Transcript Mykolas Romeris University

THE ROLE OF UNIVERSITY IN
ORIENTING SOCIETY TOWARDS
SUSTAINABLE DEVELOPMENT
Egidijus Kurapka and Rimantas Vaitkus,
Mykolas Romeris University,
Vilnius
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The role of education for sustainable
development
 Three pillars of sustainable development:
 Economic growth;
 Social inclusion;
 Environmental protection;
 Education for sustainable development (ESD) is a
driving force in developing relevant competencies,
perspectives and values to motivate people to
participate in creating sustainable future.
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Principles of education for sustainable
development
 ESD is relevant for everyone;
 ESD is an ongoing continuous process and promotes
acceptance of processes of societal change;
 ESD is a cross-sectorial task that has an integrative
function;
 ESD is aimed at improving the contexts in which
people live;
 ESD creates new opportunities for individuals, society
and economic life;
 ESD development promotes global responsibility.
3
Objectives of UNECE strategy for ESD
(2005-2015)
 Ensure that policy, regulatory and frameworks
support ESD;
 Promote SD through formal, non-formal and
informal learning;
 Equip educators with the competence to
include SD in their teaching;
 Promote research on and development of ESD;
 Strengthen cooperation on ESD at all levels
wihin the UNECE region.
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Principles of the strategy of ESD
 ESD is a lifelong process from early childhood
to higher and adult education;
 Higher education should contribute significantly
to ESD;
 ESD could contribute to developing urban and
rural areas by increasing access to education
and improving its quality;
 Learners should be encouraged to use
systematic, critical and creative thinking and
reflection in both local and global contexts.
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Communiqué of the second Meeting of Ministers of
Education in Countries of the Baltic Sea Region,
January 24-25, 2002, Haga Palace, Stockholm Sweden
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To endorse the major commitments, goals and the action
programme in Baltic 21E to ensure an efficient
implementation of Baltic 21 E;
Pursue the owerall goal for education for sustainable
development (ESD) and the specific goals for ESD in formal
education, higher education and nonformal education;
Ensure that the implementations concentrates on gaps and
areas not sufficiently dealt with elsewhere
Give responsabilities to the various stakeholders to
implement the Action Programme and to monitor that
appropriate resources are available with a view to
facilitating the implementation and to encourage to seek
financing for some of the actions from supplementary
sources
Follow up of the progress in moving towards the goals of
ESD.
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Vilnius Framework for the implementation
on the UNECE strategy for ESD (2005)
 Phase 1 (2007). Countries will identify
priorities and review the current policies.
Countries should approve national
implementation plans. Indicators should be
developed.
 Phase 2 (2010). Implementation of the
strategy.
 Phase 3 (2015). Considerable progress in
implementing education for sustainable
development.
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The Role of Universities
 Higher education is playing central role in the
development of knowledge-based economy;
 Mission of universities:
 To prepare individuals for the labor market;
 To prepare for life as active citizens in a
democratic society;
 To contribute to personal growth;
 To maintain and develop an advanced
knowledge base
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Objectives of the incorporation of the
principle ESD into the Bologna process
 To support existing innovative approaches to
elaborate modules on SD for modularized courses;
 To improve the contribution of HEI to sustainable
development, in particular to creating equal standards
of living;
 To strengthen the role of HEI in society based upon
the principles of sustainable development and
solidarity;
 To improve the future compatibility and innovation
potential of HEI;
 To make a long-term contribution to UN Decade on
ESD.
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Requirements for the process of education
 Сonections and responding to existing trends in
economy and social development and future
perspectives as well;
 Inter-institutional and interdisciplinary
cooperation;
 To adapt and renew study programmes
according to the modern trends of
development and country priorities;
 Ensure relevant qualification of the
professionals, particularly staff of universities.
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Changes in methodology of teaching
and learning
 Investigation and debate rather than teaching;
 Interdisciplinarity and inclusion of urgent problems
into study programmes;
 Co-operation with relevant social partners, enterprises
and professional associations seems to be an
important component in the planning of university
curricula;
 Using of ICT to obtain up-to-date information;
 Distance and open learning;
 Recognition of uncertainty and dynamic nature of
knowledge.
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Vision of universities
 Delivering high quality teaching and
learning,
 At the leading edge of research of regional,
national and international significance .
 Accessible to all,
 Properly funded from a diversity of sources,
 They are autonomous.
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Challenges facing education in
Lithuania in the 21st century
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freedom,
globalization,
information overload,
rapid change,
stratified society,
and demographic trends.
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Key concepts in the development of the
education system in Lithuania in 2002 - 2012
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Accessibility;
Compatibility;
Effectiveness;
Continuity;
Diversity.
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Higher Education Institutions in
Lithuania
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State Universities (15)
Private Universities (6)
State (16) and private (11) Colleges
State Research Institutes (17)
University Research Institutes (18)
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Students in Lithuania
180
19,6
160
140
120
100
80
60
1,5
3,5
10,3
5,0
40
20
50
48,7
53,3
1994
1995
1996
19,7
13,9
1,6
2,0
29,3
4,3
6,1
39,6
11,8
14,4
46,2
21,3
51,7
56,8
61,2
64,5
66,4
66,4
73,4
75,9
1997
1998
1999
2000
2001
2002
2003
0
– non-state financed students at colleges.
– state financed students at colleges
– non-state financed students at universities
– state financed students at universities
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Number of students, 2005
(thousands from total 190,7 thous.)
