Challenging and changing environment
description
Transcript of Challenging and changing environment
HE in FinlandBirgitta VuorinenCounsellor of EducationDepartment for Higher Education and Science
Ministry of Education, Science and Culture23.4.2013
Changing environment
Challenging and changing environment
EUROPEFinancial crisis – coherence and quality?EU/ ER(I)AJoint efforts such as JTIs, ETPs, JP, ERC, Horizon2020, Bologna –process/European Higher Education Area
POLICIESA Strategy for Smart, Sustainable and Inclusive Growth EU2020 StrategyInnovation Union flagshipBudget Review, Financial Regulations
Global environment Emerging economies, grand challenges, global networking
Changing mechanisms in STI&HEI:- Researcher careers/ Tenure track- Research
infrastructures
- Modern universities and RTOs
- Joint programmes and joint degrees
- Distribution of knowledge
- Joint pooling of funding (virtual common pots, real common pots, others)
- Joint evaluation and assessment activities
- Virtual learning
Changing drivers of R&D&I&HEI-policies:- Globalisation,
emerging countries, emerging knowhow
- Grand societal and Environmental Challenges
- Financial crises
- Need of a broad based innovation concept and multidisciplinary approach
- National policies versus European policies? National versus regional policies? Local and organisational strategies? Lisbon Treaty
Different actors and levels: European, national, regional,local,organisational
Internationalisation strategy 2009 – 2015/ Finland:
To create a genuinely
international higher
education community
Promotion of global
responsibility
Supporting a multicultural
society
Education and
expertise export
Increase in the quality
and attractivenes
s of higher education
institutions
Role of HEIs in the changing world- critical, creative thinking- social dimension and values of the mature
HEI-system- public common good
GDP, change in volume, per cent
Education in Finland
Suomen koulutus- ja tutkintojärjestelmä
1Perusopetus (perusopetuksen oppimäärä)Esiopetus
PeruskoulutAlakoulut, päiväkodit ym.
101 - 9
Tohtorin tutkinto, lisensiaatin tutkinto
Ylempi korkeakoulututkinto
Alempi korkeakoulututkinto
Ylempi ammattikorkeakoulututkint
o
Ammatti-korkeakoulututkinto
Ylio
pist
ot
Am
mat
ti-ko
rkea
koul
ut
4321
154321
työkokemus 3 v.
Peru
s-as
teTo
inen
ast
eK
orke
a-as
ete
Valmistavat ja valmentavat
YlioppilastutkintoLukion oppimäärä
Luki
ot Ammatillinen perustutkinto
Erikoisammattitutkinto
Ammattitutkinto
321
321
Ammatilliset oppilaitokset työkokemus/
osaaminen
työkokemus
8
FORMAL EDUCATION IN FINLAND
Pre-primary education, 6-year-olds
Basic education, 7–16-year-oldsComprehensive schools
Matriculation examinationGeneral upper
secondary schools
Bachelor'sdegrees
UniversitiesPolytechnic
bachelor'sdegreesPolytechnics
Master'sdegrees
Polytechnicmaster's degrees
Polytechnics
Doctoral degrees
Licentiate-degrees
Universities
6
5A
4
3
2
&
1
0
ISCED-classification
ISCED- classification 19970 Pre- primary education
1– 2 Primary education or lower secondary education 3 Upper secondary education
4 Post- secondary non- tertiary education5 First stage of tertiary education6 Second stage of tertiary education
Dura
tion
in y
ears
1–9
1
–3
4–5
Vocational institutions*Also available as apprenticeship training
Furthervocational
qualifications*Vocational
qualifications*
Specialvocational
qualifications*
Work experience 3 years
FORMAL EDUCATION IN FINLAND
Pre-primary education, 6-year-olds
Basic education, 7–16-year-oldsComprehensive schools
Matriculation examinationGeneral upper
secondary schools
Bachelor'sdegrees
UniversitiesPolytechnic
bachelor'sdegreesPolytechnics
Master'sdegrees
Polytechnicmaster's degrees
Polytechnics
Doctoral degrees
Licentiate-degrees
Universities
6
5A
4
3
2
&
1
0
ISCED-classification
ISCED- classification 19970 Pre- primary education
1– 2 Primary education or lower secondary education 3 Upper secondary education
4 Post- secondary non- tertiary education5 First stage of tertiary education6 Second stage of tertiary education
Dura
tion
in y
ears
1–9
1
–3
4–5
Vocational institutions*Also available as apprenticeship training
Furthervocational
qualifications*Vocational
qualifications*
Specialvocational
qualifications*
Work experience 3 years
Selected higher education facts
about Finland• Population of 5,4 million• Higher education
institution network covers the populated parts of the country– 14 universities (four in the
great Helsinki area)– 25 polytechnics
• Student enrollment altogether ca. 316 000
University (blue)Polytechnic (green)Research institute (red)
The Finnish Higher Education System
• The Finnish higher education system comprises two parallel sectors
• University sector– 14 research universities– Student enrollment 168 000, (114 000 FTE)
• of which 18 000 doctoral students– All institutions funded by the state
• Polytechnic sector [universities of applied sciences] (est. in the mid-1990s)– 25 institutions– Student enrollment 148 000, (114 000 FTE) – Institutions partly funded by the state, partly by municipalities– Regional development tasks– Bachelor degrees (vocational and professional degrees)– (Professional) Master’s degrees in selected fields
EUA: University autonomy in Europe 2010
• Finnish universities scores well in autonomy comparison:- organisational autonomy: highly autonomous (3.)- financial autonomy: medium low autonomy (15.)- staffing autonomy: highly autonomous (6.)- academic autonomy: highly autonomous (5.)
