida Tropical Conservation and Development
Program and the Universidad Veracruzana’s Center for Tropical
Research (CITRO): This partnership support leadership to promote
biodiversity conservation and sustainable resource management, particularly
in rural areas in Southeastern Mexico.
Appalachian State University and Fundación de la Universidad de las
Américas Puebla: The partnership will promote efficiency of energy use and
decreasing dependency on fossil fuels in Mexico.
Duquesne University and the Universidad Autonóma de Nuevo León:
The partnership establishes cooperative programs aiming to empower
students, faculty, professionals, and Mexican businesses to promote
renewable energy and enhance energy efficiency.
University of Colorado at Boulder and the Universidad de
Guanajuato: The main goal of this partnership is to develop a strong
curriculum for a graduate program to promote energy efficiency and
renewable energy in the built environment in Mexico
To date, a total of 73 partnerships has been established under the TIES
program. Partnerships establish training, internship, exchange, and
scholarship relationships between U.S. and Mexican higher education
institutions to address common development issues in several areas.
* * * * *
17
Higher Education for Development Speech given by Dr. Tully Cornick, HED Executive Director TIES conference 2009 October 9, 2009 Governor, Colleagues, Higher Education for Development partners, esteemed guests and colleagues … Good morning! It is my pleasure to be here this week with all of you in the welcoming and picturesque city of Veracruz, Mexico. The TIES conference has been in the planning stages for many months at Higher Education for Development, with the support of USAID‐Mexico and many others, so we are pleased to see this conference finally under way. I would like to thank USAID‐Mexico, the State and University of Veracruz, Servimex, S.A. and everyone else who came together to plan, schedule and then reschedule this important partners conference. I would particularly like to recognize USAID/Mexico Mission Director Rodger Garner for his continued support of the U.S.‐Mexico higher education partnerships. His dedicated work and attention to the development challenges facing Mexico have been noteworthy and impressive and have made possible the work that will be presented here. Most importantly, I would like to thank the Mexican and North American university partnerships who are present here today. This conference is really about you and the important contributions that your combined efforts are making to confront the development challenges that our two countries, Mexico and the United States, jointly share. I would also like to recognize the participation in this conference of rectors and heads of international programs from Central America, South America, and the Caribbean who have come to see why there is such excitement associated with the TIES program and the strong and vibrant university partnerships that have been created. Almost seven years ago, a higher education strategy was established to link Mexican and U.S. higher education institutions for the purpose of strengthening higher education institutional capacity in both countries and to harness and direct the combined intellectual forces of these university alliances into a force to 1
move both countries forward to a better future. The Training, Internships, Exchanges and Scholarships program – TIES – began with 17 partnerships and has grown into a highly‐regarded program of 73 partnerships to date. Much hard work and dedication has come from both sides and the partnerships represented here today should be proud of the accomplishments that have been achieved in just seven short years. TIES’ University partnerships have made a significant contribution to a growing recognition in international development circles of the need for a “new beginning” with the global higher education community due, in large part, to the increasing realization that nations around the world must have the human and institutional capacity to resolve their own unique problems at the local, regional and national level. Past TIES conferences focused heavily on institutional capacity building and university partnership sustainability, and less on the partnership and community outreach efforts that lead to the concrete development impact that is increasing critical to helping Mexican and North American societies progress. This week, in recognition of the world‐wide economic crisis that we are all experiencing, we thought it important that the conference focus explicitly on the shared development challenges that the world faces and which university partnerships must address to find solutions. In the case of Mexico and the United States, our shared border and centuries‐long history of cultural and socio‐economic relations ensure that the development challenges facing our countries are mutual and that efforts to develop solutions to these challenges require both countries work together. Yesterday, representatives from the U.S. Embassy and the Government of the State of Veracruz issued a call to action, and challenged the TIES’ university partnerships to direct their formidable intellectual leadership into developing and implementing solutions to the common challenges that we face. Our university partnerships are being asked to help strengthen core values of responsible citizenship, to improve the environment, governance, health and education, and to help reduce poverty, inequality, and crime and social violence. The TIES program has already produced more than 25,000 training events across all sectors of society, from health to natural resource management to information communications technology. Who attends these training sessions? Faculty, students, community leaders, local people and private and public‐sector officials: 2
