Paulo Renato FERREIRA - 'Member of the European Student Council'

"TRANSATLANTIC ACADEMY COOPERATION PAVING THE WAY TO THE XXI CENTURY"

Ferreira, Paulo Renato
paulo.renato.ferreira@clix.pt

Miami, Saturday 16th November of 2002

BEGGINNING
(SLIDE 1)
Final speakers
Mr Franck Biancheri
Mr Michael Lenaghan

Education / Networks / Citizens
Mr Larry Moffitt
Mr Hugh Simon
Ms Charlotte Young

ACKNOWLEDGMENTS

Ladies and Gentlemen,

First and foremost I would like to thank the honourable invitation that was directed to the European Union Student Council, and which also grants me, a Portuguese student (there's always a Portuguese everywhere), the pleasure of sharing with you some of our opinions as European citizens, and especially as European students, concerning the subject that gathers us here today.

It is indeed an unique opportunity standing here and speaking for such an audience, with the presence and company of so many of those who dedicate some of their lives to this subject.

It was such a pleasure accepting the invitation of someone the EUSC already considers a friend, President of Tiesweb, Mr. Franck Biancheri who, carrying out this conference, considered the EUSC, to speak of something truly dear to me and which is of high relevance and actuality.

This subject deserves deep reflexion and continuous debate, because of its complexity, broadness and implications whether they're social, cultural or economical. I'm obviously referring to Higher Education cooperation between the United States of America and the European Union.

It is relevant to remark that Transatlantic Cooperation is important not only for the future of Atlantic Nations, but to people all around the world.

While my speech will focus primarily the issue of Higher Education, it should be acknowledged to everyone that there are other issues very important such as peace, pollution, terrorism, drugs, trade, etc, etc., that should be discussed.

However in this conference there were already several persons who addressed them, … , so I'll only concentrate my opinions in Higher Education.

The subject that I was given is so vast that it allows us great freedom of choice. I could certainly speak of Higher Education in the International Context for much longer than the twenty minutes that had been granted me. I'll be as brief as possible, that is, at least I'll try! However I'm Portuguese :

INTRODUCTION

Ladies and Gentlemen,

The congress has provided so far an opportunity to question and appraise different views in a spirit of genuine inquiry. There were different perspectives, different opinions, all from different people.

People such as teachers, students, opinion makers, decision makers, business men, etc, etc … they all share the same thing, "do you know what is it?" … being citizens. Indeed, we are all world citizens.

Many of the common areas where partnership already exists, between Europe and the United States of America, involve health, safety, environmental or education, between others. And is very important in each area to know the opinion of those who are going to feel the decisions made by a few leaders, I'm talking of course about the citizens!

When I was asked if I supported this congress, I quoted Dr. Linus Pauling "The best way to have a good idea is having lots of ideas". And there were so many ideas here these last 3 days. I'm sure lot's of them were just brilliant.

I have no doubt that this Congress was, and is a powerful source of information, encouragement and inspiration.

I thank you all as I think I've learn a lot on the last 3 days.

EDUCATION

(SLIDE 2)

Ladies and Gentleman,

We all know that Education plays a basic role in people's formation and in nation's development, "at list I hope so!"
Nowadays, with the advent of the information and communication technologies, global interaction between people increased the importance of Education, making it a preferential object for governments, institutions, and society's attention.

On the other hand, the blurring of national borders, mainly in the European zone but also globally has grown up on recent years, and as such, modern societies have to be prepared for competition in the Knowledge Society context.

Today we can undoubtedly state that neither exists, nor can be considered as credible or sustainable, any politics which have no regard for "europeisation", internationalisation, and globalization.

I say this because, due to the new information and communication technologies, information has become widespread and accessible to everyone, becoming a prime material for knowledge production and, therefore, for more wealth.

However "I ask you all", does much information mean much knowledge? What do you think? Of course not! Let's see why …..

(SLIDE 3)

Speaking of information, some of its greatest difficulties are:

1. Its selection
   
2. The transformation of information in knowledge
   
3. The transformation of knowledge in wisdom

Elliot eloquently and beautifully said so in one of his famous verses:
<Forgive me Elliot, for ruining your words…>
"Where is the life we have lost in living?
Where is the wisdom we have lost in knowledge?
Where is the knowledge we have lost in information?"

