Strategy for the internationalisation of Estonian higher education over the years 2006–2015

This strategy is a sub-document of the strategy for higher education, and presents the main activities for the improvement of the position of Estonian higher education within the area of international higher education, with the aim of making our system of higher education more open and visible. The positions agreed upon in the strategy will be used as guidelines for the activities of the Ministry of Education and Research and connected bodies, institutions of higher education and student organisations.

The following principles have been used in developing the strategic directions elaborated in this document.

  1. Science and research-based higher education are international by nature. Scientific research and higher education without an international outlet is of doubtful value, because only active international cooperation creates the basis from which new ideas are adopted and mutually interesting co-operation arises.
  1. The measure of a knowledge-based society is the existence of highly qualified workers whose knowledge, skills and experience ensure the further development and competitiveness of society. Many countries work systematically to find top-level specialists and link their country’s research and development institutions.
  1. International developments have become increasingly important in the formation of higher education policy, and as a result the principles of the higher education strategies of different countries are becoming increasingly uniform. The Bologna Process, which was launched in 1999 and supports the development of the European Higher Education Area, has become a framework that directly influences countries’ higher education policies, and in this context countries’ activities towards the achievement of the jointly established objectives will be assessed on a regular basis.
  1. The improvement of Europe’s economic competitiveness in the international arena will lead to the concentration of research and development activities in large centres. The objective of spending 3% of European GDP on research and development activities and creating 700,000 new scientists and 500,000 science-related positions may lead to an increased brain drain out of small countries like Estonia to wealthier Member States.
  1. The traditional elitist role of higher education has changed, and the provision of higher education has increasingly become a transnational commercial activity. Higher education has become an important export article that forms a considerable proportion of countries’ economic activities, in which contemporary information and communication technologies and marketing play an important role.
  1. One of the most important fundamental rights of citizens of the European Union – the right to live and work in another Member State – and the globalisation of the world economy have created an international labour market in which language proficiency, the knowledge of other cultures and tolerance are vitally important. More than ever before, graduates of institutions of higher education must be prepared to come into contact with other cultural contexts in their work life.

THE NEED FOR STATE INTERVENTION; COURSES OF ACTION

Participation in international academic life is vitally important to Estonian students, professors and researchers, because it guarantees the quality and sustainability of Estonia’s research and higher education, stimulates cultural, political and economic contacts with societies and cultures that are important to us, and helps to avoid the negative tendencies that may threaten small societies. Over the past nearly one hundred years, there has been no period in which Estonian-language higher education has faced such simultaneously immense possibilities and potentially perilous challenges: the possible departure of top-level specialists from Estonia, the arrival of international specialists in our institutions of research and higher education, the preservation and development of the Estonian language as a language of science, the increasing volume of study in foreign languages and the increasing proportion of international students. Estonian institutions of higher education increasingly compete for students with Northern European educational institutions in countries where considerably greater amounts per student are invested in higher education than in Estonia. In addition, the principle of the equal treatment of citizens of European Union Member States has opened up to our students the possibility of obtaining stipends in other EU countries.

All of these processes are inevitable, yet with coordinated and considered action, we can have some influence over them. In a globalising world, Estonia will only be attractive as a place to acquire higher education and do research if the teaching and research work of Estonian institutions of higher education offers advantages and is distinctive. It is only by differing from other universities that we may stand out, and only by valuing openness and quality can we be partners capable of dialogue and orientation in the area of international research and higher education.

The objective of the internationalisation of higher education is to improve the competitiveness of Estonian higher education in the region, make our institutions of higher education more visible and create a legal and institutional environment that supports internationalisation in all of its aspects.

Measures supporting internationalisation supplement such measures as the general increasing of funding for higher education (especially investments in infrastructure), the improvement of the quality of teaching, and curriculum development. The strategy for internationalisation examines in depth activities that can be divided into three courses of action:

o  the creation of a supportive legal environment;

o  the internationalisation of teaching;

o  the development of a support system for internationalisation.

PERVADING PRINCIPLES IN THE IMPLEMENTATION OF THE STRATEGY

Valuing of the international dimension

The international dimension is an inseparable part of modern-day higher education and research, and this is taken into consideration and valued in all aspects of higher education and science (including curriculum development, personnel policy, quality assessment, organisational culture, etc.)

The development of the Estonian language

In opening up Estonian higher education and introducing the international dimension into every curriculum, we must ensure the preservation of the Estonian language as the primary language of teaching and research at institutions of higher education.

Equal opportunities

We base our activities on the desire to offer equal opportunities to all students and teaching staff, regardless of their country of origin, and to all Estonian institutions of higher education, regardless of their size, type or area of specialisation.

Added value to society

State funding for the promotion of internationalisation shall be guided by the premise that the activities supported will bring added value to Estonian society.

Autonomy of institutions of higher education

Institutions of higher education are autonomous in the organisation of their teaching and research work, and are entitled to implement activities that are supplementary to or separate from the strategy, while at the same time taking into consideration the general principles of action that have been agreed upon.

CHAPTER I – CREATION OF A SUPPORTING LEGAL ENVIRONMENT

In creating a legal environment that supports internationalisation, we are guided by the development of the European Higher Education Area and research, education and immigration policy that takes Estonia’s national interests into consideration.

