Transcript Folie 1

Funding and Social Dimension in Modernizing
Higher Education
1
The Social Dimension of Higher Education
In a social and economic environment where skills and competences
acquired through higher education are becoming more and more
important it is absolutely necessary to expand opportunities to higher
education to as large a proportion of the population as possible.
Definition:
equal opportunities for access to quality education, as well as equity in
treatment, including adapting provisions to individuals' needs", whereby
"equitable education and training systems … are aimed at providing
opportunities, access, treatment and outcomes that are independent of
socio-economic background and other factors which may lead to educational
disadvantage
The Social Dimension of Higher Education
"universities are key players in Europe's future and for the successful
transition to a knowledge-based economy and society. However, this
crucial sector of the economy and of society needs in-depth restructuring
and modernisation if Europe is not to lose out in the global competition in
education, research and innovation" (European Commission 2006,
p. 11).
"enable all citizens, irrespective of their personal, social or economic
circumstances, to acquire, update and develop over a lifetime both jobspecific skills and the key competences needed for their employability
and to foster further learning, active citizenship and intercultural dialogue"
Social dimension and Bologna Process
"set measureable targets to widen participation and widening participation
of under-represented groups in higher education, to be reached by the
end of the next decade" (Leuven/Louvain-La-Neuve Communiqué, 2009).
Some major problems:
- Social dimension of higher education is understood differently from one
country to another
- Very few countries link their policies on the social dimension to Bologna
commitment of raising participation in higher education
- Very few countries have set specific targets to improve participation in
higher education, in fact only half of Bologna countries systematically
monitor their participation
What has been done at national level to make higher education
systems more inclusive?
Are funding systems structured in a way that supports the achievement of the
stated social goals?
Funding of Higher Education and link to
Social Dimension
Public funding of higher education institutions is still the main source of
income for large parts of the higher education landscape in all EU
member states.
Funding approaches to widen participation:
- increasing public funding of tertiary education while charging relatively little fees;
- charging higher fees with greatly enhanced levels of scholarships and loans
- expanding the private higher education sector to reduce pressure on public funding
European countries differ in the way they combine the various student support
instruments: grants,loans, subsidised services, family allowances and tax breaks.
Grants are still the most widespread student support device in a majority of
countries
Public funding of higher education
As the size of the student population in Europe has grown, so too has the
number of higher education institutions. Throughout Europe, a large part of this
increase has been in institutions providing vocational and professional higher
education programmes. The higher education sector has also seen important
growth in private, government-recognised higher education institutions.
Different funding mechanisms:
Student fees and support
Four categories of EU countries
1) countries where the majority of students pay fees and also receive grants
*Cyprus, Netherlands, Slovakia and the UK
2) countries where a majority of students pay fees, while a minority receive grants
*more than half of the national systems
3) countries minority pay fees, and a majority receive grants (Nordic model)
*Denmark, Malta, Finland, Sweden, the UK (Scotland), Liechtenstein and Norway
4) countries where only a minority of students pay fees, and where only a minority
receive grants
*Germany, Greece, Lithuania, Hungary and Austria
Student financial support
Student financial support
At what level of funding can a system be considered robust, and when can a
financial support system be considered to be critically underfunded?
The majority of countries concentrate funding for higher education on one or two
main funding mechanisms, such as input-based funding (e.g. based on the
number of staff/students), negotiated allocations, purpose-specific funding or
performance-based mechanisms. Significantly, these major funding mechanisms
are rarely used explicitly to foster social dimension objectives.
Countries have struggled to keep pace with the scale of change
experienced over recent years in their higher education systems. The social
dimension has not generally become a significant driver for higher education
policy, but numerous special measures are in place in most countries to address
the under-representation of particular groups.
There is an urgent need to address social dimension issues more forcefully and
coherently both at EU and national level.
EU PROGRAMMES RELATED TO HIGHER
EDUCATION THAT AIM FOR
INTERNATIONAL COOPERATION
1. Tempus
2. Erasmus Mundus
3. Jean Monnet
1. Tempus
BASIC FEATURES OF TEMPUS IV
Objectives:
 To support the modernisation of Higher Education in
Partner Countries of the surrounding area of the EU
and Central Asia
 To establish an area of cooperation between the
European Union (EU) and the Partner Countries.
 To favour voluntary convergence with the EU
developments in the field of Higher Education.
http://eacea.ec.europa.eu/tempus
BASIC FEATURES (II)
Approach:
• Institutional cooperation.
• Bottom-up programme mainly implemented through
calls for proposals seeking projects targeting reforms
in higher education institutions and/or systems.
• Strong involvement of national authorities.
• Strong accent on dissemination, sustainability and
exploitation of results.
• Complements other EU mobility programmes (e.g.
Erasmus Mundus).
http://eacea.ec.europa.eu/tempus
BASIC FEATURES (III)
Local Support:
 National Contact Points (NCPs) in EU Member States
 National Tempus Offices (NTOs) in Partner Countries
(PCs)
http://eacea.ec.europa.eu/tempus
3 TYPES OF ACTIONS
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Joint Projects: implemented at institutional level to reform
curricula, improve university governance, create more links
with society.
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Structural Measures: implemented at national level for the
development and reform of national higher education
structures and systems in Partner Countries.