Non-state
colleges
10,1
5,3%
State
universities
134,2
70,4%
State colleges
42,1
22,1%
Non-state
universities
4,3
2,2%
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Student recruitment and support
 Students are admitted to HEI basing on school leaving
certificate;
 National examination system is created;
 Single admission to the one of 20 different study
programmes from the list (student’s choice);
 State financed places for day-time undergraduate
students, 50% are free of charge, others pay fixed fee
(1000 LTL per year);
 Fee scheme for evening courses, distance and Master
students. Level of fee is approved by the Senate and
accepted by the Minister (1500-6000 LTL per year);
 State regulation for admission number of all students
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Comparison of financing (% of GDP)




USA
Japan
EU
Lithuania
3,2%
1,1%
1,3%
1,3%
of
of
of
of
them
them
them
them
 Universities
 Colleges
1,0 %
0,3 %
of them
of them
1,5%
0,5%
1,1%
0,9%
state
state
state
state
0,7%
0,2%
state
state
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Quality assessment and assurance
system in Lithuania
 In 1995, the Lithuanian Centre for Quality Assessment
in Higher Education was established
 In 1996, the Register of Study and Teaching
Programmes established, all study programmes of higher
education institutions were registered
 In 1997, evaluation of newly introduced study
programmes was started on a regular basis (prior
registration)
 In 1999, expert external assessment of study
programmes was started;
 In 2001, benchmarking of study branches (63) has
started;
 In 2005, Rules for Master programmes were adopted
 In 2005, Diploma Supplement was approved
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Number of students in the
Mykolas Romeris University
16000
14000
12000
10000
8000
6000
4000
2000
0
2001
2002
2003
2004
2005
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Strategic aim of the
Mykolas Romeris University
 The strategic aim of the University to be
achieved by 2010 - is to be the strongest
Lithuanian research and study institution in the
sphere of social sciences that provides highest
quality studies, has highly-qualified academic
staff, applies modern teaching methods,
possesses highly-developed research and study
resources, takes an active part in research in
the sphere of social sciences, and introduces
innovations
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Faculties of Mykolas Romeris University
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Law;
Public Management;
Strategic Management and Policy;
Economics and Financial Management;
Social Policy;
Police.
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Objectives of the University
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to create conditions to provide for students higher
education based on scientific research and applied research
activities matching the level of science, culture and the
latest technologies;
to organize scientific research and studies, to develop
fundamental and applied sciences that are necessary for the
unity of science and studies, to train scientists;
to create conditions to broaden and update or change a
person’s qualifications on a lifelong learning basis;
to advance the society education in the sphere of social
sciences, provide counseling services to people, law
enforcement, administrative and other institutions and
enterprises;
to disseminate humanistic ideas, the knowledge of social
and other sciences and to cherish the processes of the
democratic society and the state,
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Objectives for the University (cont.)
 to ensure high quality of studies and to adjust study
programmes to the needs of the labour market;
 to actively carry out research in the sphere of social
sciences and develop applied research activities and
implement innovations in social sciences;
 to develop flexible forms of study and forms of
continuing studies;
 to guarantee constant raising of qualification of academic
staff and other staff;
 to develop international relations of the University
 to develop modern research and study resources.
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0
Parengė Prof. V.Kaminskas
2002 03 01
2003 03 01
Vid.
1,8
3,9
3,2
5,0
4,5
6,3
6,8
8,6
9,2
8,6
9,2
9,0
10,2
11
ŠU
1,7
5,5
6,0
8
VDA
LŽŪU
3,0
4,7
4,3
7
LVA
LKKA
4,2
5,5
5,4
5,3
9
2,5
2,4
4,2
10
KU
VPU
0,8
3,2
3,1
3,3
3,2
6
LMA
1,5
1,5
1,6
3,1
3,1
5
KTU
VU
VDU
1,1
3,2
2,7
4
VGTU
2,3
1,7
1,2
3
MRU
1
0,8
0,3 0,8
2
KMU
Registerred unemployed graduates of
universities (percent of total number)
2005 03 01
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Research directions of Mykolas Romeris University
 Scenario of efficiency of multi-level governance;
 Scenario for sustainable development;
 Democracy in the context of globalization and new
neighborhood;
 Social policy and its instruments’ implementation
 The rule of law and social cohesion in the 21st
century;
 Junction of national constitutionalism and EU
development: dynamics and preconditions of
harmonization of legal systems;
 Prognosis of best handling of EU structural funds and
national budget;
 Private, public and business safety;
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Contribution of Mykolas Romeris University
to the process of ESD
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The master programme ‘Management and Administration for
Sustainable Development’ (public administration study field) was
approved by the Quality Assurance Centre of Study Programmes and
will be delivered at Mykolas Romeris University from September 2006.
 The interdisciplinary master studies are targeted to develop
relevant management and administration competences in order to
implement sustainable development principles in public institutions
at the national, regional and local level.
Mykolas Romeris University since June 2006 is involved in the 2-year
project ‘Interdisciplinary Master Degree in Sustainable Development’
together with the Institute of Educology at the Kaunas Technological
University and the Institute of Journalism at the Vilnius University. The
project is financed by the EU Structural Funds
 The aim of the project is to develop curricula and materials for SD
master study programs (joint degree) in 3 branches, i.e. in public
administration, pedagogy, and communication (for
journalists). Studies are targeted to practitioners who are already
working in respective fields and need additional competences in
ESD/SD. Mykolas Romeris University is responsible for the public
administration branch
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Topics of study programme ‘Management and
Administration for Sustainable Development’
 policy and strategies for sustainable development,
 indicators and risk management;
 environmental protection and sustainable
management of nature resources;
 governance and civil society,
 social development;
 transformation of economy towards sustainable
development;
 sustainable development at the regional level (EU and
the Baltic Sea Regions),
 sustainable development of cities and rural areas;
 strategic management of institutions.
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