By Parviz Baghirov Head of National Tempus Office in Azerbaijan

1. Funding and Social Dimension in Modernizing Higher Education By Parviz Baghirov Head of National Tempus Office in Azerbaijan

2. The Social Dimension of Higher Education In a social and economic environment where skills and competences acquired through higher education are becoming more and more important it is absolutely necessary to expand opportunities to higher education to as large a proportion of the population as possible. Definition: equal opportunities for access to quality education, as well as equity in treatment, including adapting provisions to individuals' needs", whereby "equitable education and training systems … are aimed at providing opportunities, access, treatment and outcomes that are independent of socio-economic background and other factors which may lead to educational disadvantage

3. The Social Dimension of Higher Education "universities are key players in Europe's future and for the successful transition to a knowledge-based economy and society. However, this crucial sector of the economy and of society needs in-depth restructuring and modernisation if Europe is not to lose out in the global competition in education, research and innovation" (European Commission 2006, p. 11). "enable all citizens, irrespective of their personal, social or economic circumstances, to acquire, update and develop over a lifetime both job-specific skills and the key competences needed for their employability and to foster further learning, active citizenship and intercultural dialogue"

4. Social dimension and Bologna Process "set measureable targets to widen participation and widening participation of under-represented groups in higher education, to be reached by the end of the next decade" (Leuven/Louvain-La-Neuve Communiqué, 2009). • Some major problems: • Social dimension of higher education is understood differently from one country to another • Very few countries link their policies on the social dimension to Bologna commitment of raising participation in higher education • Very few countries have set specific targets to improve participation in higher education, in fact only half of Bologna countries systematically monitor their participation What has been done at national level to make higher education systems more inclusive? Are funding systems structured in a way that supports the achievement ofthe stated social goals?

5. Funding of Higher Education and link to Social Dimension Public funding of higher education institutions is still the main source of income for large parts of the higher education landscape in all EU member states. • Funding approaches to widen participation: • increasing public funding of tertiary education while charging relatively little fees; • charging higher fees with greatly enhanced levels of scholarships and loans • expanding the private higher education sector to reduce pressure on public funding European countries differ in the way they combine the various student support instruments: grants,loans, subsidised services, family allowances and tax breaks. Grants are still the most widespreadstudent support device in a majority of countries

6. Public funding of higher education As the size of the student population in Europe has grown, so too has the number of higher education institutions. Throughout Europe, a large part of this increase has been in institutions providing vocational and professional higher education programmes. The higher education sector has also seen important growth in private, government-recognised higher education institutions. Different funding mechanisms:

7. Student fees and support Four categories of EU countries 1) countries where the majority ofstudents pay fees and also receive grants *Cyprus, Netherlands, Slovakia and the UK 2) countries where a majority of students pay fees, while a minority receive grants *more than half of the national systems 3) countries minority payfees, and a majority receive grants (Nordic model) *Denmark, Malta, Finland, Sweden, the UK (Scotland), Liechtenstein and Norway 4) countries where only a minority of students pay fees, and where only a minority receive grants *Germany, Greece, Lithuania, Hungary andAustria

8. Student financial support

9. Student financial support At what level of funding can a system beconsidered robust, and when can a financial support system be considered to be critically underfunded? The majority of countries concentrate funding for higher education on one or two main fundingmechanisms, such as input-based funding (e.g. based on the number of staff/students), negotiatedallocations, purpose-specific funding or performance-based mechanisms. Significantly, these majorfunding mechanisms are rarely used explicitly to foster social dimension objectives. Countries have struggled to keep pace with the scale of change experienced over recent years in their higher education systems. The social dimension has notgenerally become a significant driver for higher education policy, but numerous special measures arein place in most countries to address the under-representation of particular groups. There is an urgent need to address social dimension issues more forcefully and coherently both at EUand national level.

11. EU PROGRAMMES RELATED TO HIGHER EDUCATION THAT AIM FOR INTERNATIONAL COOPERATION • Tempus • Erasmus Mundus • Jean Monnet

12. Tempus

13. BASIC FEATURES OF TEMPUS IV • Objectives: • To support the modernisation of Higher Education in Partner Countries of the surrounding area of the EU and Central Asia • To establish an area of cooperation between the European Union (EU) and the Partner Countries. • To favour voluntary convergence with the EU developments in the field of Higher Education. http://eacea.ec.europa.eu/tempus

14. BASIC FEATURES (II) Approach: • Institutional cooperation. • Bottom-up programme mainly implemented through calls for proposals seeking projects targeting reforms in higher education institutions and/or systems. • Strong involvement of national authorities. • Strong accent on dissemination, sustainability and exploitation of results. • Complementsother EU mobility programmes (e.g.Erasmus Mundus). http://eacea.ec.europa.eu/tempus

15. BASIC FEATURES (III) Local Support: • National Contact Points (NCPs) in EU Member States • National Tempus Offices (NTOs) in Partner Countries (PCs) http://eacea.ec.europa.eu/tempus

