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Understanding Social Dimension in
Higher Education: Europe and Lithuania
Dr. Inga Miliinait
Director of Quality Management Center, Vilnius University
Member of BFUG WG Social dimension & LLL 2012 - 201523 January 2014
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The Objectives
Social dimension in the Bologna
process
Implementation of social
dimension in EHEA
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Social Dimension in the Bologna
process
the Prague Communiqu(2001) Ministers
reaffirmed the need, recalled by students, to
take account of the social dimension in the
Bologna process.
the Bergen Communiqu(2005) the social
dimension described as an integral part of the
EHEA and a necessary condition for enhancing
the attractiveness and competitiveness of the
EHEA
http://www.ehea.info/Uploads/Declarations/PRAGUE_COMMUNIQUE.pdfhttp://www.ehea.info/Uploads/Declarations/Bergen_Communique1.pdfhttp://www.ehea.info/Uploads/Declarations/Bergen_Communique1.pdfhttp://www.ehea.info/Uploads/Declarations/Bergen_Communique1.pdfhttp://www.ehea.info/Uploads/Declarations/PRAGUE_COMMUNIQUE.pdfhttp://www.ehea.info/Uploads/Declarations/PRAGUE_COMMUNIQUE.pdfhttp://www.ehea.info/Uploads/Declarations/PRAGUE_COMMUNIQUE.pdf8/13/2019 Understanding Social Dimension in Higher Education: Europe and Lithuania
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Trends V, EUA (2007)
Majority of higher education institutions (97%) supportedwidening of access for socially disadvantaged groups
Only 17 %among them believed, that socially disadvantagedgroups are going to have better opportunities in the future
69 %thought the opportunities will improve slightly orremain the same
Also 50 % of the institutions which participated in theresearch thought that as far as the implementation of SD isconcerned they had already done everything possible
In some countries, Lithuania including, more than 20 % ofinstitutions thought that SD implementation primarily was notthe responsibility of the institutions
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the London Communiqu(2007)
The student body entering, participating in and
completing higher education at all levels should
reflect the diversity of our populations.
Students should be able to complete their studies without
obstacles related to their social and economic background.
Therefore adequate student services should be provided,
more flexible learning pathways into and within higher
education should be created, and participation at all levels on
the basis of equal opportunity has to be widened.
http://www.ehea.info/Uploads/Declarations/London_Communique18May2007.pdfhttp://www.ehea.info/Uploads/Declarations/London_Communique18May2007.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdf8/13/2019 Understanding Social Dimension in Higher Education: Europe and Lithuania
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t e Leuven an Louva n- a-Neuve
Communiqu(2009)
Social dimension: equitable access and
completion
The student body within higher education should reflect the
diversity of Europes populations.
Access into higher education should be widened by fostering
the potential of students from underrepresented groups and
by providing adequate conditions for the completion of their
studies. This involves improving the learning environment,removing all barriers to study, and creating the appropriate
economic conditions for students to be able to benefit from
the study opportunities at all levels.
http://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdfhttp://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdf8/13/2019 Understanding Social Dimension in Higher Education: Europe and Lithuania
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Responsibility??? (Trends VI,
EUA 2010)Implementation of Social dimension in
higher education relates more to the
general socio economic context of the
country and its national policy or strategyon widening access to and participation in
higher education and LLL implementation
strategy than to the institutional contextand responsibility ???
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Obstacles or/and opportunities (Trends
VI, EUA 2010)
Selective primary and secondary educationsystems
Centralized national entrance systems to highereducation
Alternative access routes Funding systems oriented to support widening
participation of under-represented groups
Adequate student support (academic and
career guidance and psychological counselingservices) systems should become politicalpriority
?And adequate teacher support?
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EHEA in 2012:Bologna process
implementation report
Most common targeted under-represented
groups:
Disabled students
Socio-economically disadvantaged students
(low income, low educational background,
orphans)
Other groups usually defined on such criteria
as ethnicity and/or migrant status, gender,
geography (rural vs urban, deprived vs
wealthy areas) gender, age, etc.
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EHEA in 2012:Bologna process
implementation report
The goal of providing equal chances for all has
not yet been achieved
In particular, the parental educational
background still strongly influences chances to
achieve a higher education degree and, in many
countries, a migratory background also limits
the odds to study at this educational level.
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EHEA in 2012:Bologna process
implementation report
Alternative access to higher education, which
most often takes form of the recognition of prior
learning, currently exists in less than half of the
EHEA countries. In the rest of the countries,
access to higher education is conditioned by the
possession of an upper secondary school-leaving
certificate.
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EHEA in 2012:Bologna process
implementation report
In most EHEA countries, higher education
institutions ensure provision of a relatively wide
range of student services. Yet, the reporting
does not allow to fully evaluate the extent to
which these services are accessible to all
students and the degree of their relevance with
regard to different student needs.
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EHEA in 2012:Bologna process
implementation reportThough, it is evident that the way higher education funding
systemsare structured is likely to be having a significant impact
on the social dimension of higher education.
On the other hand, the results indicate that the diversity of fees
and support systems is the most striking characteristic of higher
education systems across the EHEA. The realities vary from
situations where no students pay fees and all receive support to
situations where all students pay fees and few receive support.Moreover, the levels of fees and support are also extremely
diverse across different countries.