Accompanying Measures: dissemination and information
activities (conferences, studies, exchange of good practice,
National Tempus Offices, Higher Education Reform Experts,
etc.)
http://eacea.ec.europa.eu/tempus
GRANT SIZE = € 500 000 to € 1 500 000

For both Joint Projects and Structural Projects.

Minimum grant size for national projects from
Montenegro and Kosovo: € 300,000.
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Minimum co-financing: 10%
PROJECT DURATION = 24 or 36 months
http://eacea.ec.europa.eu/tempus
ELIGIBLE PARTNERSHIPS
National projects:
Multi-country projects:
(targeting 1 single Partner Country)
(targeting more than 1 Partner
Country)
minimum of 6 Higher Education
Institutions
minimum of 7 Higher Education
Institutions
3 from the involved Partner
Country
2 from each involved Partner
country (minimum 2 PC)
3 from 3 different EU countries
3 from 3 different EU countries
http://eacea.ec.europa.eu/tempus
ELIGIBLE APPLICANTS
Joint Projects:

State-recognised public or private Higher Education
Institutions (either in EU or PC)

Associations, organisations or networks of Higher
Education Institutions
Structural Measures:

State-recognised public or private Higher Education
Institutions (either in EU or PC)

Associations, organisations or networks of Higher
Education Institutions

Rector/teacher/student organisations
http://eacea.ec.europa.eu/tempus
ELIGIBLE PARTNERS
 State-recognised public or private HE institutions (either in
EU or PC)
 Associations, organisations or networks of HE institutions
 Rector/teacher/student organisations
 Non-governmental organisations
 Social partners and their training organisations
 Private and public enterprises
 Research institutions
 Public administrations (Ministries, other national/regional/local
administrations) or governmental organisations BUT with
special funding conditions (only their travel costs and costs of
stay can be reimbursed by the Grant )
http://eacea.ec.europa.eu/tempus
1. Erasmus Mundus
ERASMUS MUNDUS II (2009-2013)
Cooperation and mobility programme in the field of
higher education for:
•
the enhancement of quality in European higher
education;
•
the promotion of the European Union as a centre of
excellence in learning around the world;
•
the promotion of intercultural understanding
through cooperation with Third Countries as well as for
the development of Third Countries in the field of higher
education.
Erasmus Mundus 2009-2013
3 ACTIONS
Action 1 Joint Programmes
- Joint Master and Doctoral
Programmes
- Implemented by EU and non EU
universities
- Scholarships for non EU and EU
students for the entire duration of
the joint study programme
Action 2 Partnerhips
(Ex-External Cooperation Window)
- Partnerships projects with non-European
HE institutions
- Scholarships for EU and non EU
students
- On all levels of education
- In a variety of disciplines
Action 3 Promotion of European
Higher Education
- Attractiveness Projects
- Studies
- Information activities of EM National
structures
ACTION 1 Joint masters and doctoral programmes
including a scholarship scheme
 Designed and implemented by a consortium of European
universities from at least 3 different countries. (Applicant: EU
HEI)
 Consortia may also include universities from other parts of the
world.
 Scholarships/fellowships are open to higher education students
and academics from all over the world.
 Programmes include obligatory study and research periods, in at
least 2 universities and award recognised double, multiple or
joint degrees.
 If selected, funded for five consecutive editions of the joint
programme.
ACTION 1 Joint masters and doctoral programmes
including a scholarship scheme

