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In Colombia, the beginning of a new century has brought with it a palpable feeling of optimism. Colombians will need new and better skills to apply to new challenges and prospects. The past underperformance of Colombia's education system is both a cause and an effect of a system unable to provide high quality education to all. An "education revolution" has begun and progress is being made. Basic and secondary enrolment, quality and learning outcomes are trending upward. The government's main policy goals at the tertiary level focus on the key challenges: expanding enrolment and improving equity, increasing quality and relevance, and making governance and finance more responsive. To achieve these goals, policy makers and stakeholders must find ways to reach consensus, work together and overcome inertia. Colombia has drifted away from focusing exclusively on the needs of students, the graduates they become, and the society in which they live and work. Restoring the focus on how tertiary education can serve these needs is a good organizing principle for reform. The government developed a proposed reform of Law 30 - the main statute governing tertiary education - and vigorous national debate accompanied its dissemination. Opposition to for-profit education dominated the headlines, but, in the review team's view, other aspects of the proposed reform were and are more important. The dramatic increase in tertiary enrolment witnessed during the last decade has also resulted in a more equitable distribution of access to tertiary education. The goal of enrolling 50% of the age cohort is appropriate and achievable, but it implies new challenges for access and student finance policies. The tertiary system covers the full range of the Colombian economy's needs for skilled manpower, if not necessarily to an equal extent. The government has clear and well-founded plans and aspirations for future tertiary growth and development. The Colombian government and people are well aware that they need not only more, but also better and fairer, tertiary provision - growth in coverage must be accompanied by quality, relevance and equitable access. The Colombian system of propaedeutic cycles is a good step towards allowing students to progress up through the tertiary levels. Colombian tertiary institutions have considerable autonomy, which is valuable in many ways though limiting in others.

The document is divided into two parts. The first part contains the Standards, whereas the second part contains background explanations or reasons for the choice of each standard. This will enable the standards to be more easily understood, and reviewed with full background knowledge at a later date, as circumstances on the rural road network or in Cambodian economy change.

The draft report of the Committee on Open University, Open Tertiary Education, is criticized on the grounds that it is overly conservative and makes little contribution to the opening up of tertiary education in Australia. The problems inherent in government committees, particularly in the field of education, are considered. Using the data provided in the report, the current closed system of tertiary education is criticized and a number of proposals, alternative to those made in the report, are presented for consideration.

"Urteile von anonymen Gutachtern beeinflussen die Entscheidungen über Aufnahme oder Ablehnung von bei Zeitschriften eingereichten Artikeln, aber auch bei Preisen und ähnlichen Nominierungen und vor allem bei der Projektfinanzierung durch Förderungseinrichtungen. Autoren bzw. Antragsteller halten die in den Gutachten geäußerten Urteile oft für unfair, überzogen oder falsch und stellen allerhand Vermutungen über die Kompetenz ihrer Verfasser an. Das hier im Begriff tertiärer Analphabetismus zusammengefasste Unvermögen von Gutachtern kann bei Zeitschriften von deren Herausgebern unwirksam gemacht werden, es hat bei Preisverleihungen u. dgl. keine nachhaltigen Folgen für die Karrieren von Abgelehnten, wird aber bei projektförmiger, auf Drittmittel angewiesener Forschung besonders virulent, weil dort ausgleichende Urteile einer zweiten Instanz nicht vorgesehen sind. Am Beispiel des österreichischen Fonds zur Förderung der wissenschaftlichen Forschung wird gezeigt, dass externe Gutachter unzureichend informiert werden und ihre negativen Urteile zu einem Teufelskreis führen können. Das Verfahren wird von diesem Fonds verteidigt, weil es angesichts geringer Finanzmittel hilft, ausreichend viele Anträge durch ein vorgeblich rationales Verfahren abzulehnen." (Autorenreferat)

There have been recent steps toward the integration of tertiary education in the EU and Europe more widely. The intergovernmental Bologna Agreement has resulted in the adoption of an Anglo-Saxon three-year undergraduate degree and two-year postgraduate degree as a European standard. Course credits are to be common and transferable. In spite of fears of a loss of standards, the new arrangements are being widely adopted. The Maastricht Treaty gave the EU's common institutions specific but limited responsibilities with regard to education. They have established and run schemes to promote the mobility of students, teachers, and workers in their education. These schemes, and the integration of tertiary education, are being extended to Central and Eastern Europe, but not Russia as yet. Major difficulties in educational integration include the existence of conflicting interpretations of history and definitions of an appropriate research process as well as perspectives on the development of culture and identity. Specific regional challenges await the extension of the process to Southeastern Europe.

There have been recent steps toward the integration of tertiary education in the EU & Europe more widely. The intergovernmental Bologna Agreement has resulted in the adoption of an Anglo-Saxon three-year undergraduate degree & two-year postgraduate degree as a European standard. Course credits are to be common & transferable. In spite of fears of a loss of standards, the new arrangements are being widely adopted. The Maastricht Treaty gave the EU's common institutions specific but limited responsibilities with regard to education. They have established & run schemes to promote the mobility of students, teachers, & workers in their education. These schemes, & the integration of tertiary education, are being extended to Central & Eastern Europe, but not Russia as yet. Major difficulties in educational integration include the existence of conflicting interpretations of history & definitions of an appropriate research process as well as perspectives on the development of culture & identity. Specific regional challenges await the extension of the process to Southeastern Europe. 44 References. [Copyright 2003 Sage Publications, Inc.]