PROPHE Country Data (Jan



PROPHE 92 Country Data Summary: (2000-2007) *, **, ***

(January 2008)

|Country |Private % of Total HE Enrollment|Year |Private % of Total |Year |Private % of Total Univ. |Year |Private % of Total|Year |

| | | |HEIs | |Enrollment | |Univ. | |

|Argentina[ii] |16.5 (254,117/1,539,742) |2005 |42.9 |2000 |14.4 |2003 |55.0 |2005 |

|Armenia[iii] |26.6 |2004 |77.3 |2004 |- |- |- |- |

| |(22,600/85,100) | |(68/88) | | | | | |

|Azerbaijan[iv] |14.4 |2003 |35.7 |2003 |- |- |- |- |

| |(17,500/121,500) | |(15/42) | | | | | |

|Austria[v] |- |- |- |- |- |- |33.3 |2005/06 |

| | | | | | | |(11/33) | |

|Bangladesh[vi] |14.4 |2003/04 |48.6 (54/111) |2005/06 |44.2 (91,648/207,577) |2005 |71.6 (53/74) |2005 |

| |(61,108/423,236) | | | | | | | |

|Belarus[vii] |15.2 |2005 |21.8 |2005 |- |- |- |- |

| |(58,300/383,400) | |(12/55) | | | | | |

|Benin[viii] |16.0 |1998 |- |- |- |- |- |- |

| |(2,700/16,875) | | | | | | | |

|Brazil[x] |73.2 |2005 |89.3 |2005 |57.8 |2005 |48.9 |2005 |

|Bulgaria[xi] |16.4 |2004 |30.2 |2004 |16.7 |2004 |14.1 |2004 |

| |(39,099/237,909) | |(16/53) | | | | | |

|Chad[xiii] |(400) |2003 |(2) |2003 |- |- |- |- |

|China[xv] |8.9 |2002 |39.1 |2002 |- |- |0.6 |2002 |

|Colombia[xvi] |51.5 |2005 |- |- |- |- |- |- |

|Congo (Zaire)[xvii] |81.6 |1997/98 |(268) |1996 |- |- |- |- |

| |(82,173/100,724) | | | | | | | |

|Costa Rica[xviii] |53.8 |2004 |- |- |- |- |- |- |

|Croatia[xix] |2.7 |2003 |14.2 |2004 |- |- |- |- |

| | | |(15/106) | | | | | |

|Cuba[xx] |0 |2005 |- |- |- |- |- |- |

|Czech Republic[xxi] |8.9 |2004 |40.1 |2004 |- |- |- |- |

| |(29,201/327,955) | |(95/237) | | | | | |

|Cyprus[xxii] |70.3 |2003/04 |74.2 |2003/04 |0 |2003/04 |0 |2003/04 |

| |(14,615/20,795) | |(23/31) | |(0/4,110) | |(0/1) | |

|Denmark[xxiii] |- |- |- |- |0 |2004/05 |0 |2004/05 |

|Dominican Rep.[xxiv] |49.7 (160,603/323,439) |2005 |90.7(39/43) |2005 |50.1 (159,867/319,263) |2005 |97.0 (32/33) |2005 |

|Ecuador[xxv] |31.0 |2000 |- |- |- |- |- |- |

|Egypt[xxvi] |19.2 (447,000/2,325,000) |2003 |62.6 (109/174) |2005 |2.2 (39,000/1,766,000) |2003 |46.4 (13/28) |2005 |

