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Oecd Thematic Review of Tertiary Education

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Oecd Thematic Review of Tertiary Education OECD THEMATIC REVIEW OF TERTIARY EDUCATION Country Background Report – Flemish Community of Belgium Ministry of Education and Training (Flemish Community - Belgium) Unit of Higher Education Brussels - June 2006 Foreword Writing a thematic review of tertiary education is a complex enterprise. A wide range of knowledge and experience is needed and this is beyond the scope of a single researcher. Therefore the Flemish approach has been to involve several experts both from inside and outside the Ministry of Education and Training. The following chapters were written by external specialists: Chapter 3 The tertiary education system and the labour market: Mr Jan Denys, Manager Public Relations and Public Affairs, Randstad, Chapter 4 The regional role of tertiary education: Mr Harry Martens, Prorector University Hasselt- Director Institute for materials research (IMO), Chapter 6 Achieving equity in and through tertiary education: Mr Steven Groenez, Researcher, Higher institute for labour studies (HIVA) and Mr Idesbald Nicaise, Professor Higher institute for labour studies (HIVA) and Department of Education, KU Leuven, Chapter7 Resourcing the tertiary education system, 7.1 Staff: Ms Veerle Bogaert, Head of Personnel Department, University Antwerp, Chapter 8 Planning, governing and regulating the system: Mr Jan De Groof, Government Commissioner for the University Antwerp and the University Hasselt, The other chapters have been produced ‘in house’. Although the guidelines for this thematic review of tertiary education have been clearly communicated to the various participants the exercise did in the end reveal differences in output. Comments and suggestions from the stakeholders have been implemented as much as possible. The opinions expressed are not necessarily those of the Flemish minister of Education, Training and Work. Some experts have focussed on the specific situation of their institution or their region. For some chapters like chapter 4 on the regional role of tertiary education and chapter 7.1 on staff the account is focussed on the region or the university of the authors. To a lesser extent valuable local information has not been mentioned in other chapters because of a lack of similar information in other institutions. The National Co-ordinator, Noël VERCRUYSSE Head of Higher Education Policy Unit / Ministry of Education and Training Flemish Community - Belgium 2 Contents Foreword ………………………………………………………………………………………… 2 Contents ………………………………………………………………….……………………… 3 List of acronyms ………………………………………………………………………………… 4 Tables and Figures……………………………………………………………………………….. 6 Executive summary ……………………………………………………………………………… 7 CHAPTER 1: THE NATIONAL CONTEXT OF TERTIARY EDUCATION ……………. 8 CHAPTER 2: OVERALL DESCRIPTION OF THE TERTIARY SYSTEM ……………… 12 CHAPTER 3: THE TERTIARY EDUCATION SYSTEM AND THE LABOUR MARKET 23 CHAPTER 4: THE REGIONAL ROLE OF TERTIARY EDUCATION …………………. 29 CHAPTER 5: THE ROLE OF TERTIARY EDUCATION IN RESEARCH AND INNOVATION …………………………………………………………………………………. 34 CHAPTER 6: ACHIEVING EQUITY IN AND THROUGH TERTIARY EDUCATION... 37 CHAPTER 7: RESOURCING THE TERTIARY EDUCATION SYSTEM ………………. 52 CHAPTER 8: PLANNING, GOVERNING AND REGULATING THE SYSTEM ………. 65 CHAPTER 9: ASSURING AND IMPROVING THE QUALITY OF TERTIARY EDUCATION …………………………………………………………………………............... 74 CHAPTER 10: INTERNATIONALISATION AND GLOBALISATION OF TERTIARY EDUCATION …………………………………………………………………………………... 81 CHAPTER 11: CONCLUSION……………………………………………………………….. 91 List of references ………………………………………………………………………............... 93 Annexes …………………………………………………………………………………………. 98 3 LIST OF ACRONYMS BEV Paid Educational Leave System BIOMED Biomedical Research Institute BOF Subsidies to Special Research Funds CenStat Centre for Statistics CIKO Cell for Innovation and Quality Assurance in Education CMK Centre for Environmental Sciences ECA European Consortium of Accreditation ECHO Expertise Centre for Higher Education EDM Expertise Centre for Digital Media ESF European Social Funds FWO Fund for Scientific Research - Flanders IBBT Interdisciplinary Institute for Broadband Technology IMEC Interuniversity Micro Electronics Center IMO Institute for Materials Research IMOB Institute for Mobility IWT Institute for the Promotion of Innovation by Science and Technology in Flanders KIZOK Knowledge Institute for Self – Employed Enterprises KUB Catholic University Brussels KULAK Catholic University Leuven 4 Branch Kortrijk KU Leuven Catholic University Leuven LUC Limburg University Centre NAR National Labour Council NIS National Institute for Statistics NVAO Dutch – Flemish Accreditation Organisation PSBH Panel Survey of Belgian Households SERV Flemish Socio – Economic Council SONAR