individuals who are willing to acknowledge and face the diverse challenges in their communities all over Mexico and North America. The TIES program has grown tremendously, with partnerships addressing issues as challenging as: 1. the role of indigenous law and custom within the larger formal legal system; 2. water resource management to enhance agricultural production, improve health and sanitation, and to protect and maintain the biodiversity within our environments; and 3. the use of new technologies for distance learning to incorporate marginal populations and communities into greater interaction with the larger society. Partnerships have developed sophisticated solutions to address Mexico’s and North America’s local and national development goals, which we will hear more about over the next several days. Earlier this year, Vartan Gregorian, president of the Carnegie Corporation, highlighted the historical contributions of U.S. public higher education institutions in promoting the development of the United States during difficult times. I see strong parallels between the events Mr. Gregorian cites and what our TIES University partnerships are being asked to do today to solve the current set of development challenges. The TIES program’s positive steps toward increasing capacity in workforce development, natural resource management and small‐business development through higher education partnerships are not only successes in Mexico, but speak to the possibilities for expansion to neighboring countries of Latin America and the Caribbean. Partners, your accomplishments and contributions to development are already causing many to take notice. I call upon you to further identify potential responses, over the next few days, to critical development problems that our two nations share. This conference is a CALL TO ACTION for higher education partnerships to respond to the most pressing needs facing Mexico and the U.S. today. If we leave this conference on Saturday without putting forward concrete, specific and actionable recommendations we will have failed to rise to the challenges before us. As we listen to the experts who have gathered together to take on this challenge, I ask you to make bold, ambitious and provocative recommendations that could inform the development agendas and programs of both of our governments. What can higher education partnerships do to find solutions to some of the 3
significant challenges of our time, such as costly health care, less than full and equitable access to education for all in society, or global climate change? We are not looking for “business as usual” responses to these questions but innovative and creative new ideas that take risks and offer great potential for moving our societies forward in these difficult times. Let’s own the challenges before us and help others walk these paths through human and institutional capacity building in a way that endures and promotes the future development of our two countries together. Thank you. 4
Cinco Desafíos para la Educación Superior
en México y las Respuestas de la Política
Educativa Actual
Conferencia:
México y Estados Unidos
Alianzas Sustentables: Un Llamado a la Acción
USAID MEXICO, HED
Dra. Sylvia B. Ortega Salazar
Rectora
Veracruz, México, 8-10, Octubre de 2009
Desafíos1
Incremento de la Matrícula en Programas
de Calidad
Equidad y Calidad
Pertinencia y Empleabilidad
Competitividad e Internacionalización
Financiamiento y Orientación de la
Inversión
Adaptados del texto de la presentación del Dr. Rodolfo Tuirán, Subsecretario de Educación Superior, “Simposio sobre
Educación Superior”, X Congreso Mexicano de Investigación Educativa (COMIE), septiembre 2009
MÉXICO: MATRÍCULA EN LA EDUCACIÓN SUPERIOR
Cambio Demográfico
2,400,000
Edad
2,100,000
6-11: Decremento
1,800,000
12-14: Estabilidad
1,500,000
15-24 Grupo más dinámico
1,200,000
900,000
600,000
300,000
0
1950 1955 1960 1965 1970
Proporción del grupo
de edad 19-23 inscrito
en Educación Superior
1975 1980 1985
1990 1995 2000
2004
1950
2006
1%
25.1%
Censo 2000 : 11% con estudios superiores
Conteo 2005 : 14% con estudios superiores
Matrícula de Educación Superior
2005-2006
2008-2009
Incremento
2005/2009
86.420
96.149
+ 11.3%
2.212.296
2.491.286
+ 12.6%
Normal
142.257
131.763
- 7.4%
Posgrado
172.493
211.882
+ 22.8%
Matrícula Total
2.613.466
2.931.080
+ 12.2%
Población en edad de
cursar ES
9.735.989
9.852.739
+ 1.2%
Cobertura (TSU+LIC)
25.1%
27.6%
+ 10%
Nivel
Técnico Superior
Universitario
Licenciatura Universitaria
y Tecnológica
Fuente: SES
Crecimiento de la cobertura en educación superior
Cobertura
A pesar del aumento la cobertura sigue siendo baja
La ampliación de las oportunidades educativas y el aumento
de la cobertura en Educación Superior es una prioridad.
