War of the Models Can the Egalitarian EU Compete with the战争的模式可以平等的欧盟竞争的.pptVIP

What Does Growth of Higher Education Overseas Mean to the US? Richard B. Freeman, Harvard and NBER I. Facts Three “Big Facts” about the Growth The US share of world higher education enrollments and degrees, particularly in science and engineering, is falling at undergraduate and graduate level, due to increased propensity for higher education in other countries and “human resource leapfrogging” in highly populous developing countries. The US share of the international students is falling while the international share of US graduate studies, is rising; and foreign-educated graduates are an increasingly important source of labor in US and for US multinationals worldwide. Women have become the majority of university students throughout the advanced world, and thus an increasingly important source of highly educated workers worldwide. US Rank in Propensity for University Training vs Other Advanced countries Graduation Data from OECD for advanced countries “tertiary A” graduation rates 1992 2 out of 15 “tertiary A” graduation rates 2005 13 out of 20 Phd or equivalent graduation rates 2005 9 out of 20 All Science Grads/ 25-34 yr olds, 2005 12 out of 20 Enrollment data from OECD for advanced countries first time entry as % of age group 1995 2 out of 15 first time entry as % of age group 2005 7 out of 20 Enrollment % of 20-29 yr olds 1995 9 out of 20 Enrollment % of 20-29 yr olds 2005 12 out of 20 Survival Rates from OECD for advanced countries Graduation/new entrants for type A 2004 17t out of 18 US Rank in Propensity for Bachelor’s Degrees and Natural Science and Engineering Degrees (NSF) Bachelor’s Grads/24 yr old pop, 1992 2 of 21 advanced countries 2002 14 of 23 advanced countries Natural Science Engineering Grads /24 yr 1992 3 of 21 advanced countries 2002 19 of 23 advanced countries Millions of First University Degrees, Natural SE Degrees, 24 year olds, ~2002 and ~1995 Ratio of #SE PhDs from Foreign Universities t