National Strategy on the Social Dimension of higher education Towards more inclusive access and wider participation

Helga Posset GD IV, Staff Unit on Higher Education Development Prague, June 2018

Social Dimension and social responsibility of Higher Education: the role of recognition

Contents

1.  The strategy development process: context, motivation and scope

2.  Data - Status quo and sources 3.  Underrepresented groups and groups with

specific needs 4.  Target dimensions, action lines,

quantitative goals 5.  Implementation and next steps

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European context and data

Bologna Ministerial Conferences a.  London (2007): “the student body should reflect the diversity of

the broader population…” b.  Leuven (2009): Access into higher education should be widened

by fostering the potential of students from underrepresented groups and by providing adequate conditions for the completion of their studies.

c.  Bucharest (2012): “We agree to adopt national measures for widening overall access to quality higher education […] raise completion rates and ensure timely progression in higher education”

d.  Yerevan (2015): “[…] develop a coherent set of policy measures to address participation in higher education which identify underrepresented groups in higher education and outline specific, measurable actions to improve access, participation and completion for those groups […] An effective way of doing this is through national access plans or strategies“

European context

Council conclusions on the social dimension of higher education: (Brussels 2013)

“[…] invited the Member States to promote the systematic development of effective strategies to ensure access for under-represented groups and increase efforts to minimise higher education drop-out rates by improving the quality, relevance and attractiveness of courses, in particular through student-centred learning and by providing relevant post-entry support, guidance and counselling.”

National context – HE development

University development plan 2016-2021: a.  Balance of all social classes in education and

training b.  Mobility between different HE sectors c.  Equal appreciation of vocational training and HE

Development and Funding Plan for Universities of Applied Sciences through to 2017/2018

a.  Expand offer for special target groups, e.g. people in full-time or part-time employment

National context

Government Programme 2013-2018 a.  promote non-traditional access and raise

compatibility of studies with work and family life

Output-oriented budgeting: outcome objectives in the field of HE, Science & Research

a.  raise quota of students with parents without HE entrance qualification

Contents

1.  The strategy development process. Motivation and context: Why, how, for whom?

2.  Data - Status quo and sources 3.  Underrepresented groups and groups with

specific needs 4.  Target dimensions, action lines,

quantitative goals 5.  Implementation and next steps

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Data – status quo

Administrative data: age, gender, former education, study programme à BA, MA, field of study,…

Survey data all administrative information migrant background, family situation, state of health, alternative access route, student support, …

strategic process: First time to use results and discussions about it for full strategy document

àSocial structure of student population could be monitored by administrative data But: Social and economic situation of students cannot! Survey data: à problem areas can be identified (e.g. financial difficulties, compatibility issues) à basis for political decisions in the past (e.g. student support reform) à need for administrative data, HE statistics must display survey data

Data – sources Student Social Survey

•  Survey every 3-4 years since 1970s •  Survey data is complemented with/

double-checked against data from official higher education statistics (e.g. gender, age…)

•  Reports: •  beginners, students, table set •  additional reports on female students,

students with impairments, international mobility, international students, students with children, doctoral students, study situation

•  Additional data sets for HEIs

Contents

1.  The strategy development process. Motivation and context: Why, how, for whom?

2.  Data - Status quo and sources 3.  Underrepresented groups and groups with

specific needs 4.  Target dimensions, action lines,

quantitative goals 5.  Existing SD measures 6.  Implementation and next steps

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Underrepresented groups - examples

1.  Students whose parents do not have a HE qualification

2.  Men/women in specific fields of study 3.  Students with migrant backgrounds

(with an Austrian entrance qualification)

4.  Students with a disability and/or chronic illness

5.  Students from areas with lower entrance rates

•  7% of all 19 year-old entrants with Austrian HE

entrance qualification in the academic year

14/15 have a migrant background

4% 2nd generation

3% 1st generation

•  18% in the 19-year old population have a

migrant background

13% 2nd generation

5% 1st generation

Underrepresentation of people with migrant background

Groups with specific needs - examples

1.  Students with children/care responsibilities

2.  Students with disability/chronic illness 3.  Students with delayed entry to higher

education (i.e. at least two years since leaving school or “second chance” education)

4.  Students in employment

Students with a disability and/or chronic illness

It can be assumed that students with a disability are underrepresented because 1.   3,4% of people under 25

are entitled to receive increased family allowance

2.   2,6% of Austrian pupils have special educational needs

In the Social Survey of Students „only“ 0,7% claim to have a disability

Underrepresentation of people with disability

Students with disability and/or chronic illness… •  …more often state that they feel like they don‘t really

belong at their HEI (27%) •  …have to interrupt their studies more often and take

longer to finish their studies •  …often have financial difficulties (39%)