Adaptado del cuadro de la presentación del Dr. Rodolfo Tuirán, Subsecretario de Educación Superior, “Simposio sobre
Niveles de cobertura de educación superior y PIB per cápita
Estados Unidos
PIB per cápita a paridad del poder adquisitivo en dólares
EE.UU (2004)
40
Noruega
Irlanda
Suiza
Islandia
Austria
Japón
30
Suecia
Australia
Francia
Finlandia
Italia
España
Israel
Emiratos Arabes Unidos
Dinamarca
Canadá
Bélgica
Reino Unido
Hong Kong (China), SA
Nueva Zelandia
Grecia
Eslovenia
20
República Checa
Malta
Hungría
Omán
Argentina
Eslovaquía
Estonia
Arabia Saudita
Lituania
Polonia
10
0
Trinidad y Tobago
Croacia
Mauricio
Chile
Sudáfrica
México
Uruguay
Tayikistán
Costa Rica
Brasil
Bulgaria Rumania
Tonga
República Dominicana
Panamá
Belice
The former Yugoslav R
Colombia
Tailandia
Fiji
Swaziland
Perú
Albania
El Salvador
Jordania
Azerbalyán China
Egipto
Jamaica
Armenia
Georgia
Vietnam
Nicaragua
India
República de Moldova
Bolivia
Indonesia
Tanzanía, República Unida de
Honduras
Kirguistán Mongolia
Uganda
Ruanda
0
20
40
República de Korea
Portugal
Federación de Rusia
Kazajstán
Belarús
Libano
Ucrania
60
80
100
Cobertura de educación superior (2004)
Fuente: PNDU, Informe sobre desarrollo humano, 2006 y UNESCO WEI, base de datos “ tertiary indicators”.
Equidad y Calidad
Cobertura de Educación Superior por Entidad
por encima del 25 por ciento, 2008-2009
13 Entidades están
por debajo de 25
por ciento de
cobertura en
Educación Superior
Fuente: SES
Porcentaje de la población de 19 a 23 años que asiste a una
Institución de Educación Superior por decil de ingreso
58.0
60.0
Porcentaje
40.0
32.3
22.2
20.0
14.1
8.0
9.0
10.2
11.1
IV
V
16.1
4.9
0.0
I
II
III
VI
VII
VIII
Decil de ingreso
Los Programas de Becas no han atenuado la inequidad en el acceso
IX
X
Calidad
CALIDAD A TRAVÉS DE LA FORMACIÓN DE PROFESORES
Porcentaje de PTC con estudios de posgrado en
las IES públicas, 2006-2009
Fuente: SES
Programas reconocidos por su buena
calidad, agosto de 2009
Fuente: SES
Consolidación de los Cuerpos Académicos
en las IES Públicas (2006-2009)
2009
2006
4000
Número de CAs
3500
3000
3,673
3,398
2500
2,575
2,523
2000
1500
1000
500
784
579
366
0
Total
CAEF
CAEC
CAEF: Cuerpos académicos en formación, CAEC: En consolidación, CAC: Consolidados
SES
244
CAC
Fecha: 30 de junio de 2009
Pertinencia y Calidad
Matrícula de Educación Superior por
área del conocimiento, 2008-2009
Fuente: ANUIES
Hay desequilibrios marcados entre la oferta
de profesionistas y la demanda laboral
% Ocupados
% ND, Des y disp
100
45
80
35
60
25
40
15
20
5
0
0
Ing. Eléctrica
Ing Mec / Ind /
Ing Computación Farmacéutica
biológica
e informática
Text / Mad
Agronomía
Fuente: SES
Ing Civil y Constr.