16. 3 TYPES OF ACTIONS • Joint Projects:implemented at institutional level to reform curricula, improve university governance, create more links with society. • Structural Measures: implemented at national level for the development and reform of national higher education structures and systems in Partner Countries. • Accompanying Measures:dissemination and information activities (conferences, studies, exchange of good practice, National Tempus Offices, Higher Education Reform Experts, etc.) http://eacea.ec.europa.eu/tempus

17. GRANT SIZE = € 500 000 to € 1 500 000 • For both Joint Projects and Structural Projects. • Minimum grant size for national projects from Montenegro and Kosovo: € 300,000. • Minimum co-financing: 10% • PROJECT DURATION= 24 or 36 months http://eacea.ec.europa.eu/tempus

18. ELIGIBLE PARTNERSHIPS http://eacea.ec.europa.eu/tempus

19. ELIGIBLE APPLICANTS • Joint Projects: • State-recognised public or private Higher Education Institutions (either in EU or PC) • Associations, organisations or networks of Higher Education Institutions Structural Measures: • State-recognised public or private Higher Education Institutions (either in EU or PC) • Associations, organisations or networks of Higher Education Institutions • Rector/teacher/student organisations http://eacea.ec.europa.eu/tempus

20. ELIGIBLE PARTNERS • State-recognised public or private HE institutions (either in EU or PC) • Associations, organisations or networks of HE institutions • Rector/teacher/student organisations • Non-governmental organisations • Social partners and their training organisations • Private and public enterprises • Research institutions • Public administrations (Ministries, other national/regional/local administrations)or governmental organisations BUT with special funding conditions (only their travel costs and costs of stay can be reimbursed by the Grant ) http://eacea.ec.europa.eu/tempus

21. Erasmus Mundus

22. ERASMUS MUNDUS II (2009-2013) Cooperation and mobility programme in the field of higher educationfor: • the enhancement of quality in European higher education; • the promotion of the European Union as a centre of excellence in learning around the world; • the promotion of intercultural understanding through cooperation with Third Countries as well as for the development of Third Countries in the field of higher education.

23. Erasmus Mundus 2009-2013 3 ACTIONS Action 1Joint Programmes - Joint Master and Doctoral Programmes - Implemented by EU and non EU universities - Scholarships for non EU and EU students for the entire duration of the joint study programme • Action 2Partnerhips • (Ex-External Cooperation Window) • Partnerships projects with non-European HE institutions • Scholarships for EU and non EU students • On all levels of education • In a variety of disciplines Action 3Promotion of European Higher Education - Attractiveness Projects - Studies - Information activities of EM National structures 23

24. ACTION 1 Joint masters and doctoral programmes including a scholarship scheme • Designed and implemented by a consortium of European universities from at least 3 different countries. (Applicant: EU HEI) • Consortia may also include universities from other parts of the world. • Scholarships/fellowships are open to higher education students and academics from all over the world. • Programmes include obligatory study and research periods, in at least 2 universities and award recognised double, multiple or joint degrees. • If selected, funded for five consecutive editions of the joint programme.

25. ACTION 1 Joint masters and doctoral programmes including a scholarship scheme • Flat rate for consortium management (€ 30,000) • EMMC student scholarships cover: • Installation costs • Monthly allowance costs • Participation costs (fees, insurance) • Max 2 years € 48,000 • EMMC individual scholar scholarships cover: • Living allowance (max € 14,800 for 3-month stay) • EMJD doctoral fellowships cover: • Travel and installation costsInstallation costs • Participation costs for doctoral candidate • Living allowance • Maximum fellowship ranges from € 61,200 to € 129,900

26. Action 1 Results 2010 • 29 new Erasmus Mundus Masters Courses selected • Over 150 HEIs involved • 123 Masters Courses offering scholarships 2011-2012 • 11 Erasmus Mundus Joint Doctorates selected • Over 50 HEIs involved • 24 Doctoral Courses offering scholarships 2011-2012 26

27. ACTION2 Partnerships (Ex-External Cooperation Window) • Establishment of cooperation partnerships between European and Third countries HEI in a specific region. • Objective: Organise and implement structured individual mobility arrangement between the European and Third Country partners. • Scholarships of various lengths (3 months to 3 years). • Scholarships for bachelor, master, doctorate and post-doctorate students and HE staff. • Special attention is given to disadvantaged groups and populations in a vulnerable situation.

28. ACTION2 Partnerships Composition: • At least 5 European HEIs from at least 3 EU countries • At least 1 HEI from each country in geographic lot • Maximum size partnership: 20 partners

29. ACTION2 Partnerships • Funding: • € 10.000 per partner flat rate for partnership management • Individual mobility scholarships for students and staff (including travel, insurance, living allowances and, if applicable, tuition fees). • Undergraduate + Master scholarship: € 1000/month + tuition fees (€3.000) + insurance (€75/ month) • Doctorate scholarship: € 1500/month + tuition fees (€3.000) + insurance (€75/ month) • Post doctorale scholarship: € 1800/month + tuition fees (€5.000) + insurance (€75/ month) • Academic staff fellowship: € 2500/month + insurance (€75/ month)

