Transcript EU does have a HE policy - CEU E

A EU HE policy?
Conceptual framework
- institutional framework
A beautiful example of a HE policy
within a KS project: not the end but
the re-discovery of universities
• P. Scott (1999): European university not
prepared for the shock of the KS
• EU (2000): KS project with all general
characteristics, including societal grand vision
(the „European Dream”); no special attention to
HE
• EU (after 2003): reform HE in the EU in
accordance with the specific goals of the EU KS
project; HE central in building KS
HE Communications from the EU
Commission
- “The Role of the Universities in the Europe of knowledge”
(February 2003)
- “Mobilizing the brainpower of Europe: enabling
universities to make their full contribution to the Lisbon
Strategy” (April 2005)
- “Delivering on the modernization agenda for universities:
education, research and innovation“ (May 2006)
- Supporting growth and jobs –an agenda for the
modernisation of Europe’s higher education systems
(2011)
A new model of HE policy as part of
a KS project
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New mission of HE
New model of HEI
New status of HE
New roles for old actors and new actors
New actual policies, instruments,
mechanisms
EU HE Policy
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A redefinition of the main mission of
universities in Europe
EU HE Policy
• Following from the re-defined mission,
promoting new ways of organizing higher
education institutions and new types of
activities to be undertaken by them= a new
model of university (new institutional
model)
(New model of university)
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redefinition of the status of the university staff;
new approach to university management;
new funding model;
new type of relation with the outside world (at
local, regional, national, European and global
level);
- changes in the admission practices
- changes regarding enrollment target groups,
curricula, recruitment of staff, pedagogic
approaches
EU HE Policy
• New actors, re-definition of the role of actors. A
(re)definition of the role of the Union and its
institutions in higher education.
• A redefinition of the role of the state in higher
education: new “social contract” proposed by the
Commission to be concluded between the state
and higher education institutions. Implicitly, a
second dimension is involved, which has to do
with a diminished weight of the “national”
dimension, in favor of a “European” one.
EU HE Policy
• A redefinition of the status of the entire
higher education sector in Europe („major
sector of the economy”).
EU HE Policy
• Creation of European Union policies,
instruments, mechanisms (e.g. funding
mechanisms) and institutions to support
the implementation of the new models of
higher education institution and higher
education policy
New mission
• “While the public mission and overall
societal and cultural remit of European
universities must be preserved, they
should increasingly become significant
players in the economy, able to respond
better and faster to the demands of the
market, and able to develop partnerships
which harness scientific and technological
change”. –not the pursuit of truth, but
relevance
New mission
• „Universities have the potential to play a
vital role in the Lisbon objective to equip
Europe with the skills and competences
necessary to succeed in a globalized,
knowledge-based economy”.
Redefinition of HE sector as
„industry”
• „Higher education is not just the sum of its
education, training and research activities. It is
also a fundamental economic and social sector
in its own right, in need of resources for
redeployment. The EU has supported the
conversion process of sectors like steel industry
or agriculture; it now faces the imperative to
modernize its „knowledge industry” and in
particular universities” (Mobilizing the brainpower of
Europe: enabling universities to make their full contribution to the
Lisbon Strategy, 2005)
Present model of university/new
model of university
Uniformity
Diversity, Differentiation, Specialization
Insularity
Opening up to industry, society, the world
Over-regulation (“possessive
governments”, universities “captive”)
Real autonomy and accountability; new
social contract with the State, new internal
governance systems
Under-funding
Adequate (more) funding, sustainable,
diversified
National
European
Role of the State
• “Member States value their universities
greatly and many have tried to “preserve”
them at national level through detailed
regulations organizing them, controlling
them, micro-managing them and, in the
end, imposing an undesirable degree of
uniformity on them”
Role of the State
• The States „need to create the necessary
conditions to enable universities to
improve their performance, to modernize
themselves and to become more
competitive – in short, to become leaders
of their own renaissance and play their
part in the creation of the knowledgebased society envisaged under the Lisbon
strategy”
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“[EU] Member States should guide the
university sector as a whole through a
framework of general rules, policy
objectives, funding mechanisms and
incentives for education, research and
innovation activities. In return from being
freed from over-regulation and micromanagement, universities should accept
full institutional accountability to society at
large for their results”
Role of the State cf. World Bank
to “put in place an enabling framework that
encourages tertiary education institutions
to be more innovative and more
responsive to the needs of a globally
competitive knowledge economy and to
the changing market requirements for
advancing human capital”
The EU Commission
• „is not a direct actor in the modernization
of universities”...?
