Reforming Higher Education: Lessons Learned from the Transition Countries

1. Reforming Higher Education: Lessons Learned from the Transition Countries Prof. Marek Kwiek Center for Public Policy Poznan University, Poznan, Poland kwiekm@amu.edu.pl www.policy.hu/kwiek

2. Introduction/Overview Introduction/Overview Briefly: author�s experiences with reforming HE Transformations of HE: global Transformations of HE: the European Union Transformations of HE: CEE countries Some statistics: CEE and SEE Two major reform agendas in transition countries today: global (World Bank, OECD, development agencies) European (Bologna Process and European Research Area)

3. Introduction/Overview Reforming HE in transition / EU countries: differences Lessons Learned Discussion, questions & answers

4. HE transformations: global (1) HE more influential than ever before for the economic growth of nations and regions Passage from industrial (work-based) to postindustrial (knowledge-based) economies and societies (OECD) Consequently, knowledge viewed as the major driver of economic development Old and new challenges in HE. Old challenges include: shifting from elite to mass (expanded) systems under severe resource constraints inequality of access and opportunities

5. HE transformations: global (2) low quality and relevance of education to the labor market rigid governance and administrative structures inability (or unwillingness) of governments to finance expanding public HE inability (or unwilingness) of governments to finance ever-expanding research in public sector institutions (partnerships) New challenges in HE: crucial role of knowledge production, dissemination and application for �knowledge-driven societies� consequently, HE in the center of public scrutiny (nationally, regionally, and globally) � EU, WB, OECD, IMF, WTO etc. emergence of powerful market forces

6. HE transformations: global (3) unprecedented growth of new for profit and virtual providers in HE (consortia, franchises, corporate universities; foreign/ borderless institutions unprecedented differentiation of HE (from community colleges to elite institutions) rapidly changing demographics (EU, CEEs � and Balkans) globalization of economies and cultures internationalization of academic disciplines and research communities rapid spread of the English language advent of new technologies (especially telecommunications)

7. HE transformations: global (4) New challenges for HE in more general terms mean: new questions asked: �What is it that society needs from higher education? - and no longer �What is it that higher education needs from society?� radical move away from the state and more reliance on the market, for both teaching, research and service functions changing social status of the academic profession (from �Herr Professor� to �knowledge analyst�), changing working conditions commodification of research, marketization of educational offer, corporatization of academic governance and management structures (collegiality vs. CEO/corporate models; managerialism) diversification - growth of the private sector

8. HE transformations: global (5) research - increasingly goes to the corporate sector (EU goal - 3% of GDP for research - but increase from private funds, and considerably for the private R&Dstudents - increasingly �consumers�, HE institutons - �providers� of services tighter links between university/corporations/military Unfortunately, the transition countries today face both old and new challenges at the same time! Western European countries faced old challenges 20-30 years ago, when they moved towards mass systems of HE. HE is working increasingly under both types of pressures.

9. HE transformations:European Union (1) Majority of aspects of global transformations present - but in softened versions Majority of aspects of global transformations confirmed in the �Lisbon strategy� (2000): to make Europe by 2010 �the most competitive economy in the world� Consequently, emergent �European Research Area� (ERA) and increasingly Bologna - directed to economic goals �European Welfare Model� in conflict with the global market orientation of HE (but not of research) Bologna process for EU countries - to make EHEA compe-

10. HE transformations:European Union (2) titive to American and Australasian HE, to have bigger share in global market of international students current transformations of HE mean: highly skilled professional workforce for the new �knowledge-economy�; comparability of educational outputs and diplommas across Europe; mobility of graduates and workforce; growing employability of graduates next moves: pan-European - accreditation schemes, quality assurance, framework of qualifications, and descriptions of educational outputs� and �competencies�

11. HE transformations: Central Europe (1) Three dimensions of wider social transformations relevant for HE in transition countries: move from totalitarianism/communism to free, open democracies move from centrally-planned to market economies move towards integrated Europe and global economy Different degrees of the above in Central Europe, Eastern Europe, and Balkans In CEE, mixed policy influences of the EU and transnational/American developmental (USAID) and lending (World Bank, IMF) agencies

12. HE transformations: Central Europe (2) Majority: welfare reforms closer to neoliberal recommendations than to EU �welfare model� (healthcare, pensions, higher education): development of private provision, freezing of welfare expenditures, freezing of public budgets as lending conditionalities etc Higher education in CEE witnessed: getting rid of politics from HE institutions huge increase in enrolments, accompanied by constant number of faculty generally, (relative) pauperization of the academic profession diversification of levels and modes of study huge increase in a number of institutions

13. HE transformations: Central Europe (3) booming of the private sector (in some countries) steadily decreasing public funds for research and students� assistance reform attempts along �Bologna lines�, including new laws on HE development of rigid accreditation procedures, both state and independent (Rectors� Conferences, business associations etc) highly increased exchange of students and faculty with EU countries (EU projects) full access (for EU-accession countries) to EU research programs the net result of these transformations in shown in enrolment rates below (Poland as an example from CEE):

14. Student enrolments (global comparison)

15. Number of students per 100,000 (SEE)

16. Number of students per 100,000 (CEE)

17. Student enrolments - Kosova, in thousands (1970-2003)

18. Transition countries: agendas for reforms (1) Two major agendas: transnational and EU Transnational reform agendas for HE set by the WB and OECD, within wider reforms of the state the minimal state: provides an �enabling framework� for functioning of the market forces and competition between (private) providers privatization (in the long run) of major welfare services: healthcare, pensions, (higher) education the burden off the state�s shoulders (and to users of services) to keep budget deficits as low as possible, lower taxes etc to downsize the public sector HE seen more as a private good, not a public good (also: WTO)

19. Transition countries: agendas for reforms (2) EU reform agendas for EU accession countries similar to the transnational agenda in general for HE, crucial role of Bologna process and ERA: towards Europe of Knowledge, research for applications, institutions for students employability traditional EU concerns about the �European welfare model� generally irrelevant for EU-accession countries Bologna process crucial: new European framework for reforms ERA crucial: access to research funds (16 billion EUR 2004-08)

20. Transition countries: agendas for reforms (3) necessity: to combine transnational views of downsizing the public sector (no resources available soon, growing other social and economic needs; taxation) and European views of HE crucial for economic growth (future common European labor market) HE will be competing strongly with other sectors for shrinking public funds. Private funds fo HE grew faster than public funds in all major OECD economies

21. Reforming HE in transition / EU countries: differences reforms in transition countries / EU countries are: deep / part of an organic process of evolution high speed needed to avoid collapse / moderate speed part of overall reform agendas / relatively independent structural, systemic / piecemeal, bit by bit under severe budget constraints/ in still affluent societies under pressure to increase enrolments/ no similar pressures towards postindustrial societies / already in �knowledge-societies�

22. Lessons learned HE systems in transition countries must: successfully compete with other sectors for public funds (expect less) radically differentiate its institutions and modes of delivery develop the private sector (in the absence of accessible, adaptable public providers) radically reform curricula for the labor market needs radically increase enrolments (high social and public returns from HE) have clear accreditation schemes and quality assurance systems closely follow European developments (Bologna and ERA) and adapt what is best for local needs see comprehensive reforms as a very long-term process

23. Thank you very much for your attention, let us remember that: �Changing a university is difficult. It is like moving a cemetary; hard work and there is no internal support�, Clark Kerr