COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS Supporting growth and jobs – an agenda for the modernisation of Europe's higher education systems
Date: 2011-09-20
Institutions: European Commission
Subjects: EU financing, cooperation in the field of education, economic and social cohesion, education budget, innovation, job access, research staff, student mobility, teaching quality, university

EUROPEAN COMMISSION 

Brussels, 20.9.2011 
COM(2011) 567 final 

COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN 
PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL 
COMMITTEE AND THE COMMITTEE OF THE REGIONS 

Supporting growth and jobs – an agenda for the modernisation of Europe's higher 
education systems 

{SEC(2011) 1063 final} 

 
 
 
 
  
 
1. 

INTRODUCTION  

The  Europe  2020  strategy,  its  Flagship  Initiatives  and  the  new  Integrated  Guidelines  put 
knowledge  at  the  heart  of  the  Union’s  efforts  for  achieving  smart,  sustainable  and  inclusive 
growth;  the  Commission’s  proposal  for  the  Multiannual  Financial  Framework  2014-2020 
supports this strategy with a significant increase in the budget devoted to investment in education, 
research  and  innovation.  This  is  because  education,  and  in  particular  higher  education  and  its 
links with research and innovation, plays a crucial role in individual and societal advancement, 
and in providing the highly skilled human capital and the articulate citizens that Europe needs to 
create  jobs,  economic  growth  and  prosperity.  Higher  education  institutions1  are  thus  crucial 
partners in delivering the European Union's strategy to drive forward and maintain growth. 

Despite a challenging employment climate in the wake of the economic crisis, higher education 
represents  a  sound  choice2.  Yet,  the  potential  of  European  higher  education  institutions  to 
fulfil  their  role  in  society  and  contribute  to  Europe's  prosperity  remains  underexploited; 
Europe is no longer setting the pace in the global race for knowledge and talent, while emerging 
economies are rapidly increasing their investment in higher education3. While 35% of all jobs in 
the  EU  will  require  high-level  qualifications  by  20204,  only  26%  of  the  workforce  currently 
has a higher education qualification. The EU still lags behind in the share of researchers in the 
total labour force: 6 per 100, compared to 9 in the US and 11 in Japan.5 The knowledge economy 
needs  people  with  the  right  mix  of  skills  :  transversal  competences,  e-skills  for  the  digital  era, 
creativity  and  flexibility  and  a  solid  understanding  of  their  chosen  field  (such  as  in  Science, 
Technology,  Engineering  and  Maths).  But  public  and  private  employers,  including  in  research 
intensive sectors, increasingly report mismatches and difficulties in finding the right people for 
their evolving needs.  

At  the  same  time,  higher  education  institutions  too  often  seek  to  compete  in  too  many  areas, 
while comparatively few have the capacity to excel across the board. As a consequence, too few 
European  higher  education  institutions  are  recognised  as  world  class  in  the  current,  research-
oriented  global  university  rankings.  For  instance,  only  around  200  of  Europe's  4000  higher 
education institutions are included in the top 500, and only 3 in the top 20, according to the latest 
Academic Ranking of World Universities. And there has been no real improvement over the past 
years. There is no single excellence model: Europe needs a wide diversity of higher education 
institutions,  and  each  must  pursue  excellence  in  line  with  its  mission  and  strategic  priorities. 
With  more  transparent  information  about  the  specific  profile  and  performance  of  individual 

1 

2 
3 
4 
5 

This  term  is  used  to  encompass  all  tertiary  education  institutions  including  universities,  universities  of 
applied  science,  institutes  of  technology,  'grandes  écoles',  business  schools,  engineering  schools,  IUT, 
colleges of higher education, professional schools, polytechnics, academies, etc. This is to take account of 
linguistic diversity and national traditions and practices. 
See Staff Working Document, Section 2  
See Staff Working Document, Section 7.2 
See COM(2010) 682 final. 
MORE study on the mobility patterns and career paths of EU researchers (EC, 2010) 

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institutions,  policy-makers  will  be  in  a  better  position  to  develop  effective  higher  education 
strategies and institutions will find it easier to build on their strengths.  

The  main  responsibility  for  delivering  reforms  in  higher  education  rests  with  Member 
States and education institutions themselves. However, the Bologna Process, the EU Agenda 
for the modernisation of universities6 and the creation of the European Research Area show that 
the  challenges  and  policy  responses  transcend  national  borders.  In  order  to  maximise  the 
contribution  of  Europe's  higher  education  systems  to  smart,  sustainable  and  inclusive  growth, 
reforms are needed in key areas: to increase the quantity of higher education graduates at all 
levels; to enhance the quality and relevance of human capital development in higher education; 
to  create  effective  governance  and  funding  mechanisms  in  support  of  excellence;  and  to 
strengthen  the  knowledge  triangle  between  education,  research  and  business.  Moreover,  the 
international  mobility  of  students, 
the  growing 
internationalisation  of  higher  education,  have  a  strong  impact  on  quality  and  affect  each  of 
these key areas.  

researchers  and  staff,  as  well  as 

Section  2  of  this  Communication  identifies  key  policy  issues  for  Member  States  and  higher 
education institutions seeking to maximise their contribution to Europe’s growth and jobs. The 
specific  actions  that  the  EU  will  take,  bringing  its  added  value  to  support  the  modernisation 
efforts  of  public  authorities  and  institutions  are  presented  in  Section  3.  The  Staff  Working 
Document  accompanying  this  Communication  discusses  the  analytical  evidence  underpinning 
these policy issues and actions. 

