2011: challenges for an inclusive europe

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Diversification and Diferentiation of Higher Education,

Dubrovnik, Croatia 14-15 October 2011.

2011: Challenges for an Inclusive

Europe.1st Global Conference of UNESCO Chairs in

Higher Education

Maria Helena Nazaré

Former Rector Universidade de Aveiro

EUA´s Vice President and President elect

Portugal




Ø Demographics (and other challenging) Issues

• Workforce (re)qualification

• Integration of immigrants

Ø Revisit University Mission

• Think Globally and act Locally (???)

• From Ivory Tower, trough Oil Well into Watch

Tower to become a Light House; Universities

CANNOT stay aloof of societal challenges?!





100Mill. -71 Mill.

700 Mill.- 251Mill.

250Mill. -

101Mill.

1.300Mill. -701Mill.70

Mill. -< =

30

World Population 2010 – 6,909 billion





2010

Europe’spopulation

(- 42 million)

2050

+ 2.2 billion






2010

2050

0 -14 15 - 24

25 - 59; 60+

% AG



Demographics: (It’s happening NOW!)

Over the next decade the percentage of the population over the age of 60will grow to over 30% to 40% in the U.S., Europe, and parts of Asia.Ageing populations present workforce challenges (qualification) and

need higher support from the public purse (health and pensions).

Global disparities in wealth and economic opportunity are drivingpopulation migration, resulting in growing immigrant and minoritypopulations that both diversify and challenge existing cultures,economies, and politics. (Education)

The gap between the very rich and the very poor is widening. Better andstronger policies for improvement of social inclusion and cohesion areneeded.






Further challenges

atEuropean Level





IR

NO

SW FL

ES

FR

UK

GE

PL

BE

NL

DK

CH

IT

BG

PT

UA

LT

RO

MD

BY

LV

SK

HU

SR

MC



GR

AL

BH

CRSL

AT

CZ

ES

MT KZ

0% 20%

0% -20%-20% -40%-40% -60%

In the EU 27, the 20-

24 age group willdecrease by 23.3%in 2050



(Adverse Demography challenge KE)

The Knowledge Economy

Depends upon the creation and application of new knowledge and

hence upon educated people and their ideas.

The strength, prosperity, and welfare of a nation in a globalknowledge economy demand a highly educated citizenry enabled

by the development of a strong system of tertiary education.





A Inclusive Knowledge Economy needs:

A strong system of tertiary education able to deal with 20year olds but as well as with the qualification andrequalification of older generation of actives.

It also requires world-class research institutions with thecapacity to discover new knowledge and transfer it into themarketplace.



Europe needs a Diverse and

Differentiated HE System




Values of Citizenship



Demographics

Change in theEducational

Needs

Knowledge Society

Diverse and Differentiated HE System



• Combat social exclusion of migrants: Internationalmigrants are a source of dynamism to the innovativecapacity and to the economy of the country. Get secondgeneration into HE.

•

Respond to unemployment and shifting labour needs.

• Generational tension. Education

Turning threats into opportunities: AdequatePolicies supported by research.






Challenges to Institutions. Are they too heavy?

Ø Dramatically broaden participation in higher education tobuild a competitive workforce. Tertiary and Pos Graduate.Continuing and Life Long. Help to integrate minorities andbuild inter generational bridges.

Ø Build world-class research Universities. Competition for

brains is getting tougher. Need to examine the rationale.Cream needs milk.






ØThe diversity of higher education needs, both on the part of diverseconstituencies (young students, professions, adult learners) andsociety (teaching, research, economic development, culturalrichness) demand a ecosystem of institutional types.

Ø A differentiated system of higher education is necessary toaccomplish the goals of massification and world-class quality, but itassigns different roles and different levels of support to variousinstitutions.

ØParity of esteem is essential but in Europe almost non-existent

ØDifferent Profiles—Same Institution???. Corsortia??

Different Profiles



Di ifi i d Dif i i f Hi h Ed i



Behare

Economic, geopolitical, and demographic forces could drivea massive restructuring of higher education enterprise, similar to that experienced by other sectors (banking,communication, energy).

Movement toward a revenue-driven, market-responsivehigher education system since there is no way that our current tax systems can support both massification andquality in the face of other needs (e.g., of the elderly).

Market forces are rapidly overwhelming public policy andpublic investment in determining the future course of higher education



Di ifi ti d Dif ti ti f Hi h Ed ti




Different Institutions

Or Same InstitutionWith

Segmented Mission.







The struggle for excellence. A old fashioned idea of University. Linked ONLY with research performance.

Rankings. Conflict of interests?

Do Universities have the appropriate Instruments?

Continuing and Life Long. Who pays for it?

Ensuring Quality.

The hurdles:






A Different idea of University. Diversity within.

Research.

Education.

Cooperation

with societyInnovation

L L L

Equity

Ø Not only producers and imparters of knowledge but drivers of innovation anda part of the fabric of a knowledge based inclusive society at regional level.Make the research results relevant for our next door neighbour!

Ø Respond to the shifting needs of labour market. Network to fightunemployment and retrain actives. Use the University tool box.







Modernized idea of the Research university as anorganization with a segmented mission and clear vision; An institution that

Recognizes the need for knowledge creation throughinteraction among the different disciplines, from thehard sciences and technologies to humanities andsocial sciences, not with the ambition of solving all the

problems but to start addressing them in a more adequateway by pooling resources and drawing expertise fromdifferent fields.



University with a segmented mission and a clear vision





Modernized idea of the Research university as anorganization with a segmented mission and clear vision; An institution that

Recognizes the need for knowledge transfer inpartnership with the region. The region must feel thebenefice of the research activities of the University.

Responds to the shifting needs of labour market. Networksto fight unemployment and retrain actives. Uses theUniversity tool box.



University with a segmented mission and a clear vision




Ideas to help the front runners:

Plan but use flexibility. Leadership matters and Champions

are needed

Emphasis on the public service side of LLL. Involve theregion.

Not everybody can or should do it. Reward goodperformance. Parity of esteem – is it possible?

Look into the University tool box.



Diversification and Diferentiation of Higher Education



What do we need to have in the tool box:

• Leadership at diferent levels.

• Appropriate decision making mechanisms.

• Bologna tools. (As manny as we possibly can!)

• Diversity within. Pride in being so.

• Cooperation with the region.







Further challenges

atGlobal Level






Global Challenges === Threats to Democratic Societiy?!

§ Economic and finantial meltdown caused by the banking sector in

2008 is turning into a global economic crises.

§

Could it have been otherwise? ( Etics plus Information turned into

Knowledge)

§ Fears about nuclear power may lead to deep energy crises.

§Could it/Can it have been avoided ? (Geological information was/is

available)






Could it have been (be)avoided? Almost certainly!

Are we going to repeat the

mistakes?Almost certainly!






All Universities share the responsability to contribute in theprocess of dealing with the XXI Social Challenges:

ØThe region where the university is located should feel thebenefict of that action, ( use the Universty tool box to do more

for the bulk of the population). ØContribute to the public understanding of Science

ü Educate sustainability aware citizensü

Informing Public PoliciesØLeadership mattersØNot a single model of university. Segmented mission and clear vision

CONCLUSIONS





Light House



the University of Aveiro as atrigger for networking and adriving force for a learning region

2011: challenges for an inclusive europe

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