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The Bucharest Communiqu
(2012)The Ministers agreed to adopt national measures
for widening overall access to quality higher
education. The Ministers also committed to step up
their efforts towards underrepresented groupsthrough developing the social dimension of higher
education, reducing inequalities and providing
adequate student support services, counselling and
guidance, flexible learning paths and alternativeaccess routes, including recognition of prior
learning.
http://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdfhttp://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdfhttp://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdf8/13/2019 Understanding Social Dimension in Higher Education: Europe and Lithuania
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The Bucharest Communiqu
(2012)
PL4SDobjective: facilitate peer learning to improvethe Social Dimension
1.Online database with information from Ministries andstakeholders about measures within the social dimension
2.Country reviews to assist countries in the development of a
coherent, comprehensive and effective national strategy for
improving the social dimension( Lithuania is one of the 3
countries to be reviewed)
3.Conferences to stimulate peer learning
http://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdfhttp://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdfhttp://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdf8/13/2019 Understanding Social Dimension in Higher Education: Europe and Lithuania
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The Bucharest Communiqu
(2012)BFUG Working Group on the Social Dimension and Lifelong
Learning 2012-2015 should be outcome-oriented and reflect themembers expectations, including the following points:
ensure that LLL is properly addressed and fully integrated in the ToR;
endeavor to raise awareness/visibility of the importance of SD and LLL inboth a social and economic sense;
explore barriers for implementing national strategies/action plans;
identify the tools and indicators necessary for reforming existing systems
and measuring success/impact of SD;
further explore employability issues with a general view of getting HE
closer to the job market;
identify the roles that national governments and universities should play
in promoting and contributing to the work on SD and LLL.
http://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdfhttp://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdfhttp://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdf8/13/2019 Understanding Social Dimension in Higher Education: Europe and Lithuania
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BFUG Working Group on the Social Dimension and
Lifelong Learning 2012-2015,
13 November2013, Ghent
What social dimension problems can be solved
through teaching and learning?
Why is T&L a concern for the SD?
SCL promotes participation of a wider student body; and thus acts as atool for SD.
SCL provides diverse ways of T&L. Such type of T&L gives more
opportunities for underrepresented groups to participate and succeed
in HE.
SD covers not only access but also dropout and retention of students;and SCL is central to solving these issues.
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EC conclusion on SD in HE, 16-17
May 2013 The Council therefore invites the member states to adopt
national strategies to increase the access, participation and
completion rates of under-represented and disadvantaged
groups in higher education and calls for stronger cooperation
between providers at all levels and stakeholders.
The Council urges the member states to develop better tools
for monitoring, embark on a mapping study of policies on
access and drop-out and look at how structures of higher
education and of funding can improve access and success.Finally the Council invites the member states and the
commission to pursue the work on the social dimension of
higher education for instance by developing peer-learning.
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Measures on SD in Lithuania
Social grantsThe size of a social grant equals 3 BSI (Basic Social Benefits)
which is 390 LTL per month.
Study grants
Support to emigrant Lithuanians and foreigners of Lithuanian origin for
study in LithuaniaEach semester, a total of 150 Lithuanian students fromabroad are rendered support.
Reimbursement of tuition fees
Reimbursement of part of a tuition fee to persons who have fulfilled
military service
State loans ??? State-guaranteed loans ???
Support to students with disabilities
Repayment of a student voucher
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Social grants LT
Over the period between 2010 and 2012, the
number of beneficiaries of social grants has
increased by nearly one fifth.
In 2012, over 38 mio. LTL (approx. 11 mio EUR)
were paid out as social grants.
In 2011, more than 16 thous. social grants
were allocated (the sum paid out exceeds 37
mio LTL (approx. 11 mio EUR)
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Support to students with disabilities LT
Financial support to students with disabilities is a
targeted allowance of 520 LTL per month (approx.
151 EUR). Upon receiving of a targeted allowance,
the student may use it to meet his/her individualspecial needs in the process of study.
The number of students with disabilities at HEIs has
been growing and from 2004 to 2012 has increased
more than twice (from 328 to 996 studentsrespectively). The share of students with disabilities
is approx. 0.5 percent.
Attainment by educational background odds ratio of students with
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Attainment by educational background odds ratio of students with
highly educated parents (i.e. tertiary education) over students with
medium educated parents (i.e. upper secondary and post-secondary
non-tertiary education) to attain higher education, 2009
22
RO SK CZ MT BG LT EE LV HU AT PL LU FR DE IT CH
12.95 9.77 5.55 5.38 4.56 4.41 4.12 3.95 3.79 3.77 3.55 3.49 3.46 3.42 3.39 3.30
EL NO TR IS BE PT ES UK CY FI NL IE SI SE DK
3.25 3.21 3.20 3.04 3.01 2.89 2.89 2.87 2.76 2.61 2.50 2.47 1.97 1.79 1.63
Source:Eurostat, LFS ad-hoc module 2009.
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ExpandO project
Aims at improving SD of HE through tackling the challenges in
widening access and improving success rate of currently
underrepresented groups in HE. It consists of 6 HEIs
representing 6 EHEA countries, two consultancy firms, and
two external experts. From each university, an educationexpert has been involved in the project.
The project consists of 3 phases: research, peer learning (PL),
and validation.
Based on the results, recommendations on funding,monitoring, QA, and networking will be created for four
countries and one region.
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ExpandO project
End quality vs. accessdebate
Define diversity in terms of quality
(educational profit of diversity, etc.) Link WP &QA worlds
Assess diversity within QA system
Meet the needs of students
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Thank You
???
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