2. 

2.1. 

KEY  ISSUES  FOR  MEMBER  STATES  AND  FOR  HIGHER  EDUCATION 
INSTITUTIONS 

Increasing  attainment  levels  to  provide  the  graduates  and  researchers  Europe 
needs  

The  Europe  2020  education  headline  target  stipulates  that,  by  2020,  40%  of  young  people 
should successfully complete higher education or equivalent studies7. Attainment levels have 
grown  significantly  across  much  of  Europe  in  the  last  decade,  but  they  are  still  largely 
insufficient  to  meet  the  projected  growth  in  knowledge-intensive  jobs,  reinforce  Europe's 
capacity to benefit from globalisation, and sustain the European social model. Increasing higher 
education attainment must also be a catalyst for systemic change, to enhance quality and develop 
new  ways  to  deliver  education.  Furthermore,  while  the  impact  of  demographic  ageing  varies 
across  Member  States8,  the  group  of  school  leavers  from  which  higher  education  traditionally 
recruits is shrinking.  

Therefore, Europe needs to attract a broader cross-section  of society into  higher  education, 
including disadvantaged and vulnerable groups, and deploy the resources to meet this challenge; 

6 
7 
8 

COM(2006) 208 final 
By 2020, 40% of 30-34 year olds in the EU should have completed tertiary or equivalent education 
See Staff Working Paper, Section 3.4  

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in several Member States, reducing higher education drop-out rates is also crucial. This increase 
in  aspirations  and  achievement  cannot  be  addressed  at  the  tertiary  level  alone:  success  also 
depends upon policies to improve earlier educational outcomes and reduce school drop-out, 
in  line  with  the  Europe  2020  target9  and  the  recent  Council  Recommendation  on  early  school 
leaving10.  

Europe also needs more researchers, to prepare the ground for the industries of tomorrow. To 
make  our  economies  more  research-intensive,  reaching  the  3%  of  GDP  research  investment 
target, the Union will need an estimated one million new research jobs11, mainly in the private 
sector. In addition to improving the conditions for industry to invest in research and innovation, 
this calls for more doctoral candidates and equipping the existing workforce with research skills, 
and  for  better  information  on  opportunities  so  that  career  paths  outside  academia  become  a 
genuine  career  prospect  for  early  stage  researchers.  Tackling  stereotyping  and  dismantling  the 
barriers  still  faced  by  women  in  reaching  the  highest  levels  in  post-graduate  education  and 
research  –  especially  in  certain  disciplines  and  in  leadership  positions  –  can  liberate  untapped 
talent. 

Key policy issues for Member States and higher education institutions: 

• 

• 

• 

• 

Develop clear progression routes from vocational and other education types into higher 
education.  An  effective  way  to  achieve  this  is  through  national  qualification 
frameworks  linked  to  the  European  Qualifications  Framework  and  based  on  learning 
outcomes, and through clear procedures for recognising learning and experience gained 
outside formal education and training.  

Encourage  outreach  to  school  students  from  underrepresented  groups  and  to  'non-
traditional'  learners,  including  adults;  provide  more  transparent  information  on 
educational opportunities and outcomes, and tailored guidance to inform study choices 
and reduce drop-out. 

Ensure 
backgrounds through a better targeting of resources. 

that  financial  support  reaches  potential  students  from 

lower 

income 

Design and implement national strategies to train and re-train enough researchers in line 
with the Union’s R&D targets. 

2.2. 

Improving the quality and relevance of higher education 

Higher education enhances individual potential and should equip graduates with the knowledge 
and core transferable competences they need to succeed in high-skill occupations. Yet curricula 
are often slow to respond to changing needs in the wider economy, and fail to anticipate or help 

9 

10 
11 

To  reduce  the  proportion  of  18-24  years  olds  without  upper  secondary  education  and  not  in  further 
education and training to 10% at most. 
See Council Recommendation on policies to reduce early school leaving (adopted 7 June 2011) 
COM (2010) 546 final, p.9 

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shape the careers of tomorrow; graduates struggle to find quality employment in line with their 
studies12. Involving employers and labour market institutions in the design and delivery of 
programmes, supporting staff exchanges and including practical experience in courses can help 
attune  curricula  to  current  and  emerging  labour  market  needs  and  foster  employability  and 
entrepreneurship. Better monitoring by education institutions of the career paths of their former 
students can further inform programme design and increase relevance.  

There  is  a  strong  need  for  flexible,  innovative  learning  approaches  and  delivery  methods:  to 
improve  quality  and  relevance  while  expanding  student  numbers,  to  widen  participation  to 
diverse groups of learners, and to combat drop-out. One key way of achieving this, in line with 
the  EU  Digital  Agenda13,  is  to  exploit  the  transformational  benefits  of  ICTs  and  other  new 
technologies  to  enrich  teaching,  improve  learning  experiences,  support  personalised  learning, 
facilitate  access  through  distance  learning,  and  virtual  mobility,  streamline  administration  and 
create new opportunities for research14.  

