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Doctoral Programmes in Albania and the Western Balkans

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Doctoral Programmes in Albania and the Western Balkans Doctoral Programmes in Albania and the Western Balkans Europe 2020 strategy in the field of Research, Innovation, Education and Training 8-9 November 2011, Tirana Plan of the presentation 1. Objective and methodology of the study 2. Background figures for Albania and the Western Balkans 3. Organisation of doctoral programmes and actors involved 4. Content and output of doctoral programmes 5. Conclusion: challenges ahead 2 1. Objective and methodology of the study • General objective: mapping of 23 neighbouring countries and Western Balkans doctoral study programmes and systems Western Albania, Bosnia and Herzegovina, Croatia, the Former Yugoslav Republic of Balkans (7) Macedonia (FYROM), Montenegro, Serbia, Kosovo under UNSC resolution 1244/99 EEA (4) Belarus, the Russian Federation, Ukraine, Moldova Caucasus (3) Armenia, Azerbaijan, Georgia South Med. (9) Algeria, Morocco, Tunisia, Lebanon, Egypt, Israel, Jordan, the Occupied Palestinian Territory (oPt), Syria • February 2010 to December 2010 • Stock taking • 144 interviews : HEIs, ministries, EC relays, … • 40 interviews for the Western Balkans • 6 field missions : Croatia, Serbia, Russia, Ukraine, Morocco, Egypt • Limits: availability of data and people, timeframe • 2 interviews in Albania 3 2. Background data Socio-economic indicators • 23.3m inhabitants in WB (4.7% of 497.7 EU27), 3.1m in Albania • Stable (Albania, FYROM, Croatia,..) or decreasing population (Kosovo and Montenegro) • GDP per capita range between 2.6K€ in Albania to 10k€ in Croatia compared to 25K€ in EU27 • Lack of data on scientific performance (number of researchers, number of publications,..) 4 2. Background data Higher education indicators • 6,297 doctoral candidates in 2008-2009 in the Western Balkans (1/2 in Croatia and 1/5 in Albania) • Relative higher number of doctoral candidates in Albania (compared to Serbia mainly) • Again, lack of data for the monitoring of third cycle education and doctoral programmes (% of part time vs full time, women,…) 5 3. Organisation of doctoral programmes and actors Major reforms • Higher education system reforms the last 10-15 years in the Western Balkans • Higher education law in 2007 in Albania • Doctoral studies reforms the last year or two: guidelines produced at national or HEI level • Driving force : the Bologna process • Even though little is said (Salzburg principles) • “Bologna compliant” systems • Since 2001 (Croatia), 2003 for Albania • Implementation at early stage in Albania • Impact: “structuration” • Structured programmes (coursework) • Structured organisations (doctoral schools) • Use of ECTS (high in the Western Balkans countries) 6 3. Organisation of doctoral programmes and actors Major organisational trends • No specifically dedicated type of organisation in Albania for doctoral studies • whereas other WB countries have developed doctoral programmes • Reduced length (from 5-6 to 3 years) • Mandatory coursework (60 ECTS in Albania) Criticism from academic staff on quality • In Albania, HEI receive accreditation from a National Agency to run 3rd cycle programmes • Universities are autonomous in defining the regulations for doctoral programmes 7 3. Organisation of doctoral programmes and actors Actors: host organisations • For 2010 • 6 universities host doctoral programmes in Albania • 57 doctoral programmes • In the Western Balkans, most host organisations are public universities • Requirements in terms of resources keep private universities from doctoral studies • Lobbying from private institutes to get accreditations Public universities Public and private universities Croatia, Serbia, Albania (?), Montenegro Bosnia and Herzegovina, FYROM, Kosovo 8 3. Organisation of doctoral programmes and actors Actors: doctoral candidates • Doctoral candidates are “students” • Combination of status if the candidate is teaching (student and professional) • Students’ rights • Age limit issue: social security • Maternity or military service facility • Student status is not considered yet as an issue 9 4. Content and output Programme content • Hands-on research in universities mainly (limited example of research in private labs) • Remaining difficulties in multidisciplinary coursework • Internal university organisation between faculties • Shortage of staff • In Western Balkans countries : increased time devoted to training • Mostly oriented towards generic/ soft skills 100% 10-20% 30% research training training - Serbia Croatia Kosovo Bosnia and Montenegro Herzegovina FYROM Albania 10 4. Content and output Funding of doctoral programmes and candidates FUNDING OF PROGRAMMES State funded Mix of tuition fees and State Tuition fees funding Kosovo Moldova, Albania Croatia, BiH, Serbia, FYROM, Montenegro TUITION FEES No tuition fees > 1000/y Large disparities - Croatia, BiH, Albania (1540€) Serbia FUNDING OF CANDIDATES Funding mechanism Limited number of excellence No national funding grants or grants through research mechanisms projects Croatia, Serbia, BiH FYROM, Kosovo Montenegro, Albania 11 4. Content and output Funding of research and education • Limited room for manoeuvre • Most countries spend less than 1% of GDP on R&D • Low spending on general education (less than 5% of GDP) • Difference in prioritisation on tertiary 12 4. Content and output Quality assurance: main obstacle to quality doctoral programmes • Lack of financial and human resources • Access to scientific equipment, literature • Supervision • Ageing population • Hole in the age pyramids (armed conflicts, economic immigration) • Poor compensation if any • Traditional single-mentor scheme Reduces scope and ambition of research • Academic fraud and corruption • Corruption in the public sector • Dissertation for sale Impacts the value of diploma abroad • National quality assurance body usually does not cover doctoral studies 13 4. Content and output Internationalisation • Higher outbound mobility ratio in Albanian than in other Western Balkans countries • Between promotion of internationalisation and fear of brain drain • Over 10 years, 40% of the professors and scientists have emigrated from Albania (90’-00’) 14 4. Content and output Doctoral graduates careers • Poor monitoring of doctoral candidates after graduation • Elements on candidates careers in the Western Balkans: • Part time candidates usually undertake studies for career advancement rather than creating new knowledge • Higher education sector remains the main employer (shortage of professor) • Research is not attractive (lack of funding, research infrastructure) • Doctoral programme not necessarily designed to cope with business sector needs • Unemployment is negligible 15 5. Conclusion Challenges for the Western Balkans • Societal challenges • Demographic challenge • Ageing population of professors • Brain drain • Research and higher education challenges • Lack of funding: current spending is not sufficient • Reach critical mass: team up instead of competition • Quality assurance: enforcement for international recognition • Supervision • Relationship to industry: connection to the labour market • Doctoral programme challenges • Avoid over-regulation 16 5. Conclusion Challenges in Albania • Challenges identified • Restrictive visa regulation • Doctoral training as part of institutional policies and strategies • Improvement needed regarding supervision • Potential solutions • Increase critical mass at national and regional level (between Western Balkan countries) • Develop further exchange of professors and candidates • Exchange practices for an improved supervision 17 Thank you • Reports avalaible at: http://doctoralstudies.teamwork.fr/ Technopolis Group has offices in Amsterdam, Ankara, Brighton, Brussels, Paris, Stockholm, Tallinn and Vienna. 18.
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