• it can play a catalytic role, providing
political impetus and targeted funding in
support of reform and modernisation?
EU instruments
(European values in a globalized world, Oct 2005)
• Legislation –to drive economic change and to
safeguard „our values and quality of life”
• Executive powers, enforcement powers and
judicial systems
• A budget to „support European economic,
social and territorial cohesion, European IT,
energy and transport networks, European
education and research and innovative industrial
projects...”
Constituional mandate?
• The complications of the subsidiarity
principle: action but no policy
Official EU position
• The principle of subsidiarity means that
each Member State assumes full
responsibility for the organization of its
education and vocational training
systems and the content of teaching.
• The Community's role is to contribute to
the development of quality education by
encouraging cooperation between
Member States and, if necessary, by
supporting and supplementing their action,
especially with a view to developing the
European dimension in education,
encouraging mobility and promoting
cooperation among European schools and
universities.
• In line with these articles, the Union therefore
does not intend to develop a common education
policy. However, it does have at its disposal a
number of specific tools to encourage
cooperation in this field, like the Community
action programmes (SOCRATES, ERASMUS
MUNDUS, LEONARDO DA VINCI, YOUTH) and
Community legal acts encouraging policy
cooperation between Member States, such as
recommendations, communications (e.g. on
lifelong learning or quality assessment of school
and university education), working documents,
pilot projects, etc.
• Although achieving a knowledge-based
society based on the Lisbon strategy is not
possible without a proper European
framework for developing education and
vocational training, regions and Member
States have the primary responsibility to
organize their education systems
• Education and Training 2010 (Barcelona 2002)
• European Qualifications Framework
(http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm)
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European framework of indicators
European Charter for Researchers
Code of conduct for recrutiment of researchers
Structural Funds
EIB loans
Ingredients but no real „soup”?
• Political objectives
• EU target: 3% for research and
development (Barcelona); 2% for HE (later
target), 20% mobility, 40% enrollment
• Indicators, benchmarks
• Mecahnisms of coordination and steering
(OMC)
• Evaluation: Commission’s reports on
progress towards the Lisbon objectives
Open Method of Coordination
Member States have much to learn from
sharing their experience of national
policies in areas of common interest. This
can help them to improve the design and
implementation of their own policies, to
develop coordinated or joint initiatives on
issues of transnational interest, and to
identify areas where Community initiatives
could reinforce national actions.
Linked with subidiarity
The “Open Method of Coordination” (OMC) was introduced
by the European Council of Lisbon in March 2000. It
was a method designed to help Member States progress
jointly in the reforms they needed to undertake in order
to reach the Lisbon goals. The method included the
following elements:
• Fixing guidelines and timetables for achieving short,
medium and long-term goals
• Establishing quantitative and qualitative indicators and
benchmarks, tailored to the needs of Member States
and sectors involved, as a means of comparing best
practices
• Translating European guidelines into national and
regional policies, by setting specific measures and
targets
• Periodic monitoring of the progress achieved in order to
put in place mutual learning processes between
Member States
Initially the OMC was only applied to Employment and
Economic policy. When the European Council set the 3%
of GDP objective for R&D investment, the Commission
suggested that OMC should be applied for this objective
as well. The Spring European Council of March 2003
thus agreed to apply the OMC for policies related to
investment in research (and to human resources and
mobility of researchers as well).
The process was expected to produce the following
outcomes:
• Enhanced mutual learning and peer review
• Identification of good practices and of their conditions
for transferability
• Development of joint policy initiatives among several
Member States and regions
• Identification of areas where Community initiatives
could reinforce actions at Member State level.
Europe 2020 targets
1. Employment
– 75% of the 20-64 year-olds to be employed (not 100%?);
2. R&D
– 3% of the EU's GDP to be invested in R&D (old objective)
3. Climate change / energy
– greenhouse gas emissions 20% (or even 30%, if the conditions
are right) lower than 1990
– 20% of energy from renewables
– 20% increase in energy efficiency
4. Education
– Reducing school drop-out rates below 10%
– at least 40% of 30-34–year-olds completing third level education
(20% mobility)
5. Poverty / social exclusion
– at least 20 million fewer people in or at risk of poverty and social
exclusion
Europe 2020 website
Continue the European KS project; still KS narrative, but with changes