In  meeting  the  increased  demand  for  knowledge  workers,  researcher  training  in  higher 
education must be better aligned with the needs of the knowledge-intensive labour market and in 
particular  with  the  requirements  of  SMEs.  High  quality,  industry-relevant  doctoral  training  is 
instrumental  in  meeting  this  demand  for  expert  human  capital.  Linking  funding  to  the 
implementation of the EU Principles on Innovative Doctoral Training15 will allow Europe to 
train more researchers better and faster. 

The  reform  and  modernisation  of  Europe’s  higher  education  depends  on  the  competence 
and motivation of teachers and researchers. Yet teaching and research staffing has often not 
kept  pace  with  expanding  student  numbers  which  puts  pressure  on  already  strained  capacities. 
Better  working  conditions  including  transparent  and  fair  recruitment  procedures16,  better  initial 
and  continuing  professional  development,  and  better  recognition  and  reward  of  teaching  and 
research  excellence  are  essential  to  ensure  that  Europe  produces,  attracts  and  retains  the  high 
quality academic staff it needs.  

Key policy issues for Member States and higher education institutions: 

• 

12 
13 
14 
15 

16 

Encourage  the  use  of  skills  and  growth  projections  and  graduate  employment  data 
(including  tracking  graduate  employment  outcomes)  in  course  design,  delivery  and 
evaluation, adapting quality assurance and funding mechanisms to reward success in 
equipping students for the labour market. 

See Staff Working Document, Section 4.1 
COM (2010) 245 final 
See Staff Working Document, Section 4.3 
These  principles,  prepared  with  the  support  of  the  ERA  Steering  Group  Human  Resources  and  Mobility, 
call  for  research  excellence  and  creativity,  an  attractive  institutional  environment  with  critical  mass  and 
respect for the Charter and Code for attractive working conditions for researchers, interdisciplinary research 
options,  exposure  to  industry  and  other  relevant  work  sectors,  international  networking  and  mobility, 
transferable skills training and quality assurance.  
Including in line with the 'European Charter for Researchers and Code of Conduct for their Recruitment' 

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• 

• 

• 

• 

• 

Encourage  a  greater  variety  of  study  modes  (e.g.  part-time,  distance  and  modular 
learning,  continuing  education  for  adult  returners  and  others  already  in  the  labour 
market), by adapting funding mechanisms where necessary. 

Better exploit the potential of ICTs to enable more effective and personalised learning 
experiences,  teaching  and  research  methods  (eg.  eLearning  and  blended  learning)  and 
increase the use of virtual learning platforms. 

Enhance  the  capacity  of  labour  market  institutions  (including  public  employment 
services)  and  regulations  to  match  skills  and  jobs,  and  develop  active  labour  market 
policies to promote graduate employment and enhance career guidance. 

Introduce  incentives  for  higher  education  institutions  to  invest  in  continuous 
professional  development  for  their  staff,  recruit  sufficient  staff  to  develop  emerging 
disciplines and reward excellence in teaching. 

Link  funding  for  doctoral  programmes  to  the  Principles  for  Innovative  Doctoral 
Training. 

2.3. 

Strengthening quality through mobility and cross-border co-operation 

Learning mobility helps individuals increase their professional, social and intercultural skills and 
employability.  The  ministers  of  the  European  Higher  Education  Area  (EHEA)  have  agreed  to 
double  the  proportion  of  students  completing  a  study  or  training  period  abroad  to  20%  by 
202017.  The  EHEA  has  brought  about  far-reaching  changes:  the  bachelor-master-doctorate 
structure and advances in quality assurance have facilitated individual mobility and strengthened 
institutions and systems. In parallel, the development of the European Research Area (ERA) is 
increasing  complementarity  between  national  systems  to  enhance  the  cost  effectiveness  of 
research investment and intensify exchanges and cooperation between institutions. 

However,  the  recognition  of  academic  qualifications  gained  abroad  is  still  too  difficult;  the 
portability of  grants and  loans is restricted; “vertical” mobility18 remains limited; and obstacles 
hinder  the  free  movement  of  researchers  within  the  EU.  The  implementation  of  the  Council 
Recommendation  on  promoting  learning  mobility19,  and  the  use  of  European  quality  assurance 
tools such as the European Quality Assurance Register, would facilitate mutual  trust, academic 
recognition and mobility. 

Attracting the best students, academics and researchers from outside the EU and developing 
new forms of cross-border cooperation are key drivers of quality. They can also be important 
sources  of  income  for  institutions.  Although  some  Member  States  are  a  very  attractive  study 
destination20,  the  EU  as  a  whole  needs  to  attract  the  best  students  and  researchers  if  it  is  to 

17 
18 
19 
20 

See SEC(2011) 670 final.  
Changing countries between bachelor, master and doctoral levels. 
Council Recommendation on promoting the learning mobility of young people, 28 June 2011 
See Staff Working Document, Section 7.1 

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compete  with  the  US21.  Europe’s  attractiveness  can  be  enhanced  if  a  number  of  concerns  are 
urgently  addressed:  increasing  cost  and  uneven  quality;  difficult  academic  recognition;  non-
transparent  recruitment  and  unattractive  working  conditions  for  researchers;  and  problems  in 
obtaining visas to study and work, including for intra-EU mobility.  

