University Education for All. Actions for a sustainable future

G7 University - Udine, 29th and 30th June 2017

Manifesto di Udine - G7 Università* | The Udine G7 University Manifesto*

*Versione preliminare 30-6-2017

In the forthcoming decades the need for higher education all around the world will necessarily grow alongside the world's population. It is estimated that the number of students, now settled at around one hundred million, will be roughly quadrupled by the year 2030. These developments challenge deeply all the citizens and governments of the planet and certainly those who, for various reasons, are involved in higher education design and delivery.

In this regard, we strongly think that a political message that is supposed to enlighten the future should be: Education and, above all, University Education for All (UE4A). And by this we mean Higher Education that is: broadly and proactively inclusive; of good quality; geographically distributed; respectful of difference (gender, age, culture, religion and civil beliefs). In order to achieve such an ambitious goal, it is of utmost importance that the academic world tackle it soon and as effectively as it can.

In 2017, it is Italy’s turn to preside and host the G7 meeting between the Heads of State. Along with it, our Country will host a whole array of G7 meetings, among which the G7 University, to be held in Udine on June 29th-30th. “University Education for All. Actions for a sustainable future” will be the pivot topic around which the whole event will revolve. And so as not to surrender to wishful thinking or empty declarations of intent, we aim to elaborate on the matter by articulating the debate into four round tables tackling, each, a different topic: Education and Sustainability; Global Citizenship; University, Culture and Society; University and Economic Development. This four pillars mark the boundaries of the tough task that is awaiting us around the corner.

THE ROLE OF HIGHER EDUCATION TO FOSTER SUSTAINABLE DEVELOPMENT
Practices, tools and solutions The Education for Sustainable Development (ESD), namely higher education (HE), has a pivotal role both in the achievement of sustainable development goals and in the Post-2015 Agenda’s implementation (UNESCO, 2012, 2014).

Academia has always been the cradle of innovation, theoretical debates and practical experimentation but it has also the mission of discerning truth, imparting knowledge, skills and values and preparing responsible citizens and competent workers who will contribute to an improving world. Recently colleges, universities and networks of different kind (e.g. SDSN) have developed educational initiatives which represent a wealth of sources of innovation in sustainability. In this framework courses, master classes, MOOCs (Massive Online Open Courses), etc. are burgeoning and we are assisting to a shift from purely theoretical perspective to a more “in practice” or solution-oriented approach.

This round table will tackle the inclusion of sustainability in HE curricula and classrooms by drawing from recent literature and from a large selection of case studies and best practices at global level. In particular, methodologies, tools and learning processes will be discussed in order to highlight strengths and weaknesses of the ongoing initiatives taken into consideration.

The introduction of sustainability in HE requires innovations at several levels: first of all, new collaborations between hard and soft sciences are needed, then the employment of the ICT in the learning process is more and more central to foster an open science approach and to improve accessibility to knowledge resources and skills for a wider audience.

In this context the experience of MOOCs will be investigated more closely since the e-learning opportunities are considered fundamental as in the “Roadmap for implementing the global action programme on education for sustainable development” (UNESCO 2014). The round table will take advantage of a benchmark analysis of several MOOCs (in collaboration with SDSN) which will consider both the methodological aspects (topics, technology, etc.) and the social aspects (users’ profile, geographical catchment area, etc.) to identify undiscovered issues and problematic elements (e.g. technological barriers, thematic gaps. etc.).

The outcomes of the round table will hopefully contribute to suggesting future scenarios for the improvement of sustainability in HE and for the educational transformation that is required to create a sustainable future.

GLOBAL CITIZENSHIP: THE CRUCIAL CONTRIBUTION OF HIGHER EDUCATION
What is global citizenship?  Is global citizenship (GC) a “citizenship”? The answer can be affirmative on condition that we consider “citizenship” as a historically evolving notion. In the 19th and 20th centuries, “citizenship” was part of the conceptual constellation “law-sovereignty-nation”. GC sees the persistence of the three dimensions: the legal, the political, and the cultural; but changes occur in each of them. In the legal order, GC relates to the international rather than to the internal law. In the political dimension, GC depends no longer on sovereignty but on influence. In the cultural dimension, the emotional emphasis is less on nation and identity and more on humanity as a whole, and on diversity.

Education and global citizenship. Education at any level played a crucial role in state and nation building and therefore in shaping the state-centred concept of “citizenship”. The same is – and arguably will be – true with reference to GC. Many agents work to this effect. Their main goals are three. First, to spread the awareness of a new bundle of rights, legitimate interest, duties and obligations that appertain to the globalized individual (legal GC). Second, to increase the degree of knowledge of and participation in the multifaceted, articulated, highly dynamic governance of the planet, with individuals and groups taking action at local as well as at global level (political GC). Third, to develop a feeling of sympathy with the ‘others’, and of belonging to the large human family along with full respect and appreciation of cultural and individual diversity (cultural GC).

The role of higher education. Higher education can strongly support these developments. Firstly, we should bear in mind that universities were born before the nation-states. They are essentially cosmopolitan entities and therefore apt to play the function of GC builders. HE institutions can also tackle obstacles to GC in addressing international tensions, dispelling prejudices etc. Add that HE and research institutions are responsible for a good deal of the impressive intellectual migrations we are witnessing. Furthermore, they produce future leaders, a critical factor for the ongoing globalisation process. In sum, HE institutions can effectively help GC become more than a rhetoric notion.