|El Salvador[xxvii] |65.3 |2005 |- |- |- |- |- |- |

|Estonia[xxviii] |21.2 |2004 |53.2 |2004 |- |- |- |- |

| |(14,370/67,760) | |(24/46) | | | | | |

|Ethiopia[xxix] |24.0 |2003 |60.0 |2003 |- |- |- |- |

|Finland[xxx] |- |- |- |- |0 |2004/05 |0 |2004/05 |

| | | | | |(0/16,400) | |(0/20) | |

|Germany[xxxv] |3.7 |2003 |29.5 |2003 |1.0 |2003 |24.8 |2003 |

|Ghana[xxxvi] |5.8 |2000/1 |58.3 |2000/1 |- |- |- |- |

| |(2,500/43,245) | |(7/12) | | | | | |

|Guatemala[xxxvii] |48.1 |2003 |- |- |- |- |- |- |

|Honduras[xxxviii] |19.7 |2002 |- |- |- |- |- |- |

|Hungary[xxxix] |13.7 |2004 |55.1 |2004 |- |- |- |- |

| |(57,559/421,520) | |(38/69) | | | | | |

|Iceland[xl] |- |- |37.5 |2003/04 |- |- |- |- |

| | | |(3/8) | | | | | |

|India[xli] |30.7 |2005/6 |42.9 |2005/6 |- |- |- |- |

| |(3,219,000/ | |(7720/17,973) | | | | | |

| |10,481,000) | | | | | | | |

|Indonesia[xlii] |71.4 |2001 |96 |2001 |- |- |87.7 |2001 |

| |(2,114,060/ | |(1,931/2,012) | | | | | |

| |2,959,170) | | | | | | | |

|Israel [xliii] |13.1 |2005/06 |13.1 |2005/06 |0 |2005/06 |0 |2005/06 |

| |(26,860/205,149) | |(8/61) | |(0/123,010) | |(0/7) | |

|Ireland[xliv] |7.0 |2004 |- |- |- |- |- |- |

|Italy[xlv] |6.0 |2004 |- |- |- |- |- |- |

|Japan[xlvi] |77.4 (2,924,022/3,776,623) |2007 |89.6 (4,199/4,689 |2007 |73.2 (2,071,642/2,828,635) |2007 |76.7 (580/756) |2007 |

