Implementation of national goals in higher education through Programmes of Development

Background

The funding of higher education depends on congruence between the Long-term plans of individual institutions and the Long-term plan of the Ministry. The mechanism is based on the Programmes of Development published by the Ministry. HEIs are invited to submit projects that fit in with the priorities derived from the state strategy. The projects of institutions are in two mains categories-centralised and decentralised.

This mechanism provides the financial support of successful projects allocated on the basis of specific contracts. It enables state priorities to be implemented through funding and higher education institutions gain funding for their development and improvement of their activities.

Formula funding gives little possibility to promote national goals. In the field of HE, the Act requires that Ministry and all HEIs develop Long-term Plan (and annual updates) setting out goals for a period of time. Until 2002 strategic goals articulated in conceptual documents were linked loosely if at all with various forms of state funding. Most important changes were introduced with the Higher Education Reform Policy (2005) which increased HE budgets but strictly required effective and targeted use of money. This brought Ministry to more precious design of Programmes of Development based on priorities of its Long-term Plan.

Aims and targets

• The priorities of the Long-Term Plan of the Ministry are focused on 3 major areas:  internationalisation;
• quality and excellence of academic activities;
• quality and culture of academic life. 

1. All students who will show interest and capacity will get an opportunity to spend at least one semester at a foreign higher education institution;
2. The proportion of foreign students in Czech higher education institutions will go up to 10% of the overall number (this includes all students who undertake a part of their studies at least one semester long at Czech higher education institutions);
3. The proportion of degree programmes delivered in foreign languages will increase: in doctoral programmes to approx. 60%, and a half of Master’s degree programmes will be taught in foreign languages;
4. Joint degrees as an instrument helping benefiting from the restructuring of degree programmes and changing nature of student mobility;
5. Implementation of ECTS and DS – support to gain ECTS and DS Labels Quality of academic activities;
6. Enhancing the quality and potential of academic staff. Support for the continuing training and education of academic and administrative staff;
7. Internal quality assurance systems-connection to external evaluations;
8. Expanding the range of study opportunities in general and educational opportunities for adults in particular is conditional upon further development of combined and distance learning modes, and the introduction of learning supports;
9. The design of Bachelor’s degree programmes which will be modified to meet the diverse needs, interests and abilities;
10. Equal access to education and counselling;
11. The employability of graduates, co-operation between higher education institutions and regions, linking theory and practice, co-operation with clients;
12. The governance and integration of higher education institutions. Infrastructure of higher education institutions Quality of academic culture and life. 
13. Implementation of measures concerned with the promotion of equal opportunities in access to and implementation of education-equal opportunities for students at risk of some form of social or cultural exclusion, such as disabled individuals and persons from socio-culturally disadvantaged backgrounds.  
14. Support of gifted students and young graduates.

Strategy and actions

The Ministry prepares its Long -term Plan (for 5 years). It is negotiated with academic representations and all important stakeholders. It is published and the HEIs prepare their individual Long-term plans – both the Long Term plans of the Ministry as well as the Plans of HEIs are updated annually which allows tuning the policies to serve best the new needs of the system as well individual institutional development. The basic philosophy is to support the strengths of the institutions and minimise their weaknesses. The Programmes of Development thus also contribute to diversification of the HE landscape in the Czech Republic.

Monitoring and evaluation

The monitoring exercise is provided by the Ministry. Each year, on the bases of the annual reports, a certain number of institutions is selected (3-4) and projects´ implementation monitored at the spot. The annual reports also provide a good set of data which show how the Czech HEIs invest the funds devoted to development. These results were analysed for the year 2005.

Funding/Cost effectiveness

Sustainability/Transferability

Outcomes/impacts

Achievements

The achievements are individual – according to the strategic goals of particular HEIs. In the beginnings, mainly by 2002, resp. 2005, the institutions were submitting a large number of little projects without real strategic goals visible. From 2005 a new strategy has been implemented – from the analysis of final reports of the HEIs in 2005 it is quite obvious that the HEIs invested mainly into instrument equipment and new technologies (even if there are exceptions of HEIs which used the money mainly for growth of salaries). In the projects of 2006 a clear step towards integration based on institutional planning is visible. The change in the paradigm of the Programmes of Development and preparation of the projects thus brought the HEIs to better integration, pushing them into planning and thus fulfilling the basic philosophy the Ministry agreed with HEIs- the institution knows best its strengths and weaknesses, this leads it towards its plans of developments for longer period, and targeted investments. It also showed in practise that if HEIs design together a centralised project, share resources. Equipments designed to cover needs of larger group of HEIs or sharing points of excellence between a project group as well as/or "know-how", there was save of money and more effectiveness.

Success factors

It is necessary to have a reasonable budget be invested into development from public sources. It is necessary to make use of the system of Long Term Plans, their Updating, Annual reports of HEIs, analysing data from reports submitted by HEIs every year concerning implementation of projects and be consistent – at the side of Ministry.

Unintended impacts

The discussions between representatives of the Ministry and individual HEIs about the degree of harmony between their respective Long-term Plans, required by the Act, contribute to mutual understanding, which can be regarded as a mechanism for maintaining a balance between competence and responsibility. The required discussions include consideration of possible ways of harmonizing the plans with the goals of the Long-term Plan of the Ministry, contribute to a better understanding of aims and ideas on both sides.

Strengths and weaknesses

The system will remain probably by 2010 and there are many challenges ahead. In the Czech Republic the system of funding HE should be reformed and there is a very serious debate on introduction of tuition fees together with the system of loans and grants. This should be among other issues part of the White Paper and new Act on Tertiary Education which are under preparation in the period of the 2nd half of 2007 and the year 2008.

Curricular reform

Funding reform

• Cost effectiveness
• Sources of funding (public, enterprises, tuitions, philanthropic etc)
  
  
  

Governance reform

• Autonomy for Universities
• Internal accountability for universities
• Management and leadership reform
• External accountability of universities
• Strategic partnerships
  
  
  

Management reform