Key policy issues for Member States and higher education institutions: 

• 

• 

• 

Encourage institutions to build learning mobility more systematically into curricula, 
and  eliminate  unnecessary  barriers  to  switching  institutions  between  bachelor  and 
master levels and to cross-border co-operation and exchanges.  

Ensure  the  efficient  recognition  of  credits  gained  abroad  through  effective  quality 
assurance, comparable and consistent use of ECTS and the Diploma Supplement, and by 
linking qualifications to the European Qualifications Framework. 

Improve  access,  employment  conditions  and  progression  opportunities  for  students, 
researchers  and  teachers  from  other  countries,  including  by  fully  implementing  the 
Directives  on  students  and  researchers22  and  the  EU  Visa  Code  to  facilitate  the 
issuing of Schengen visas to students and researchers undertaking short stays23.  

2.4.  Making  the  knowledge  triangle  work:  Linking  higher  education,  research  and 

business for excellence and regional development 

The contribution of higher education to jobs and growth, and its international attractiveness, can 
be  enhanced  through  close,  effective  links  between  education,  research  and  business  –  the 
three sides of the “knowledge triangle”. The recent shift towards open innovation has resulted in 
increased  flows  of  knowledge  and  new  types  of  co-operation  between  education  institutions, 
research organisations and business. But the capacity of higher education institutions to integrate 
research results and innovative practice into the educational offer, and to exploit the potential for 
marketable products and services, remains weak24.  

Working  across  the  boundaries  of  research,  business  and  education  requires  in-depth  scientific 
knowledge,  entrepreneurial  skills,  creative  and  innovative  attitudes  and  intensive  interaction 
between  stakeholders  to  disseminate  and  exploit  knowledge  generated  to  best  effect.  Public 
policies  which  encourage  partnership  between  professional  institutions,  research  universities, 
business  and  high-tech  centres  can  anchor  education  in  the  knowledge  triangle,  improve  the 
continuum  between  basic  and  applied  research,  and  transfer  knowledge  to  the  market  more 
effectively. Improved management of intellectual property will facilitate this process25. 

21 
22 
23 
24 
25 

ibid 
Council Directive 2004/114/EC and Council Directive 2005/71/EC  
Stays of no more than three months within a six-month period 
Council Conclusions on the knowledge triangle - 20 October 2009 
See Recommendation on the management of intellectual property C(2008) 1329 final, 10.04.2008 

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As  centres  of  knowledge,  expertise  and  learning,  higher  education  institutions  can  drive 
economic development in the territories where they are located; they can bring talented people 
into innovative environments and harness regional strengths on a global scale; they can foster an 
open exchange of knowledge, staff and expertise. They can also act as the centre of a knowledge 
network  or  cluster  serving  the  local  economy  and  society,  if  local  and  regional  authorities 
implement smart specialisation strategies to concentrate resources on key priorities and maximise 
impact.  

Key policy issues for Member States and higher education institutions: 

• 

• 

• 

• 

Stimulate  the  development  of  entrepreneurial,  creative  and  innovation  skills  in  all 
disciplines and in all three cycles, and promote innovation in higher education through 
more 
strengthened  knowledge-transfer 
infrastructure. 

learning  environments  and 

interactive 

Strengthen  the  knowledge-transfer  infrastructure  of  higher  education  institutions  and 
enhance their capacity to engage in start-ups and spin-offs. 

Encourage  partnership  and  cooperation  with  business  as  a  core  activity  of  higher 
education  institutions,  through  reward  structures,  incentives  for  multidisciplinary  and 
cross-organisational  cooperation,  and  the  reduction  of  regulatory  and  administrative 
barriers to partnerships between institutions and other public and private actors. 

Promote the systematic involvement of higher education institutions in the development 
of  integrated  local  and  regional  development  plans,  and  target  regional  support 
towards  higher  education-business  cooperation  particularly  for  the  creation  of 
regional hubs of excellence and specialisation. 

2.5. 

Improving governance and funding 

Higher education systems require adequate funding, and the Europe 2020 strategy highlights the 
need  to  protect  the  growth-enhancing  areas  of  education  and  research  when  prioritising  public 
spending.  Yet,  while  spending  levels  vary  substantially  between  Member  States26,  total 
investment in higher education in Europe is too low: 1.3% of GDP on average, compared with 
2.7% in the US and 1.5% in Japan. The current pressure for fiscal consolidation has inevitably led 
Member  States  to  assess  the  cost-effectiveness  of  their  public  investments  in  higher  education 
and research: while some have reduced spending, others have increased budgets in recognition of 
the growth potential of spending in these areas.  