|Jordan[xlvii] |- |- |- |- |- |- |58.3 (14/24) |2006 |

|Kazakhstan[xlviii] |46.5 |2004 |71.8 (130/181) |2004 |- |- |- |- |

| |(347,100/747,100) | | | | | | | |

|Kenya[xlix] |9.1 |2000 |34.2 |2000 |12.0 |2005 |70.8 |2006 |

| | | | | | | |(17/24) | |

|Kyrgyz Republic[l] |7.2 |2004 |32.7 |2004 |- |- |- |- |

| |(15,800/218,300) | |(16/49) | | | | | |

|Latvia[li] |26.6 |2004/05 |35.7 |2004/05 |47.7 |2004/05 |25.0 |2004/05 |

| |(32,315/121,595) | |(20/56) | |(4,176/8,747) | |(4/20) | |

|Lithuania[lii] |7.5 |2004 |35.4 |2004 |- |- |- |- |

| |(14,379/190,701) | |(17/48) | | | | | |

|Lesotho[liii] |- |- |72.7 (16/22) |2000 |- |- |0.0 |2000 |

| | | | | | | |(0/1) | |

|The FYR of Macedonia[liv] |8.3 |2004 |62.5 |2004 |- |- |- |- |

| |(3,928/47,221) | |(5/8) | | | | | |

|Malaysia[lv] |39.1 |2000 |92.2 |2000 |7.5 |2000 |41.7 |2000 |

| |(232,069/593,574) | |(642/696) | | | | | |

|Mexico[lvi] |31.8 |2005 |69.1 |2002 |41.8 |2003 |72.7 |2002 |

|Mongolia[lviii] |26.0 |2003 |64.2 |2003 |8.3 |2003 |27.2 |2003 |

|Mozambique[lix] |(7,143) |2004 |(6) |2004 |- |- |- |- |

|New Zealand[lx] |8.9 |2005 |82.8 |2005 |0 |2005 |0 |2005 |

| |(23,208/260,048) | |(164/198) | | | | | |

|Nicaragua[lxi] |47.5 |2005 |52.3 |2005 |- |- |- |- |

| |(65,000/136,960) | |(23/44) | | | | | |

|Nigeria[lxii] |- |- | 8.9 |2001 |- |- |38.1 (32/84) |2006 |

| | | |(4/45) | | | | | |

|Oman[lxiii] |24.7 |2006 |42.3 (22/25) |2006 |29.9 |2006 |75.0 |2006 |

| | | | | | | |(3/-) | |

|Pakistan[lxv] |23.1 |2003/04 |48.6 |2005/06 |- |- |- |- |

| |(61,108/263,979) | |(54/111) | | | | | |

|Paraguay[lxvi] |41.1 |2003 |- |- |- |- |- |- |

|Peru[lxvii] |47.7 |2003 |- |- |- |- |- |- |

|Philippines[lxviii] |75.0 |1999 |81.0 |1999 |- |- |- |- |

|Poland[lxix] |30.3 |2004 |70.5 |2004 |3.5 |2000 |6.3 |2000 |

| |(580,242/1,917,293) | |(301/427) | | | | | |

|Romania[lxxi] |23.2 |2003/4 |54.9 |2003/4 |- |- |- |- |

| |(143,904/620,785) | |(67/122) | | | | | |

|Russia[lxxii] |14.9 |2004 |38.2 |2004 |9.9 |2000 |37.1 |2000 |

| |(1,024,000/ | |(409/1071) | | | | | |

| |6,884,000) | | | | | | | |

|Saudi Arabia[lxxiii] |- |- |- |- |- |- |12.5 |2006 |

| | | | | | | |(1/8) | |

|Senegal[lxxiv] |- |- |(3) |2000 |- |- |- |- |

|Slovak Republic[lxxv] |4.6 |2004 |17.9 |2004 |- |- |- |- |

| |(8,208/177,714) | |(5/28) | | | | | |

|Slovenia[lxxvi] |2.9 |2003 |21.5 |2003 |- |- |- |- |

|South Korea[lxxvii] |78.3 |1994 |87.0 |2002 |75.0 |2002 |84.1 |2002 |

|South Africa[lxxviii] |9.0 |2001 |- |- |- |- |71.1 (86/121) |2001 |

|Sudan[lxxix] |- |- |- |- |- |- |28.4 |2000 |

| | | | | | | |(21/74) | |

|Tanzania[lxxxi] |- |- |39.3 |2000 |24.0 (12,410/51,652) |2006/07 |62.5 |2006/07 |

| | | |(11/28) | | | | | |

|USA[lxxxviii] |23.2 |2000 |59.4 |2000 |35.3 |2000 |74.6 |2000 |

| |(3,559,503/ | |(2,484/4,182) | | | | | |

| |15,312,289) | | | | | | | |

|Vietnam[xc] |10.4 |2005 |12.6 |2005 |- |- |- |- |

| |(137,760/1,319,754) | |(29/230) | | | | | |

Yemen[xci] |- |- |- |- |- |- |60.0

(3/5) |2006 | |Zambia[xcii] |- |- |- |- |0 |2001 |0 |2001 | |

* For two countries, higher education enrollment data precede 2000.

** For the details of original data and sources of higher education, and for more data, see relevant entries from PROPHE’s Miscellaneous Data collection at .

*** Caution: Although the data come from the most reliable sources we could find—usually official sources—criteria and inclusiveness both vary greatly across countries, so comparisons should be drawn only with caution. For example, the meaning of higher education, university, and tertiary education varies. In some databases, only accredited or at least licensed institutions are counted; in others, the figures are more broadly inclusive. There are also differences in how to count enrollments and in many other respects. Attention to such matters is keener in PROPHE’s in-depth data work on individual countries. See

-----------------------

[i] Source: UNESCO European Centre for Higher Education, .

[ii] Source: HEIs include universities and tertiary institutes. Sources are: Secretaría de Políticas Universitarias for universities: and INDEC for tertiary institutes .

[iii]Source: National Statistical Service of the Republic of Armenia at and its annual statistical reports at: ; ;

;



[iv] Source: The State Statistical Committee of the Azerbaijan Republic (at ); Statistical Yearbook of Azerbaijan 2004 at

[v] In addition to the 21 state universities and the University Centre for Further Education and Training in Krems ("Donau-Universität Krems"), there are also private universities in Austria which were established by the 1999 "Bundesgesetz über die Akkreditierung von Bildungseinrichtungen als Privatuniversitäten, UniAkkG (University Accreditation Act). Privately maintained educational institutions may be officially recognised as private universities by the state and acquire the right to confer academic degrees. Source: the Eurydice: .

[vi] Source: BANBEIS, the Higher Education Commission, the Statistics on Higher Education in Pakistan, 2005, provided by Norman LaRocque. Cf. Kitamura, Yuto. “Expansion and Quality in Bangladesh” in Boston College’s International Higher Education: IHE 44 (Summer 2006): 23-24.

