The role of higher education in national development plans: UNESCO IESALC’s latest report 

• Less than 40% of the 66 analyzed national development plans (NDPs) dedicate a section to higher education. 
• Only one in four NDPs set specific budgetary commitments for the sector. This reveals a significant gap between the recognized importance of HE and the concrete strategies and investments needed to leverage its full potential. 
• Only above half of NDPs included more than one indicator to measure HE policy success. 
• Only a quarter of the documents integrated a comprehensive range of indicators that track inputs, processes, outputs, and long-term outcomes/impacts. Without these indicators, it becomes difficult for governments to track progress, assess effectiveness, or hold institutions accountable. 

Is higher education seen as a driving force for economic growth, labor market development, or environmental sustainability? Are countries setting measurable targets and dedicating resources to ensure success? These are some of the critical questions addressed in UNESCO IESALC’s latest report, Including higher education in national development plans (2024) which analyzes how 66 countries from the developing world include higher education in their NDPs. 

Higher education (HE) is often touted as a catalyst for innovation, social mobility, and economic prosperity. In developing nations, the potential impact is even greater, with HE institutions nurturing the human capital needed to boost productivity, entrepreneurship, and technological adoption. But while higher education can yield impressive returns, both for individuals and society, this potential is not always reflected in national planning. 

Measuring success: A framework for higher education policy 

To make meaningful strides, the report recommends that policymakers implement a diverse set of higher education indicators across four key areas, each with a baseline value and a target: 

• Input indicators measure resources such as student numbers, teacher qualifications, or budgets. 

• Process indicators assess the quality of HE delivery, including student retention rates and equity of access. 

• Output indicators track immediate results, such as graduation rates or research publications. 

• Outcome or impact indicators focus on societal impact, measuring factors like graduate employment, contribution to innovation, or job creation. 

By incorporating indicators in all these areas, countries can create a more comprehensive framework for monitoring and improving the performance of their higher education systems. 

The report also highlights the importance of setting measurable targets and aligning HE strategies with broader development objectives. It offers examples of countries that have successfully integrated higher education into their development plans, providing valuable lessons for others looking to do the same. 

What countries prioritize: The top themes in higher education policy 

Among the 36 themes commonly referenced in NDPs, the need for in-demand skills takes center stage, mentioned in three quarters of plans. The next most common goal, cited by seven out of 10, is increasing the number of graduates in strategic industries vital to national development. Improving higher education quality is another priority for two-thirds of the plans reviewed. 

Despite these priorities, most of these themes lack specific indicators and targets, making it harder for stakeholders to track progress or push for improvements. This gap limits transparency and weakens the ability to hold institutions and governments accountable for achieving their higher education goals. 

For more detailed insights, explore the full report, which offers actionable recommendations and showcases good practices from around the globe.

A companion policy brief on HE indicators is also available