Public  investment  must  remain  the  basis  for  sustainable  higher  education.  But  the  scale  of 
funding  required  to  sustain  and  expand  high-quality  higher  education  systems  is  likely  to 
necessitate  additional  sources  of  funding,  be  they  public  or  private.  Member  States  are 
increasingly  striving  to  maximise  the  value  of  resources  invested,  including  through  targeted 
performance  agreements  with  institutions,  competitive  funding  arrangements,  and  channelling 

26 

See Staff Working Document, Section 6.1 

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finance  directly  to  individuals.  They  are  looking  to  diversify  funding  sources,  using  public 
investment  to  lever  funds  from  elsewhere  and  drawing  to  a  larger  extent  on  private  funding; 
tuition  fees  are  becoming  more  widespread,  particularly  at  masters  level  and  above.  It  will  be 
important  to  monitor  and  assess  the  effectiveness  and  impact  of  these  new  developments, 
including on students from poorer backgrounds, and on equity and mobility. 

The  challenges  faced  by  higher  education  require  more  flexible  governance  and  funding 
systems  which  balance  greater  autonomy  for  education  institutions  with  accountability  to  all 
stakeholders.  Autonomous  institutions  can  specialise  more  easily,  promoting  educational  and 
research performance27 and fostering diversification within higher education systems. But legal, 
financial and administrative restrictions continue to limit institutional freedom to define strategies 
and  structures  and  to  differentiate  themselves  from  their  competitors.  The  efficiency  of  higher 
education institutions and so the effectiveness of public investment can be enhanced by reducing 
restrictions: on raising private revenue, on capital investment, on the ownership of infrastructure, 
on  the  freedom  to  recruit  staff,  on  accreditation.  Investment  in  professional  management  can 
provide  strategic  vision  and  leadership  while  allowing  teachers  and  researchers  the  necessary 
academic freedom to concentrate on their core tasks. 

Key policy issues for Member States and higher education institutions: 

• 

• 

• 

• 

• 

Encourage a better identification of the real costs of higher education and research and 
the  careful  targeting  of  spending,  including  through  funding  mechanisms  linked  to 
performance which introduce an element of competition. 

Target funding mechanisms to the needs of different institutional profiles, to encourage 
institutions  to  focus  efforts  on  their  individual  strengths,  and  develop  incentives  to 
support a diversity of strategic choices and to develop centres of excellence. 

Facilitate  access  to  alternative  sources  of  funding,  including  using  public  funds  to 
leverage private and other public investment (through match-funding, for example).  

Support  the  development  of  strategic  and  professional  higher  education  leaders,  and 
ensure that higher education institutions have the autonomy to set strategic direction, 
manage  income  streams,  reward  performance  to  attract  the  best  teaching  and  research 
staff, set admissions policies and introduce new curricula 

Encourage institutions to modernise their human resource management and obtain the 
HR Excellence in Research logo and to implement the recommendations of the Helsinki 
Group on Women in Science28. 

27 
28 

See Staff Working Document, Section 6.2 
See Staff Working Document, Section 6.3 

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3. 

THE  EU  CONTRIBUTION: 
DIVERSIFICATION, MOBILITY AND COOPERATION 

INCENTIVES  FOR  TRANSPARENCY, 

The  key  policy  issues  outlined  in  Section  2  must  be  addressed  in  the  first  place  by  national 
authorities  and  institutions.  But  the  EU  can  significantly  support  their  efforts  to  reform  higher 
education systems through the different EU policy and budgetary instruments.  

As concerns policy, the governance and reporting mechanisms of Europe 2020 provide the 
main instrument to monitor developments and support Member States’ reform efforts, including 
through country-specific recommendations linked to the Integrated Guidelines.  

At  the  same  time,  the  EU  should  make  better  use  of  the  policy  tools  available  in  the  field  of 
higher  education,  in  particular  the  European  cooperation  framework  in  education  and  training 
'ET2020'.  The  Commission  can  support  transparency  and  excellence  through  evidence-based 
policy analysis. It can support mobility of learners, teachers and researchers. It can support 
strategic  cooperation  between  European  institutions,  and,  in  a  context  of  increasing  global 
competition  for  talent,  provide  a  common  framework  to  support  the  interaction  of  European 
higher education with the rest of the world.  

As  concerns  funding,  the  Multiannual  Financial  Framework  2014-2020  will  offer  an 
opportunity  to  ensure  that  EU  instruments  and  policies  –  particularly  education,  research, 
employment, entrepreneurship, migration and Cohesion – work together effectively to support the 
modernisation  of  higher  education.  The  Commission,  in  focussing  EU  spending  closely  on  the 
priorities of the Europe 2020 Strategy and on the key drivers of growth and jobs, has proposed a 
substantial increase in the budgets for education programmes and for research.  

3.1. 

Supporting reform through policy evidence, analysis and transparency 

The Commission will focus on improving the evidence base for policy-making in key areas. The 
available  information  on  the  performance  of  higher  education  institutions  focuses  mainly  on 
research-intensive universities, and thus covers only a very small proportion of Europe’s higher 
education institutions29: it is essential to develop a wider range of analysis and information, 
covering all aspects of performance - to help students make informed study choices, to enable 
institutions to identify and develop their strengths, and to support policy-makers in their strategic 
choices  on  the  reform  of  higher  education  systems.  Evidence  shows  that  a  multi-dimensional 
ranking and information tool is feasible and widely supported by education stakeholders. 30.  

