Student visions on a common Europe

Preamble

ESIB - The National Unions of Students in Europe has existed since 1982 to promote
educational, social, economic and cultural interests of students at a European level,
and towards all relevant organisations and institutions. ESIB currently has 41 full
member organisations in 37 countries.

The vision of a common and inclusive Europe is a foundation for ESIB’s policies.

ESIB welcomes the ongoing discussion on the future of Europe, and will take an
active part in this discussion. ESIB believes that sustainability, representativity,
inclusion, integration and democracy should be the hallmarks of the development of a
common European future.

Introduction

Discussions about the future of Europe has its recent historical roots in the post World
War II reconstruction and development of a common community. New challenges are
facing the continent after the fall of the Iron Curtain and on the road to a common
Europe. The development over the last ten years has resulted in some very positive
results, but old problems and conflicts have resurfaced and new problems are arising
or becoming more and more visible.

Students are affected by the process of European integration both as citizens -
members of society in general, and as students. As members of civil society, they
influence the process through this civil society. As students, they share certain
specific needs and aspirations; thus, students have a particular interest in shaping the
future of Europe.

ESIB asserts the important role played by students in orchestrating the future of a
common Europe. ESIB hopes that such a future will be rooted in accepted democratic
principles that are universally transferable, and believes that sustainable and
representative forms of governance for the future must be found. ESIB calls for the
development of a future Europe characterised by respect for and emphasis on the
diversity of the geographical and cultural area that is Europe, a development that is
based on integration and inclusion.

Civil society

The importance of civil society for a people centred development of the European
future is asserted by ESIB. In this context, the importance of autonomy of higher
education and the importance of academic freedom are stressed specifically.

Civil Society is that autonomous part of society that people are involved in and looks
after people. It provides the life blood of liberty: its creative chaos of associations
gives people the chance to live their lives freely. Civil society is composed of nongovernmental
organisations, voluntary associations and social movements. This
provides a mechanism for meeting needs not provided for by the state. Individuals are
the building blocks of Civil society that provide the support for Civil society
organisations. They are the essence of Civil society. The Civil society sector is not
isolated from the state government but should not be dependent on government
decisions.

It is the role of Civil society to raise the awareness of individual and societal rights.
Civil society can be looked at as a level of awareness of peoples rights and freedoms
and is involved in the conservation of all kinds of human rights and human activities.

Basic Principles for future governance

Democracy has long been a concept protected by students and student organisations
and while it must be acknowledged that students do not form a singular, unified and
homogenous group, they have often united around the defence and promotion of
democratic values.

In keeping with this tradition of democracy the student vision of the common Europe
is of a common cultural or geographical entity, the governance of which is
characterised by an adherence to certain basic principles of democracy. These are
basic principles which are universally applicable to regional, national and
international practices of governance.

Such structures ought to ensure that Governance is for and by the people. Citizenship
must be an inclusive term. The rule of law must be upheld and the judiciary must
remain completely independent of external influences. The positions of power within
structures of governance must be based upon elections held in a fair, free and open
manner. Decisions taken by such elected persons must be done so in a transparent
manner. Elected persons must be accountable for their decisions and actions.

Structures of Governance must provide and protect basic rights and freedoms. People
must have the right of expression and peaceful assembly, a right that must be
guaranteed even if these are expressions of dissent. The security of those engaged in
such activities must not be compromised.

Participants in governance ought to engage fully in that process. It is their
responsibility to ensure that their voice is heard. It is also the responsibility of those
elected power holders to ensure that structures are in place through which participants'
voices can be heard. These concerns must be afforded positive reflection and a
commitment to action. All individuals have a responsibility to all other members of
the constructed state to uphold their basic human rights. People ought not engage in
activities which will knowingly impact negatively upon the rights of others
The ability to access wide ranging and encompassing information is a basic principle
of governance. The plurality of the media is to be guaranteed by law. All participants
should attempt to use a variety of methods when dispensing information. Students in
particular welcome the opportunities that Information Technology provides for
expanding the transfer of information; however, it must not be forgotten that some
technology remains within the exclusive grasp of a minority within society.

Therefore, the focus on other forms of knowledge transfer must be deepened.
Students are committed to the idea of an involved and integrated Europe based on the
above understandings. They advance a people centred vision, that creates the space
for students, taking advantage of their dual role as students and citizens, to develop to
their full potential.

Drawing on experience gained as participants within civil society, a commitment to
the central tenets of democracy and the specific awareness as members of the higher
education community, students call for a future Europe, EU and non-EU that takes its
guidance from the positive structural aspects of a project such as the Bologna Process.

