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Portuguese higher education: a view from the outside Presentation of report, 4 Jean-Marc Rapp February 19 2013 Lisbon.

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Presentation on theme: "Portuguese higher education: a view from the outside Presentation of report, 4 Jean-Marc Rapp February 19 2013 Lisbon."— Presentation transcript:

1 Portuguese higher education: a view from the outside Presentation of report, 4 Jean-Marc Rapp February Lisbon

2 Conselho Coordenador do Ensino Superior (CCES): legal background Decreto Lei 214/2006 provided for the setting up of CCES OECD suggested composition and remit, 2007 RJIES arts.170/171 contain government’s stated intention to proceed with CCES Decreto Regulamentar 15/2009 specified CCES’s mandate, composition, modus operandi CNE Recommendation 4/2012 called for implementation The team agrees with CNE (R36) …2…

3 CCES: the benefits of a ‘buffer body’ A council set in an intermediary role between ministry and public institutions will:  institute a measure of sectoral autonomy to match and reinforce institutional autonomy  use sectoral self-regulatory capacity to increase institutional accountability  bring transparency sufficient to reassure all stakeholders  provide continuity by working in multi-annual cycles  overcome the disadvantages of ministerial micro- management …3…

4 CCES: suggested composition Membership of 17 is already enshrined in law In line with practice in EU and in Bologna Follow- Up Group, which involves both social partners, relevant trade unions should be co-opted as full members University and polytechnic students are represented, but the fragmented student bodies should strive for more credible national identities CCES members should not be bound by constituency instructions, but should act in a personal capacity …4…

5 The remit of the CCES The CCES is currently defined as consultative in two respects  it must be consulted when the law so requires  it may be consulted at the minister’s discretion It must also have a strategic function, with policy-making responsibility and the ability to build appropriately strong evidence bases In order to fully discharge its functions, it must also have a regulatory character, with relevant powers devolved from government …5…

6 The tasks of the CCES (1) To formulate a national strategic plan for education (R39)  on the basis of internal consensus  in liaison with regional development agencies, employers organisations, and bodies responsible for labour market analysis and planning  with long-term efficacy and regular review  in line with policies and targets agreed at EU and at EHEA levels …6…

7 The tasks of the CCES (2) To produce proposals on the composition and remit of public-sector university and polytechnic funding councils (R15, 40), charged with  receiving public funds from government  devising a mixed allocation methodology (block grant, competitive, collaborative, co-funding)  allocating to institutions on a multi-annual basis To receive and approve 4-year strategic plans submitted by institutions (R16) To approve (R14), within the agreed strategic framework, mergers, closures and consolidations …7…

8 The tasks of the CCES (3) Other tasks recommended by the team  to receive reports from regional HE facilitation bodies (R7)  to review the volume and mechanics of student finance (19)  to develop a lifelong learning strategy (R22-23)  to review the scope for expanding distance learning (R25)  to review the implementation of learning outcomes in curriculum design, assessment, and quality assurance (R26) …8…

9 The tasks of the CCES (4) In the interests of transparency and the development of evidence-based policy, to set parameters and methodologies for data collection and analysis (R41) To disseminate information to institutions, students, agencies and the wider public To set a high priority on accuracy and reliability To manage its communications in such a manner as to sustain parity of esteem within the binary system …9…

10 …10… Thank you for your attention


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