Network of Experts on Student Support in Europe – NESSIE Liaison with the Social Dimension Working Group Brian Power Chair of the BFUG Working Group on the Social Dimension and Lifelong Learning Berlin, May 2013

Bucharest Conclusions on the Social Dimension “Widening access to higher education is a precondition for societal progress and economic development. We agree to adopt national measures for widening overall access to quality higher education.” “Widening access to higher education is a precondition for societal progress and economic development. We agree to adopt national measures for widening overall access to quality higher education.” “The student body entering and graduating from higher education institutions should reflect the diversity of Europe’s populations.” “The student body entering and graduating from higher education institutions should reflect the diversity of Europe’s populations.”

Bucharest Conclusions on the Social Dimension “We will step up our efforts towards underrepresented groups to develop the social dimension of higher education, reduce inequalities and provide adequate student support services, counselling and guidance, flexible learning paths and alternative access routes, including recognition of prior learning.” “We will step up our efforts towards underrepresented groups to develop the social dimension of higher education, reduce inequalities and provide adequate student support services, counselling and guidance, flexible learning paths and alternative access routes, including recognition of prior learning.” “We encourage the use of peer learning on the social dimension and aim to monitor progress in this area.” “We encourage the use of peer learning on the social dimension and aim to monitor progress in this area.”

Bucharest Conclusions on Portability of Grants and Loans Sufficient financial support to students is essential in ensuring equal access and mobility opportunities. Sufficient financial support to students is essential in ensuring equal access and mobility opportunities. We reiterate our commitment to full portability of national grants and loans across the EHEA and call on the European Union to underpin this endeavour through its policies. We reiterate our commitment to full portability of national grants and loans across the EHEA and call on the European Union to underpin this endeavour through its policies.

2012 BFUG Implementation Report Social Dimension chapter included data on: Social Dimension chapter included data on: participation rates participation rates gender balance gender balance migrant participation migrant participation early school leaving early school leaving parental educational background parental educational background

Social Dimension - Challenges However, collecting and comparing more detailed national level data on the social dimension presents real challenges: However, collecting and comparing more detailed national level data on the social dimension presents real challenges: Social dimension understood differently from one country to another Social dimension understood differently from one country to another National level policies not linked to the Bologna commitment National level policies not linked to the Bologna commitment Measurement and monitoring of target groups are not consistent across national boundaries Measurement and monitoring of target groups are not consistent across national boundaries

Peer Learning Initiative It is in this context that the Working Group secured agreement to bring forward a proposal for the Peer Learning Initiative on the Social Dimension of Higher Education It is in this context that the Working Group secured agreement to bring forward a proposal for the Peer Learning Initiative on the Social Dimension of Higher Education Working closely with Eurostudent and other initiatives in the field to avoid re- inventing the wheel Working closely with Eurostudent and other initiatives in the field to avoid re- inventing the wheel

PL4SD Address the issues of data collection, analysis and policy monitoring and evaluation in the implementation of the social dimension across the EHEA Address the issues of data collection, analysis and policy monitoring and evaluation in the implementation of the social dimension across the EHEA Proposal funded by the EU Commission Proposal funded by the EU Commission Implementation: Implementation: Collection of relevant data, strategies and initiatives across 47 countries for SD database Collection of relevant data, strategies and initiatives across 47 countries for SD database In-depth country reviews towards national strategies In-depth country reviews towards national strategies

NESSIE and the Social Dimension Opportunities to share the benefits of mobility Opportunities to share the benefits of mobility Available data indicate that disadvantaged groups are significantly less mobile Available data indicate that disadvantaged groups are significantly less mobile Challenge of social capital as well as financial support Challenge of social capital as well as financial support But portable financial support critical to mobility for disadvantaged groups But portable financial support critical to mobility for disadvantaged groups

NESSIE and the Social Dimension Many national student support systems are needs based Many national student support systems are needs based Already targeting additional supports to less well-off students Already targeting additional supports to less well-off students Portability of supports facilitates greater mobility for all groups but is essential to disadvantaged students Portability of supports facilitates greater mobility for all groups but is essential to disadvantaged students

NESSIE and the Social Dimension Portability statistics on needs-based supports will allow for measurement of degree mobility among certain groups Portability statistics on needs-based supports will allow for measurement of degree mobility among certain groups Suggestion that PL4SD examine mobility data for its target group Suggestion that PL4SD examine mobility data for its target group STiME (State Grants and Loans to Increase Mobility) STiME (State Grants and Loans to Increase Mobility)

STiME Project Project delivered ACA in collaboration with the Deutsches Studentenwerk, funded by EU Commission Study on national grant and loan systems covering 31 European countries (EU-27 and EFTA-4) Explore if state grants and loans are portable and provide statistical data on the outbound mobility of students funded – both needs-based and merit-based Identify the share of mobility funded by these schemes of total outgoing mobility and compare with UNESCO Institute of Statistics data The partners will collect the necessary data mainly by means of surveys and data requests

EU Education Council Conclusions on the Social Dimension- May 2013 The Bologna Process and subsequent development of the European Higher Education Area (EHEA), the EU agenda for the modernisation of higher education and the Europe 2020 Strategy all demonstrate that European cooperation and shared policy responses have a valuable contribution to make in confronting common challenges through the exchange of good practice, comparative evidence-based policy analysis and the provision of funding support, as well as through helping to provide sustainable mechanisms to facilitate greater mobility of diverse student groups

Challenges Explore avenues for productive cooperation Explore avenues for productive cooperation Resources always an issue for Networks Resources always an issue for Networks New funded initiatives New funded initiatives Cooperation with PL4SD in the collection of peer learning data Cooperation with PL4SD in the collection of peer learning data Cooperation with STiME in the collection of data for the analysis of needs-based grants foir mobility Cooperation with STiME in the collection of data for the analysis of needs-based grants foir mobility In facilitating portability for less well-off students In facilitating portability for less well-off students

Thank You Brian Power Head of Student Support and Equity of Access to Higher Education Department of Education and Skills