Brussels, 21/09/2011 (Agence Europe) - The network Eurydice has published a report analysing the social dimension of higher education in 31 European countries (the 27 member states of the European Union plus Iceland, Liechtenstein, Norway and Turkey). The social dimension concerns the process of widening access to higher education to as large a proportion of the population as possible. In recent years, this subject has gained in importance in political debate both at European and national level.
The study shows the following trends:
Increase in number of students: one of the most significant trends in higher education in Europe over the last decade is the continued process of increasing student numbers, with an average increase in student numbers of 25%. This process of massification is a global phenomenon related to a shift towards knowledge-based societies. However, this increase in student numbers does not mean that higher education is becoming more socially inclusive.
Two main policy approaches to widening participation: European countries show significant differences in their approaches to widening participation. While some countries focus on measures to increase participation of under-represented groups in higher education, others take a general approach to increase and widen overall participation, hoping that this will also lead to an increase in participation from socially disadvantaged groups. Additionally, just over half of the participant countries have established alternative routes to higher education, while 15 national systems do not permit alternative routes into higher education. These alternative routes are typical of the higher education systems of western Europe, whereas the eastern European systems are less flexible, with no rules on the recognition and validation of non-formal and informal learning.
Few statistics to measure the participation of under-represented groups: very few countries have developed indicators or target objectives for under-represented groups. It is therefore difficult to analyse the impact of measures taken to increase and widen the participation of under-represented groups, but also to measure the students' success rates.
Funding mechanisms not explicitly supporting widened participation: the national higher education institutional funding mechanisms are based on traditional characteristics (number of staff or students) or on other objectives such as the quality of the research. Extending participation is often left to more marginal funding schemes.
System performance: a system which is performing well is one which offers fair access to quality education. Registration fees may dissuade students from a lower income background, but these fees could be offset by financial support mechanisms. National reality in Europe varies from situations where no students pay fees to those where all students pay fees, and from countries where all students receive support to those where few receive support.
The demographic challenge: the impact of the ageing population will be felt differently. Northern Europe is the only area which shows positive projections of numbers of young people in the population. The number of young graduates will fall whilst demand for qualified workers rises. Life-long learning therefore seems to be essential and is a challenge to universities, which must open themselves up to new students, who are likely to be older. This is a particularly urgent challenge for countries which have so far taken few measures to open up higher education to non-traditional learners.
Budgetary policy differs between countries: whereas certain countries have carried out budgetary cuts in the funding of higher education, even before the crisis, others have taken a gamble on increasing budgets, in spite of financial problems. Given the need for highly qualified people on the employment market, this latter strategy may prove more effective in attenuating the long-term effects of the economic crisis.
Eurydice draws four key conclusions from the report: (1) countries are struggling to adapt their higher education systems to meet the current societal challenges; (2) the social dimension has not generally become a significant driver for higher education policy, but numerous special measures are in place to extend education to other groups; (3) political declarations on the social dimension are not always matched by coherent measures and adequate funding; (4) there is an urgent need to address social dimension issues more forcefully and coherently, both at EU and national level, particularly in view of the economic downturn across Europe. (IL/transl.fl)