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Tertiary Education in Mongolia : Meeting the Challenges of the Global EconomySince the transition from a planned
 economy to a market-based democracy in the early 1990s,
 Mongolian higher education has experienced a marked
 expansion. Between 1992 and 2007, the number of tertiary
 education institution (TEIs) has increased more than
 four-fold and enrollment more than six-fold, with the gross
 enrollment ratio growing from 14 to 47 percent. This rapid
 growth has been fueled by the increased demand for higher
 skills in the labor market and has led to rising education
 premia. These trends, in turn, have stimulated increased
 household demand for tertiary education. In the early 1990s,
 the liberalization of the economy and the legalization of
 private higher education made it possible to increase the
 supply of tertiary education. However, this expansion in
 supply has been met with the charging of tuition fees in
 public universities and the growth of private institutions.
 As a result, public expenditure on higher education has been
 contained to about 14 percent of total expenditure, compared
 with over 20 percent in China. Although this policy has met
 the need for an increased supply of tertiary education, it
 has failed to produce graduates who can improve
 Mongolia's international competitiveness. The emerging
 problems are low-cost and low-quality education, a mismatch
 between the demand for and supply of skills, and inequitable
 opportunities of access between the urban and rural areas
 and between the rich and the poor.
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Equity in Tertiary Education in Central America : An OverviewThis paper analyzes the evolution in
 socio-economic and ethnic disparities in tertiary education
 attainment, participation, and completion and labor market
 outcomes in the six countries of Central America. There is
 evidence of differential progress, with Costa Rica, a
 middle-income country, and Nicaragua, a low-income country,
 having improved participation of low-income students in
 tertiary education, while this continues to be negligible in
 Guatemala, El Salvador, and Honduras. Wide differentials in
 salaries linked to socio-economic background can signal
 differences in the quality of tertiary education or prior
 educational experiences. The analysis distinguishes between
 long-term and short-term constraints and the key transitions
 in the education cycle that impede access to tertiary
 education. The main obstacle to accessing tertiary education
 for poor students is the failure to either start or complete
 secondary education, suggesting different priorities for
 different countries in addressing long-term constraints.
 However, problems also arise within tertiary education, as
 in all countries the average tertiary education completion
 rate is below 50 percent, with even lower rates for students
 from low-income families and indigenous backgrounds. The
 paper uses an OECD framework for public policies for
 promoting equity in tertiary education to assess policies in
 Central American countries and concludes that many of them
 currently lack the policies, instruments, and institutional
 mechanisms to promote greater equity in tertiary education.
 The paper highlights how valuable insights can be obtained
 from analysis of household survey data in the absence of
 comprehensive data on tertiary education which is typical of
 many developing countries.
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Financing Higher Education in AfricaThis report demonstrated that the key
 for success in a globalized world lies increasingly in how
 effectively a country can assimilate the available knowledge
 and build comparative advantages in areas with good growth
 prospects and how it can use technology to address the most
 pressing environmental challenges. Higher-level institutions
 in Sub-Saharan Africa that is equipped to impart quality
 education and conduct relevant applied research can play a
 critical role in producing workers with the skills to
 assimilate technology and make effective decisions that help
 industry to diversify into a broader range of products.
 Good-quality and relevant higher education is also a key to
 stimulating innovations in new varieties of crops, new
 materials, or sources of energy that would facilitate
 progress toward reducing poverty, achieving food security,
 and improving health. This report is a follow-up to the 2008
 study. It examines current practices in financing higher
 education in Sub-Saharan Africa, taking into account the
 significant differences that exist among countries. Drawing
 on experience from around the world, the report also
 examines the range of policy options that could be
 considered in tackling the financing issue. The report also
 carries an encouraging message. It shows that a full range
 of options do exist and that some African countries and
 institutions have started implementing them. Private higher
 education is experiencing spectacular growth in Africa.
 Cost-sharing programs are being implemented in many
 universities, accompanied by student loans and financial aid
 for low-income students. Higher education is being
 diversified to offer lower cost and more effective delivery
 alternatives. In a few cases, impressive reforms to improve
 internal efficiency have been implemented, and governments
 are increasingly adopting more effective budget management practices.