[vii] Source:

[viii] Source: Галоўны інфармацыйна-аналітычны центр Міністэрства адукацыі Рэспублікі Беларусь. Статыстычны даведнік. Вышэйшыя навучальныя установы Рэспублікі Беларусь па стану на пачатак 2005/6 навучальны год. Мінск, 2005. (Главный информационно-аналитический центр Министерства образования Республики Беларусь. Статистический справочник. Высшие учебные заведения Республики Беларусь. Минск, 2005) (General Information Analytical Centre for the Ministry of Education Republic of Belarus. The statistical reference book “Higher Educational Institutions in Belarus”. Minsk, 2005). Note 1: Public and state institutions of higher education are combined. Note 2: Enrolments at public and state institutions of higher education are combined.

[ix] Source: Gurdegbe, Corbin. M. (2003). Benin. In Teferra, Damtew. and Altbach, Philip. G. (eds). African Higher Education; an International Reference Handbook. Bloomington: Indiana University Press.

[x] Source: Rodríguez y Weise (2006) Estudio Nacional sobre Educación Superior en Bolivia. IESALCUNESCO.

Castro R, M. (2004): La educación superior no universitaria en Bolivia. IESALCUNESCO. iesalc..ve

[xi] Source: MEC/INEP-Deaes. "Sinopse da Educação Superior - 2005"; . For HEI enrollment: Ministerio de Educacao. Instituto Nacional de Estudios e Pesquisas Educacionais Anisio Teixeira .

[xii] Source: National Statistical Institute, Education in the Republic of Bulgaria, Sofia: National Statistical Institute, 2004, 2005.

[xiii] Though the African figures year 2000 of Burundi, Congo, Senegal, Tanzania, and Uganda tell us the number of private universities, they do not show percentages or enrollment. Source: Sawyerr, Akilagpa. “Challenges Facing African Universities: Selected Issues,” in African Studies Review 47 no. 1 (2004).

[xiv] Habo, Mahamat-Ahmed. A. (2003). Chad. In Teferra, Damtew. and Altbach, Philip. G. (eds). African Higher Education; an International Reference Handbook. Bloomington: Indiana University Press.

[xv] See PROPHE’s Chilean case online at . For HEI enrollment, Ministerio de Educación .

[xvi] Source: MOE, Beijing China, , 2/27/2003.

[xvii] Source: ICFES La educación superior en la década. Resumen estadístico 1990-1999; Comparativo del total de alumnos matriculados y Estadísticas de la Educación Superior 2002. En: .co. Botero Álvarez J. (2005) Cambios en la educación superior, en: Los procesos de acreditación en el desarrollo de las universidades. CINDA, IESALCUNESCO, Universidad de Los Andes.

[xviii] Lelo, Matundu. (2003). Democratic Republic of Congo (Zaire). In Teferra, Damtew. and Altbach, Philip. G. (eds). African Higher Education; an International Reference Handbook. Bloomington: Indiana University Press.

[xix] Source: The Web site of UNESCO-IESALC: .

[xx] Source for private % of total higher education enrollment, see 1. For private % of higher education institutions, source: Croatia State Bureau of Statistics, OECD Thematic Review of Tertiary Education (to be published in 2006).

[xxi] Source: Gutiérrez, Alpízar y León (2004) Estudio sobre el financiamiento de la educación superior cubana. IESALC-UNESCO. iesalc..ve.

[xxii] Source: Czech Statistical Office. (2004). Statistical Yearbook of the Czech Republic 2003 (in the Czech language). Retrieved March 23, 2006, from

[xxiii] Ιn the academic year 2003/04 twenty-three private institutions of tertiary education were registered with the Ministry of Education and Culture, offering a wide variety of courses in fields of study such as: Secretarial Studies, Business Administration, Electrical, Civil and Mechanical Engineering, Hotel and Catering, Banking, Accountancy, Computer Studies. Source: the Eurydice: .

[xxiv] There are no private institutions as such at this level. Source: the Eurydice: .

[xxv] Source: PROPHE: National Data on Private Higher Education: Dominican Republic: .

[xxvi] Source: The Web site of UNESCO-IESALC: .