As Elliot put it, the most difficult message to transmit is:

1. Information does not mean knowledge
   And
   
2. Neither information nor knowledge means wisdom.

And, nowadays the trend is to teach what can be rated/evaluated, and it is very difficult to rate/evaluate wisdom.
(SLIDE 4)
Today we commonly recognise a Nation's Wealth by measuring:

1. Its human resources value;
   
2. The technical and professional abilities of its workers;
   
3. Its leader's knowledge in management and administration (which sometimes is almost 0) :
   
4. Its scientific and technological knowledge

As a conclusion to this, a Nation's Wealth is nowadays measured by the degree of its population's education and formation; (pause) and a nation's investment in human resources, whether in formal or informal education, is an added value and a vehicle for quality and competitiveness.
(pause)
I shall now address the Higher Education case particularly.

Higher Education in the EU / USA context

(SLIDE 5)

(1 - Introduction)

Ladies and Gentleman,

The subject of the Higher Education internationalization, not being new, since it goes back some centuries, is an imperative survival for any Higher Education system.

By the way, it was with the birth of the first universities that generated the first opening movements of the education to the exterior.

2 - The Medieval Age

(SLIDE 6)
Let's go back some centuries ago, to the medieval age.
One important thing to understand is that,
The university concept is a creation of the medieval Europe, of the European Roman Catholic Church.
The Pope by allowing that the "studia generalia" (general studies) gave right to the "licentia ubique docendi" (license to teach), that is, the qualification to teach in any institution under papal jurisdiction.

That, with the use of Latin as the education's common language and using an uniform exam system played a very important role in:

- The promotion of the "peregrination academica", academic peregrination;
- The creation of a Higher Education European space.

The universities were not regional, as their influence extended all Christianity space. And as a consequence to this uniformity, the pupils, students, could easily move between universities: in fact, in those times, the students had generally a great pleasure travelling, despite the risks and the discomfort any displacement implied in those days.

Education institutions were few and many governors encouraged some of their people to undertake those trips looking for a good Higher Education formation. Meaning in those days, a good passport for a well paid career servicing the State of the Church.

So as you've just seen, the internationalization of Higher Education is something definitely not new.

3 - The 50's

(SLIDE 7)

Ladies and Gentleman,

Through centuries European Higher Education has grown and become more complex.

Burton R. Clark said one day,

"Observers shall remain confused because Higher Education is inherently confusing and will be more confused in the future"

He was totally right in my opinion,

In the last century, governments and universities tried to regulate that complexity, signing several treaties, declarations, protocols, etc.

As an example is the one signed in Paris, 11 December 1953. Its name was "European convention on the equivalence of diplomas leading to admission to universities". All students who had successfully completed their secondary school education in the territory of each member should be afforded all possible facilities to enter a university of their choice in the territory of other members.

But I won't extend myself …

(4 - More recently)

(SLIDE 8)

Recently more and more declarations were signed with more and more signatories. One of the most important declarations is the "Bologna Declaration", signed in June 1999 by 29 ministries responsible for Higher Education issues.

One agreement also very important was signed recently between Europe and USA in the 18th of December of 2000, the "AGREEMENT between the European Community and the United States of America renewing the programme of cooperation in Higher Education and vocational education and training"
I won't extend my time speaking of these agreements; however it is important to say one or two things about the "Bologna Process".

The Bologna recommendations, created an inner dynamic at almost all the signatories countries, with several repercussions:

       In reforms that were already in course;
       Creating new reflexion or new debates about the high education;
       In the structure of degrees;
       In the credit system;
       In Mobility;
       In Employment;

Repercussions I want, the EUSC wants, and the Students of North America (I think :) want as well.

However let's keep in mind that, one thing is to sign an agreement, the other is to accomplish what we signed on the agreement.

Transatlantic Academy Cooperation

(SLIDE 9)

I think that Higher Education Institutions should view the Transatlantic Cooperation as a main source of multicultural development that can bring various scientific, social and pedagogic benefits.

My approach is sustained by Four Great Pillars

1. Research
   
2. Mobility
   
3. Language Learning
   
4. Mutual Recognition of Diplomas and Qualifications

A - RESEARCH

(SLIDE 10)

Ladies and Gentleman,

The best way to promote the Transatlantic Cooperation in the area of research is to consider exchange of scientific knowledge as a primordial drive that would bring us to faster scientific development.

There are already some international networks, but they are insufficient, very dispersed and don't have a physical base. How should this be solved?

