Ahead of a major ministerial higher education conference, on 11-12 March, a report prepared by education network Eurydice for the European Commission indicates that the economic crisis is impacting on enrolment rates, staffing and infrastructure as well as the continued development of lifelong learning. The study, presented on 8 March, sees “raw” budgetary numbers possibly impeding efforts to reach EU educational objectives set for 2020.

“If significant funding cuts are continued in some countries, the long-term sustainable development of these higher education systems could come under major stress,” reads the study, presented by Androulla Vassiliou, the commissioner for education, culture, multilingualism and youth. As regards those countries reporting a decreased budget, the study noted four countries signalling cuts of less than 5%, while seven countries (Croatia, Macedonia, Iceland, Ireland, Latvia, Moldova and Ukraine) notch up decreases in some cases extending significantly beyond 5%. The report also points out that, in the longer term, “re-adjustment” of public funding priorities may continue.

Ahead of the extraordinary ministerial ‘anniversary’ conference, co-hosted by Hungary and Austria, on 11-12 March in Budapest and Vienna, Vassiliou thus called for continued modernisation and increased quality in higher education. The ministerial conference aims to review the Bologna process aimed at establishing a European Higher Education Area. Vassiliou, presenting the new report, admitted that countries still face challenges in modernising higher education. This is a full decade after the launch of the so-called Bologna process.

Positively, though, the Commission believes that governments have, in general, demonstrated that they are aware of the social importance of higher education and have neither reduced student support nor scaled back enrolment in the higher education system during the economic crisis. “The focus on the social dimension and lifelong learning will be even more important through the next decade if the crucial goal to establish a Europe of knowledge is to be achieved,” warns the report.

The report, using data provided by the 46 countries participating in the Bologna process, shows the range of differing reactions to the economic crisis ⁽¹⁾. Whilst some states have made what the Commission itself admits are “radical” cutbacks in spending, others have invested more in higher education. Interestingly, the study pointed to 11 countries (Austria, Azerbaijan, Bosnia and Herzegovina, Cyprus, France, Georgia, the Holy See, Liechtenstein, Lithuania, Portugal and Switzerland) reporting budgetary increases of 5% or more. These countries often indicate the inclusion of higher education in economic stimulus package measures.

EUROPE 2020

Aside from continuing to modernise and increase the quality of higher education, Commissioner Vassiliou also hopes countries will maintain “affordable” and accessible higher education. “The new ‘Europe 2020’ strategy will provide further impetus for this, in particular by encouraging measures, which aim to increase the number of graduates from less than a third to at least 40% of the population,” said the commissioner.

The Commission admits that its study only uses “official” information (legislation, regulations and recommendations), albeit up to February 2010. “Consequently, it provides information on national systems and analysis of national policies, but cannot explore the impact on higher education institutions in any substantial depth,” admits the study.

On a more positive note, the study stresses that the Bologna process has brought about “fundamental” and “dramatic” change in higher education structures across the European Higher Education Area. Reforms have been implemented at a time of unprecedented and rapid expansion in higher education systems. Access to higher education, mobility and funding have also been consistent priorities throughout the last decade, according to the report.

LACK OF AMBITION

However, there has definitely been a lower level of ambition in certain countries when it comes to student mobility, one of the central aims of the Bologna process. Estonia, for instance, only aims for 4-5% participation in mobility programmes by 2015, whilst Finland is hoping for 6-8% of both inward and outbound mobility. Ireland, Poland and the UK do not even have outbound mobility targets, only numerical targets for incoming mobility. The Commission also notes that various countries have only vague targets, such as “increasing mobility”.

This lack of ambition when it comes to mobility contrasts with ambitious countries, such as France, Malta and Switzerland or Flanders in Belgium, that set a 20% benchmark for 2020. The Netherlands has an outbound mobility target of 25% set for 2013, whilst Austria and Germany are aiming for 50% of their student population spending at least a semester abroad by 2020. The Czech Republic has had this ambition already for 2006-2010.

The report (4MB) is available at  www.europolitics.info > Search = 267658

Background

The Bologna process is named after the Italian city where a declaration was signed, in June 1999, by education ministers from 29 European countries. Today, the process has been adopted by 46 countries. It aims to reform European higher education so as to be more compatible, comparable, competitive and attractive. Major objectives were the introduction of a three-step degree system with bachelor’s, master’s and doctorate; quality assurance; and mutual recognition of qualifications as well as periods of study. According to the report presented by the Commission, the three-cycle degree system and higher quality standards are now the norm across Europe. However, recognition of qualifications remains a problem in certain cases (unspecified in the report).

⁽¹⁾ Participating countries include all EU member states as well as Albania, Andorra, Armenia, Azerbaijan, Bosnia and Herzegovina, Croatia, Georgia, the Holy See, Iceland, Liechtenstein, Moldova, Montenegro, Norway, Russia, Serbia, Switzerland, Macedonia, Turkey and Ukraine.