In  addition,  better  labour  market  intelligence  on  current  and  future  skills  requirements 
would  help  identify  growth  employment  areas  and  allow  for  a  better  match  between  education 
and labour market needs. As stated in the New Skills and Jobs flagship initiative, the Commission 
will set up the “EU Skills Panorama” to improve intelligence on current and future skills needs. 

29 

30 

The question of excellence of institutions pertaining to the EU research targets will be the subject of further 
analysis. 
See Staff Working Document, chapter 1.1. A “U-Multirank“ tool would enable users to profile institutions 
based on data on the quality of teaching (e.g. employability outcomes), research performance, the capacity 
for knowledge transfer and for supporting regional development and the degree of internationalisation. 

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Improving conditions for graduates to gain practical experience, for example through high quality 
traineeships, can further facilitate their integration in the labour market. 

The European Commission will: 

• 

• 

• 

• 

Launch  U-Multirank: a new performance-based  ranking and  information  tool for 
profiling  higher  education  institutions,  aiming  to  radically  improve  the  transparency 
of the higher education sector, with first results in 2013. By moving beyond the research 
focus  of  current  rankings  and  performance  indicators,  and  by  allowing  users  to  create 
individualised multidimensional rankings, this independently run tool will inform choice 
and decision-making by all higher education stakeholders. 

In co-operation with Eurostat, improve data on European higher education learning 
mobility  and  employment  outcomes,  and  work  towards  a  European  Tertiary 
Education Register. 

Provide  specific  guidance  and  recommendations  on  raising  basic  and  transversal  skills 
and overcoming skill mismatches. 

In  cooperation  with  Member  States  and  stakeholders,  analyse  the  impact  of  different 
funding  approaches  on  the  diversification,  efficiency  and  equity  of  higher  education 
systems, as well as on student mobility. 

3.2. 

Promoting mobility  

With the launch of the European Higher Education Area, the Bologna Process will reinforce 
mobility and cooperation. However, some mobility flows can be a challenge for those education 
systems which receive substantial inflows of students, or threaten 'brain drain' in countries where 
many  talented  people  choose  to  study  and  then  remain  abroad.  At  the  same  time  there  are 
concerns  about  the  quality  of  cross-border  education,  including  in  the  case  of  so-called 
"franchised" provision.  

EU  mobility  programmes  such  as  Erasmus  and  Erasmus  Mundus  have  achieved  far-reaching 
positive  effects  for  individuals  and  institutions.  Three  million  students  will  have  benefited 
from  the  current  Erasmus  programme  by  2013,  and  mobility  opportunities  for  higher 
education  teachers  and  staff  are  also  increasing.  In  parallel,  the  Commission  is  developing  a 
'mobility scoreboard' to assess progress in removing obstacles to learning mobility31 within the 
EU. The Single Market Act32, a focused action plan to unlock the internal market's potential for 
growth,  jobs  and  citizens'  confidence,  includes  the  revision  of  the  Professional  Qualification 
Directive to reduce barriers to mobility in the regulated professions. Mobility for researchers will 
be facilitated by the European Framework for Research Careers, a new transparency tool to 
be applied in the EURAXESS Jobs Portal. 

31 
32 

Agreed in Council Recommendation on the learning mobility of young people, 28 June 2011 
See COM(2010)206, 13.04.2011 

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Masters  degrees  allow  students  to  acquire  the  kind  of  advanced  skills  that  are  particularly 
valuable  for  knowledge-intensive  jobs  and  research.  Cooperation  and  mobility  at  Masters  level 
can  be  instrumental  in  strengthening  centres  of  excellence  across  Europe,  making  this  an  area 
where the EU has clear potential to add value. However, current EU funding instruments do not 
currently support full degree mobility at Masters level, which generally requires financial support 
for  12  months  or  more33.  Moreover,  restrictions  on  the  portability  of  national  loans  limit  their 
application for taking a full degree abroad , while commercial loans are typically inaccessible for 
students  from  lower  income  backgrounds.  The  European  Commission  has  identified  a  need  for 
further financial support for this group of students. 

The European Commission will: 

• 

• 

• 

• 

• 

Improve  the  recognition  of  studies  abroad,  by  strengthening  the  European  Credit 
Transfer and Accumulation System (ECTS), proposing incentives in EU programmes 
to improve implementation, and working through the Bologna Process.  

Propose  an  Erasmus  Masters  Degree  Mobility  Scheme  (through  a  European-level 
student  loan  guarantee  facility),  operational  from  2014,  to  promote  mobility, 
excellence and access  to  affordable finance for students taking their Masters degree in 
another Member State regardless of their social background. 

In the context of the EHEA, contribute to strengthening synergies between the EU and 
intergovernmental processes.  

Support  the  analysis  of  the  potential  of  student  mobility  flows,  including  within  the 
Bologna process, to take into account the judgements of the European Court of Justice,34 
and of Quality Assurance standards to support the quality of franchise education. 

