Understanding Social Dimension in Higher Education: Europe and Lithuania

8/13/2019 Understanding Social Dimension in Higher Education: Europe and Lithuania

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Understanding Social Dimension in

Higher Education: Europe and Lithuania

Dr. Inga Miliinait

Director of Quality Management Center, Vilnius University

Member of BFUG WG Social dimension & LLL 2012 - 201523 January 2014


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The Objectives

Social dimension in the Bologna

process

Implementation of social

dimension in EHEA


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Social Dimension in the Bologna

process

the Prague Communiqu(2001) Ministers

reaffirmed the need, recalled by students, to

take account of the social dimension in the

Bologna process.

the Bergen Communiqu(2005) the social

dimension described as an integral part of the

EHEA and a necessary condition for enhancing

the attractiveness and competitiveness of the

EHEA
http://www.ehea.info/Uploads/Declarations/PRAGUE_COMMUNIQUE.pdfhttp://www.ehea.info/Uploads/Declarations/Bergen_Communique1.pdfhttp://www.ehea.info/Uploads/Declarations/Bergen_Communique1.pdfhttp://www.ehea.info/Uploads/Declarations/Bergen_Communique1.pdfhttp://www.ehea.info/Uploads/Declarations/PRAGUE_COMMUNIQUE.pdfhttp://www.ehea.info/Uploads/Declarations/PRAGUE_COMMUNIQUE.pdfhttp://www.ehea.info/Uploads/Declarations/PRAGUE_COMMUNIQUE.pdf


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Trends V, EUA (2007)

Majority of higher education institutions (97%) supportedwidening of access for socially disadvantaged groups

Only 17 %among them believed, that socially disadvantagedgroups are going to have better opportunities in the future

69 %thought the opportunities will improve slightly orremain the same

Also 50 % of the institutions which participated in theresearch thought that as far as the implementation of SD isconcerned they had already done everything possible

In some countries, Lithuania including, more than 20 % ofinstitutions thought that SD implementation primarily was notthe responsibility of the institutions


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the London Communiqu(2007)

The student body entering, participating in and

completing higher education at all levels should

reflect the diversity of our populations.

Students should be able to complete their studies without

obstacles related to their social and economic background.

Therefore adequate student services should be provided,

more flexible learning pathways into and within higher

education should be created, and participation at all levels on

the basis of equal opportunity has to be widened.
http://www.ehea.info/Uploads/Declarations/London_Communique18May2007.pdfhttp://www.ehea.info/Uploads/Declarations/London_Communique18May2007.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdf


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t e Leuven an Louva n- a-Neuve

Communiqu(2009)

Social dimension: equitable access and

completion

The student body within higher education should reflect the

diversity of Europes populations.

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. This involves improving the learning environment,removing all barriers to study, and creating the appropriate

economic conditions for students to be able to benefit from

the study opportunities at all levels.
http://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdf


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Responsibility??? (Trends VI,

EUA 2010)Implementation of Social dimension in

higher education relates more to the

general socio economic context of the

country and its national policy or strategyon widening access to and participation in

higher education and LLL implementation

strategy than to the institutional contextand responsibility ???


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Obstacles or/and opportunities (Trends

VI, EUA 2010)

Selective primary and secondary educationsystems

Centralized national entrance systems to highereducation

Alternative access routes Funding systems oriented to support widening

participation of under-represented groups

Adequate student support (academic and

career guidance and psychological counselingservices) systems should become politicalpriority

?And adequate teacher support?


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EHEA in 2012:Bologna process

implementation report

Most common targeted under-represented

groups:

Disabled students

Socio-economically disadvantaged students

(low income, low educational background,

orphans)

Other groups usually defined on such criteria

as ethnicity and/or migrant status, gender,

geography (rural vs urban, deprived vs

wealthy areas) gender, age, etc.


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The goal of providing equal chances for all has

not yet been achieved

In particular, the parental educational

background still strongly influences chances to

achieve a higher education degree and, in many

countries, a migratory background also limits

the odds to study at this educational level.


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Alternative access to higher education, which

most often takes form of the recognition of prior

learning, currently exists in less than half of the

EHEA countries. In the rest of the countries,

access to higher education is conditioned by the

possession of an upper secondary school-leaving

certificate.


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In most EHEA countries, higher education

institutions ensure provision of a relatively wide

range of student services. Yet, the reporting

does not allow to fully evaluate the extent to

which these services are accessible to all

students and the degree of their relevance with

regard to different student needs.


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implementation reportThough, it is evident that the way higher education funding

systemsare structured is likely to be having a significant impact

on the social dimension of higher education.

On the other hand, the results indicate that the diversity of fees

and support systems is the most striking characteristic of higher

education systems across the EHEA. The realities vary from

situations where no students pay fees and all receive support to

situations where all students pay fees and few receive support.Moreover, the levels of fees and support are also extremely

diverse across different countries.


