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1Hanover, 23rd August 2010Consultation of the EUROSTUDENT network
Vienna
25-27 February 2015
Track – Towards a national strategy for the
social dimension in higher education
2Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Track concept
It has been difficult to translate this into a manageable policy agenda -
largely because concrete definitions and the identification of concrete
problems are needed for the social dimension, but these are national-
context specific and evolving.
• To highlight how the current Bologna Process has been dealing with
this challenge, but it will particularly focus on the process and
outcomes of the three Country Reviews carried out in the framework
of PL4SD in Lithuania, Armenia and Croatia.
• To think about how to formulate and implement a national strategy
or national action plan for improving the social dimension.
Chairs: Dominic Orr, DZHW and Melinda Szabo, EQAR
3Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
2. At entry to higher
education
3. Study
framework
4. Graduation
& transition
Participative equity – 4 “moments” in a HE system1.Beforeentrytohighereducation
Qualification and
decision-making
=> raising aspirations
Selection
=> widening access study progression and
completion, study-work-life
balance
=>(i) to ensure students’
learning progress and (ii) to
reduce impact of students’
need to balance the resources
of time and money on
students’ success
transition into labour market or
further educational training
=> secure a successful transition
(and perhaps to raise aspirations)
4Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
The influence of study framework on studying
Source: EUROSTUDENT V, Subtopics I.10-12
Track – The PL4SD Country Reviews
6Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
On the way to a National Strategy: PL4SD
Country Review in Lithuania
Patrick Clancy
University College Dublin
Ireland
7Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Rationale for Country Review
Open Method of Coordination (OMC)
 Securing agreement on policy objectives
 Declarations and commitments
 Institutionalised stocktaking
 Report on achievements
 Good practice examples
 Target setting etc.
8Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Objectives/Strategies for the Social Dimension in
Higher Education
• Student Body, entering, participating and completing
HE – should reflect the diversity of population
• Completion objective - remove obstacles – adequate
services - flexible pathways
• Report on strategies and evaluation methods
• Set targets for under-represented groups
• Voluntary peer learning (Bucharest Communiqué)
9Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Methodology
• Select International Review Team
• Prepare Background Report
• Site visit
• Country Report
10Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
External Review Team
• Project Consortium Members
– Martin Unger & Petra Wejwar, Institute of Advanced
Studies, Vienna.
– Dominic Orr & Melinda Szabo, Centre for Research on
Higher Education and Science Studies, Hannover.
• External Experts
– Hanne Smidt, Policy advisor, EUA.
– Allan Pall, Student Expert, Former Chair, ESU.
– Patrick Clancy, Sociologist, University College Dublin.
11Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Background Report
• General Information on Lithuania
• History of Higher Education System
• Organisation of Lithuanian HE
– Before entry to HE
– At entry to HE
• Study costs and student supports
– Study Framework and student body
– Graduation and Transition
12Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Country Visit
• Preparatory Meeting in Lithuania – Dominic Orr
• Team visit 5th to 9th of May
• Interviews with approximately 80 individuals
– Vice-Minister and officials from Ministry of Education and
Science; Rectors Conference; National Students Union;
Research and HE Monitoring and Analysis Centre; and
representatives of other agencies concerned with HE such
as QA, Special Needs, State Studies Foundation etc.
• Site Visits to 2 Universities and 1 Regional College.
13Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Some Findings and Observations
(Before entry to HE)
• Structure of Second Level System
– High levels of stratification not just academic/vocational
distinction
– Variety of grade structures and transition point
• Implications of Information Differentials between
parents/families
• High stakes terminal examination, emphasis on
‘merit’ as reflected in exam performance.
14Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Some Findings and Observations
(At entry to HE)
• Dual track funding system – half of places ‘state
funded’.
• Apparent strong support for merit based system
• Merit versus needs based funding?
• Consequences with respect to choice of study
programme
• Limited second chance opportunities
15Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Some Findings and Observations
(Study Framework)
• Focus here was on retention and progression
• High cost of study – high levels of part-time work – need for
more flexible provision
• Student financial support contingent on satisfactory
performance
• Importance of student support services
• Importance of good quality data on progression and dropout
rates
• Scope to incentivise HEIs for providing:
– More inclusive learning environment
– More flexible learning opportunities esp. for non-traditional students.
16Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Some Findings and Observations
(Graduation and Transition)
• (Not a central focus of our analysis)
• Limited progression from Professional Bachelor
Degree to Master’s degree
• Scope for joint degrees or cooperative study
programmes
17Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Some Recommendations
• Need for national consultation on the social dimension including a re-
examination of the exclusive focus on ‘merit’ as currently embodied
in national policy
• Does second level system afford all students to compete on an equal
basis?
• Re-examine the equity implications of offering state funding solely on
the basis of academic performance
• Set national targets for the participation of under-represented groups
• Broadening the understanding of under-represented groups e.g.
those with disabilities
18Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Some Recommendations /cont.
• Introduce targeted funding to incentivise HEIs to offer
reserved places and/or alternative entry routes
• Prioritise the development of IT systems to track performance
and retention and monitor how HEIs use this information.
• Demographic decline offers scope to increase second chance
opportunities
• Future strategy for policy development – top-down or bottom
up or some combination of the two
19Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Overriding Conclusion
• Strong HE system which has achieved very high
participation rates
• Commendable emphasis on fairness and
transparency
• Limits of meritocracy
• See Lani Guinier The Tyranny of Meritocracy (2015) –
contrasts ‘testocratic merit’ with ‘democratic merit’
20Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
On the way to a National Strategy: PL4SD
Country Review in Armenia
Dr. Jan Sadlak
President
IREG Observatory on Academic
Ranking and Excellence
21Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Purpose of country review:
• To review of the country’s policy and practices in higher education
with regard to objectives adopted under “social dimension” agenda;
• To review national and institutional circumstances relevant to “social
dimension” in higher education;
• To examine in objective and transparent manner quantitative and
qualitative information submitted in “Country Review”;
• To undertake a dialogue and collect additional information in order
to provide context-relevant assessment and assistance for improving
the implementation of “social dimension” national agenda [downside
of external review process is revealing shortcomings – ‘curse of
comparison’].
22Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
External Review Team
• External Experts
– Jan Sadlak - President, IREG Observatory on Academic Ranking and
Excellence
– Maria Kristin Gylfadottir - Erasmus+ Programme Manager in Iceland
(education and sport)
– Koen Gever - PhD-Researcher at European University Institute
• Project Consortium Members
– Martin Unger & Petra Wejwar, Institute of Advanced Studies, Vienna.
– Dominic Orr & Melinda Szabo, Centre for Research on Higher Education
and Science Studies, Hannover.
23Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Insights and findings
• Higher education is identified as crucial for improvement of youth’s employment
situation [unemployment rate among person of 15-24 years of age is around
30%];
• Constitutionally ‘everyone’ has a right for education. In reality it is limited and
distributed on the basis of competition. Around 20% students receive full or
partial tuition-free studies [at least 10% of study places in each field of study has
to be tuition-free];
• Social consequences of a ‘double-track’ of funding of HE institutions [state
support represents 20-25% of total income];
• Despite financial constraints participation rate of young people [18-22 years old]
is relatively high – 37% in 2011 [44% in non-poor, 10% in extremely poor];
• Policy of reduction inequalities is in place [income-based criteria], which is
addressed to improve participation of ‘underrepresented groups’ [rural and
mountainous regions, representing ethnic minorities, students with disabilities,
and those of killed and deceased military].
24Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Considerations and key recommendations
• Assure communication between policy makers and stakeholders of reforms;
• Continue projects implemented with external support for policy development via
the TEMPUS/Erasmus+;
• Adopt policies corresponding to specific needs of a given category of
underrepresented groups;
• Improve data collection [better use of existing mechanisms such as at registration
for the central entrance examination or at enrolment to studies];
• Develop benchmarks on the participation of underrepresented groups in higher
education;
• Develop student support system, which is less fragmented and based on identified
needs;
• Develop an integrated strategy to decrease demand for private tutoring
[improvement of secondary education];
• Recognise the need of sustainability of higher education funding system;
• Conduct periodic reviews of policy-making and implementation processes.
25Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
On the way to a National Strategy: PL4SD
Country Review in Croatia
Prof. John Brennan
Open University, UK
26Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
External Review Team
External Experts
•John Brennan - Professor of Higher Education Research at the Open University and
Visiting Professor at the University of Bath, the London School of Economics and
Political Science and London Metropolitan University
•Liz Thomas - Professor of Higher Education, Faculty of Education Edge Hill
University. Visiting Professor, Academic Development Unit, Staffordshire University
•Vanja Ivoševiċ - Research Assistant and Marie Curie Doctoral Fellow at the
University of Porto (Portugal) and former Chairperson of ESIB (currently ESU)
Project Consortium Members
•Martin Unger & Petra Wejwar, Institute of Advanced Studies, Vienna.
•Dominic Orr & Melinda Szabo, Centre for Research on Higher Education and
Science Studies, Hannover.
27Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Croatia: some background features
• Croatia joined the EU in 2013 and has a population of 4.3 million
• Half live in rural areas and 18% in Zagreb, the capital
• Lower than average GDP per capita, though doing better than most
neighbours
• Rising youth unemployment (50% in 2013) though some recent
improvement
• Educational attainment ‘below average’ in EU though some
improvement.
• 90% population are ethnic Croats, 4% Serbs and 0.7% Bosnian. 86%
Catholic faith.
28Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Croatia: its higher education- a binary system
• 7 public and 3 private universities
• Institutions providing professional studies
- 12 public and 4 private polytechnics
- 3 public and 25 private schools of professional H E
• Bologna reforms introduced a 3 cycle system
• A new Quality Assurance agency was established in 2009
• There has been a ‘spirit of change and reform’ and a huge growth in
providers, especially private ones
29Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Under-represented groups in higher education
• The Roma minority
• People with special needs, with single parents or
from rural areas
• Mature students, lower social classes
Financial support available for some of these groups.
30Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
EC Tempus report on under-represented groups
(i) students of lower socioeconomic status are under-represented in the
student population
(ii) there are few mature students in higher education
(iii) vulnerable groups in higher education have greater financial difficulties
and work-load (the most vulnerable are students of lower socioeconomic
status and students with physical and mental disabilities).
(iv) certain adverse study conditions can also negatively impact on the
experience of studying and learning outcomes, (the most students are
those who work while studying).
(v) students at higher education institutions providing professional studies
study in more adverse conditions than those in universities
31Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
The project’s review visit
• 5 day visit in September/October 2014
• 60 interviews with officials from government department,
representatives of other national groups & organisations, and
representatives of
- Zagreb School of Economics and Management
- University of Zagreb
- University of Rijeka
- Karlovac University College of Applied Sciences
32Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Some contextual features
• 50% of students attend the University of Zagreb
• 20% attend higher education institutions providing
professional studies
• Many students from rural areas study at the latter where
many students are part-time
• System is both vertically and horizontally differentiated
33Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Before entry
• 95% of population complete upper secondary education but
differentiation of school system results in unequal opportunities
• General and vocational school routes provide differential
opportunities for progression to higher education
• School quality differences reflect regional and socio-economic
differences
• Children from highly educated parents 6 times more likely to enter
higher education
• Gender inequalities between subjects with consequences for higher
education and labour market progression
34Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
At entry
• Students from lower socio-economic groups tend to delay entry
and are more likely to enrol in professional studies
• Very small numbers of mature students and mainly part-time
• Absence of formal tracking limits capacity to monitor progression
• Online central admissions system has improved transparency and
fairness
• But general/vocational school divisions limit access to Matura and
higher education, especially for children from lower socio-economic
backgrounds
35Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Study frameworks
• Financial support arrangements are complex and fragmented
• A high proportion of students have to combine their studies with paid
employment
• Many students dependent on family or partner support
• Lack of transparency in financial support creates problems for decision-making
and policy implementation at all levels
• Merit-based rather than needs-based support further disadvantages the already
disadvantaged
• Stronger academic support arrangements are needed
• Overall, need for improvements to retention and learning progression
regardless of social and economic background
36Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Graduation and transition
• The national context of high unemployment rates creates particular
challenges
• A Youth Guarantee Scheme manages to reduce the length of
prolonged employment inactivity
• But there is a need for employers to be more involved in providing
information, advice and opportunities
• Graduates need support not just for initial entry to the labour
market but for lifelong movement through it
37Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Recommendations (short-term)
actions which do not require major system change
1. A more unified system of data collection in a fragmented
system.
