PORTUGUESE POLYTECHNICS COORDINATING COUNCIL
The supporting role of innovation and applied research in creating knowledge triangle
Armando Pires (Head of International Affairs - CCISP) EURASHE Annual Conference Yerevan, Armenia | 15 May 2014 OUTLINE
1. PORTUGAL 2. PORTUGUESE EDUCATION SYSTEM 3. HIGHER EDUCATION IN PORTUGAL 4. POLYTECHNICS (UAS)P 5. UAS - PROPOSALS FOR THE FUTURE PORTUGAL 1
Foundation: AD 1143
Territory: 92 000 km2
Climate: Mediterranean
Population: 10.5 M
Language: Portuguese (spoken by 250 M people in the world)
3 EDUCATION SYSTEM IN PORTUGAL 2
ORGANISATION OF THE EDUCATION AND TRAINING SYSTEM IN PORTUGAL
(BASIC AND SECONDARY EDUCATION)
Source
: :
Adapted
from
http://www.drealg.min
- edu.pt/
4 HIGHER EDUCATION IN PORTUGAL 3
BINARY SYSTEM
TRADITIONAL UNIVERSITY EDUCATION POLYTECHNIC EDUCATION (UAS)
(universities; university institutes and other (polytechnic institutes and other institutions of institutions of traditional university education) UAS education)
Oriented towards the provision of a solid It focuses on more applied oriented higher scientific and more academic education education, professionally oriented
The public higher education institutions have statutory, educational, scientific, cultural, administrative, financial, patrimonial and disciplinary autonomy from the State, with appropriate differentiation regarding to its nature.
5 HIGHER EDUCATION IN PORTUGAL 3
DIAGRAM OF THE PORTUGUESE HIGHER EDUCATION SYSTEM ACCORDING TO BOLOGNA
Source
Adapted
from http://www.dges.mctes.pt/DGES/pt/
6 HIGHER EDUCATION IN PORTUGAL 3
TRADITIONAL UNIVERSITIES POLYTECHNICS (UAS) Licenciado (Bachelor) Degree
180 – 240 ECTS: 6 - 8 semesters 180 ECTS: 6 semesters Exceptionally until 240 ECTS: 7 - 8 semesters Mestre (Master) Degree 90 – 120 ECTS 90 – 120 ECTS: 3 - 4 semesters Academically oriented Professionally oriented Integrated cycle of studies: 300-360 ECTS: 10 - 12 semesters Doutor (Doctor) Degree Only in traditional universities (only in association)
7 HIGHER EDUCATION IN PORTUGAL 3
NETWORK OF PUBLIC TRADITIONAL UNIVERSITIES NETWORK OF PUBLIC POLYTECHNICS (UAS)
Source http://www.dges.mctes.pt/DGES/pt/
8 HIGHER EDUCATION IN PORTUGAL 3
EVOLUTION OF THE NUMBER OF STUDENTS ENROLLED IN HIGHER EDUCATION
49%
44% 29%
29% 15% 19%
8% 7%
Source: data available from http://www.gpeari.mctes.pt/es
9 HIGHER EDUCATION IN PORTUGAL 3
ACESS AND ADMISSION Number of places available are limited and fixed annually by the higher education institutions for each of its courses (according to restrictions imposed by the Ministry) with no difference between subsystems
The filling of places in each pair school/course is done by national contest, organized by the Ministry
There are other contests (local and special), ie applicants over the age of 23 and applicants who have higher, post-secondary and intermediate courses, etc.
10 P0LYTECHNICS (UAS) 4
CCISP, the Portuguese Polytechnics Coordinating Council was created in 1979 and is a coordination and representation body of the public Polytechnics.
It is composed by:
15 Polytechnic Institutes and the Macao Polytechnic Institute;
5 Non Integrated Schools;
4 Traditional Universities.
11 Bragança Viana do Castelo Barcelos P0LYTECHNICS (UAS) 4 Porto Viseu Guarda Polytechnic Institutes Polytechnic Institute of Beja Coimbra Polytechnic Institute of Bragança Polytechnic Institute of Cávado and Ave Castelo Branco Polytechnic Institute of Castelo Branco Leiria Tomar Polytechnic Institute of Coimbra Polytechnic Institute of Guarda Portalegre Polytechnic Institute of Lisboa Santarém Polytechnic Institute of Leiria Lisboa Polytechnic Institute of Portalegre Polytechnic Institute of Porto Setúbal Polytechnic Institute of Santarém Polytechnic Institute of Setúbal Beja Polytechnic Institute of Tomar Macao Polytechnic Institute of Viana do Castelo Polytechnic Institute of Viseu Macao Polytechnic Institute
12 Bragança Viana do Castelo Barcelos P0LYTECHNICS (UAS) 4 Porto Viseu Aveiro Guarda Non Integrated Schools Coimbra Nursing School of Coimbra Castelo Branco Nautical College Infante D. Henrique Estoril Higher Institute for Tourism Leiria Tomar and Hotel Studies Açores Nursing School of Lisboa Portalegre Nursing School of Porto Santarém Lisboa Estoril Évora Traditional Universities Paço de Arcos Setúbal U. Algarve U. Açores U. Aveiro Beja U. Évora
Faro
13 P0LYTECHNICS (UAS) 4
CCISP and the Polytechnics are members of several international networks and associations.