Students recognise in this process, a democratic and open system of integration that
can operate without singular dependence on the European Union, yet can incorporate
countries within the Union. ESIB feels that this structure offers a model for cooperation
between independent countries both in relation to the area of higher
education and in a more general sense for the future of Europe. Europe could take the
initiative to develop such models of sustainable internationalisation.

The future role of education and autonomy of higher education institutions

Education is aimed towards full personal development and to the strengthening of
respect for human rights and fundamental freedoms. It also promotes the culture and
understanding of active, critical and constructive participation. Education shall
promote understanding, tolerance, respect and friendship among all nations, ethnic or
religious groups and shall further the activities of the United Nations for the
maintenance of peace. Education facilitates more effective participation in a society
and people’s ability to form an opinion of their own. It also facilitates persons to
contribute to the quality of the society and to fight all forms of discrimination in
society.

Education is an important part of Civil Society but the Civil Society is not the only
sector of society that benefits from education. It is aimed towards the society and the
individual actors. It ought to be looked at as a tool for promoting ideas, visions and
opinions that the overall society and individuals can benefit from. It is the overall
society that has the obligation to provide individuals with education.

Education plays an important role in shaping the future of Europe as a region and of
the societies within Europe. The Bologna process has a great influence on European
higher education. Many European countries are reforming their HE systems in light of
the Bologna declaration. However, some of these reforms are not in the best interest
of students - even though students should be the main beneficiaries of the Bologna
process. Many issues remain unresolved, such as the question of quality assurance and
the introduction of a credit transfer system.

Autonomy is a development process and impacts all sections of the higher education
community. It can be looked at from various perspectives that are all internally
linked. Autonomy of the academic sector is a tool to protect the right to freedom of
expression and it is important that all views can be raised. When autonomy is absent it
affects the ability of the individual to develop his or her individual ideas and views.

Autonomy provides important links between education and civil society. Without
autonomy the benefit to society of the diversity of methods and content of education
and research will be lost. The level of autonomy we know today might not be
guaranteed tomorrow.

Higher education institutions must have a certain level of autonomy from the state,
from other actors of governance and from the economic market. In particular
financing of educational activities should not be used as a tool to undermine
educational autonomy. In connection to the state this relationship should be balanced
where the decision making is in the hands of the higher education institutions' bodies
of governance. Higher education institutions should not be regulated to promote state
principles. Other actors of governance and stakeholders, e.g. non-governmental
organisations, voluntary associations and social movements can have strong political
influences. They can affect the autonomy of higher education institutions from the
side.

The relationship between governmental bodies of higher education institutions and
faculties and departments should be interactive. This relationship depends on the
decision making structure and can therefore vary between higher education
institutions and between countries. The relationship should be based on supporting cooperation
and there should be a funding balance within a higher education institution
between its faculties and departments. Mutually agreed principles should be formed
for all different actors in higher education. ESIB encourages co-operation between
and within faculties and higher education institutions on national and international
level and advises that interaction between autonomous parties takes place within a
structure of respect and understanding.

Students and academic staff are the most important actors in HE. Academic staff
ought to be provided with freedom of expression and should be able to raise their
views and opinions without fearing that it might affect their position and career.

Security of tenure in particular has a direct relationship to academic freedom. Job
insecurity may represent a threat to freedom of expression in many institutions.

The relationship between students and higher education institutions should be
autonomous. Active participation in decision making processes should be encouraged
and facilitated. Representatives of teaching staff and student representatives should be
active participants at all levels of decision making processes. In doing so they will
consistently engage with the other actors of governance. It is important that this
happens at an even level. Training in active participation is important in order to give
individuals the opportunity of becoming more active in the decision making. Students
and teaching staff need other skills besides content. Therefore support ought to be
given from the HEI and the student representative body.

Academic freedom and the autonomy of institutions is a mode of governance for the
higher education sector, and should not be seen as lack of governance or disinterest
from society. Rather, it is an active choice of governance to insure that higher
education can assume its responsibilities towards civil society. The quality of
education within all educational institutions will benefit from this. ESIB firmly
believes that this can provide an adaptable model for truly effective and autonomous
governance in other sectors.

Mind the Gap

Lack of autonomy and academic freedom has served to widen the gap between higher
education institutions East and West. The problems are not simply related to lack of
academic freedom. However many of the principles of autonomy have been absent.

This has impacted on the higher education arena, specificly but has also contributed to
other socio-economic problems.

The gap between the East and the West of Europe blocks the way to integration. The
gap is generated by differences in living standards, political stability, the level of
development of civil society and substantial differences in Higher Education Systems.

The integration is hindered by brain drain, unequal opportunities of mobility,
problems with recognition of qualifications and the lack of information flow which
arise from the gap.

