Portuguese higher education: a view from the outside

1. Portuguese higher education: a view from the outside Presentation of report, 3 Andrea Blättler February 19 2013 Lisbon

2. Lifelong learning [LLL] (1) • LLL is a key feature of EU ‘flexicurity’ policy – promoting both social cohesion and economic growth • LLL represents potential for expansion of the HE system, in line with Portugal’s commitment to the target of graduating 40% of 30-34 age band by 2020 • All sub-sectors claim involvement, yet there is a perception that national strategy is lacking on both LLL and access to HE • The team notes that 25+ students can convert professional experience to a CET

3. Lifelong learning [LLL] (2) • LLL offers a response to graduate unemployment • The team recommends that a new flexible binary system use arange of instruments to widen participation in LLL, including (R22-25): • recognition of prior learning • regional labour market planning • on-course support and graduate tracking • careers counselling • distance and e-learning • publication of all educational opportunities for mature students

4. Learning and teaching (1) • Stakeholders agree that, despite extensive legislation, Bologna reforms are incomplete... notably, in respect of student-centred learning →need for a review (R26) • There is scope to generalise good practice in: • small group study • conversion of physical space • staff development • assessment methods • resource banks • changes to academic employment practices

5. Learning and teaching (2) • Learning outcomes are central to: • European and national qualification frameworks • European quality assurance • assessment methods… • …and all aspects of curriculum design • In the ‘profile’ (academic or professional) of a qualification or module, expressed in its learning outcomes, the binary distinction becomes reality • Portuguese innovation in this area could bring valuable experience to the rest of Europe (R26-27)

6. Internationalisation (1) • International student recruitment, exchange, research collaboration and joint curriculum development offer scope for expansion • This should be driven by relevance to mission • All sub-sectors are enthusiastic • The Foreign Student Statute should be enacted in the same way for Universities and Polytechnics • Institutions should upgrade their international relations offices; much responsibility for ERASMUS is borne by unressourced academics

7. Internationalisation (2) • Portuguese HE has a strong focus on the global lusophone community… • … with the risk that the rest of the world has only second-order strategic importance • To counter this, the system should: • open its doors to more non-lusophone students, researchers, academics and administrators • operate efficiently in English at corporate and individual levels (R29-32)

8. Quality assurance (QA) • A3ES has achieved much in a short time and enjoys a high European profile • A shift from programme accreditation to strong internal quality culture, reviewed through external quality assurance, will allow the Portuguese binary HE system to contribute to current QA debates in the EHEA (R32): • QA and learning outcomes • quality assurance of mobility • quality assurance of recognition • cross-border quality assurance

9. Rationalisation of the course portfolio • Quality is and should be the prime consideration • In a growth perspective, expansion of student numbers (widened access, LLL, international recruitment) is far preferable to course closures • Rationalisation of provision should begin at institutional, not inter-institutional, level… • … and proceed via consortial agreement based on shared strategic goals and on economies of scale • Course titles should be standardised, but with no risk to innovation (R35) • CCES should develop an over-arching framework

10. Thank you for your attention