Student Social Survey – National Strategy

identifying underrepresented

groups and groups with

specific needs

Developing target dimensions,

action lines, and measures

Formulating quantitative goals

Contents

1.  The strategy development process. Motivation and context: Why, how, for whom?

2.  Data - Status quo and sources 3.  Underrepresented groups and groups with

specific needs 4.  Target dimensions, action lines,

quantitative goals 5.  Implementation and next steps

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3 Target dimensions

Target Dimension I: More inclusive access Target Dimension II: Avoid drop-out and improve academic success Target Dimension III: Create basic parameters and optimize regulation of higher education policy

Target Dimension I: More inclusive access

Action line 1: Improve quality and accessibility of information materials R Action line 2: Outreach activities and diversity-sensitive course guidance Action line 3: Recognition and validation of non-formal and informal competencies R

Recognition

Target dimension I: More inclusive access •  Action line 1: Improve quality and

accessibility of information materials Measure: Transparent, easily accessible information regarding admission requirements and possibilities for learning credits between school and higher education, work and higher education, and bachelor’s and master’s degrees

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Action line 3: Recognition and validation of non-formal and informal skills Measures •  Final cross-sector agreement on a strategy for validating non-

formal and informal learning under the framework of the “Strategy for life-long learning in Austria, LLL:2020” Responsibility: BMBWF, HE institutions

•  Develop both standardised and individual-oriented, transparent and quality-assured processes for recognition of prior learning Responsibility: BMBWF, HE institutions

•  Further development of the qualifying exam for higher education (Studienberechtigungsprüfung), shared across all educational institutions and involving all stakeholders, with consideration of validation of nonformal and informal achievements Responsibility: BMBWF, stakeholders

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Recognition (of prior learning)

Target Dimension II: Reduce drop-out rates and improve rates of successful completion of studies

Action line 4 Ease entry into higher education Action line 5 Improve course structures and quality of teaching R Action line 6 Improve compatibility of studies with other areas of life

Target Dimension II: Reduce drop-out rates and improve rates of successful completion of studies •  Action line 5: Improve course structures and

quality of teaching Measure: Improved transfer of study credits already completed in the case of a change of study programme Responsibility: HE institutions

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Recognition

Target Dimension III: Create basic parameters and optimise regulation of higher education policy

Action line 7 System-related issues in higher education R Action line 8 Integrate the social dimension into strategic planning for higher education and create appropriate governance structures Action line 9 Further development of student support systems

Target dimension III: Create basic parameters and optimise the regulation of higher education policy •  Action line 7: System-related issues in higher

education Measure: (Guidelines for) fair and transparent recognition of prior learning achievements and competencies acquired outside the education system, across all courses of study and higher education institutions (transferability) Responsibility: BMBWF, HE institutions

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Recognition of prior learning

1.  Increase the number of „educationally disadvantaged“ students in HE

2.  Widen inclusive access (increase number of non-traditional admissions to h.e. to 3.500)

3.  Promote gender balance 4.  Widen participation for students with migrant

background 5.  Strive for regional balance in HE access 6.  Promomote social dimension in mobility 7.  Improve compatibility 8.  Raise number of received student grants 9.  Promote equal opportunity in medicine studies

9 Quantitative Goals

Contents

1.  The strategy development process. Motivation and context: Why, how, for whom?

2.  Data - Status quo and sources 3.  Underrepresented groups and groups with

specific needs 4.  Target dimensions, action lines,

quantitative goals 5.  Implementation and next steps

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Implementation and next steps for the Federal Ministry of Education, Research and Economy (BMBWF)

1.   Dissemination and raising of awareness: e.g. annual networking conference in cooperation with HE institutions

2.   Mainstreaming the Social Dimension: a.  Integration of policy measures into the preparation

of performance agreements 2019-2021: b.  integration of the social dimension into the

“Development and Funding Plan for Universities of Applied Sciences (UAS) through to 2017/2018” and expansion of the UAS sector

c.  Quantitative and qualitative development of the student support system (focal points, funding)

3.   Supporting monitoring and evaluation, including improvement of the data basis and evidence base: Interim evaluation 2021/2022

November 2018

0,5%!

Thank you for your attention!

Helga Posset, helga.posset@bmbwf.gv.at www.sozialerhebung.at/sozdim