2. Frequent (small-scale) research to support evidence-based
policy.
3. Consolidate efforts to improve student support through
encouraging different societal actors and direct stakeholders
to work together.
4. Greater direct financial support through state scholarship.
38Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Recommendations (medium term)
areas in which system change can be initiated after short-term recommendations implemented
5. Recognize and further support the key role which institutions
providing professional studies and regional HEIs play for the social
dimension.
6. Review the State Matura examination and its impacts.
7. Build on the reform of student support from indirect to direct
support.
8. Review the effects of the quality of pre-tertiary education on
young people’s opportunities to attend and thrive in tertiary
education (university and universities of applied science).
39Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Recommendation (long-term)
system change for the place of the social dimension
9. Seeing the social dimension as an important evaluative framework
for the overall performance of Croatian higher education. In
conclusion…..
“Focussing on issues such as the organisation of higher
education delivery, pedagogy and assessment, integrated
student development and support and outcomes beyond higher
education may indeed lead to improvements in the overall
quality and performance of the Croatian higher education,
rather than only for underrepresented groups.”
All can benefit!
40Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review
Emerging themes from reviews and discussions
Principles of success and of justification for action
o Merit vs. need
o Equality of opportunities vs. equality of outcomes
Can higher education be a role model for other parts of society or does it reflect
common societal norms?
Location of support and division of responsibilities
o State-level: division of responsibilities between ministeries vs. joined up
strategy
o HEI-level: special centres vs. throughout HEI (mainstream)
Governance issues (at pre-tertiary and tertiary levels)
o Financial incentives to reward performance on equity measures
o Accreditation regulations and prestige through quality assurance
(making improving of social dimension issues part of excellence)

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260215 towards a national strategy all_28022015

  • 1. 1Hanover, 23rd August 2010Consultation of the EUROSTUDENT network Vienna 25-27 February 2015 Track – Towards a national strategy for the social dimension in higher education
  • 2. 2Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Track concept It has been difficult to translate this into a manageable policy agenda - largely because concrete definitions and the identification of concrete problems are needed for the social dimension, but these are national- context specific and evolving. • To highlight how the current Bologna Process has been dealing with this challenge, but it will particularly focus on the process and outcomes of the three Country Reviews carried out in the framework of PL4SD in Lithuania, Armenia and Croatia. • To think about how to formulate and implement a national strategy or national action plan for improving the social dimension. Chairs: Dominic Orr, DZHW and Melinda Szabo, EQAR
  • 3. 3Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review 2. At entry to higher education 3. Study framework 4. Graduation & transition Participative equity – 4 “moments” in a HE system1.Beforeentrytohighereducation Qualification and decision-making => raising aspirations Selection => widening access study progression and completion, study-work-life balance =>(i) to ensure students’ learning progress and (ii) to reduce impact of students’ need to balance the resources of time and money on students’ success transition into labour market or further educational training => secure a successful transition (and perhaps to raise aspirations)
  • 4. 4Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review The influence of study framework on studying Source: EUROSTUDENT V, Subtopics I.10-12
  • 5. Track – The PL4SD Country Reviews
  • 6. 6Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review On the way to a National Strategy: PL4SD Country Review in Lithuania Patrick Clancy University College Dublin Ireland
  • 7. 7Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Rationale for Country Review Open Method of Coordination (OMC)  Securing agreement on policy objectives  Declarations and commitments  Institutionalised stocktaking  Report on achievements  Good practice examples  Target setting etc.
