Opinion of the European Economic and Social Committee on the Proposal for a decision of the European Parliament and of the Council establishing an action programme for the enhancement of quality in higher education and the promotion of intercultural understanding through cooperation with third countries (Erasmus Mundus) (2009-2013) COM(2007) 395 final
Date: 2008-03-12
Institutions: European Economic and Social Committee
Subjects: action programme, cooperation in the field of education, cultural policy, higher education, teaching quality, third country, youth exchange scheme

9.8.2008

EN

Official Journal of the European Union

C 204/85

Opinion of the European Economic and Social Committee on the Proposal for a decision of the
European Parliament and of the Council establishing an action programme for the enhancement of
quality in higher education and the promotion of intercultural understanding through cooperation
with third countries (Erasmus Mundus) (2009-2013)

COM(2007) 395 final

(2008/C 204/18)

On 10 September 2007 the Commission decided to consult the European Economic and Social Committee,
under Article 262 of the Treaty establishing the European Community, on the

Proposal for a decision of the European Parliament and of the Council establishing an action programme for the
enhancement of quality in higher education and the promotion of intercultural understanding through cooperation with
third countries (Erasmus Mundus) (2009-2013)

The Section for Employment, Social Affairs and Citizenship, which was responsible for preparing the
Committee's work on the subject, adopted its opinion on 21 February 2008. The rapporteur was Mr Soares
and the co-rapporteur was Mr Rodríguez García-Caro.

At its 443rd plenary session, held on 12 and 13 March 2008 (meeting of 12 March), the European
Economic and Social Committee adopted the following opinion by 125 votes, with no votes against and
two abstentions.

1. Summary and recommendations

1.1
The European Economic and Social Committee welcomes
the Proposal for a Decision of the European Parliament and of
the Council establishing an action programme for the enhance-
ment of quality in higher education and the promotion of inter-
cultural understanding through co-operation with third coun-
tries
(2009-2013), which extends and
improves the current Erasmus Mundus action programme,
which the EESC also welcomed in its time.

(Erasmus Mundus)

1.2
In the Committee's view, the aim of making European
universities centres of excellence attracting students from all
over the world is of the utmost importance and should help to
demonstrate the high quality of higher education and research
in Europe. The EESC considers, however, that the programme
should not contribute to the brain drain from third countries.
To this end, it urges the Commission to study, in cooperation
with third-country authorities and universities, strategies to
encourage students and lecturers to take advantage of what
Erasmus Mundus has to offer, and subsequently return to their
countries of origin to contribute to sustainable development
there. The Committee wishes to emphasise that, if this aim is to
be achieved, EU development cooperation policies should be
closely linked to programmes such as Erasmus Mundus.

1.3
The EESC notes the contribution that the new action
programme will make to boosting mobility for lecturers by allo-
cating teaching staff 40 % of all planned scholarships, as
opposed to the 16.6 % under the current programme which is
still in force. Such exchanges should be seen as a source of not
only scientific but also cultural and educational enrichment. To
this end, the Committee wishes to emphasise that the mobility
of
lecturers and students should no longer be an individual
responsibility — as it is in many cases today — and increasingly
become an institutional one.

1.4
sion to ensure that barriers arising from national

The Committee urges Member States and the Commis-
legislation

affecting the mobility of lecturers and students, in terms of both
access to the different EU Member States and the recognition
and validation of qualifications acquired, are eliminated as
quickly and effectively as possible, so that no one wishing to
take part in the programme is prevented or discouraged from
studying or teaching abroad.

1.5
The EESC considers that the selection procedures should
provide for EU-level compensation measures in order to prevent
serious imbalances between students' and academics' areas of
study and regions of origin and the destination Member States.
The Committee therefore endorses the wording in the Annex to
Decision No 2317/2003, establishing the Erasmus Mundus
Programme, and recommends that the European Parliament and
Council also include this in the proposal under consideration.

2. Proposed decision

2.1
The overall aim of the decision is to enhance the quality
of European higher education, to promote dialogue and under-
standing between different societies and cultures through coop-
eration with third countries, and to promote EU external policy
objectives and contribute to the sustainable development of
third countries in the field of higher education. The programme
covers the 2009-2013 five-year period.

The specific objectives of the proposed decision are as

2.2
follows:

a) to foster structured cooperation between higher education
institutions and academic staff in Europe and third countries
[…];

b) to contribute to the mutual enrichment of societies […] by
promoting mobility for
talented students and
the most
academics from third countries to obtain qualifications and/
or experience in the European Union and for the most
talented European students and academics towards third
countries;

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c) to contribute towards the development of human resources
and the international cooperation capacity of higher educa-
tion institutions in third countries […];

d) to improve accessibility and enhance the profile and visibility
of European higher education in the world as well as its
attractiveness for third-country nationals.

