European Co-operation in Higher Education: An Assessment of Future Needs

Abstract

The complexity of the issue of European co-operation in higher education is something of which I have become very much aware in the course of many years' involvement in this educational sector: first, as a student and in various teaching, research and administrative posts; later, in a position entailing the framing of national policy and decision-making; and finally in participating in recent setting up of the Dutch Open University. What has struck me in particular is the variety of interested parties both institutions and individuals involved in this co-operation. The institutions are the universities and non-university institutes of higher education, together with their various sub-units; the co-ordinating bodies and government education departments; and also ministries of foreign affairs and international organisations. Turning to the individuals, we find students, teaching staff and research workers, administrative and technical staff, and management side and graduates. All these parties often have different interests at stake and the roles they play in international co-operation also differ. Consequently, this list of organisations and individuals should at the very least be borne in mind when making any general attempt critically to examine the range of opportunities for European co-operation in higher education. The same applies to the possibleforms or subjects of co-operation: mobility, cooperation in teaching and research, exchange of ideas, experience and information, use of research equipment and teaching aids, the setting-up of European Centres of Higher Education and Research, and the harmonisation of courses. These can be rearranged in many different ways, according to the degree of reciprocity and structuring, for example, and there will naturally be frequent overlapping. A third checklist would contain the instruments that can be used to bring about co-operation, including multilateral and bilateral agreements at the levels specified in the first checklist, such specific measures as subsidies, scholarships, recognition of qualifications and periods of study, regulations on legal status, the abolition of formal and other barriers, harmonisation, information services, and facilities (like guidance, language teaching, etc.). Finally, there are different geographical angles on the matter. Even though for the sake of convenience we talk of 'the Europe of this journal', this does not mean that European higher education is so homogeneous that 'pan-European' solutions can be found to all the problems of co-operation. There again, where there are solutions,