30. Lot 3 OPT, Israel To be selectedand split Action 2: 2010 selection in Tempus region • Lot 5 • Russia • Hohenheim • Turku • Dresden • Lot 9 • 5 Central Asian republics • KTH Stockholm • Santiago de Compostela • Adam Mickiewicz • TU Berlin • + One to be selected Lot 7 Belarus, Moldova, Ukraine Deusto • Lot 10 • W. Balkans • Graz • + Two to be selected Lot 6 Georgia, Armenia, Azerbaijan Thessaloniki Lot 4 Jordan, Syria, Lebanon Lund Lot 1 Algeria, Morocco, Tunisia Montpellier Lot 2 Egypt To be selected

31. ACTION 3 Promotion of European Higher Education • Promotes European higher education through measures enhancing the attractiveness of Europe as an educational destination and acentre of excellence at world level. • Type of activities - Funding for « Attractiveness projects » • - Studies, Calls for Tender • - Support to the EM Alumni Association activities • Network of current and former Erasmus Mundus Students (active role in • promoting the programme, assisting future EM students, etc.)

32. BUDGET 2009-2013 overall budget of almost 1 billion euros • 463.8 Million EUR for Action 1 • 460 Million EUR for Action 2 • 16 Million EUR for Action 3

33. Impact and benefits: institutions • Improve the visibility of your department/faculty/ institution (at local, regional, national or international level) • Increase its attractiveness in recruiting highly qualified European and third country students/doctoral candidates/ scholars • Create a strong cooperation network with European and third country partners • Facilitate the exchange of good practices and innovation process • Secure financial support for your academic, research and inter-university mobility activities.

34. Impact and benefits: students • Have a unique learning experience in a foreign country • Develop international skills: cross-cultural adaptability, self confidence, language capacities • Enhance employability of students in an international environment • Receive a joint/double degree or recognition of study abroad (e.g. Diploma Supplement) • Enhance quality of teaching and academic exchange of knowledge, ideas and contacts 34

35. 2. Jean Monnet Programme

36. THEJEAN MONNET PROGRAMME • Aims at stimulating teaching, research and reflection in the field of European integration studies at the level of higher education institutions within and outside the European Community. • Present in 68countries throughout the world. • More than 750universities offer Jean Monnet courses as part of their curricula. • Between 1990 and 2010: has helped to set up approximately 3, 700 projects in the field of European integration studies, including 151 Jean Monnet European Centres of Excellence, 828 Chairs and 2,077 permanent courses and European modules. • The Jean Monnet Action brings together a network of 1,500 professors, reaching audiences in excess of 250,000 students every year.

37. THEJEAN MONNET PROGRAMME

38. THREE KEY ACTVITIES Key activity 1: Jean Monnet Action (call for proposals) Key activity 2: Support for specified institutions dealing with issues relating to European integration Key activity 3: European associations active at European level in the field of education and training (call for proposals)  

39. KEYACTIVITY 1: JEAN MONNET ACTION (support for University-level projects on European integration) • Includesthe creation of Jean Monnet Chairs, Centres of Excellence, Modules, Information and Research activities as well as support for academic associations of professors and researchers in European integration and multilateral research groups.

40. KEYACTIVITY 1: JEAN MONNET ACTION • Teaching activities • Jean Monnet Chair: teaching post with a specialization in European integration studies for a minimum of 90 hours per academic year. • “ Ad personam" Jean Monnet Chair: former Jean Monnet Chair holders with evidence of high-level international teaching and publication record and/or professors with a distinguished background as former high-level practitioners in the field of European integration. • Jean Monnet Centre of Excellence: multi-disciplinary structure pooling scientific, human and documentary resources for European integration studies and research within one or more universities. • European Module: short programme of European integration study, minimum 40 teaching hours per academic year, may be multi-disciplinary.

41. KEYACTIVITY 1: JEAN MONNET ACTION • Academic and research activities • Association of professors and researchers, whose explicit purpose is to contribute to the study of the European integration process and whose aim is to enhance the visibility of regional or national scientific and physical resources in this domain. • Information and research activities, aiming to promote discussion, reflection and knowledge about the European integration process through conferences and seminars. • Jean Monnet multilateral research groups, research partnership leading to an integrated academic network with a joint research plan and multi-disciplinary synergies in the field of EU studies.

42. KEYACTIVITY 2: SUPPORT FOR SPECIFIED INSTITUTIONS DEALING WITH ISSUES RELATING TO EUROPEAN INTEGRATION • Support for six specific academic institutions pursuing an aim of European interest: • College of Europe, Bruges, Belgium • European University Institute, San Domenico di Fiesole, Italy • European Institute of Public Administration, Maastricht, The Netherlands • Academy of European Law, Trier, Germany • International Centre for European Training, Nice, France • European Agency for Development in Special Needs Education, Odense, Denmark

43. KEYACTIVITY 3: EUROPEAN ASSOCIATIONS ACTIVE AT EUROPEAN LEVEL IN THE FIELD OF EDUCATION AND TRAINING • Provides operating grants to support certain operational and administrative costs of European associations active in the fields of education and training. • These European associations must be present in at least 9 EU Member States.

44. Thank you!