This initiative is to be implemented by means of the

2.3
following measures:

— Erasmus Mundus

joint masters programmes and joint

doctoral programmes […];

— partnerships between European and third-country higher

education institutions […];

— measures enhancing the attractiveness of Europe as an

educational destination […];

concerned. This mutually beneficial synergy will contribute to the devel-
opment of closer links and lay the foundations for better understanding
and cooperation in the future between the European Union and the
participating countries’ (3).

3.3
Bearing in mind that the same kind of programme is
involved here, the EESC would reiterate the comments it made
at that time, with slight but important changes, and add the
following remarks:

The Erasmus Mundus programme is concurrent with
3.3.1
steps to achieve the main aim of the Bologna process, which is
designed to create a European area for higher education and
research by the year 2010 through reforms aligning national
higher education systems.

— support

for

the

development

of

programmes and cooperation networks
exchange of experience and good practice;

joint

educational
facilitating the

— enhanced support for mobility, between the Community
and third countries, of people in the field of higher educa-
tion;

— promotion of language skills, preferably providing students
with the possibility of learning at least two of the languages
spoken in the various countries in which the higher educa-
tion institutions are situated […];

— support for pilot projects based on partnerships with an
external dimension designed to develop innovation and
quality in higher education;

— support for the analysis and follow-up of trends in, and
evolution of, higher education in an international perspec-
tive.

2.4
This programme aims to pursue the activities of the first
phase (2004-2008) (1), but aims to be more ambitious by incor-
porating the External Cooperation Window more directly,
extending its scope to all levels of higher education, improving
funding opportunities
for European students and offering
enhanced possibilities for cooperation with HEIs located in third
countries.

3. General comments

the Committee welcomes

As it stated in its opinion on the Erasmus World
3.1
programme (2004-2008) (2),
the
proposed decision of the Parliament and the Council, together
with the initiatives that have been and are being adopted to help
enhance the quality of education in the European Union and
boost cooperation with third countries, in line with Article 140
of the EC Treaty.

3.2
At that time, the Committee signalled ‘its support for the
adoption of specific initiatives which will pave the way for quality
higher education based, inter alia, on cooperation with third countries,
by working in partnership with top universities and attracting
renowned scholars and the best qualified students from the countries

(1) See EESC Own-initiative Opinion of 26.2.2003 on the Proposal for a
European Parliament and Council Decision establishing a programme for the
enhancement of quality in higher education and the promotion of intercultural
understanding through cooperation with third countries (Erasmus World)
(2004-2008), rapporteur:
J.I. Rodríguez García-Caro (OJ C 95 of
23.4.2003).

(2) Idem.

However,

3.3.2
it also coincides with another, outward-
looking goal, namely to promote Europe in the eyes of the
world as an area where there is quality higher education and
research. Hence it
the Bologna process to
succeed, so that more than just the current handful of European
universities attract young students from third countries.

is essential

for

3.3.3
This the Commission has acknowledged by accepting
the Bologna process as an integral part of its education and
training policy, with the same status as research in the European
Union.

3.3.4
The objective — creating a ‘European area of higher
education’ — implies a further aim, namely to attract students
and lecturers from third countries. Given that this is an impor-
tant, even essential goal for enhancing Europe's position in the
world, the EESC would once again alert those concerned to the
need to stem the brain drain from developing countries.

Action 2 (Erasmus Mundus partnerships)

3.3.5
is a good
example of this because, as well as taking account of the specific
development needs of the third country/countries,
it provides
for limited, short-term stays. The measures proposed should, in
the Committee's view, allow both teachers and students from
third countries to benefit from a valuable period teaching and
studying at European universities, but those concerned should
be strongly encouraged to return to their country of origin so
that they can contribute to sustainable development and social
cohesion in their homeland and, at the same time, bring the
high quality of EU universities to public notice in countries
outside the European Union.

3.3.6
The risk of the brain drain speeding up precisely from
those countries where brain power is needed — particularly due
to a lack of market opportunities or quite simply of proper
conditions for continuing scientific work — may also be coun-
tered by developing masters degrees and doctorate programmes
in third countries, which include courses and study programmes
in European countries which do not
long enough for
students to feel uprooted from their country of origin.

last

(3) See EESC Opinion of 12.12.2007 on Migration and development: oppor-
tunities and challenges, rapporteur: Sukhdev Sharma (CESE 1713/2007
— REX/236).