  • 8. 8Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Objectives/Strategies for the Social Dimension in Higher Education • Student Body, entering, participating and completing HE – should reflect the diversity of population • Completion objective - remove obstacles – adequate services - flexible pathways • Report on strategies and evaluation methods • Set targets for under-represented groups • Voluntary peer learning (Bucharest Communiqué)
  • 9. 9Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Methodology • Select International Review Team • Prepare Background Report • Site visit • Country Report
  • 10. 10Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review External Review Team • Project Consortium Members – Martin Unger & Petra Wejwar, Institute of Advanced Studies, Vienna. – Dominic Orr & Melinda Szabo, Centre for Research on Higher Education and Science Studies, Hannover. • External Experts – Hanne Smidt, Policy advisor, EUA. – Allan Pall, Student Expert, Former Chair, ESU. – Patrick Clancy, Sociologist, University College Dublin.
  • 11. 11Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Background Report • General Information on Lithuania • History of Higher Education System • Organisation of Lithuanian HE – Before entry to HE – At entry to HE • Study costs and student supports – Study Framework and student body – Graduation and Transition
  • 12. 12Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Country Visit • Preparatory Meeting in Lithuania – Dominic Orr • Team visit 5th to 9th of May • Interviews with approximately 80 individuals – Vice-Minister and officials from Ministry of Education and Science; Rectors Conference; National Students Union; Research and HE Monitoring and Analysis Centre; and representatives of other agencies concerned with HE such as QA, Special Needs, State Studies Foundation etc. • Site Visits to 2 Universities and 1 Regional College.
  • 13. 13Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Some Findings and Observations (Before entry to HE) • Structure of Second Level System – High levels of stratification not just academic/vocational distinction – Variety of grade structures and transition point • Implications of Information Differentials between parents/families • High stakes terminal examination, emphasis on ‘merit’ as reflected in exam performance.
  • 14. 14Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Some Findings and Observations (At entry to HE) • Dual track funding system – half of places ‘state funded’. • Apparent strong support for merit based system • Merit versus needs based funding? • Consequences with respect to choice of study programme • Limited second chance opportunities
  • 15. 15Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Some Findings and Observations (Study Framework) • Focus here was on retention and progression • High cost of study – high levels of part-time work – need for more flexible provision • Student financial support contingent on satisfactory performance • Importance of student support services • Importance of good quality data on progression and dropout rates • Scope to incentivise HEIs for providing: – More inclusive learning environment – More flexible learning opportunities esp. for non-traditional students.
  • 16. 16Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Some Findings and Observations (Graduation and Transition) • (Not a central focus of our analysis) • Limited progression from Professional Bachelor Degree to Master’s degree • Scope for joint degrees or cooperative study programmes
  • 17. 17Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Some Recommendations • Need for national consultation on the social dimension including a re- examination of the exclusive focus on ‘merit’ as currently embodied in national policy • Does second level system afford all students to compete on an equal basis? • Re-examine the equity implications of offering state funding solely on the basis of academic performance • Set national targets for the participation of under-represented groups • Broadening the understanding of under-represented groups e.g. those with disabilities
  • 18. 18Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Some Recommendations /cont. • Introduce targeted funding to incentivise HEIs to offer reserved places and/or alternative entry routes • Prioritise the development of IT systems to track performance and retention and monitor how HEIs use this information. • Demographic decline offers scope to increase second chance opportunities • Future strategy for policy development – top-down or bottom up or some combination of the two
  • 19. 19Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Overriding Conclusion • Strong HE system which has achieved very high participation rates • Commendable emphasis on fairness and transparency • Limits of meritocracy • See Lani Guinier The Tyranny of Meritocracy (2015) – contrasts ‘testocratic merit’ with ‘democratic merit’
  • 20. 20Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review On the way to a National Strategy: PL4SD Country Review in Armenia Dr. Jan Sadlak President IREG Observatory on Academic Ranking and Excellence
  • 21. 21Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Purpose of country review: • To review of the country’s policy and practices in higher education with regard to objectives adopted under “social dimension” agenda; • To review national and institutional circumstances relevant to “social dimension” in higher education; • To examine in objective and transparent manner quantitative and qualitative information submitted in “Country Review”; • To undertake a dialogue and collect additional information in order to provide context-relevant assessment and assistance for improving the implementation of “social dimension” national agenda [downside of external review process is revealing shortcomings – ‘curse of comparison’].