[xxvii] Institution: Ministry of Higher Education: and Supreme Council of Universities: . Enrollment: Ministry of Higher Education: . Contributed by Manar Sabry. A number of Arab countries have just recently started private sectors whereas a few others have a longer experience. In addition to Jordan, Oman, Saudi Arabia, United Arab Emeritus, and Yemen, each shown (minimally) in the table, Dubai, Morocco, Syria, and Tunisia are among the countries not shown yet in the table.

[xxviii] Source: .

[xxix] Source: Statistical Office of Estonia, Statistical Database Available at Note: included are also private vocational education institutions that offer higher education.

[xxx] Source: Higher Education Development for Ethiopia: Pursuing the Vision. Sector Study. World Bank. Jan 2003

[xxxi] All universities are state-owned. Polytechnics are either municipal or private. Source: the Eurydice: .

[xxxii] Scientific, cultural and professional institutions (E.P.C.S.C.P): since the enactment of the 1984 Savary law, there are a total of 81 E.P.C.S.C.Ps, three of which are national polytechnical institutes (I.N.P) in Grenoble, Nancy and Toulouse. As for private institutes of higher education, there are 13 in France (including 5 Catholic institutes), governed by the Law of 12 July 1875 on the freedom of higher education, which offer general university education programmes. Source: the Eurydice: .

[xxxiii] Source: Mi-Eya, Vincent M. (2003). Gabon. In Teferra, Damtew. and Altbach, Philip. G. (eds). African Higher Education; an International Reference Handbook. Bloomington: Indiana University Press.

[xxxiv] Source: Ministry of Economic Development of Georgia, State Department for Statistics. Statistical Abstract, Tbilisi, 2003.

[xxxv] Pursuant to the Constitution of Greece, higher education is public and is provided solely by the State free of charge. Source: the Eurydice: .

[xxxvi] Higher Education Compass, the German Rectors Conference (Hochschulrektorenkonferenz - HRK), available online at .

[xxxvii] Source: Sawyerr, Akilagpa, “Challenges Facing African Universities: Selected Issues,” African Studies Review 47 (1): 2004. It is noted that until 1995 a total higher education enrollment in Ghana was under ten thousand students, and that there were no private universities. By the academic year 2000-2001 there were seven private universities and five public universities, with a total combined enrollment of just under 43,245. By 2002, the National Accreditation Board had registered as many as twenty-one private universities, with eight in operation.

[xxxviii] Source: Universidad San Carlos de Guatemala.

[xxxix] Source: Esperanza Daysi Kocchiu (2006) Educación superior en Honduras: Estudio de los grados asociados. UNESCO-IESALC. iesalc..ve Salgado Peña, Ramón U. (2003) Informe Nacional sobre Educación Superior en Honduras. IESALC-UNESCO. iesalc..ve Anuario Estadístico del nivel de educación superior en Honduras, N°3 (1998) y N°7 (2002). Hernández, Marlon (2004) Financiamiento de las instituciones de educación superior en Honduras. IESALC-UNESCO

iesalc..ve.

[xl] Source: Statisztikai Tájékoztató. Felsőoktatás. Budapest. 2005. Oktatási Minisztérium (Statistical Information. Higher Education. Budapest. 2005. Ministry of Education).

[xli] Private institutions receive considerable financial assistance from the state under service contracts made with each institution. The institutions are subject to the provisions of the Universities Act but they also operate according to their individual charters, which are confirmed by the Ministry of Education, Science and Culture. Source: the Eurydice: .

[xlii] These data count as private higher education institutions that are basically not financed by government. Source: Agarwal, Pawan, “Higher Education in India: The Need for a change,” Working Paper No. 179. Indian Council for Research on International Economic Relations, May 2006.

[xliii] Nizam. “Indonesia,” in Higher Education in South-East Asia (Bangkok, Thailand: UNESCO Asia and Pacific Regional Bureau for Education, 2006).

[xliv] Contributed by Gury Zilkha, PROPHE Associate Colleague. The figures for 2005/6 derive from the PBC; there were 26,860 enrollments in private institutions in 2005/6 mainly in Business administration, Law and Social Sciences. The estimates for 2006/7 are roughly 30,000.

[xlv] OECD (2006), Education at a Glance, OECD editions, Paris.

[xlvi] OECD (2006), Education at a Glance, OECD editions, Paris.

[xlvii] See PROPHE’s Japanese case online at .