Pedagogía y C.
Educación
Arq. y Urbanismo
Administración
Ocupados
No Disponibles
Contaduria y
finanzas
Nacional
C. Comunicación
Bioquímica
Derecho
C. Pol, Admón Pub
Y Rel. Int.
Psicología
Quim Ind y Tec Alim
Desocupados y disponibles
Ingreso Promedio (miles de pesos del 2000)
Los ocupados: ingreso promedio, tasas de
ocupación por carrera y matrícula actual
16 Medianos y altos ingresos y baja
Medianos y altos ingresos y alta
ocupación
Ing Transporte Aeronautica
ocupación
Naval Piloto
14
Biomédicas
12
Economía
Ing Mec, Ind, Textil
Ing Extrac Met y Energ
10
Medicina Admón
Diseño ind/int/text
8
Mercadotecnia
Historia
Otros EcoAdmvos
Diseño grafico
Farmaceutica biologica
Psicología
Ecología
Turismo
Nutrición
Enfermería
6
4
Ing Electr
Derecho
Ing comp /Inf
Nacional
Conta y Finanzas
Ing Civil y de Constr
Matematicas Estadistica y Actuaría
Agronomía
Form docente sec y normal
Educacion Física y Deporte
Educ Artes Esc
Teología y Religión
Bajos ingresos y baja ocupación
60
65
70
Menos de 10 mil estudiantes
10 mil a 45 mil estudiantes
Bajos ingresos y alta ocupación
75
80
Tasa de Ocupación
Fuente: SES
85
90
95
45 mil a 135 mil estudiantes
más de 135 mil estudiantes
Número de proyectos de vinculación en las Instituciones
de Educación Superior (públicas y particulares) con las
empresas según tipo de vinculación, ciclo 2008-2009
Tomada de: Rodolfo Tuirán, Subsecretario de Educación Superior, “Simposio sobre Educación Superior”, X Congreso
Mexicano de Investigación Educativa (COMIE), septiembre 2009
Internacionalización
La Internacionalización de la
Educación Superior
• Incrementa la competencia de las instituciones y
fortalece su posición a nivel mundial.
• Propicia el intercambio cultural de las generaciones
futuras.
• Impulsa la reducción de la brecha entre países
desarrollados y subdesarrollados.
• Es una expresión de la relación de interdependencia y
colaboración entre países.
Texto adaptado de la presentación del Dr. Rodolfo Tuirán, Subsecretario de Educación Superior, “Simposio sobre
Becarios CONACYT de posgrado en México y en el
extranjero, 2000-2009
Fuente: CONACyT, 2009.
Becas PROMEP para estudios de posgrado por
región de destino y condición de becario
Destino
Becarios estudiando
Becarios graduados
Becas canceladas
Total
Comunidad Europea
505
570
222
1,297
Estados Unidos de América y
Canadá
160
232
91
483
Latinoamérica
42
202
133
377
Otros países
16
31
24
71
Total
723
1,035
470
2,228
Fuente: PROMEP
Pocas Acciones, bajo Impacto
México como país de origen de la movilidad
Programa de Cooperación dentro del Campo de Formación Tecnológica y Profesional de la Educación
Superior Francesa y Mexicana.
Programa México-Francia-Ingenieros Tecnología, MEXFITEC.
Convenio de Cooperación Franco-Mexicana en el Área de la Enseñanza Profesional y Tecnológica
Superior (MEXPROTEC).
Convenio de las Universidades Tecnológicas con la Universidad de Cantabria, España.
Programa para la Movilidad en la Educación Superior de América del Norte (PROMESAN)
México como país de destino de la movilidad
Programa de Cooperación en Materia de Movilidad Estudiantil de la Educación Superior MéxicoCentroamérica.
Programa Pablo Neruda.