  • 22. 22Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review External Review Team • External Experts – Jan Sadlak - President, IREG Observatory on Academic Ranking and Excellence – Maria Kristin Gylfadottir - Erasmus+ Programme Manager in Iceland (education and sport) – Koen Gever - PhD-Researcher at European University Institute • Project Consortium Members – Martin Unger & Petra Wejwar, Institute of Advanced Studies, Vienna. – Dominic Orr & Melinda Szabo, Centre for Research on Higher Education and Science Studies, Hannover.
  • 23. 23Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Insights and findings • Higher education is identified as crucial for improvement of youth’s employment situation [unemployment rate among person of 15-24 years of age is around 30%]; • Constitutionally ‘everyone’ has a right for education. In reality it is limited and distributed on the basis of competition. Around 20% students receive full or partial tuition-free studies [at least 10% of study places in each field of study has to be tuition-free]; • Social consequences of a ‘double-track’ of funding of HE institutions [state support represents 20-25% of total income]; • Despite financial constraints participation rate of young people [18-22 years old] is relatively high – 37% in 2011 [44% in non-poor, 10% in extremely poor]; • Policy of reduction inequalities is in place [income-based criteria], which is addressed to improve participation of ‘underrepresented groups’ [rural and mountainous regions, representing ethnic minorities, students with disabilities, and those of killed and deceased military].
  • 24. 24Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Considerations and key recommendations • Assure communication between policy makers and stakeholders of reforms; • Continue projects implemented with external support for policy development via the TEMPUS/Erasmus+; • Adopt policies corresponding to specific needs of a given category of underrepresented groups; • Improve data collection [better use of existing mechanisms such as at registration for the central entrance examination or at enrolment to studies]; • Develop benchmarks on the participation of underrepresented groups in higher education; • Develop student support system, which is less fragmented and based on identified needs; • Develop an integrated strategy to decrease demand for private tutoring [improvement of secondary education]; • Recognise the need of sustainability of higher education funding system; • Conduct periodic reviews of policy-making and implementation processes.
  • 25. 25Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review On the way to a National Strategy: PL4SD Country Review in Croatia Prof. John Brennan Open University, UK
  • 26. 26Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review External Review Team External Experts •John Brennan - Professor of Higher Education Research at the Open University and Visiting Professor at the University of Bath, the London School of Economics and Political Science and London Metropolitan University •Liz Thomas - Professor of Higher Education, Faculty of Education Edge Hill University. Visiting Professor, Academic Development Unit, Staffordshire University •Vanja Ivoševiċ - Research Assistant and Marie Curie Doctoral Fellow at the University of Porto (Portugal) and former Chairperson of ESIB (currently ESU) Project Consortium Members •Martin Unger & Petra Wejwar, Institute of Advanced Studies, Vienna. •Dominic Orr & Melinda Szabo, Centre for Research on Higher Education and Science Studies, Hannover.
  • 27. 27Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Croatia: some background features • Croatia joined the EU in 2013 and has a population of 4.3 million • Half live in rural areas and 18% in Zagreb, the capital • Lower than average GDP per capita, though doing better than most neighbours • Rising youth unemployment (50% in 2013) though some recent improvement • Educational attainment ‘below average’ in EU though some improvement. • 90% population are ethnic Croats, 4% Serbs and 0.7% Bosnian. 86% Catholic faith.
  • 28. 28Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Croatia: its higher education- a binary system • 7 public and 3 private universities • Institutions providing professional studies - 12 public and 4 private polytechnics - 3 public and 25 private schools of professional H E • Bologna reforms introduced a 3 cycle system • A new Quality Assurance agency was established in 2009 • There has been a ‘spirit of change and reform’ and a huge growth in providers, especially private ones
  • 29. 29Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Under-represented groups in higher education • The Roma minority • People with special needs, with single parents or from rural areas • Mature students, lower social classes Financial support available for some of these groups.