[xlviii] AL-Omari, Aieman. and Obeidat, Osamha. University Missions/Goals in the Context of Globalization: Public and Private

Institutions in the Middle East. International Journal of Private Higher Education 2006 (1):

[xlix] Source: Agency of Statistics of the Republic of Kazakhstan at ; its report on “Современная система образования и профессиональной подготовки населения” at

[l] Commission for Higher Education (CHE). Also, contributed by Wycliffe Otieno. The proportion for the number of private universities is provisional.

[li] Source: National Statistics Committer of Kyrgyz Republic, Kyrgyzstan in Numbers: Statistical Documents, Bishkek, 2001, 2005.

[lii] The rules of registration and accreditation of an institution, licensing, registration and accreditation of study programmes are the same for public and private higher educational institutions. Private institutions can sign agreements with the Ministry of Education and Science, other ministries or state institutions about training of certain specialists and thus receive funding from state budget. Source: the Eurydice: . (cf. Source: Pārskats par Latvijas augstāko izglītību 2004.gadā (skaitļi, fakti, tendences); Izglītības un zinātnes ministrija Augstākās izglītības un zinātnes departaments; 2005.)

[liii] Source: Statistics Lithuania.

[liv] Source: Makara-Ntimo. (2003). Lesotho. In Teferra, Damtew. and Altbach, Philip. G. (eds). African Higher Education; an International Reference Handbook. Bloomington: Indiana University Press.

[lv] Source: The Ministry of Education and Science - the Board of Accreditation. Note: Data also includes part-time students.

[lvi] See PROPHE’s Malaysian case online at .

[lvii] Sources: ANUIES and SEP. For HEI enrollment, see via: . The data of the HEI enrollment was provided by Dr. Juan Carlos Silas based on the source: Instituto Internacional para la Educación Superior de América Latina y el Caribe IESALC-UNESCO (2006). His notation is as follows; it (HEI enrollment) includes only “Licenciatura” and “Tecnico Superior” from all types of institutions (unfortunately SEP does not disaggregate the information). If the figure includes graduate level, it would go up very little (since the enrollment in grad studies nationwide is growing but still small.)

[lviii] See 1.

[lix] The source is Mongolian statistical yearbook.

[lx] Source: “Table 1: Comparative Number of Public and Private Higher Education Enrolments in Some Sub-Saharan States," emailed by Dr. Levy to Chief (and MN) on August 28, 2007. DITTO QUESTION AND REVISIONS OF NOTE XI.

[lxi] See PROPHE’s New Zealand case online at .

[lxii] Source: Nicaragua National University Council. Out of 44 higher education institutions in total, it is noted that 23 new private universities have been created during 2001-2006. Also, there are some public vs. old private differences, as in finance, yet probably today the most decisive line is between new privates on the one hand and public/old privates on the other, and the National University Council usually combines the public and old private as “public.” For HEI enrollment, see via: .

[lxiii] HEI % is contributed by Wycliffe Otieno. University % derived from: Source: Jibril, Munzali. (2003). Nigeria. In Teferra, Damtew. and Altbach, Philip. G. (eds). African Higher Education; an International Reference Handbook. Bloomington: Indiana University Press.

[lxiv] Sources : Ministry of Education, Oman .om; Ministry of Higher Education, Oman, .om. For the number of the university, Al-Lamki, Salma M. and Qaboos, Sultan. The Development of Private Higher Education in

the Sultanate of Oman: Perception and Analysis. International Journal of Private Higher Education 2006 (1):

[lxv] Source: Contraloría General de la República. Dirección de Estadística y Censo. Vielka de

Escobar (2005) Estudio sobre la deserción y repitencia en la educación superior en Panamá. IESALC. iesalc..ve

[lxvi] Source: As for enrollment, Statistics on Higher Education in Pakistan, 2005. As for institution, Higher Education Commission in Pakistan, 2006. The data were contributed by Norman LaRocque, Public Policy Consultant and Advisor to the Education Forum. The data exclude distance education due to the data compatibility with other countries in this data table. In Pakistan only the public has distance education. Therefore, when excluding distance education, the public share in enrollment naturally decreases, so that the private share increases. The impact of distance education is large in quantity (i.e. private % with distance edu: 14.4% ( private % without distance edu: 23.1% as shown in the table.).