Universities of Applied Sciences network (UASNET);
European Association of Institutions in Higher Education (EURASHE);
World Federation of Colleges and Polytechnics (WFCP).
14 P0LYTECHNICS (UAS) 4
Evolution of the number of students in the Polytechnics
140 000 In 2000/01, 101 795 students 119 321 were enrolled. 120 000 100 000 101 795 In 2011/12, 119 321 students 80 000 were enrolled. 60 000
17,2% 40 000
20 000 They represent almost 38% of the total number of students in 0 public higher education.
15 P0LYTECHNICS (UAS) 4
Polytechnics award Licenciado (Bachelor) and Master’s degrees and are going to provide SCHE.
They support the Bologna principles;
They accept the European Credit Transfer and Accumulation System (ECTS);
They especially value the Professional Higher Education with the aim of practicing a professional activity;
Their study cycles are accredited and assessed by A3ES.
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Scientific Domains of Study Cycles
Education
Arts and humanities
Social sciences, commerce and law
Sciences, mathematics and computer science
Engineering, manufacturing industries and construction
Agriculture
Health and social protection
Services
17 P0LYTECHNICS (UAS) 4
Teaching Staff
PhD or specialist title required to access the teaching career
Polytechnic subsystem has 2500 PhD
360% increase, in comparison with the 690 PhD in 2002
Number of professors with PhD will double soon (more than 2200 professors are completing PhD)
Soon, 50% of the teaching staff will have a PhD
18 P0LYTECHNICS (UAS) 4
Regional Impact
Polytechnics have a wide territorial distribution
They have an important role in the development of the regions where they are located • High level education and training • Developing important projects with regional and local companies and other organizations • Promoting the creation of companies and jobs • Acting as a source of innovation and transfer of technology to regional and local companies • Fixing people in some inner regions of Portugal
19 P0LYTECHNICS (UAS) 4
Regional Impact – Socioeconomic Study
o Bragança
o Castelo Branco
o Leiria
o Portalegre
o Setúbal
o Viana do Castelo
o Viseu
20 P0LYTECHNICS (UAS) 4
Regional Impact – Study Conclusions
The economic activity generated varies between 27M€ and 171M€;
Each euro of public funding received generated an average profit for the region of 4,22€, reaching even 8,07€;
The impact in the gross domestic product reaches 11%;
The study has not considered the impact of higher education institutions in terms of the qualification of the regional human capital, underestimating the real impact of higher education institutions regionally.
21 P0LYTECHNICS (UAS) 4
Research, Development and Innovation – some characteristics
Research in UAS and Academic Universities has the same rules for financial support.
Same contests for all the researchers, and the evaluation criteria is the same, based on publications, impact factors, citations, etc., which means relevance for academic traditional indicators. The rules that come out from our Foundation for Science and Technology (FCT) are almost focused on traditional academic research criteria.
Based on the indicators that are used to evaluate the proposed projects in each contest it is difficult to compete with Academic Universities that have a longer tradition on research (it is mainly a political issue).
UAS are trying to have political and financial support for the creation of Applied Research Units (national impact), involving partners from the labour market.
22 P0LYTECHNICS (UAS) 4
Research, Development and Innovation – R&D Units
Agrarian Sciences
Mechanical Engineering
Electrical and Computer Engineering
Chemical Engineering and Biotechnologies
Nursing R&D units recognised by the Economics and Business Foundation for Science and Technology (2010) Education Sciences
23 P0LYTECHNICS (UAS) 4
Research, Development and Innovation – International Research Projects
The Portuguese Polytechnics have been involved in about 200 research projects (international cooperation)
An average of 9 institutions participants per project
The total amount of 146 million euros.
24 P0LYTECHNICS (UAS) 4
Research, Development and Innovation – Poliempreende
Poliempreende is a national contest of ideas and business – oriented projects, on which all members of CCISP participate
The goal is to encourage entrepreneurship and provide job opportunities through self-employment.
Poliempreende was the national winner in the category Investment in Entrepreneurial Competencies of the European Enterprise Awards Promotion (2013), organized in Portugal by IAPMEI.