  • 30. 30Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review EC Tempus report on under-represented groups (i) students of lower socioeconomic status are under-represented in the student population (ii) there are few mature students in higher education (iii) vulnerable groups in higher education have greater financial difficulties and work-load (the most vulnerable are students of lower socioeconomic status and students with physical and mental disabilities). (iv) certain adverse study conditions can also negatively impact on the experience of studying and learning outcomes, (the most students are those who work while studying). (v) students at higher education institutions providing professional studies study in more adverse conditions than those in universities
  • 31. 31Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review The project’s review visit • 5 day visit in September/October 2014 • 60 interviews with officials from government department, representatives of other national groups & organisations, and representatives of - Zagreb School of Economics and Management - University of Zagreb - University of Rijeka - Karlovac University College of Applied Sciences
  • 32. 32Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Some contextual features • 50% of students attend the University of Zagreb • 20% attend higher education institutions providing professional studies • Many students from rural areas study at the latter where many students are part-time • System is both vertically and horizontally differentiated
  • 33. 33Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Before entry • 95% of population complete upper secondary education but differentiation of school system results in unequal opportunities • General and vocational school routes provide differential opportunities for progression to higher education • School quality differences reflect regional and socio-economic differences • Children from highly educated parents 6 times more likely to enter higher education • Gender inequalities between subjects with consequences for higher education and labour market progression
  • 34. 34Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review At entry • Students from lower socio-economic groups tend to delay entry and are more likely to enrol in professional studies • Very small numbers of mature students and mainly part-time • Absence of formal tracking limits capacity to monitor progression • Online central admissions system has improved transparency and fairness • But general/vocational school divisions limit access to Matura and higher education, especially for children from lower socio-economic backgrounds
  • 35. 35Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Study frameworks • Financial support arrangements are complex and fragmented • A high proportion of students have to combine their studies with paid employment • Many students dependent on family or partner support • Lack of transparency in financial support creates problems for decision-making and policy implementation at all levels • Merit-based rather than needs-based support further disadvantages the already disadvantaged • Stronger academic support arrangements are needed • Overall, need for improvements to retention and learning progression regardless of social and economic background
  • 36. 36Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Graduation and transition • The national context of high unemployment rates creates particular challenges • A Youth Guarantee Scheme manages to reduce the length of prolonged employment inactivity • But there is a need for employers to be more involved in providing information, advice and opportunities • Graduates need support not just for initial entry to the labour market but for lifelong movement through it
  • 37. 37Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Recommendations (short-term) actions which do not require major system change 1. A more unified system of data collection in a fragmented system. 2. Frequent (small-scale) research to support evidence-based policy. 3. Consolidate efforts to improve student support through encouraging different societal actors and direct stakeholders to work together. 4. Greater direct financial support through state scholarship.
  • 38. 38Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Recommendations (medium term) areas in which system change can be initiated after short-term recommendations implemented 5. Recognize and further support the key role which institutions providing professional studies and regional HEIs play for the social dimension. 6. Review the State Matura examination and its impacts. 7. Build on the reform of student support from indirect to direct support. 8. Review the effects of the quality of pre-tertiary education on young people’s opportunities to attend and thrive in tertiary education (university and universities of applied science).
  • 39. 39Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Recommendation (long-term) system change for the place of the social dimension 9. Seeing the social dimension as an important evaluative framework for the overall performance of Croatian higher education. In conclusion….. “Focussing on issues such as the organisation of higher education delivery, pedagogy and assessment, integrated student development and support and outcomes beyond higher education may indeed lead to improvements in the overall quality and performance of the Croatian higher education, rather than only for underrepresented groups.” All can benefit!
  • 40. 40Vienna, 25-27/02/2015Track “Towards a national strategy”PL4SD Country Review Emerging themes from reviews and discussions Principles of success and of justification for action o Merit vs. need o Equality of opportunities vs. equality of outcomes Can higher education be a role model for other parts of society or does it reflect common societal norms? Location of support and division of responsibilities o State-level: division of responsibilities between ministeries vs. joined up strategy o HEI-level: special centres vs. throughout HEI (mainstream) Governance issues (at pre-tertiary and tertiary levels) o Financial incentives to reward performance on equity measures o Accreditation regulations and prestige through quality assurance (making improving of social dimension issues part of excellence)