Promote  the  European  Framework  for  Research  Careers  to  foster  cross-border 
researcher  mobility,  helping  researchers  to  identify  job  offers  and  employers  to  find 
suitable candidates, profiling research posts according to four levels of competence35. 

3.3. 

Putting  Higher  Education  at  the  centre  of  Innovation,  job  creation  and 
employability 

Europe's  future  capacity  for  innovation  will  depend  upon  higher  education  institutions  fully 
embracing  their  role  within  the  knowledge  triangle,  alongside  business  and  non-university 
research organisations.  

33 

34 

35 

Erasmus supports credit mobility, rather than full degree mobility, while Erasmus Mundus supports mobile 
students attending specific Erasmus Mundus Masters programmes only.  
Case  C-73/08  Nicolas  Bressol  and  Céline  Chaverot  and  Others  v.  Gouvernement  de  la  Communauté 
française 
Common  profiles  (first  stage/recognized/established/leading  researcher)  for  all  sectors  and  participating 
countries,  as  called  for  in  the  Innovation  Union  (2010).  Report  adopted  by  the  ERA  Steering  Group  on 
Human Resources and Mobility, May 2011.  

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The  European  Institute  of  Innovation  and  Technology  (EIT)  provides  a  genuine  model  of 
integrating higher education in the knowledge triangle. Through educational programmes of high 
academic  standing,  the  EIT  and  its  Knowledge  and  Innovation  Communities  (KICs)  promote 
knowledge-intensive  entrepreneurship  building  on  multi-disciplinary,  innovative  research.  The 
EIT  will  increasingly  focus  on  disseminating  the  lessons  learned,  thus  providing  examples  of 
integrated partnerships, new governance and funding models to increase the innovation potential 
of higher education institutions in cooperation with business. The Commission intends to propose 
further steps to develop the knowledge triangle in its proposal regarding the Strategic Innovation 
Agenda, foreseen by the end of the year. 

There is further scope to support the interaction between higher education and the wider economy 
at  EU  level,  to  support  the  flow  of  knowledge.  Recent  European  pilot  projects  to  foster  the 
development of structured partnerships – "knowledge alliances" - bringing together businesses 
with  higher  education  institutions  to  design  and  deliver  new  courses  have  already  produced 
promising results and should be developed further. 

The Marie Curie Actions are also an effective tool for stimulating knowledge transfer, while the 
new  European  Research  Area  framework  to  be  presented  in  2012,  will  support  measures  to 
remove obstacles to researcher mobility and cross-border cooperation36. The Commission is also 
developing  European  Industrial  Doctorates  and  Doctoral  Schools  to  foster  innovation  in 
training for the researchers of tomorrow. 

The  success  of  the  Erasmus  placements,  introduced  into  the  Erasmus  programme  from  2007, 
illustrates  the  demand  for  opportunities  to  gain  practical,  work-relevant  experience  as  part  of 
higher  education  study  programmes.  Traineeships  are  an  important  mechanism  for  matching 
graduate skills with  labour  markets  needs,  as well as for the personal development of students. 
However,  internships  and  placements  today  do  not  always  provide  the  right  conditions  for 
students to develop their skills and receive appropriate recognition for experience gained. More 
needs to be done to improve the quality and relevance of traineeships.  

The European Commission will: 

• 

• 

• 

• 

36 

Adopt  by  the end  of 2011 a Strategic Innovation Agenda designing the future  of the 
EIT, its priorities, and proposal for new KICs to be launched.  

Build  on  the  pilot  project  recently  launch  to  strengthen  the  interaction  between 
universities and business through the knowledge alliances 

Strengthen within the Marie Curie actions a European Industrial PhD Scheme in order 
to support applied research 

Propose  a  quality  framework  for  traineeships  to  help  students  and  graduates  get  the 
practical  knowledge  needed  for  the  workplace  and  obtain  more  and  better  quality 

In line with the Code of Conduct for the Recruitment of Researchers and European Charter for Researchers 

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placements. It will also create a single and centralised platform for traineeship offers in 
Europe  

3.4. 

Supporting the internationalisation of European higher education  

Future  co-operation  in  higher  education  within  the  EU  should  be  part  of  a  wider  strategy  to 
engage  with  partner  countries  across  the  world,  to  promote  the  EU's  values  and  expertise,  and 
support  higher  education  in  developing  countries  as  an  integral  part  of  the  EU's  development 
policy and of a comprehensive approach to education sector development. The Commission will 
promote consistency between EU and national actions for research through the Strategic Forum 
for International Scientific and Technological Cooperation.  

The internationalisation and openness of higher education systems requires a joint approach from 
a wide range of policy areas and stakeholders, to attract the best students, staff and researchers 
from around the world, to increase international outreach and visibility, and to foster international 
networks  for  excellence.  The  Commission  will  explore  the  possibility  to  design  a  specific 
strategy for the internationalisation of higher education37:  

The European Commission will: 

• 

• 

• 

• 

• 

37 
38 

Promote the EU as a study and research destination for top talent from around the world, 
by  supporting  the  establishment  and  development  of  internationalisation  strategies  by 
Europe’s higher education institutions. 