Flat rate for consortium management (€ 30,000)

EMMC student scholarships cover:
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Installation costs
Monthly allowance costs
Participation costs (fees, insurance)
Max 2 years € 48,000
EMMC individual scholar scholarships cover:
Living allowance (max € 14,800 for 3-month stay)
EMJD doctoral fellowships cover:
Travel and installation costsInstallation costs
Participation costs for doctoral candidate
Living allowance
Maximum fellowship ranges from € 61,200 to € 129,900
Action 1 Results 2010
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29 new Erasmus Mundus Masters Courses
selected
Over 150 HEIs involved
123 Masters Courses offering scholarships 2011-2012
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11 Erasmus Mundus Joint Doctorates selected
Over 50 HEIs involved
24 Doctoral Courses offering scholarships 2011-2012
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ACTION 2 Partnerships
(Ex-External Cooperation Window)
 Establishment of cooperation partnerships between
European and Third countries HEI in a specific region.
 Objective: Organise and implement structured individual
mobility arrangement between the European and Third Country
partners.
 Scholarships of various lengths (3 months to 3 years).
 Scholarships for bachelor, master, doctorate and postdoctorate students and HE staff.
 Special attention is given to disadvantaged groups and
populations in a vulnerable situation.
ACTION 2 Partnerships
Composition:
 At least 5 European HEIs from at least 3 EU countries
 At least 1 HEI from each country in geographic lot
 Maximum size partnership: 20 partners
ACTION 2 Partnerships
Funding:
 € 10.000 per partner flat rate for partnership management
 Individual mobility scholarships for students and staff
(including travel, insurance, living allowances and, if applicable,
tuition fees).
Undergraduate + Master scholarship: € 1000/month + tuition fees
(€3.000) + insurance (€75/ month)
Doctorate scholarship: € 1500/month + tuition fees (€3.000) +
insurance (€75/ month)
Post doctorale scholarship: € 1800/month + tuition fees (€5.000) +
insurance (€75/ month)
Academic staff fellowship: € 2500/month + insurance (€75/ month)
Action 2: 2010 selection in Tempus region
Lot 5
Russia
- Hohenheim
-Turku
- Dresden
Lot 7
Belarus, Moldova, Ukraine
Deusto
Lot 10
W. Balkans
-Graz
+ Two to be selected
Lot 1
Algeria, Morocco, Tunisia
Montpellier
Lot 6
Georgia, Armenia,
Thessaloniki
Lot 3
OPT, Israel
To be selected
and split
Lot 2
Egypt
To be selected
Lot 9
5 Central Asian republics
- KTH Stockholm
-Santiago de Compostela
-Adam Mickiewicz
-TU Berlin
Azerbaijan
+ One to be selected
Lot 4
Jordan, Syria, Lebanon
Lund
ACTION 3 Promotion of European Higher
Education

Promotes European higher education through measures
enhancing the attractiveness of Europe as an
educational destination and a centre of excellence at
world level.
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Type of activities
- Funding for « Attractiveness projects »
- Studies, Calls for Tender
- Support to the EM Alumni Association activities
Network of current and former Erasmus Mundus Students (active role in
promoting the programme, assisting future EM students, etc.)
BUDGET 2009-2013
overall budget of almost 1 billion euros
 463.8 Million EUR for Action 1
 460 Million EUR for Action 2
 16 Million EUR for Action 3
Impact and benefits: institutions