Brain drain occurs within countries with students and workers often leaving the rural
areas hoping for a better opportunity in the economic centres. However the biggest
problem is the large migration of experts from the East to the West of Europe that
diminishes the possibility of innovation and stands in the way of East, Central and
South-East Europe (ECSE) towards future prosperity. Brain drain is also enhanced by
the somewhat unrealistic expectations of the people from the East. Some countries
establish systems of organised brain drain that gives very little in return to the other
country and literally buys off trained labour.

There are several possible ways to tackle the problem of brain drain, such as the
information and awareness raising about brain drain (especially organised brain
drain). ESIB does believe that the increase of participation in mobility programmes
can lead to a more realistic view of the situation across Europe. Encouraging best
practices in the region raises awareness about domestic possibilities. Students Unions
and higher education institutions should exercise their role of informing students
about projects and programmes in order to provide for full individual development.
Networking and Civil Society Projects should be funded by different international
programmes.

The mobility programmes set by the EU did not succeed to reach the whole of ECSE
Europe. This is mainly because of the EU centred approach. Not all countries
became part of the programmes and low grants make it difficult for students from
poorer backgrounds to go on exchange. All this leads to the conclusion that the
mobility programmes have somewhat disregarded the quality of the exchange in
favour of raising quantity. The EU is not the only one to blame for the above stated
situation. A part of the responsibility rests on the side of the ECSE countries, for
example when it comes to setting up courses in English and ones of domestic
languages.

Unequal participation in EU mobility programmes could be addressed by opening up
to more countries. Setting minimum standards for monthly grants and for quality
would move towards a more balanced participation. A solidarity fund should be
created for the ECSE countries in order to guarantee these minimum levels. The
programmes should open to more extensive movement throughout Europe without
limitations. The increase of information flow should be facilitated by bilateral
promotion of higher education, the increase of the number of the programme
promoters and by the expansion of electronic networks for easy access to information
along with higher education institutions partnerships to keep the information flow
going. Double and joint degrees should be created and should have an emphasis on
the diversity. The establishment of crash courses and summer language schools could
have vital importance for the solution of the problem.

The problems in recognising qualifications exist mostly because of different
approaches in higher education systems, quality assurance and accreditation systems.

They are usually not well established, balanced or in absence of responsible
autonomy. The communication between higher education institutions inside and
outside the countries does not always reach a satisfying level of quality.

The ECSE countries should implement comparable systems and raise attractiveness to
enhance mobility and recognition from the west. Balanced systems of quality
assurance and accreditation have to be established to improve quality and raise
confidence in the Higher Education systems. In addition governments should work to
remove administrative barriers which very often limit student mobility in general and
also the choices of destination country in particular.

The lack of information is a problem that worsens the effect of the gap in both
directions. The EU countries lack information on Higher Education and Social
Security systems in ECSE countries and on the other hand the ECSE countries lack
information on EU processes. Improving information should begin in Secondary
Schools with information packages and printed material. The promotion of exchange
programmes could be helped by students with first hand experience through seminars
and promotional events.

The solution to the problems stated may not erase the gap completely but will surely
work to narrow it. Moving in that direction will make way towards a common Europe
without boundaries, enriched by cultural differences and open for the free movement
of all people. However we have to be aware that Europe as a whole is increasing the
gap between itself and the global south. ESIB believes that this is an issue that is of
utmost importance and should be taken into consideration at all times.

A Democratic Future

It is important that students and student representatives promote and protect
institutional autonomy. Activities that are not specific to protecting autonomy do
however play a relational role. For this reason it is important that students engage in
raising their opinion at a wider societal level.

Students and student representatives should raise public awareness about the
importance of HE and about the autonomy of the HE sector. Active participation of
students in Civil Society should not only be concerned with official decision making.

Student representatives do have to acknowledge their own responsibility, both
towards the HE sector and towards the society in general. They have to motivate their
fellow students and raise awareness among them that they have the responsibility of
being active citizens. Just as student organisations demand that Higher Educational,
regional and national Institutions be governed according to agreed democratic
principles, Student Organisations themselves must be guided by democratic
principles.

Students envisage a future Europe characterised by national and international
institutions that adhere to basic democratic principles. Specifically they envisage
Higher Education Institutions that are democratic in structure and afford Student
Organisations full access to decision making processes and treat them as equal
partners in the higher education process.

True democratic governance will, in time, move Europe away from the image of a
fortress, as it is perceived today, and towards a wide-open and unprejudiced entity.

Sustainability, representativity, inclusion, integration and democracy will be the
hallmarks of the development of a common European future.

BM 42, Debe, Poland, May, 13th-19th 2002