Develop  relations  on  higher  education  with  partners  beyond  the  Union,  aiming  to 
strengthen  national  education  systems,  policy  dialogue,  mobility  and  academic 
recognition,  including  via  the  Enlargement  strategy,  the  European  Neighbourhood 
Policy, the Global Approach to Migration, and the Bologna Policy Forum. 

Make  use  of  existing  Mobility  Partnerships  to  enhance  and  facilitate  exchanges  of 
students and researchers. 

Consider proposing amendments to the students and researchers Directives38, to make 
the EU even more attractive to talent from non-EU countries, and examine whether the 
processes and the accompanying rights should be facilitated and/or strengthened. .  

Strengthen  the  tracking  of  non-EU  doctoral  students  as  a  percentage  of  all  doctoral 
students, as indicated in the Performance Scorecard for Research and Innovation to 
measure the attractiveness of EU research and doctoral training to the rest of the world. 

As called for in Council Conclusions on the internationalisation of higher education, 11 May 2010.  
As well as Recommendation 2005/761/EC to facilitate the issue by the Member States of uniform short-stay 
visas for researchers from third countries travelling within the Union to carry out scientific research  

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3.5. 

Strengthening the long-term impact and complementarity of EU funding  

EU  investment  in  higher  education  is  proposed  to  be  channelled  through  three  main  funding 
mechanisms of the 2014-2020 MFF: 

1. Education Europe: the single programme for education training and youth 

To contribute to the Europe 2020 goals, the Commission will propose a single programme for 
education, training and youth, with simplified entry points and management. The programme 
will focus spending on priorities such as quality and innovation in teaching, enhanced links with 
the world of work, and better recognition of skills gained through mobility. It will contribute to 
the Bologna 20% mobility target, focussing resources on: mobility opportunities based on quality 
and excellence (including through Erasmus Masters Degree Mobility); intensive cooperation and 
capacity-building partnerships across Member States and with global partners; specific initiatives 
to  recognise  and  reward  excellence  in  teaching,  and  encourage  student  entrepreneurs  and 
innovative university-business cooperation. 

2. Horizon 2020: the Framework Programme for Research and Innovation  

The  new  Horizon  2020  programme  will  cover  all relevant  EU  research  and  innovation  funding 
currently  provided  through  the  Seventh  Research  Framework  Programme,  the  Competitiveness 
and Innovation Programme and other EU innovation initiatives, such as the EIT. Horizon 2020 
aims  to  make  EU  funding  more  attractive  and  easier  to  access.  It  will  ensure  a  high  degree  of 
policy  coordination  and  maximise  synergies  between  initiatives,  and  will  enable  simpler,  more 
efficient streamlined funding instruments covering the full innovation cycle. 

3. Cohesion Policy instruments 

In  the  2007-2013  funding  period,  around  €72.5  billion  EU  cohesion   funding  will  be  spent  on 
education and training, and €60 bi llion on research and  innovation. A strategic use of the EU's 
Cohesion  Policy  can  significantly  enhance  the  social,  economic  and  territorial  contribution  of 
higher  education.  The  European  Regional  Development  Fund  can  invest  in  building  or 
renovating higher education institutions, providing  equipment and  promoting  digitalisation, and 
support incubators, spin-offs and other forms of university-business partnerships. The European 
Social  Fund  (ESF)  can  finance  modernisation  processes,  increase  participation  and  attainment 
particularly  for  students  from  under-represented  backgrounds,  enhance  educational  content  and 
the  match  between  programmes  and  labour  market  demand.  The  MFF  proposal  for  2014-2020 
  of  which  over  €40  billion  could  be  expected, 
allocates  a  minimum  of  €84  billion  to  the  ESF,
based upon past experience, to be made available for education and training.  

3.6. 

Next steps towards smart, sustainable and inclusive European Higher Education 

In setting out this Communication, the Commission has consulted widely: with higher education 
institutions’ leaders, teachers, researchers and students, with businesses and social partners, with 
governments and with international bodies. It will continue to engage with these stakeholders 

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along with the European Parliament, the Committee of the Regions and the Economic and Social 
Committee, the European Investment Bank and Eurostat, to take forward this agenda for action.39 

The  Commission  will  also  draw  upon  external  expertise  to  develop  progressive  policies  and 
identify innovative practices. As a first step, in 2012, it will establish a high-level group with a 
rolling  mandate  to  analyse  key  topics  for  the  modernisation  of  higher  education,  starting 
with the promotion of excellence in teaching and reporting in 2013.  

Modern  and  effective  higher  education  systems  are  the  foundation  of  an  open,  confident  and 
sustainable society; of a creative, innovative and entrepreneurial knowledge-based economy. The 
shared  efforts  of  Member  State  authorities,  higher  education  institutions,  stakeholders  and  the 
European  Union  will  be  crucial  for  achieving  the  goals  set  out  in  this  Communication  and 
underpinning Europe’s wider success.  

39 

For  example,  work  with  the  EIB  on  a  European  Student  Loan  Guarantee,  with  the  Committee  of  the 
Regions  on  the  role  of  higher  education  in  regional  development,  and  with  Member  States  through  the 
Thematic Working Group on the Modernisation of Higher Education. 

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