COM (2006) 208 final

DELIVERING ON THE MODERNISATION AGENDA FOR UNIVERSITIES:
EDUCATION, RESEARCH AND INNOVATION

This is a statement containing ESIB’s reaction to the new communication about the
role of universities in the European Union’s strategy for Growth and Jobs, commonly
referred to as the Lisbon Strategy. ESIB considers the proposals within the
communication as failing to target the expectations of the European Students
First of all, ESIB is worried about the lack of commitment from the member
states to invest in higher education and students. More access can only be
achieved if tuition fees are gradually abolished and the investments in students are
raised, targeting underrepresented groups.

Secondly, the opinions of the 17 million students, studying in the European
Union have not been consulted in drafting this paper. The role of universities
cannot be defined without the inclusion of the biggest stakeholder in our higher
education systems.

Thirdly, the communication raises contradictions that need to be solved before
proceeding with implementation of the modernization agenda.
Lastly, the communication shows that the strategy for growth and jobs lacks a clear
objective in the field of education, describing only a means towards a goal. The
need for a future perspective increases with the approaching deadline in
2010.

Accomplishing A New Access Agenda

The communication does not effectively tackle the main problems relating to tuition
fees and access to higher education. ESIB agrees with the commission that the
European Union’s work must have a stronger focus on reducing access barriers to
our higher education systems. It is outlined that excellence in teaching and research
cannot be achieved if socio-economic origin is a barrier to access (1). Student fee and
support systems do not only need to be examined (2), but reviewed and changed in all
the European Union member states in order to create more equity in access. Tuition
fees continue to be a burden, especially for underrepresented groups in acceding
and finishing higher education programmes. Therefore, these fees need to be
gradually abolished, while increasing the investments in students in the form of
grants. The European Union should not simply criticise member stated for the lack of
investment in higher education but should instead take an active role in encouraging
a renewed social and financial commitment to higher education throughout Europe.

More action on this field is required from the side of the European Union. Therefore
ESIB encourages the European Union to:

Set a benchmark on the amount of graduates from underrepresented groups. These
could include adult learners, students with disabilities, students from ethnic minorities
and students from lower socio-economic backgrounds. Accordingly, strategies should
be worked out to achieve these benchmarks.

Students are obvious partners in the Lisbon Agenda

A dialogue with the member states and the scientific and academic communities (3) is
the basis for this communication. Students, while being an active member of the
scientific and academic communities, have not been consulted in any way in the
development of this communication, despite our stake and positive contributions to
the process. The proposed reforms lack quality when it comes to concrete
issues related to students. The work of the European Commission currently also
lacks support from the student community. The access agenda is a good example,
still needing more support and more concrete measures to include more students in
our higher education systems. It is self-evident that student unions on the national
and European level need to be involved in all reforms relating to the Lisbon strategy.

This in light of good practices developed in governing the European Bologna Process,
in which students are a full partner. In this statement ESIB would like to stress:

A new commitment put forward by students in the 11th European Student
Convention to contribute to the European Union’s work. By contributing, ESIB
wishes to increase the quality of and support for the strategy for growth and
jobs.

For the coming steps towards the Education and Training 2010 goals, ESIB as
the voice of the European students community needs to be included in all
consultations, discussions and working groups.

Solving contradictions in university autonomy

ESIB believes that one of the main weak spots in the communication is that it is
unable to address and solve certain central contradictions. The call for an increase
in private funding puts university autonomy under siege. The communication
demands an intensified partnership with the business community (4), but ignores that
funding from business will require a reward from the university. A situation where
the need for private financing imposes a research agenda on the university, directed
by the business community, is more than conflicting with striving to ensure real
autonomy. Although not dismissing the concept of alternative funding altogether,

ESIB proposes that:

The benchmark of an increase of investments in higher education up to 2%
of Member States’ GPD should be more clearly defined in terms of public
responsibility, ensuring the need for university autonomy.

Solving contradictions in Intellectual Property Rights

Similarly, a contradiction arises with the increased claiming of Intellectual Property
Rights. ESIB welcomes the Commission’s call for further interaction with society (5).

However, the fact that while the communication calls for the public sharing
of knowledge, it also proposes a contradictory increase in the use of
patents and other regulations of intellectual property, which generally leads
to the opposite. Higher education and research are a public responsibility. Knowledge
created within the institutions opens the possibilities to the unhindered development
of entirely new areas of knowledge and economic activity, when put in the public
domain.

ESIB stands firm in its position that knowledge must not be protected, but should be
open and accessible for all. The commission should not simply pay lip service to this
issue of Intellectual Property Rights, but should strive to create a fruitful link
between society and universities for the benefit of Europe as a whole. Therefore
ESIB proposes that:

A working group be established to further define the links between higher
education and society, tackling the issue of Intellectual Property Rights.

European vision for higher education after 2010 is lacking

The communication outlines that autonomy with more accountability and more
diversified funding for universities is a central point in creating stronger universities
for more growth and jobs. The press release accompanying the communication
outlines that ‘The aim is to create a framework within which universities can become
stronger players in the global knowledge society and economy. The primary goal
must be to achieve excellence in the teaching and research functions of universities.’ (6)

ESIB believes that a more clear aim for activities of the European Commission in the
field of higher education is needed. A long term aim should address a new agenda
beyond 2010, when both the strategy for growth and jobs and the Bologna Process
reach their deadlines. A definition of the European Union’s role on this field is
needed. Stronger universities with more autonomy and accountability are
not enough to create a better higher education environment. ESIB stresses
that higher education is and should continue to be a public responsibility. New public
values need to be defined before providing measures that give universities more
autonomy. The document tries but doesn’t succeed in providing this framework. The
role of universities should be defined broader than providing a competent labour
force, tools for innovation and enabling the European Union to become the leader in
the global economy. ESIB proposes that:

A European vision on higher education after 2010 should be developed,
focusing on universities and their responsibility to society, not limiting their
role to a tool for competitiveness in a globalising economy. It should take into
account the European Union’s changing role in the field of higher education. 

1 As outlined on page 7 of COM (2006) 2008 final of 10.05.2006
2 As outlined on page 7 of COM (2006) 2008 final of 10.05.2006
3 As outlined on page 3 of COM (2006) 2008 final of 10.05.2006
4 As outlined on page 6 of COM (2006) 2008 final of 10.05.2006
5 As outlined on page 8 of COM (2006) 2008 final of 10.05.2006
6 Press release ‘Europe needs modernised universities’ IP/06/592 10.05.2006