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3.3.7
This risk could also be reduced by means of measures
involving the universities themselves, incorporating return stra-
tegies in any agreement signed, possibly even including compen-
sation measures.

3.3.8
The Erasmus Mundus programme, which forms part of
a global approach in European Union policies and ties in with
the Lisbon strategy to turn Europe into a knowledge-based
economy which is the most dynamic and competitive economy
in the world — be it in terms of cooperation with the countries
with which it already has agreements or as part of a broader
approach to strategic cooperation with third countries —
should also view the issue of brain drain as a serious problem
for balanced development
in the countries with which it
works (4).

3.3.9
It is also important to stress that this programme has
another objective, which is to promote the exchange of cultures
through better quality education and scientific rigour (5). Hence
this programme should not serve as a pretext for introducing a
commercial perspective into higher education, but rather should
foster high quality education, independent research, respect for
academic freedom and, as envisaged in the proposal, help step
up the fight against all forms of social exclusion.

3.4
Lastly, along the same lines as the Bologna process, the
internal and external assessment system for universities needs to
be based on criteria that take account of the current academic
situation and act as an incentive to reach high levels of excel-
lence — a sine qua non if they are to succeed in attracting
students and lecturers from third countries, whilst at the same
time preserving their identities.

4. Specific comments

One key aspect of

4.1
the Erasmus Mundus programme
relates to the mobility of students and lecturers. The Bologna
experience has demonstrated that more attention has been paid
to the mobility of students than to that of lecturers, despite the
fact that the importance of lecturer mobility for guaranteeing
success in the Bologna strategy has been underlined in several
declarations. The Council of Europe also stressed this in 2006,
stating that the strategy was incomplete and inconsistent.

4.1.1 With the above as a case in point, it is important that
Erasmus Mundus constitute a factor propitious to such lecturer
mobility and, as defined in one of the six main objectives of the
Bologna process with regard to lecturers and researchers, it is
also important to overcome the obstacles impeding effective
lecturer mobility, paying particular attention to the recognition
and development of skills and expertise gained in research,
teaching and training during the period of absence from the
lecturer's usual place of work.

4.1.2
of the matter, which cannot be played down:

It is essential to take into account the various aspects

— discrepancies between the educational systems in the coun-

tries receiving and sending lecturers;

(4) See EESC Opinion of 25.10.2007 entitled ‘EU immigration and coopera-
tion policy with countries of origin to foster development’, rapporteur: L.M.
Pariza Castaños (OJ C 44 of 16.2.2008).

(5) See EESC opinion of 20.04.2006 entitled ‘Proposal for a Decision of the
European Parliament and of the Council concerning the European Year of Inter-
cultural Dialogue (2008)’, rapporteur: Ágnes Cser (OJ C 185 of
8.8.2006).

— the need to recognise and capitalise on the training, and

teaching and research experience of those concerned;

— recognition not only of scientific contributions but also of

socio-cultural values;

— exchanges of

lecturers and researchers,

to be viewed as
enhancing culture and education and not only as a way of
selecting the best qualified lecturers, students and researchers
from third countries, as if they were ‘qualified’ immigrants.

4.1.3
In this particular context, efforts must be made to
ensure that lecturer exchange is a factor benefiting the countries
receiving and sending lecturers, the students and also the univer-
sities themselves. Enabling people from third countries to
acquire qualifications and knowledge through study visits to
Europe could be one means of fostering the type of intellectual
sending their
exchange
academics and students and those receiving them. Of
the
different forms of exchange, visits and short study programmes,
sabbaticals and specific research programmes are the best
known, but there is still a wide range of other possibilities in
this domain.

that benefits both the

countries

4.2
The Communication mentions some aspects which the
EESC fully supports and which, by virtue of their importance,
should be underlined:

The

4.2.1
challenge of achieving linguistic diversity in
Europe, raised by this whole issue, should be viewed as an addi-
tional opportunity by those opting for Europe as a destination.
Recognising that one particular language is in the process of
becoming the ‘language of science’' does not mean ignoring the
value for education and research in a globalised world of
learning other languages; such learning ensures linguistic rich-
ness and more opportunities for all, including those citizens and
residents of the European Union who only speak their mother
tongue.

4.2.2
The complicated migration rules which are continually
being changed (and becoming increasingly inflexible) constitute
another problem to bear in mind in relation to academics and
students from third countries. In no way can or should this
constitute grounds for
lecturers,
researchers or students. In particular, the European Council reso-
lution on granting visas to students and teachers involved in
this type of programme should be finalised.

impeding the mobility of

4.2.3
Erasmus Mundus must also fully meet another of the
objectives proposed: it should be an instrument for combating
all forms of exclusion, including racism and xenophobia, and
should help smooth out inequalities between men and women.