Fuente: SES
Financiamiento
La tasa de crecimiento del gasto público en
Educación Superior, 2000-2009
2000
Fuente. ANUIES
2001
2002
2003
2004
2005
2006
2007
2008
2009
Gasto Federal en Educación Superior por
Alumno 2000-2009
(pesos de 2009)
50,000
45,849.5
45,049.1
45,000
43,615.4
44,334.2
44,473.6
41,746.5
41,619.8
41,895.5
39,385.1
40,000
39,968.6
35,000
30,000
25,000
20,000
2000
Fuente: SES
2001
2002
2003
2004
2005
2006
2007
2008 m
2009 a
UNA NUEVA GENERACIÓN DE POLÍTICAS PARA LA
EDUCACIÓN SUPERIOR
Objetivos
Crecimiento
Sostenible
Empleabilidad de
Egresados
Financiamiento acorde a
la expansión de la
matrícula
Nueva oferta educativa,
flexibilidad, evaluación formativa
inserción temprana a la práctica
cambio en la práctica docente
Educación Continua
de profesores
Programas abiertos
Uso de tecnologías
Consorcios
Productividad,
Competitividad y
Cohesión Social
Redes
Difusión de la Innovación
Preservación de la cultura
Extensión
Formación Ética
Nuevos Marcos Regulatorios
Nuevos Modelos de Evaluación, Acreditación y Certificación
Nuevos Esquemas de Vinculación Internacional
PARTNERSHIP SUSTAINABILITY
What We Know
Jane S. Gore, PhD
Director of Assessment and Reporting
Higher Education for Development
Washington, DC
[email protected]
202 243 7693
Sustainability - What Is It?
Webster:
•
Nourish, Support, Prolong, Befriend, Favor, Uphold as
valid, Just, Correct, Provide funds
•
As opposed to: Abandon, Forsake, Ignore
Today we will use the following – Sustainability:
Something left behind, on-going value from the partnership
Look at evidence of Partnership Value (Impact)
Often more Impact, more likely to produce sustainable
results
Review some HED findings Related to Impact
Some say Sustainability is all about Money
Our Partnerships have plenty of evidence of value for
money—even though modest awards
– Significant cost-share
– Huge follow on leveraged funding
Partnership Impact Assessments ‘07 – ‘09
Where
HED
Awards
Cost-Share
Leveraged funds
SE Asia
13/16
$1,495,462
$2,666,551(190%)
$11,230,352
S Asia
15/19
3,158,917
2,331,405(73%)
16,756,391
7/8 India
1,896,397
1,730,551 (90%)
12,315,391
TIES 6
Active (by
region)
2,286,299
2,084,573 (91%)
503.716*
*active, on-going, little time for intervention to produce leveraged results
Sustainability is More than Money
What these Financial Numbers Also Seem To Tell Us:
• Partnership implies mutual benefits from reciprocal
commitments,
• Buy in, Commitment, Approval of upper levels,
• Partnerships clearly not just development assistance as
usual,
• Rather we—in the world of higher education partnershipsall are stepping into the canoe together
Commitment: Cost Share; Determination to leverage downstream, on-going funding, to remain engaged after funding
ends, to stay the course
Our On-Going Impact Assessments Are Telling Us
Sustainability benefits from commitment, collegiality, cost share, and leveraged
funding.
Higher Education Partnerships sustainability also contributes value to
development assistance: cost-effective.
Examples:
a)
Development issues have access to our countries’ ‘best & brightest’
b)
Value of development assistance funds greatly enhanced with added costshare from both partners
Our On-Going Impact Assessments Are Telling Us
Continued
c) On-going, long-term, no-cost commitments long after funding
ends
d) Partnerships help host country faculty develop skills for
policy & private sector advising that lasts a long time
e) U.S. partners benefit too—cross-cultural opportunities,
research, global perspective in the classroom, professional
collegially
f) Provide longitudinal expertise on critical international issues,
i.e., food security, teacher training, health delivery, energy
A Question for us:
How to make more of this sustainability ongoing for
even longer periods of time?