The Finnish Higher Education System -
degrees by level
Steering and Funding of HEIs
Steering and funding of HEIs• Legislation and norms• Programme of the Finnish Government
– Education and research - Development Plan• MoE steering
– Negotiations and performance agreements– Information exchange
• State budget• State funding for HEIs
Universities € 1,8 bnPolytechnics € 0,9 bn+ Public research funding allocated to universities (Academy
of Finland & Tekes) € 0,3 bn• Tuition-free system
Performance Agreements 2013-2016
Structure of the agreement between MoE and HEIs1. Objectives set for the higher education system as a
whole– Verbal goals formulated in dialogue with HEIs – Comprise the statutory duties, structural development, quality,
competitiveness, effectiveness, internationalization, the viewpoint of staff and students, and the cost-effectiveness and productivity of the activities.
2. Mission, Profile and Focus Areas of the HEI3. Key Development Measures
– 1-5 projects per HEI linked to the implementation of the HEI's strategy 4. Financing
– The government core funding in total5. Monitoring and Evaluation
Quantitative targets for universities 2013-2016
UNIVERSITIES2010 2011
Target 2013-2016
Bachelor’s degrees 12 300 10 775 14 200
Master’s degrees 14 384 12 515 15 023
PhDs 1 518 1 653 1 635Foreign degree students 7 809 8 752 8 950Exchange students (incoming & outgoing, > 3 months)
10 444 10 257 11 950
Quantitative targets for polytechnics 2013-2016
POLYTECHNICS2010 2011
Target2013-2016
Polytechnic degrees 20 294 21 064 21 907
Vocational teacher education
1 684 1 669 1 600
Polytechnic Masters 1 253 1 521 2 018
Foreign degree students 7 724 8 727 7 475
Exchange students (incoming & outgoing, > 3 months)
8 390 8 539 8 830
Performance indicators 2013-2016 1(2)
Universities• Masters' degrees/ teaching and research personnel• Doctoral degrees/ professors• Scientific publications / teaching and research personnel• Percentage of students who have passed more than 55
study credits• Percentage of competive funding from the university total
funding• Staff international mobility / teaching and research
personnel
Performance indicators 2013-2016 2(2)
Polytechnics• Polytechnic degrees/ teaching and research personnel• Percentage of students who have passed more than 55
study credits• Study credits passed in R&D-projects / students• Publications, public artistic and design activities,
audiovisual material and ICT software / teaching and research personnel
• Staff international mobility / teaching and research personnel
• Percentage of external R&D-funding from the polytechnic total funding
• Percentage of chargeable services from the polytechnic total funding
Monitoring• The HEIs must provide the information requested by the
Ministry for the purpose of evaluation, development, statistics and other information needed for monitoring and steering insofar as this information is not otherwise available.
• The HEIs are expected to present correct information on their performance and finances in a way that enables their progress be evaluated against the set goals. – Development is annually monitored through indicators which
gauge effectiveness and quality – The universities must manage their finances efficiently and use
their resources to good effect • From 2010 universities close the books according to the
accounting legislation– universities' financial statements are public documents
• The Ministry of Education gives feedback to the HEIs on their activities and development needs during the agreement period. – The feedback procedure is used to steer and monitor the
implementation of higher education policy objectives during the agreement period.
– Feedback is given during the intervening years between negotiations.
Evaluation• The HEIs are responsible for the quality of their
education, research and other activities, and for their continuous development and utilisation.
• The quality of performance is indirectly taken into account in the MoE indicator targets and in the monitoring of their attainment.
