AECEF NEWSLETTER 1/1998

Transformation of European University Education Systems

by Professor Jiří Witzany
Faculty of Civil Engineering, CTU Prague,
(Czech Republic)
AECEF President

The quality of prestigious universities is not only based on high-level academic staff, but it is also the quality of students that matters. Without the necessary level of both components of university studies, no university can reach a top-quality level. This significant and, at the same time, inseparable conditionality in long-term prospective undoubtedly plays its role in the conditions of individual universities as well.

In the system and content of university study itself, the aim is to create namely conditions for the implementation of two, seemingly contradictory requirements: the requirement for mastering a complex and wide basis of the studied branch of science, combined with that of deep theoretic and professional knowledge in given specialisation. The implemented method and study contents have to lead students to contact with scientific methods of work. In some cases, it is necessary to forsake the still applied dogma that each technical, professional and research field of the studied branch has to be represented, avoiding rigorous indoctrination of students. For, this practice leads to unjustifiable widening of the scope of teaching, reduction of extended and specialised section of study according to individual interests, to limited students' participation in the activities of the institutions and departments and, on the whole, to a passive approach to study. Exceptional and non-formal attention has to be focused on the students' first attempts at research work and their involvement in the solution of research grants etc.

The concentration of theoretic subjects mainly to lower years of study, their teaching "as a reserve" may, in many cases, lead to undesirable impairment of links between the theory and practical application. University study, not technical, professional study puts an emphasis on general knowledge, looking for analogies, mutual relationships and conditionalities, not on teaching facts and practical instructions. The latter belongs to professional schools, either of secondary or higher level.

Universities are, in the first place, scientific and research institutions developing free thinking and research. On no account are they places for mere mass training of experts in a certain field and profession, but, above all, institutions for the preparation of universally educated experts with cultivated and creative thinking.

For that matter, the charter of the oldest European university in Bologna, founded in 1119, imposed the task of cultivation and development of science and knowledge upon this institution.

The resources invested in scientific and research activity at universities have been invested twice. Apart from supporting research itself, through teaching new knowledge is immediately handed over to students who successively bring it along to practical life. At the same time, students get acquainted with basic methods of research work. Formulation of even partial results of research activity is a significant stimulator that has positive impact on the course of research work. It provides students with a glimpse behind the scenes of research activity, teaching them to ask themselves dubitative questions and look for answers. This, as it seems, by-product of scientific and research activity at universities is not only of inspiring, but is often of equal or even greater importance than the result of research activity itself. It is an inseparable part of training of independently thinking and creative individuals who are able to listen, think and lead an open dialogue, not only passively accept presented facts.

A real development of research and scientific work at universities, at the same time, includes free propagation and discussion on even contradictory opinions and approaches.

The efforts of individual universities to stand up to the European and world-wide competitive environment will evidently develop their behaviour gradually and, therefore, in a longer time period, bringing about the necessity of corresponding changes in their activity. Providing solid grounds for world-wide recognisable educational level of universities must be of absolute priority over short-term targets. Wrong decisions in the field of science and education will show up only years later when settling accounts and looking for responsibilities is doomed to failure. This situation may, rather than in other branches, tempt to daring experiments resulting in decreased quality of education of university graduates and, last, but not least, in degradation of the country's cultural and economic level.

Among significant features of prestigious universities, there are frequent stays of prominent guest-professors and experts, as well as a flow of foreign students. Along with a high level of study programmes and research activity, an important precondition of a "flow" of foreign experts and students is namely a possibility of providing education within a world-wide recognisable system, including awarded degrees, and in English.

The level and quality of a university education system are directly interconnected with the cultural and economic standard of the country. It is an objective result of its previous development and has a decisive share in its future progress. Being a prominent cultural institution, it tends to respect tradition, and, therefore, its transformation to new conditions is, as a rule, a process requiring a certain time. There is natural caution, a tendency to preserve tradition and also otherwise proved methods and organisation. The problem and principal question is whether individual universities can isolate themselves from the outside world. All specificities and differences in contents, education system and awarded degrees at Czech universities, in comparison to internationally recognised universities - even though in some cases well-proved and justifiable, could, sooner or later, lead to isolation.

The solution of a number of related problems, breaking away from tradition and habits will probably require a longer time. However, it cannot be postponed. A rapid development of communication and information systems, growing international integration, flow of goods and technology, creation of multinational, international firms and institutions and, last, but not least, the growing mobility of labour, students and academic staff as well, will play a prominent role in this area.

A system and well-considered reform should, above all, increase the attractiveness of study for domestic and foreign students, allow higher and short-term, e.g. one-semester, mobility of students and academic staff, contribute to more marked structuring, create a graded system of study with clear qualification orientation, follow-up training of research workers and life-long education, and, finally, facilitate the recognition of degrees awarded at individual universities.

The mobility of students and academic staff are, without doubt, among the most efficient forms of transfer between universities and, at the same time, a way of evaluating their level. It brings about significant contacts and deepens international co-operation in science, culture and economy.

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