Now, back to our Impact Assessments for some
hints, and clues
High functioning, long lasting partnerships seem to
be benefiting from: [ 7 characteristics]
a) Involve host country partner from beginning to
establish specific performance objectives
b) Involve host country partner in selection of U.S.
partner
c) Focus on institutional capacity strengthening as a
possible way to reduce ‘brain drain’
d) Remember to focus on strengthening faculty and
institutions as well as address technical issues
e) Confirm collegial support from academic units, not
just one ‘ highly motivated’ principal investigator
f) Evidence of cultural sensitiveness essential for both
partners
g) HED/USAID increase focus on feedback to partner
progress reports
Fall ‘07 Impact Assessment
6 Active TIES Partnerships
Examples of Key Findings-Report on HED Web
[refer to pages 5 – 8 from success booklet]
• Impressive benefits
• Evidence of sustainability
• Short time frames and small amounts of foreign
assistance money
[http://www.hedprogram.org/ReportsPublications/tabid/
60/Default.aspx ] link to report
Partnership Value to Human Capacity Building
•
•
•
•
•
•
•
Assess Training needs
Flexibility
Information gaps
Flexible delivery
International perspective to course work
Updating faculty knowledge and skills
Faculty pride & confidence
Value to Institutional Capacity Strengthening
•
•
•
•
•
New degrees
Updated programs of study
Institutional recognition for expertise
Stimulus for collaboration outside HE institution
Expanded service delivery, extension work
Value to Technical Assistance
• Improved techniques for technical assistance
– Environment, economic growth, workforce
development, health, rule of law
– Participatory approach to address community
issues
• Catalyst for expanded research
Value Outside the Higher Education Institution
• NGO support and NGO mutual benefit to higher
education
• Community education, extension work
• Knowledge to the people
• Policy support – local, regional, national levels
Value to the U.S. Partner
•
•
•
•
•
Student, faculty, exchanges, internships
Expanded, updated, improved course content
Collaborative research opportunities
Joint publications
Long-term professional collegial relationships
Management Challenges
•
•
•
•
•
Leadership issues
Financial management
Struggles with VISAs
Regular, on-going meetings among partners
Recruiting indigenous students; language tests
VISA & IMMIGRATION
ISSUES
(Navigating the U.S.
Visa Process)
OCTOBER 2009
DEFINITION OF VISA
• Travel Document (a sticker with photograph), issued at one of
the Department of State Embassies or Consulates abroad;
• Permission to apply to enter the US, not permission to enter.
Does not guarantee the entry into the US, final entry is
determined at U.S. arrival point by a DHS official;
• Indicates that a US Consular Officer has reviewed the
application and determined that the applicant is eligible to travel
to the port-of-entry for a specific purpose;
• Valid until the expiration date.
SAMPLE NON-IMMIGRANT VISA STAMP
USAID’S DESIGNATED EXCHANGE VISITOR
CATEGORIES
•
•
•
•
•
Student – The Exchange Visitor is entering the U.S. to study at a degreegranting post-secondary accredited educational institution. The Exchange
Visitor may participate in a degree or a non-degree program.
Short-Term Scholar – The Exchange Visitor is entering the U.S. for a period up
to six months for the purpose of lecturing, observing, consulting, training, or
demonstrating special skills at research institutions, museums, libraries, postsecondary accredited educational institutions, or a similar type of institution
Specialist – The Exchange Visitor is an expert in a field of specialized
knowledge and is entering the U.S. for a period up to one year to
observe, consult, or demonstrate special skills.
Research Scholar – The Exchange Visitor is entering the U.S. for a period up
to five years primarily to conduct research, or observe or consult in connection
with a research project at research institutions, corporate research
facilities, museums, libraries, post-secondary accredited institutions, or similar
types of institutions.
Government Visitor – The Exchange Visitor is entering the U.S. for a period up
to 18 months and is an individual who is influential or distinguished, selected by
USAID to consult, observe, train, or demonstrate special skills.