• Regular evaluations and external audits of quality assurance systems are undertaken to enhance the quality and impact of the educational, research and artistic activities of the universities.
• The evaluations are organised by the Finnish Higher Education Evaluation Council (FINHEEC), and the Academy of Finland. – The findings and reports of the evaluations are public
• The universities, the National Union of University Students in Finland (SYL) and the Ministry of Education and Culture are developing a national university student feedback system.
Developing HE
Higher Education• Higher education network is still too fragmented, structural
development to be continued– starting in 2013, an art university was created though a merger of the
Sibelius Academy, the Academy of Fine Arts and the Theatre Academy– to enhance the quality and efficiency of higher education, measures will be
taken to promote joint use of facility services and teacher resources across institutional boundaries
• Polytechnics to be reformed– the steering of polytechnics based on financing and statutes will be
reformed from the beginning of 2014 to expedite their structural reform and to improve the quality and impact of their operations.
– operating licences of polytechnics will be revised from the beginning of 2014• Quality education expedites entry into the labour market
– the reform of higher education admissions and study structures by the end of 2015 in order to expedite entry into higher education
– first-time applicants' chances of being admitted to be improved • Promotion of researcher training and research careers
– the annual target for the number of doctorates is 1,600. – universities will shift the focus from researcher training to the development
of researcher careers (tenure tracks)• Measures will be taken to improve conditions for basic research
in universities and for innovation and product development in polytechnics Great emphasis on internationalisation of HEIs
University reform (2010)• The Universities Act (558/2009) includes
– provisions on the mission, administration, operational funding and steering of universities, and matters relating to research and education, students and personnel
• 1.1.2010 universities became legal persons separate from the State, either as corporations under public law or foundations under the Foundations Act.
• Universities took the place of the State as employers• The Ministry of Education and Culture ensures by means of
steering that university activities conform to the higher education policy aims set by Parliament and the Government.
• Lighter and more strategic level performance agreement procedure between MoE and universities
• Evaluated 2012 - short term results of the evaluation indicate improvements especially in strategic, economic and internal management and in co-operation with surrounding society
Aims of the university reform• Greater autonomy• Stronger financial and administrative status: independent legal
persons and supplied with sufficient capital.• Greater latitude with finances: donations, income from capital and
business activities• As legal persons, the universities are better able to operate with the
surrounding society.– Having their own capital, the universities will have more scope for
operating based on their own decisions.– Stronger community relations – e.g. external members of the board
Reform did not change• The freedom of research, art and education • Self-government and academic decision-making• Research and higher education remain as the main tasks of the
universities• Education leading to a degree free of charge• The government continues to be responsible for funding the public
duties of the universities
University reform (2010)
Universities' core funding formula reform 2013
• Joint working group of the Ministry and Finnish universities– proposal published November 2011, act passed by government April
2012• Vision 2020 for the Finnish universities
– Improved quality– Deeper internationalisation– Clearer profiles– Greater efficiency– Stronger impact
• New core funding formula from 2013– A step towards the vision
• Improved steering effect – Limited number of indicators – Enhanced transparency
• Funding allocated to universities in a lump sum
Universities core funding from 2013
Universities' core funding formula review 2015
• Review of the 2013 funding formula– Aim is to improve quality aspect of the model– Essentially the same joint working group which made
proposition for 2013 funding formula• Data from the new quality-based Publication Forum will be
included to the funding formula– Federation of Finnish Learned Societies has completed the
Publication Forum Project at the initiative of the Universities Finland (UNIFI)
• Data from new student feedback system will be included to the funding formula– In January 2012, Universities Finland (UNIFI) set up a working
group to prepare a national student feedback survey for universities
• Funding formula revision will come into effect 2015
The polytechnic reform
Aims of the Polytechnic Reform• To give the polytechnics a stronger position to meet the
changes and challenges of the working life, society and regions
• As independent legal persons polytechnics will have more independent status and more flexibility to better react and response to the needs of the surrounding society
• To enhance the quality and effectiveness of teaching and RDI
• To strengthen their role within the system of innovation• To ensure international competitiveness of the polytechnic
system • Efforts will be made to gain the commitment of other actors
in society to support the polytechnics' mission
The polytechnic reformTimetable and stages• The 1st strage of the reform is expected to take effect on 1
January 2014 (amendments to legislation) concerning:– new funding model – new operating licenses – updated educational responsibilities– amendments currently discussed in the parliament
• In later stage:– transferring the polytechnic financing from local authorities to the
government – change of the legal personality of polytechnics
Polytechnics core funding from 2014 (draft)