[lxvii] Source: Julio M. Martín (2004) Financiamiento de la educación superior en Paraguay. IESALCUNESCO: iesalc..ve.

[lxviii] Source: Ministerio de Educación minedu.gob.pe y Dirección de Coordinación Universitaria universidad.edu.pe.

[lxix] Cited in Charisse Gulosino, Occasional Paper No.68 National Center for the Study of Privatization in Education Teachers College, Columbia University Evaluating Private Higher Education in the Philippines: The Case for Choice, Equity and Efficiency.

[lxx] For data in 2000 see PROPHE’s Polish case online at ; for data in 2004, source: GUS, Szkoщy wyэsze I ich finance w roku 2004/5 (Higher schools and their finanses, different years) Warsaw.

[lxxi] 2001 data source: Ministry of Education - DGES (Department of Higher Education). 2004 data source: OCES Observatório da Ciência e Ensino Superior.

[lxxii] Source: Institutul National de Statistica (National Statistical Institute), Anuarul Statistic al Romaniei, 2004 (Statistical Yearbook of Romania, 2004), 2005. . Note: Data from the National Statistical Institute of Romania include all private higher education institution, including not accredited and not authorized ones and differ as such from data of the Ministry of Education or the National Committee for Academic Evaluation and Accreditation.

[lxxiii] Source: Center for the monitoring and statistics of education (CMSE) of the Ministry of Education and Science. [Tsentr monitoringa i statistiki obrazovaniya, Ministerstvo obrazovania i nauki]. (2004). Retrieved March 5, 2006, from .

[lxxiv] Provided by Yussra Jamjoom.

[lxxv] See 8.

[lxxvi] Source: Source: Statistical Yearbooks of Education SR 2004.

[lxxvii] See 1.

[lxxviii] Source for 1994 data: IBRD/World-Bank. 1994. Higher Education: Lessons from Experience. Washington D. C.: World Bank. Source for 2002 data: Seung-Bo Kim and Sunwoong Kim. Private Universities in South Korea. International Higher Education, Fall 2004.

[lxxix] Contributed by Mahlubi (Chief) Mabizela.

[lxxx] Source: El Tom, M. E. A. (2003). Sudan. In Teferra, Damtew. and Altbach, Philip. G. (eds). African Higher Education; an International Reference Handbook. Bloomington: Indiana University Press.

[lxxxi] Source: The Ministry of Education (MoE), Taiwan Web site: Statistics & Research/ Summary of Statistics (2003-2004):

[lxxxii] University % was contributed by Johnson Ishengoma. HEI % derives from: Source: Mkude, Daniel. and Cooksey, Brian. (2003). Tanzania. In Teferra, Damtew. and Altbach, Philip. G. (eds). African Higher Education; an International Reference Handbook. Bloomington: Indiana University Press.

[lxxxiii] Source: Office of Higher Education Commission, Thai Ministry of Education. .

[lxxxiv] Source: These figures were obtained from Higher Education Statistics, annually published since 1983 by the SSPC, and the annual reports submitted by the CHE to the Parliament. These can be accessed at and .

[lxxxv] AL-Omari, Aieman. and Obeidat, Osamha. University Missions/Goals in the Context of Globalization: Public and Private

Institutions in the Middle East. International Journal of Private Higher Education 2006 (1):

[lxxxvi] See 8.

[lxxxvii] See 1.

[lxxxviii] See PROPHE’s Uruguayan case online at . For HEI enrollment, see via: .

[lxxxix] See PROPHE’s U.S. case online at .

[xc] Department of Statistics. CNU-OPSU. Source: Official Gazettes (Cuadro elaborado por el Departamento de Estadística. CNU-OPSU. Gacetas Oficiales).

[xci] Source: Ministry of Education and Training of Vietnam, Statistic data: .vn.

[xcii] AL-Omari, Aieman. and Obeidat, Osamha. University Missions/Goals in the Context of Globalization: Public and Private

Institutions in the Middle East. International Journal of Private Higher Education 2006 (1):

[xciii] Source: Lulat, Y. G.-M. (2003). Zambia. In Teferra, Damtew. and Altbach, Philip. G. (eds). African Higher Education; an International Reference Handbook. Bloomington: Indiana University Press.

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