BORDER CROSSING CARDS- LASER VISAS
•
The biometric border crossing card (BCC) project is a joint effort of the
Department of State and the Bureau of Citizenship and Immigration Services in
the Department of Homeland Security (BCIS) The law requires that every Border
Crossing Card (BCC) issued after April 1, 1998, contain a biometric identifier
such as fingerprint, and be machine-readable.
•
The new BCC is a laminated, credit card-style document with many security
features and ten -year validity. Called a "laser visa," the card is both a BCC and
a B1/B2 visitor's visa. All Mexican visitors to the U.S., whether traveling to the
border region or beyond, receive a laser visa.
•
Laser visa applicants must meet the same eligibility standards as those for the
B-1/B-2 visa.· Applicants must demonstrate that they have ties to Mexico that
would compel them to return after a temporary stay in the United States. U.S.
consular officers look for evidence of strong family, business, or social ties.
VISA STATUS
• Is documented with a stamp on the I-94 card and in
the passport;
• Granted by immigration at the port of entry to the
United States.
• USAID-funded Exchange Visitors are not allowed to
change their J-1 status to an immigrant visa category
or H-1 visa until the 2-year Home Residency
Requirement is satisfied or a waiver of requirement
is approved.
I-94 ARRIVAL/DEPARTURE RECORD
• White card that visitors complete before passing US
immigration officials upon entrance into the US;
• Document that authorizes an individual to be in the
US for a specified period of time by annotating
duration of stay (D/S);
• Must be valid at all times and kept in the passport;
• Must be surrendered to officials when traveling
outside the US, a new I-94 card will be issued uponre-entry
Arrival Date
I-94 Number
LAST NAME
FIRST NAME
CITIZENSHIP COUNTRY
Duration
of Status
THE 2-YEAR RESIDENCY REQUIREMENT
ASSOCIATED WITH THE J-1 VISA
• Individuals provided with a J-1 visa, with the residency
requirement attached, must reside for a total of 24 months in the
respective host country before being eligible for certain types of
non-immigrant visas (e.g., H-1 or L-1) or for legal permanent
residence in the U.S., (commonly known as a green card).
However, J-1 users may continue to travel to the United States
during this 24-month period if the individual holds another type
of non-immigrant visa that permits such travel (such as a B-1/B2, tourist/business visa). Time spent outside the home country is
not counted towards fulfillment of the two-year home residency
requirement.
TRANSFERRING VISA SPONSORSHIP
• The USAID Responsible alone has the authority delegated from
the U.S. Department of State to transfer J-1 visa sponsorship
from one of USAID’s programs to another program (e.g., a
university J-1 program). USAID will not transfer its program
sponsorship, except when the Exchange Visitor was originally
identified , in error, as a USAID-sponsored Exchange Visitor.
• USAID-sponsored Exchange Visitors who have entered the U.S.
on a J-1 visa processed under an authority other than USAID’s
must change their J-1 visa/status to a USAID-authorized J-1.
CHANGING VISA OR STATUS TO USAID
SPONSORSHIP
•
•
USAID-sponsored Exchange Visitors who entered the U.S. on an F-1
visa, which was processed under an authority other than
USAID’s, must change their F-1 visa/status to a USAID-authorized J-1.
One of two procedures can accomplish a change of visa/status from F1 to J-1:
– From outside the U.S., the Exchange Visitor must consult with the U.S.
Consulate regarding the appropriate procedures for applying for a J-1 visa
and must re-enter the U.S. under J-1 visa classification.
– Within the U.S., the Exchange Visitor must file the appropriate application
(currently I-539) to request a change of status while remaining in the United
States. The Exchange Visitor must file the Application to Change NonImmigrant Status (I-539 Form) and all supporting documents within one
academic semester of the start of USAID sponsorship, if the duration of the
program exceeds one semester.
PROGRAM EXTENSION
•
•
•
If the Exchange Visitor makes satisfactory progress towards the
completion of his/her educational program and meets all formal
requirements and needs additional time to finish the program, or
another opportunity for training is deemed essential and approved by a
sponsoring unit, he/she is eligible for the extension of his/her program.
Program extension must be requested a few weeks prior to the end
date on the DS-2019 Form.
