1. The New French Policy for Higher Education and Research Professeur Bernard Belloc, Conseiller pour l’enseignement supérieur et la recherche au Cabinet du Président de la République UNICA, Paris 7 novembre 2009

2. 1- Why a new policy? 2-The reform: a brief description 3-Some remarks on « How to develop strategy and shape policies »

3. Why a new policy? What we say very often What we say very often –A success: the massification, 5 more students during the last 20 years; –Erasmus programs: France is one of the main destination for european students;

4. Why a new Policy? We say We say –Prestigious «grandes écoles »; –A high level basic research: recent Nobel prizes, Fields medals, Abel prizes, Turing prize, second country for the grants given by the ERC; –CNRS first scientific institution in Europe.

5. But Only 25% of the students obtain their degrees normally( just in time), between 15 and 30 % do not obtain no degree at all; Only 25% of the students obtain their degrees normally( just in time), between 15 and 30 % do not obtain no degree at all; the proportion of 18-24 y.o. people enrolled in higher education is lower in France, compared to many developped countries (USA and Canada for example); the proportion of 18-24 y.o. people enrolled in higher education is lower in France, compared to many developped countries (USA and Canada for example); In France a rate of unemployment very high for the young people; In France a rate of unemployment very high for the young people;

6. But « grandes écoles » are very confidential : 5% of the students, 7% with business schools students; « grandes écoles » are very confidential : 5% of the students, 7% with business schools students; Students of the « grandes écoles » mainly coming from the upper classes of the society; Students of the « grandes écoles » mainly coming from the upper classes of the society; « grandes écoles » are very heterogeneous in quality, and have a weak visibility from abroad; « grandes écoles » are very heterogeneous in quality, and have a weak visibility from abroad;

7. But A lack of research activities in the « grandes écoles »; A lack of research activities in the « grandes écoles »; Research under the responsability of too centralized scientific institutions, outside the universities; Research under the responsability of too centralized scientific institutions, outside the universities; In France low attractivity for the academic positions in general. In France low attractivity for the academic positions in general.

8. But ● applied research less important in France compared to some comparable countries (patents/ hab = 69 in Germany, 36 in France); Research investments insufficiently efficient in France (France versus UK: more researchers/hab., % of GNP for the research higher, but the share of the french scientific publications in the world is lower than the same for british publications). Research investments insufficiently efficient in France (France versus UK: more researchers/hab., % of GNP for the research higher, but the share of the french scientific publications in the world is lower than the same for british publications).

9. The new policy Complete autonomy for the universities; Complete autonomy for the universities; More competition between the academic institutions; More competition between the academic institutions; Diversification of the landscape; Diversification of the landscape; More research inside the universities; More research inside the universities; To open the universities toward the society in general and to develop more links with private partners in particular. To open the universities toward the society in general and to develop more links with private partners in particular.

10. The tools of the reform A new legal framework, with more freedom, the « loi LRU » (August 2007): reinforcement of the management, complete autonomy for the budget, buildings and the land, possibility to create foundations besides each university; A new legal framework, with more freedom, the « loi LRU » (August 2007): reinforcement of the management, complete autonomy for the budget, buildings and the land, possibility to create foundations besides each university; More freedom and flexibility in the recruitment and the management of the human ressources; More freedom and flexibility in the recruitment and the management of the human ressources; Evaluation and financial incentives for academics. Evaluation and financial incentives for academics.

11. Funding the reform The global national budget for the universities: + 50% from 2007 by 2012 (1 billion euros more each year in the global budget of the French State); The global national budget for the universities: + 50% from 2007 by 2012 (1 billion euros more each year in the global budget of the French State); Opération Campus: 5 billions euros for renovating 10 major Campus; Opération Campus: 5 billions euros for renovating 10 major Campus; We have the project to invest several billions euros into academic foundations. We have the project to invest several billions euros into academic foundations.

12. Funding the reform Research, by 2012: Research, by 2012: –4 billions euros more, allocated through competitive calls via the new agency, « agence nationale de la recherche »; –We expect 15 billions euros more, from private funding, through fiscal incentives.

13. How to develop strategy and shape policies? Open the debate inside the academics, but firstly with the partners (stockholders); Open the debate inside the academics, but firstly with the partners (stockholders); Show why the national organization to day is failing for solving the problems of the society and for giving the right answers to the questions of the society (not only the problems of the academic communauty); Show why the national organization to day is failing for solving the problems of the society and for giving the right answers to the questions of the society (not only the problems of the academic communauty);

14. How to develop strategy and shape policies? The reform of Higher education and Research systems is not firstly for the teachers and the students, but for the global society; The reform of Higher education and Research systems is not firstly for the teachers and the students, but for the global society; A good principle: funding and money are not an objective. They are elements of a policy, and the consequences of good projects; A good principle: funding and money are not an objective. They are elements of a policy, and the consequences of good projects;

15. How to develop strategy and shape policies? The examples from foreign countries are interesting because they give different solutions to the same problems; The examples from foreign countries are interesting because they give different solutions to the same problems; But impossibility to translate precisely foreign experiences in different national contexts; But impossibility to translate precisely foreign experiences in different national contexts;

16. How to develop strategy and shape policies? The organization of Higher Education systems depends upon national cultures and histories; The organization of Higher Education systems depends upon national cultures and histories; Give some examples of national good practices and success stories: they are always linked to general good principles, used abroad! Give some examples of national good practices and success stories: they are always linked to general good principles, used abroad!

17. Thanks for your attention