Here's a possible answer:

1. by the implementation of a National Scientific Network in each country or states, where it has not yet been done
2. by the implementation of an international co-operative (very important word) network "The Transatlantic Scientific Network (TSN)".

So, what are the main objectives of this TSN?

(SLIDE 11)

1. Enhance the flow of information within and between countries, focusing on those states with fewer scientific advances;
   
2. Work as a Big Bang to the international scientific community;
   
3. Avoid redundant research;
   
4. Fewer the financial expenses;

I truly believe the TSN can be a solution.

Why should university A and B from different countries research the same subject using the same techniques? Why not use a Transatlantic Group from different universities with different experiences, different cultures, etc, using the TSN.

Then we could have what I see as Global Research. "I know this may be a huge dream, but let me dream."
The TSN should have a physical base, that is, a computer network should be implemented, where research information should be regularly updated.

That is, the TSN is to be both a Human Network and a Computer Based Network.

B - LANGUAGE LEARNING

(SLIDE 12)

Ladies and Gentleman,

For a long time countries tended to think that knowing their native language was sufficient for all their needs.

Why learn another language? The others can learn mine can't they? It would be easier, wouldn't be?

By then, learning a foreign language was considered to be merely a part of a liberal education or an intellectual exercise through the study of grammar and literature.

However that way of thinking is changing.

It's changing mainly, because of 4 reasons:

Nowadays there has been:
       An increased activity in international business
       An inflow of large amounts of foreign capital to the home nations
       An increased internationalization
       An expanded awareness of the need to conduct not only business but also
       diplomatic relations, in the language of the host country

In other words, nowadays there's a growing need for individuals who possess skills in foreign languages and are trained in various technical areas.

Ladies and Gentleman,

(SLIDE 13)

A second language is now becoming a vital part of the basic preparation for an increasing number of careers and we know that foreign language skills often enhance mobility and improve chances for promotion

What I ask to the decision makers is that all students should be given a chance to study a second/third language, in Universities.

C - Mobility

(SLIDE 14)

Ladies and Gentleman,

What can we say concerning mobility between EU/USA nowadays?

We know there are a small number of mobility programmes between EU and the USA. They're obviously insufficient since only a few students have access to them.

This has to change!

A joint effort by the USA and the EU should be made to:

- Enlarge the number of students who can access the existent mobility programmes;
- Start more mobility programmes with teachers and researchers;
- Programmes such as Fulbright, ERASMUS or LEONARDO, should be studied, bettered and enlarged;
- Erasmus World should be a reality;
- Universities should eliminate nationality requirements and other obstacles and disincentives for academic careers in Europe and USA.

(SLIDE 15)

However the real question of Mobility, as I see it, is not always only the restrictive immigration policies and nationality conditions affecting the movement of students across borders. The real question is: the key issue of finding those responsible for financing mobility schemes.

The constant search for the answer to this question is the reason for an actual continuous debate on issue in several countries.

For now, I shall only state that the solution to the lack of mobility will only be found when governments draw and implement reforms that help, or support, students who want to study outside their home countries. Thise reforms are even more needed for countries with weaker economies,

To tackle the issue, I would like to suggest governments, foundations, universities and society, urgently design a framework to improve the study-funding conditions. It's URGENT.

D - Mutual recognition of diplomas and qualifications

(SLIDE 16)

There are several kinds of diplomas all over the world, and the recognition of this variety of diplomas is a huge problem,

Its solution is complex and has not yet been found. An answer for this problem would bring enormous advantages for the Higher Education.

This answer should be worked on by both the European Union and the United States of America, while eventually drawing into discussion other countries such as Canada, Mexico or Japan for example.

Ladies and Gentleman,

Transatlantic cooperation can bring enormous advantages for the future of both the Higher Education and the world society as a whole.

(SLIDE 17)

One step that should be made, a very important one, is to establish a committee, a commission or a forum with students, teachers, representatives of business communities and governments, from both Europe and USA.

I can give an issue this group should work on:
- Establish a system that quantifies the effort/work spend by a student to receive a diploma, in the Europe or USA.

Europe has already spent some time working on a similar system, the famous ECTS (European Credit Transmission System).

This system has been discussed with some success in Europe; however it should not consider only Europe but also other countries all around the world.

It was a good initial step, but a bigger and more important one should be made now.

Ladies and Gentleman,

I would like to introduce you, what I've named the TCTS, Transatlantic Credit Transmission System.

(SLIDE 18)

The TCTS, as its father (ECTS) would be used to simplify, systematize, and standardize the routine, by which diplomas and qualifications equivalences are conceded, not only in Europe but also in the United States.