Improve the visibility of your department/faculty/
institution (at local, regional, national or international level)
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Increase its attractiveness in recruiting highly qualified
European and third country students/doctoral candidates/
scholars

Create a strong cooperation network with European and
third country partners

Facilitate the exchange of good practices and innovation
process

Secure financial support for your academic, research and
inter-university mobility activities.
Impact and benefits: students
 Have a unique learning experience in a foreign country
 Develop international skills: cross-cultural adaptability, self
confidence, language capacities
 Enhance employability of students in an international
environment
 Receive a joint/double degree or recognition of study
abroad (e.g. Diploma Supplement)
 Enhance quality of teaching and academic exchange of
knowledge, ideas and contacts
2. Jean Monnet Programme
THE JEAN MONNET PROGRAMME
 Aims at stimulating teaching, research and reflection in the
field of European integration studies at the level of higher
education institutions within and outside the European
Community.
 Present in 68 countries throughout the world.
 More than 750 universities offer Jean Monnet courses as part of
their curricula.
 Between 1990 and 2010: has helped to set up approximately
3, 700 projects in the field of European integration studies,
including 151 Jean Monnet European Centres of Excellence, 828
Chairs and 2,077 permanent courses and European modules.
 The Jean Monnet Action brings together a network of 1,500
professors, reaching audiences in excess of 250,000 students
every year.
THE JEAN MONNET PROGRAMME
THREE KEY ACTVITIES
Key activity 1: Jean Monnet Action (call for proposals)
Key activity 2: Support for specified institutions
dealing with issues relating to European integration
Key activity 3: European associations active at
European level in the field of education and training
(call for proposals)
KEY ACTIVITY 1: JEAN MONNET ACTION
(support for University-level projects on European
integration)
 Includes the creation of Jean Monnet Chairs, Centres of
Excellence, Modules, Information and Research activities
as well as support for academic associations of
professors and researchers in European integration and
multilateral research groups.
KEY ACTIVITY 1: JEAN MONNET ACTION
Teaching activities
•
Jean Monnet Chair: teaching post with a specialization in European
integration studies for a minimum of 90 hours per academic year.
•
“ Ad personam" Jean Monnet Chair: former Jean Monnet Chair holders
with evidence of high-level international teaching and publication record
and/or professors with a distinguished background as former high-level
practitioners in the field of European integration.
•
Jean Monnet Centre of Excellence: multi-disciplinary structure pooling
scientific, human and documentary resources for European integration
studies and research within one or more universities.
•
European Module: short programme of European integration study,
minimum 40 teaching hours per academic year, may be multi-disciplinary.
KEY ACTIVITY 1: JEAN MONNET ACTION
Academic and research activities
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Association of professors and researchers, whose explicit
purpose is to contribute to the study of the European integration process
and whose aim is to enhance the visibility of regional or national scientific
and physical resources in this domain.
Information and research activities, aiming to promote discussion,
reflection and knowledge about the European integration process through
conferences and seminars.
Jean Monnet multilateral research groups, research partnership
leading to an integrated academic network with a joint research plan and
multi-disciplinary synergies in the field of EU studies.
KEY ACTIVITY 2: SUPPORT FOR SPECIFIED
INSTITUTIONS DEALING WITH ISSUES RELATING TO
EUROPEAN INTEGRATION
Support for six specific academic institutions pursuing an
aim of European interest:
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College of Europe, Bruges, Belgium
European University Institute, San Domenico di Fiesole, Italy
European Institute of Public Administration, Maastricht, The
Netherlands
Academy of European Law, Trier, Germany
International Centre for European Training, Nice, France
European Agency for Development in Special Needs
Education, Odense, Denmark
KEY ACTIVITY 3: EUROPEAN ASSOCIATIONS ACTIVE
AT EUROPEAN LEVEL IN THE FIELD OF EDUCATION
AND TRAINING

Provides operating grants to support certain
operational and administrative costs of European
associations active in the fields of education and
training.

These European associations must be present in
at least 9 EU Member States.
Thank you!