25 P0LYTECHNICS (UAS) 4
Research, Development and Innovation – Poliempreende
9 editions
779 projects, with the participation of 2483 students, the creation of 48 companies (survival rate = 71%) and registration of 82 patents.
3047 students in training workshops and 200 courses in entrepreneurship.
+ 100 teachers beneficiated of specific training.
Evaluative studies of the work developed (ex: the launch of the book "Entrepreneurship and Business Motivations in Higher Education").
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International Mobility
At worldwide the Institutions of higher education have been strengthening their internationalization activities, particularly with regard to recruiting students internationally. The internationalization of the teachers, and their
research activities, are also aspects that have importance (CHEPS, 2013)
The regional role of the UAS is in processing, and includes the ability to give
regions the capacity of being attractive globally (CHEPS, 2013)
The mobility programs of the Polytechnics involve exchange of students, teachers and administrative staff from over 60 countries
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International Mobility
28 P0LYTECHNICS (UAS) 4
International Mobility - Students STUDENTS INCOMING AND OUTGOING TOP 10 RANKING OF COUNTRIES
Students Students 3000 Countries Received Countries Sent % % 2500 Spain 24% Spain 25% Poland 13% Poland 18% 2000 Brazil 7% Czech Rep. 6% 1500 Turkey 6% Italy 6% Lithuania 6% Brazil 5% 1000 Czech Rep. 5% Belgium 4% Italy 5% Lithuania 4% 500 Belgium 5% Finland 3% Romania 4% Hungary 3% 0 Finland 2% UK 3% 2010 2011 2012
29 P0LYTECHNICS (UAS) 4
International Mobility - Teachers TEACHERS INCOMING AND OUTGOING TOP 10 RANKING OF COUNTRIES 700 Teachers Teachers Countries Received Countries Sent % % 600 Spain 20% Spain 29% 500 Poland 14% Italy 7% Turkey 8% Belgium 6% 400 Belgium 7% Finland 6% 300 Lithuania 6% Poland 5% Czech Rep. 4% Turkey 5% 200 Finland 4% France 3% Romania 3% Lithuania 3% 100 Brazil 3% Hungary 3% France 3% Czech Rep. 3% 0 2010 2011 2012
30 P0LYTECHNICS (UAS) 4
International Mobility - Staff TOP 10 RANKING OF COUNTRIES STAFF INCOMING AND OUTGOING
STAFF STAFF 300 Countrie Received Countries Sent s % % 250 Poland 27% Spain 31%
Spain 17% Italy 7% 200 Lithuania 8% Finland 7% Turkey 8% France 5% 150 Czech Rep. 6% Belgium 4% 100 Belgium 3% Dutch 4% Germany 3% Hungary 4% 50 Finland 3% UK 4% Italy 2% Poland 4% 0 Slovenia 2% Czech Rep. 4% 2010 2011 2012
31 UAS - PROPOSALS FOR THE FUTURE 5
Proposals’ Genesis
Product of a reflection carried out by CCISP’s members…
Considering the various studies and experiences available (in particular: OECD, EUA and CHEPS reports).
It bet on phased implementation and an ongoing dialogue between the different stakeholders.
32 UAS - PROPOSALS FOR THE FUTURE 5
Matrix for the Proposals
Optimization of the resources and the installed capacity, at the service of regional development.
Increase on the qualification of the country’s and regions' human resources.
Improvement on the quality of education, strengthening a professionally oriented training model.
Development of applied research connected to the labour market.
Internationalization as a strategy for scientific-technical and cultural enrichment.
33 UAS - PROPOSALS FOR THE FUTURE 5
Definition of a funding policy enabling the subsystem’s sustainability.
Implementation of a policy of student places accordant to the applicant numbers and stable between the subsystems.
Incorporation of the short-cycle Technological Specialisation Courses within higher education or creation of the two-year Higher Education Specialized Courses.
34 UAS - PROPOSALS FOR THE FUTURE 5
Consolidation of the identity of each one of the two higher education subsystems.
Definition of a catalogue of study cycles, including the various levels, based on a distinctive training model for each institutional profile.
Enhance credibility and promote a professionally oriented qualification and specialization path, including titles and degrees ranging from short cycles to professional doctoral degrees.
Adoption of the “University of Applied Sciences” designation, in accordance with other European counterparts.
35 UAS - PROPOSALS FOR THE FUTURE 5
Reorganisation of the polytechnic network, intensifying its joint (consortia or mergers), respecting its autonomy and on its own initiative.
Rationalisation of the number of 1st cycle programmes, including harmonisation of course designations in all higher education system.
Strengthening the role in applied research and the provision of specialised services, through the creation of cross-institutional Applied Research Centres – linked to the labour market.
Extending the international activities, in particular within Europe and the Portuguese speaking world.
36 Thank you
Armando Pires