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The Bucharest Communiqu

(2012)The Ministers agreed to adopt national measures

for widening overall access to quality higher

education. The Ministers also committed to step up

their efforts towards underrepresented groupsthrough developing the social dimension of higher

education, reducing inequalities and providing

adequate student support services, counselling and

guidance, flexible learning paths and alternativeaccess routes, including recognition of prior

learning.
http://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdfhttp://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdfhttp://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdf


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(2012)

PL4SDobjective: facilitate peer learning to improvethe Social Dimension

1.Online database with information from Ministries andstakeholders about measures within the social dimension

2.Country reviews to assist countries in the development of a

coherent, comprehensive and effective national strategy for

improving the social dimension( Lithuania is one of the 3

countries to be reviewed)

3.Conferences to stimulate peer learning


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(2012)BFUG Working Group on the Social Dimension and Lifelong

Learning 2012-2015 should be outcome-oriented and reflect themembers expectations, including the following points:

ensure that LLL is properly addressed and fully integrated in the ToR;

endeavor to raise awareness/visibility of the importance of SD and LLL inboth a social and economic sense;

explore barriers for implementing national strategies/action plans;

identify the tools and indicators necessary for reforming existing systems

and measuring success/impact of SD;

further explore employability issues with a general view of getting HE

closer to the job market;

identify the roles that national governments and universities should play

in promoting and contributing to the work on SD and LLL.


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BFUG Working Group on the Social Dimension and

Lifelong Learning 2012-2015,

13 November2013, Ghent

What social dimension problems can be solved

through teaching and learning?

Why is T&L a concern for the SD?

SCL promotes participation of a wider student body; and thus acts as atool for SD.

SCL provides diverse ways of T&L. Such type of T&L gives more

opportunities for underrepresented groups to participate and succeed

in HE.

SD covers not only access but also dropout and retention of students;and SCL is central to solving these issues.


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EC conclusion on SD in HE, 16-17

May 2013 The Council therefore invites the member states to adopt

national strategies to increase the access, participation and

completion rates of under-represented and disadvantaged

groups in higher education and calls for stronger cooperation

between providers at all levels and stakeholders.

The Council urges the member states to develop better tools

for monitoring, embark on a mapping study of policies on

access and drop-out and look at how structures of higher

education and of funding can improve access and success.Finally the Council invites the member states and the

commission to pursue the work on the social dimension of

higher education for instance by developing peer-learning.


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Measures on SD in Lithuania

Social grantsThe size of a social grant equals 3 BSI (Basic Social Benefits)

which is 390 LTL per month.

Study grants

Support to emigrant Lithuanians and foreigners of Lithuanian origin for

study in LithuaniaEach semester, a total of 150 Lithuanian students fromabroad are rendered support.

Reimbursement of tuition fees

Reimbursement of part of a tuition fee to persons who have fulfilled

military service

State loans ??? State-guaranteed loans ???

Support to students with disabilities

Repayment of a student voucher


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Social grants LT

Over the period between 2010 and 2012, the

number of beneficiaries of social grants has

increased by nearly one fifth.

In 2012, over 38 mio. LTL (approx. 11 mio EUR)

were paid out as social grants.

In 2011, more than 16 thous. social grants

were allocated (the sum paid out exceeds 37

mio LTL (approx. 11 mio EUR)


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Support to students with disabilities LT

Financial support to students with disabilities is a

targeted allowance of 520 LTL per month (approx.

151 EUR). Upon receiving of a targeted allowance,

the student may use it to meet his/her individualspecial needs in the process of study.

The number of students with disabilities at HEIs has

been growing and from 2004 to 2012 has increased

more than twice (from 328 to 996 studentsrespectively). The share of students with disabilities

is approx. 0.5 percent.

Attainment by educational background odds ratio of students with


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Attainment by educational background odds ratio of students with

highly educated parents (i.e. tertiary education) over students with

medium educated parents (i.e. upper secondary and post-secondary

non-tertiary education) to attain higher education, 2009

22

RO SK CZ MT BG LT EE LV HU AT PL LU FR DE IT CH

12.95 9.77 5.55 5.38 4.56 4.41 4.12 3.95 3.79 3.77 3.55 3.49 3.46 3.42 3.39 3.30

EL NO TR IS BE PT ES UK CY FI NL IE SI SE DK

3.25 3.21 3.20 3.04 3.01 2.89 2.89 2.87 2.76 2.61 2.50 2.47 1.97 1.79 1.63

Source:Eurostat, LFS ad-hoc module 2009.


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ExpandO project

Aims at improving SD of HE through tackling the challenges in

widening access and improving success rate of currently

underrepresented groups in HE. It consists of 6 HEIs

representing 6 EHEA countries, two consultancy firms, and

two external experts. From each university, an educationexpert has been involved in the project.

The project consists of 3 phases: research, peer learning (PL),

and validation.

Based on the results, recommendations on funding,monitoring, QA, and networking will be created for four

countries and one region.


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ExpandO project

End quality vs. accessdebate

Define diversity in terms of quality

(educational profit of diversity, etc.) Link WP &QA worlds

Assess diversity within QA system

Meet the needs of students


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Thank You

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Understanding Social Dimension in Higher Education: Europe and Lithuania