It's main objective it to give a mobility incentive that would bring great advantages not only to the Labour Market, but to Higher Education as well.

The results achieved with the ECTS will be great help to the discussion and implementation of the TCTS.

A question I make myself so many times is:

"Why should Europe have such a perfect system (ECTS) "let's imagine the ECTS is perfect :, hope none here is from France" if afterwards it would bring problems when harmonization is wanted with countries outside Europe?"

I really think United States is the best partner that Europe can find to reach globalization on this issue.

First we had the ECTS, now we start working on the TCTS, and tomorrow we "maybe" start working on the WCTS (World Credit Transmission System).

We have to be ambitious, and this discussion must start NOW!!

E - OBSTACLES

(SLIDE 19)

Ladies and Gentleman,

I've already identified several obstacles that are to appear to progress and to this framework that should be avoided by Cooperation:

National Legislation and Policy which often serve as inhibitors, singling out foreign education providers delivering services.

Some examples include: acquiring licenses, registering as private businesses, forcing students to pay a consumption tax, not affording the same benefits to students attending foreign institutions, or restricting accreditation or the granting of degrees entirely;
Although in the European Union there is already a deadline (2010) to solve this obstacle, it is important the states of the European Union respect the schedule

Study-financing difficulties of poorer students wishing to study abroad.

Although a state or the EU are not obligates to fulfil every wish of their citizens, it should be taken into account that for some students, specially those from poorer countries, it is problematic to study in a richer country without study-funding.

Qualifications authorities may have difficulty recognizing foreign educational credentials;

Customs Regulations may limit cross-border supply of educational materials by imposing excessive duties' censorship;

Restrictive immigration policies and nationality conditions affect the movement of students across borders;

(SLIDE 20)

The disregard of international agreements concerning intellectual property rights obstructs cross-border exchange of education materials;

Selectivity of quality assurance systems often appears to be conducted on bias between profit and not-for-profit institutions of Higher Education rather than on the quality "and this is a very import workd" of the education;

The Bologna Process is running in Europe and the European Higher Education Systems may not want to embrace another challenge at the moment;

The United States of America may have its reservations toward a Credit System with a direct relation to the ECTS.

F - CONCLUSIONS

(SLIDE 21)

Ladies and Gentleman,

The Process outlined is only one path that the Transatlantic Academic Cooperation may take.

- If progress is made to diminish the identified obstacles;
- If the TCTS or the TSN become a reality;

I believe we shall witness a great process that will lead us to a real Transatlantic Academic Cooperation with advantages of:

- Faster Technologic and scientific development;
- Real mobility of teachers, researchers and students with recognition of diplomas and qualifications;
- Better understanding of different cultures and progress;
- Etc, etc, etc;

This will certainly benefit the EU, USA and the world, by providing:

- Improvements of human resources, with real mobility;
- Best Industrial means, with scientific development.

In other words means productivity which means welfare

DESPEDIDAS

(SLIDE 22)

Ladies and Gentleman,

What disturbs me in this beginning of century is the lack of energy and of intellectual ambition, in our universities and in society itself.

Energy that allows us:
- To launch challenges to the young generations;
- (energy) For great intellectual projects of the future;(like ties project)
- energy that allows us To fulfil youth with the will to practise citizenship, between others.

I think that our role in one exact moment of history is necessarily to provoke the corporative institutions, making them to change the rules of the game, to give society the capacity of dreaming and the way how to reach their dreams.

Ladies and Gentleman,
I, and my colleagues in the European Union Student Council, believe that the construction of a better world is possible! We all should believe in that! And we all should work for that!

We think that we should act proactively and take the necessary steps to ensure that the transition to the information age which is taking place is in line with our ambitions, values and dreams.

The market forces are going in the right direction, but they do not solve each and everybody problem. There is an obvious need for action by the public authorities, and citizens.

Finally, allow me a personal note. As I'm getting older (and I'm still 25 years old :), reflecting about my action as an educator and about my own and enigmatic transformation,

I'm convincing myself that the basic role of education is to provide happiness instruments.
Just provide happiness instruments, nothing more.

We in the EUSC are very honoured to be able to play a role in this process and I'm very honoured to give a voice to that process today:

Minhas Senhoras e Meus Senhores
Ladies and Gentleman

Muito Obrigado a Todos e Boa Noite
Thank you all and Good Night