Quality and quality assurance

At present, 45 countries that have different traditions in the organisation of higher education and whose educational policies are influenced by different developmental problems have joined the Bologna Process. In order for students who wish to commence higher education studies in Europe to be able to decide whether an educational institution is recognised by the state and whether generally accepted requirements and good academic practices are followed in the organisation of teaching – which would give a potential student confidence that his/her studies would later be recognised – the countries that participate in the Bologna Process must observe the following agreed principles: institutions of higher education are responsible for the quality of teaching, and their activities are regularly evaluated through an institutional self-assessment, but the final assessment of an institution of higher education is granted by an independent body, and institutions of higher education implement the experts’ recommendations.

Due to the diversity of the higher education systems functioning in the European Higher Education Area, requirements for accreditation have become an important issue. Estonia must closely observe international developments and take the steps required to integrate the Estonian Accreditation Centre with the Register of European Quality Assurance Agencies. It would be desirable if there were legislation to ensure that institutions of higher education are able to use the services of competent accreditation agencies, and the results of their accreditations would be recognised within Estonia.

The simplification of recognition in the context of increased mobility

As a result of the increase in academic mobility and the free movement of labour, there has arisen a need to change legislation so that it helps towards the recognition of qualifications issued in different countries’ systems of higher education. The Convention on the Recognition of Qualifications concerning Higher Education in the European Region (the Lisbon Convention) prescribes the foundations of the assessment, recognition and suitable information of qualifications acquired in a foreign country. In granting recognition, the search for identicalness is avoided – the assessment of a qualification obtained in a foreign country and its comparison with the corresponding qualification in the Estonian educational system is based on the output of the qualification, the objective of the instruction and the rights of the possessor of the qualification concerning the continuation of studies and the labour market in the country in which the qualification was issued.

A system of assessment of qualifications from foreign countries and academic recognition must be developed in Estonia, and in this system the activities of agencies that are competent to perform academic recognition must be clearly regulated. In organising the assessment of qualifications from foreign countries, activities shall be based on the principles of the transparency and quality of decisions, the generally accepted practices for the evaluation of qualification, the legislation of the Republic of Estonia and the additional documents of the Lisbon Convention. In conditions of increasing mobility, the greater responsibility in the assessment of qualifications lies with institutions of higher education will lie with institutions of higher education, whose specialists will be guaranteed suitable training and support by Estonia’s ENIC/NARIC Centre.

The offering of joint curricula and the recognition of degrees

The development of the joint curricula of universities in different countries and co-operation in the joint provision of education is an important course of action. The teaching and practical training offered in co-operation between Estonian and European institutions of higher education make it possible to diversify students’ study opportunities.

Joint degrees will in future be entered in the Ministry of Education and Research’s register in the course of the granting of the education licence for the joint curriculum. An amendment will be made to the legislation, including the Statute on Diplomas and Academic Reports, pursuant to which a state-recognised diploma and state-recognised joint degree can be issued even if the name of an academic degree specified in legislation is not used.

Partner institutions of higher education will jointly develop curricula, agree on the rules for admission and defending a qualification, students will perform a significant part of the curriculum at the partner institution of higher education, and the studies completed and exams taken there will be recognised completely and automatically by the other partners. A student who has performed the requirements of the joint curriculum will be issued a joint diploma bearing the names of all of the institutions of higher education participating in the curriculum. A joint degree and diploma will be recognised if the quality of the curriculum is assessed by an accreditation agency that is recognised by all of the participants.

The right to apply for study allowances and study loans while studying at a foreign university

Students who choose to study abroad must have equal opportunities to those available to students studying in their home country in applying for support and loans. Legislation creates equal conditions for students studying in Estonia in applying for student loans. In addition, students studying in a foreign country are offered legal opportunities to apply for study allowances and stipends.

The provision of transnational higher education

In addition to the increasing of the number of international students admitted, the provision of higher education beyond the borders of the country in which an institution of higher education is located are increasing rapidly: institutions of higher education or branches thereof are being established on foreign territory, or higher education is offered in some other form. The provision of transnational higher education must be developed, and it must be monitored, so as to expand access to higher education, increase the options available to students and institutions of higher education, promote the use of innovative organisations of studies and methodologies, and improve the competitiveness of higher education in Estonia.

The precondition for the opening of a foreign institution of higher education or a branch thereof in Estonia is that the educational institution be recognised at the national level in its country of origin, and that quality control be provided for by legislation in the home country, and prior experience of the provision of transnational education. It is also important to take into consideration the university’s reputation in its home country and internationally. The activities of the foreign educational institution or branch thereof must comply with the legislation of both the home and target countries, and be in harmony with the UNESCO/Council of Europe Code of Good Practice in the Provision of Transnational Education. A favourable legal environment is also created for Estonian institutions of higher education outside Estonia is created, primarily through the guaranteeing of the mutual recognition of qualifications.

Immigration policy

Estonia’s existing citizenship and migration policy does not sufficiently support international students and instructors in coming to study and work at institutions of higher education in Estonia. If we wish to involve more foreigners in teaching and study, it is important that we find opportunities to make it easier for them to visit Estonia.

The institutions of higher education formulate an agreement in which they specify the minimal services and conditions offered to international students and teachers. This would improve the awareness of foreigners coming to Estonia for study and academic work concerning the way of life in Estonia and facilitate the creation of a more favourable immigration policy.