Strategy of Transformation of Czech Universities Petr Kolář Vice Minister for Science and HE Ministry of Education, Youth and Sports

Basic Features of the Czech HE System HE Acts 1990, 1998 Amendments Full academic rights and freedom Governance, student participation Plurality of HE institutions (public, private, state; university or non-university type) Autonomy of HE institutions Independent QA Multi-source financing

System Problems Universities – public funding, economic dependency upon the Government Formula financing prevails Quantitative growth Universities underfunded Access to HE Research: Universities vs. Academy of Sciences – two systems of funding

Reform – Points of Departure Adopted by the Czech Government (December 2004) Focus on quality research competitiveness access sustainable funding BUT No tuition fees at public universities Limited influence of the Ministry on HEI: funding, partly QA

Reform – Principles Shift from input to output Shift from quantitative to qualitative growth Access to HE – implementing Bologna principles Internationalization of study and research (Lisbon) Gradual division of the universities into teaching and research institutions Social affairs of students – combining public and individual responsibility More competition for educational and research funds More co-operation with businesses, industry, and regions

Reform – Financial Implications Public funding (2003) 17.5 billion CZK (530 million €) Cost of the reform ( ) 13 billion CZK (430 million €) So far +2.6 billion CZK in billion CZK in billion CZK in 2006 Increase By 50% in (incl. research) Goal 1.0% GDP in 2008 (cf. 0.8% GDP in 2004)

Reform – Priorities for 2006 Formula financing – Input381 Formula financing – Output400 Internationalization 60 RnD642 Development programmes450 Development fund 80 Student lodging200 Student board 20 Investments586 Total2,819 mil. CZK

Trends towards 2008 (Almost) full implementation of Bologna Development programmes – more independence to universities Formula financing – output (graduates) RnD Social dimension OECD Thematic Review of Tertiary Education New amendment to HEA (2006) Use of EU structural funds: OP Education, OP RnD for Innovation

… and beyond (I) Long-Term Plan for HEI Development ( ) Priorities Internationalisation of academic activities Quality and excellence in teaching and RnD Quality and culture of academic life Social dimension Competitiveness

… and beyond (II) Major shifts in focus: Quantity → Quality Input par. → Output par. Normative → Non-normative Uniformity → Diversity Teaching → Research

… and beyond (III) Quantified objectives Lisbon / Barcelona goals in RnD 1% GDP for HE in % young population enrolled by % young population in HE by 2015 Success rate 80-85% Labour market: 35% HE graduates in % foreign students Degree programmes delivered in foreign languages: 60% doctoral, 50% Master’s RnD funding: 20% share of HEI

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