Traveling After the Program Extension. After the program has been
extended, the Exchange Visitor should avoid a common mistake. If
he/she travels abroad, it must not be assumed that with an approved
extension of stay the visitor can reenter the US with an expired J-1 visa
stamp in his/her passport. If the J-1 visa stamp is expired, Exchange
Visitors have to apply at a consulate for a new one, in order to re-enter
the US as a J-1 Exchange Visitor.
TRAVEL OUTSIDE THE U.S.
•
•
•
•
Exchange Visitors must obtain the approval of the Sponsoring Unit or
Implementer for travel outside the U.S. while enrolled in a USAID-sponsored
activity.
Sponsoring Units or Implementers must ensure that the Exchange Visitor’s DS2019 is endorsed with the signature of the USAID Responsible Officer, or
Alternate Responsible Officer, before the Exchange Visitor departs the U.S.
The DS-2019 Form, along with prepaid return postage and a letter on
institutional letterhead asserting that the Exchange Visitor is in good standing in
their program, must be sent by the institution only and mailed to USAID ARO.
Exchange Visitors should avoid a common mistake. If he/she travels abroad, it
must not be assumed that with an approved extension of stay the visitor can
reenter the US with an expired J-1 visa stamp in his/her passport. If the J-1 visa
stamp is expired, Exchange Visitors have to apply at a consulate for a new
one, in order to re-enter the US as a J-1 Exchange Visitor.
Question: My Exchange Visitor travels back and forth
between the U.S. and Mexico. What do we have to do
to avoid potential re-entry problems?
• This is a common situation for long-term academic
programs. He/she needs a travel validation signature
on the DS-2019 form. When the Exchange Visitor
travels, he/she is required to present the same entry
document when exiting. Travel endorsement is valid
for 1 year; it does not have to be updated every time
the Exchange Visitor is exiting the US unless the
Exchange Visitor is a short term scholar, in which
case, the validation is valid for six months.
Question: A USAID contractor or sub-contractor employee comes
to the U.S. for a conference/professional meeting sponsored by
USAID. What visa is required?
•
ADS-252 recognizes two exceptions when a J-1 visa is not required. They are
for:
–
–
•
Individuals employed by USAID or a USAID contractor (the rule applies to
subcontractors as well), and
Individuals who are granted a waiver by a Mission Director or Office Director, in
accordance with ADS 252.3.1.
If the contractor or sub-contractor employee is coming to the US in his/her
professional capacity, a J-1 visa is not required. From a visa standpoint, B-1/B-2
visa would be appropriate, if:
–
–
–
the potential visitor is coming to the US to attend the Contractor/Subcontractor’s
internal event to perform duties within the scope of his/her assigned job description,
the purpose of his/her travel is staff development rather than host-country
development,
the visitor is being paid outside the US in the host country’s national currency.
Question: The Exchange Visitor has received a 214(b) visa
refusal. What is the SECTION 214(b)? Anything can be done at
this point?
•
•
•
U.S. law requires consular officers to view every visa applicant as an intending
immigrant until the applicant proves otherwise. Section 214(b) is part of the
Immigration and Nationality Act (INA). It states: Every alien shall be presumed
to be an immigrant until he establishes to the satisfaction of the consular
officer, at the time of application for admission, that he is entitled to a
nonimmigrant status...
The most frequent basis for such a refusal concerns the requirement that the
prospective visitor or student possess a residence abroad that he/she has no
intention of abandoning. Applicants prove the existence of such residence by
demonstrating that they have ties abroad that would compel them to leave the
U.S. at the end of the temporary stay. During the visa interview a US Consular
Officer considers professional, social, cultural and other factors. In cases of
younger applicants who may not have had an opportunity to form many
ties, consular officers may look at the applicants specific intentions, family
situations, and long-range plans and prospects within his or her country of
residence.
A visa denial is NOT permanent. The consular officer will reconsider a case if an
applicant can show further convincing evidence of ties outside the United States.
Questions???

- Higher Education for Development

Transcription

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