Interuniversity project STC Subregional Employment Committee TUE Technical University of Eindhoven tUL Transnational University Limburg UA University Antwerp UG University Ghent UM University Maastricht VDAB Flemish Employment Agency VIB Flanders Interuniversity Institute for Biotechnology VLIR Flemish Interuniversity Council VLHORA Flemish Council for ‘hogescholen’ VLOR Flemish Education Council VRWB Flemish Science Policy Council VUB Free University Brussels 5 Tables 2.1 List of hogescholen with total number of students in initial study programmes – academic year 2003-2004 2.2 List of Flemish universities and total number of students in initial study programmes academic year 2003-2004 2.3 Associations in Flemish Tertiary Education 2.4 Number of students in hogescholen from 1993-1994 until 2002-2003 2.5 Number of students at university from 1993-1994 until 2002-2003 2.6 Number of students obtaining a degree in higher education 5.1 Firms linking up with academia, data for Belgium and benchmark countries 5.2 Overview of sample composition by industry 5.3 Descriptive statistics and correlations 5.4 Tobit Analysis whereby the sum of turnover resulting from new and improved products acts as dependent variable 5.5 Results of Tobit Analysis – Dependent variable: Presence / proportion of turnover resulting from new products 6.1 Evolution in the number of students enrolled in basic tertiary education programmes in Flanders, by gender 6.2 Evolution in the number of ‘generation’ students enrolled in tertiary education in Flanders, by gender 6.3 Evolution in the number of tertiary education graduates in Flanders, by gender 6.4 Access to, participation in and graduation from tertiary education, by mother’s highest education attainment, father’s occupational status, gender and nationality at birth (Flanders, young people aged 18-25 year, average figures over 1992-1999 6.5 Orientation in and graduation from tertiary education, by mother’s highest educational attainment, father’s occupational status and gender (Flanders, young people aged 18-25 year, average figures over 1992-1999) 6.6 Annual average private study cost in tertiary education in Flanders and evolution of these costs between 1986-1987 and 1998-1999 6.7 Comparison between full grant amounts and annual average private direct cost in tertiary education in Flanders 7.2 Income of universities 1997-2004 10.1 Total number of foreign students in Flemish universities (undergraduate and initial teacher training and PhD students) 10.2 Total number of foreign students in Flemish hogescholen (undergraduate and initial teacher training) 10.3 Proportion Belgian students – foreign students per study field in academic basic programmes at Flemish universities 2003/2004 and 2004/2005 10.4 Proportion Belgian students – foreign students per study field in postgraduate programmes at Flemish universities 2003/2004 and 2004/2005 10.5 Proportion Belgian students – foreign students per study field in basic programmes at hogescholen 10.6 Proportion Belgian students – foreign students per study field in postgraduate programmes at hogescholen Figures 6.1 Evolution in the proportion of students receiving study grants, by type of education (joker grants not included) 10.1 Participation Erasmus Flemish Higher Education – gender 10.2 Participation Erasmus Flemish Higher Education – type of institution 6 Executive summary As a result of the constitutional reform in Belgium the Dutch speaking and the French-speaking higher education systems were separated. The Flemish government wanted to do things ‘differently and better’. This led to a new higher education legislation in the early 1990s and to a policy based on the principles of deregulation, autonomy and accountability (see chapter 8). The Flemish government wanted to treat all institutions on an equal basis. New legislation made the former state universities autonomous and gave them almost the same responsibility as the ‘free’ universities. In terms of deregulation, autonomy and accountability the same principles were introduced for the hogescholen. This led in conjunction with the merger operation in 1995 to a fundamental change in the relationship between the government and the hogescholen. Former centralised and detailed regulations were replaced by a management regime aimed at achieving a balanced combination of broad autonomy and responsibility for the hogescholen. The higher education regulations as a whole – universities and hogescholen – became more integrated. The previous government wanted to bring the decree on universities (1991) and the decree on the hogescholen (1994) into line with each other without affecting the nature of the university and college education. This integration process has been stimulated even more by the 2003 legislation on the restructuring of higher education in order to implement the
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