The findings of a study carried out by the Academic
4.3
Cooperation Association between 2004 and 2005 at the request
of the Commission highlight the need to define a European
in
strategy to establish a European area of higher education,

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that

an excellent opportunity

The EESC reiterates its firm belief

the Erasmus
4.5
for
Mundus programme offers
detecting the most promising young students,
teachers and
researchers from third countries, who will most certainly be of
great value for the development of Europe itself. However,
it
feels it must point out that many young European graduates
encounter serious difficulties in finding decent and appropriate
work in their own countries. Rather than an observation about
the Erasmus programme, this should be seen more as a call to
launch a debate on that particular issue.

4.6
It is important to stress that, in many developing coun-
tries, only public universities have the capacity to democratise
higher education, eradicating discrimination and inequality (one
of the declared objectives of the Erasmus Mundus programme).
To this end, and regardless of the fact that the programme
should not draw any distinction between the public and private
sectors,
it should in such cases help consolidate and bolster
public universities in third countries, helping them meet their
goals to produce high quality education and research, with
academic freedom.

Article 5f) of the text of the proposal should include a
4.7
reference to the social dialogue partners
(employees and
employers' representatives), since the social partners are aware
of what is happening on the ground, as well as the skills and
qualifications which the labour market really requires. The
economic and social development needs of
third countries
should also be taken into account when planning the content of
masters degrees and doctorates.

In the Annex to Decision 2317/2003 establishing the
4.8
current Erasmus Mundus programme,
indent b) states that
‘selection procedures shall provide for a clearing mechanism at
European level, in order to prevent serious imbalances across
fields of study and students' and scholars' regions of provenance
and Member State of destination’. This reference has been left
out of the annex to the proposal for the new Erasmus Mundus
programme. If one of the priorities of the programme is to raise
the profile of European universities and secure their participa-
tion in the programme, the Committee feels that implementing
this principle in the selection of participating centres is a
priority, in order to avoid a situation where support from the
programme goes to the same Member States and the same
universities.

The President

of the European Economic and Social Committee

Dimitris DIMITRIADIS

order to counter the idea that in Europe only universities in the
most highly developed countries, or those with the most illus-
trious university traditions, can offer quality.

4.3.1
This strategy was based on the requirement (already
formalised in the current Erasmus Mundus programme) that
partnerships must be established between at least 3 universities
from at least 3 countries in order to be eligible to apply for the
scheme. The 2009-2013 programme upholds this requirement,
which the EESC fully endorses (6).

the scholarships awarded, prestige of

4.3.2
Nevertheless, other elements are crucial to improving
European universities' ability to attract students, relating to their
international prestige, the quality of the teaching body, cost of
studies, value of
the
degrees, subsequent job opportunities, knowledge which people
in third countries have about the different universities in EU
countries, and also the cost of living and how easy or difficult it
is to obtain an entry visa. Consideration of all of these factors,
in particular the cost of living and tuition fees, should be deci-
sive when deciding on the award of scholarships.

Hence

this new phase

4.3.3
in the Erasmus Mundus
programme should present an opportunity for discussing with
university representatives, lecturers and students measures which
might help publicise the merits of other universities in other EU
countries, with a view to encouraging students and lecturers
from third countries to apply to a wider range of such institu-
tions.

4.3.4
One way to achieve this is, taking the good example of
the Bologna process, to raise the profile of the European Univer-
sity Area as a whole in the information sources currently
consulted by those intending to study outside their country of
origin (internet, websites, EU representations).

4.3.5
Thus it might be possible, through close institutional
cooperation between Member States,
the Commission and
i) to create a well prepared European
university authorities,
university portal, permanently kept up to date, easily accessed,
with attractive content and widely publicised, allowing access to
the portals of
the different European universities and ii) to
create departments in EU representations specifically geared to
providing information about the European University Area.

4.4
One element essential to the capacity of the European
University Area to attract students and lecturers is the presence
of a highly qualified, well paid and professionally recognised
body of teachers.

Brussels, 12 March 2008.

(6) Data published by the Commission show that over 350 universities
from almost every EU country have to date been involved with the
Erasmus Mundus programme, with universities from 12 of the 27
Member States having taken responsibility for coordinating the
schemes. The data also shows that most of these schemes have involved
partnerships with more than 4 universities from different countries.