Higher Education in Europe:
General points and distinctive features of a transnational system
-------------------------------------
Regarded
for long time as the reflection of a society, the European
educational system in general and academic in particular,
wants itself to be representative, at the present time,
of a community of thought, in which the European students
could recognize themselves and evolve together.
But reality is much more complex than that, because
in a current context of internationalization and globalisation,
the European system must imperatively give rise to a
single model which would include all the specific divergences
and characteristics to each country, while forming a
population ready to face the challenges of the XXIst
Century.
Indeed, because of the transformation of the current
context, the number of students did not cease to increase
and higher education changed from an elitist system
to a mass system resulting in the need of a diversification
of the paths and the outlets, and this, in each Member
State of the European Union.
Another point of similarity between the various Member
States lies in the public fund raising system of universities.
However, it is advisable to note that at the present
time there is a tendency which tends to generalize
at
the European level and which consists in the development
of a parallel educational system, namely a higher education
financed by private funds. This new type of education
generally finds its source either in franchise agreements
(it is in this case a system of education known as transnational),
or in partnerships with private companies.
In parallel to these new forms of education, there is
a specifically European phenomenon which consists in
the people'mobility between European Union' countries,
and which led to the implementation of an "academic"
mobility system, allowing the students to
spend part of their university programme in one of the
countries of the Union.
Indeed, facing the diversification and the increase
of the student population,the need appeared to set up
a system of education adapted and able to welcome a
heterogeneous population, while taking into account
cultural and level differences. Consequently, there
is in all the member countries, a system allowing to
adapt the curriculum and which can consist either, in
the setting up of up grading classes, or in the re-organization
of the programme.
This capacity of welcoming a large number of students
coming from all the European Union by the European Commission,
of different programs with the aim of favoring student'
integration, whether nationals from the Union, or from
Central or Eastern Europe. The most important of these
programs is the Socrates II program, which includes
several sections, particularly Grundtvig (which aims
at developing the cooperation in adult education) and
Erasmus (which strives for the development of student
exchanges).
But in spite of this will of standardization of the
higher education at the European level, big differences
peculiar to each country continue to impose themselves.
These differences notably stand in the duration of studies.
Indeed, if in France a master degree requires 4 years
of studies ; in the other member countries it is delivered
during the 5th year.
On the other hand, if most European countries organize
the university programme in 2 phases (1° and 2° cycle)
their duration varies from a country to the other. There
is also a difference at the level of the registration
fees, the payment of which is not compulsory in all
countries.
But in spite of all these differences, it is undeniable
that these exchanges programs contribute to the development
and the emergence of a universit system at the European
scale, thus promoting an increased cooperation between
the various countries of the European Union.
This new shape of education is illustrated in the implementation,
in 1989 of the European Credits Transfer System - ECTS-,
which allows the growth of the students' mobility, while
recognizing the validity of the period of study made
abroad. This way, the student continues to depend on
his university of origin, while benefiting from another
type of education.
It seems essential today to continue to work for the
development of a transnational education, and not only
at the European level.