HIGHER EDUCATION AND THE CHALLENGE OF SOCIAL MOBILITY AND BETTER DEMOCRACY
Higher education can be a powerful driver both for improving the quality of democratic life as well to ensure social mobility.

Regarding the role of HE in reinforcing democracy, it has to be underlined that along with the global spread of democratic ideas and societies, a crisis of commitment to and practice of democracy persists. Democracy cannot exist without strong institutions and sound legislation, but it also cannot work without being based on democratic culture. Education and schooling are decisive forces shaping the democratic development of societies; and universities, in turn, are strategic institutions for the democratic development of schooling and societies. A democratic culture encompasses democratic values, ways of knowing and acting, ethical judgments, analytical competencies, and skills of engagement. It includes concern for the sustainable wellbeing of fellow human beings as well as of the environment in which we live. It includes awareness of and concern for human rights as well as openness to the cultural diversity of human experience and willingness to give due consideration to the views of others.

On the other hand, we perfectly know that societies need to ensure a proper level of social mobility and that HE can be a real driver for it and thus a powerful instrument to re-establish more social equality through which the socio-economic imbalance that dis-advantage those students belonging to low-income family could be addressed and amended.

The round table will tackle both the roles that HE can play to improve the quality of human societies and will propose some recommendations for future policy interventions.

HIGHER EDUCATION AND SOCIAL ECONOMIC DEVELOPMENT
Despite the fact that more equal access to higher education has been an objective public policy for several decades, little is known about the effectiveness of alternative means for achieving such goal. Indeed, nowadays high level of graduate population can be observed both in countries with high and low level of fees, or high and low level of public expenditure in higher education.

This round table will start from the economic background concepts of markets, demand, and supply, and review key determinants of demand and supply. Debate will take advantage of a theoretical model of aggregate demand and supply of higher education, with the aim to facilitate the understanding of the challenges of today’s higher education systems, as well as the opportunities for development. The model will be validated on some exemplary case studies describing different relationship between the level of public investment and levels of graduate population.

University Education for All. Actions for a sustainable future

G7 University - Udine, 29th and 30th June 2017

Manifesto di Udine - G7 Università* | The Udine G7 University Manifesto*
*Versione preliminare 30-6-2017 | Preliminary Draft 30-6-2017

In the forthcoming decades the need for higher education all around the world will necessarily grow alongside the world's population. It is estimated that the number of students, now settled at around one hundred million, will be roughly quadrupled by the year 2030. These developments challenge deeply all the citizens and governments of the planet and certainly those who, for various reasons, are involved in higher education design and delivery.

In this regard, we strongly think that a political message that is supposed to enlighten the future should be: Education and, above all, University Education for All (UE4A). And by this we mean Higher Education that is: broadly and proactively inclusive; of good quality; geographically distributed; respectful of difference (gender, age, culture, religion and civil beliefs). In order to achieve such an ambitious goal, it is of utmost importance that the academic world tackle it soon and as effectively as it can.

In 2017, it is Italy’s turn to preside and host the G7 meeting between the Heads of State. Along with it, our Country will host a whole array of G7 meetings, among which the G7 University, to be held in Udine on June 29th-30th. “University Education for All. Actions for a sustainable future” will be the pivot topic around which the whole event will revolve. And so as not to surrender to wishful thinking or empty declarations of intent, we aim to elaborate on the matter by articulating the debate into four round tables tackling, each, a different topic: Education and Sustainability; Global Citizenship; University, Culture and Society; University and Economic Development. This four pillars mark the boundaries of the tough task that is awaiting us around the corner.

THE ROLE OF HIGHER EDUCATION TO FOSTER SUSTAINABLE DEVELOPMENT
Practices, tools and solutions The Education for Sustainable Development (ESD), namely higher education (HE), has a pivotal role both in the achievement of sustainable development goals and in the Post-2015 Agenda’s implementation (UNESCO, 2012, 2014).

Academia has always been the cradle of innovation, theoretical debates and practical experimentation but it has also the mission of discerning truth, imparting knowledge, skills and values and preparing responsible citizens and competent workers who will contribute to an improving world. Recently colleges, universities and networks of different kind (e.g. SDSN) have developed educational initiatives which represent a wealth of sources of innovation in sustainability. In this framework courses, master classes, MOOCs (Massive Online Open Courses), etc. are burgeoning and we are assisting to a shift from purely theoretical perspective to a more “in practice” or solution-oriented approach.

This round table will tackle the inclusion of sustainability in HE curricula and classrooms by drawing from recent literature and from a large selection of case studies and best practices at global level. In particular, methodologies, tools and learning processes will be discussed in order to highlight strengths and weaknesses of the ongoing initiatives taken into consideration.

The introduction of sustainability in HE requires innovations at several levels: first of all, new collaborations between hard and soft sciences are needed, then the employment of the ICT in the learning process is more and more central to foster an open science approach and to improve accessibility to knowledge resources and skills for a wider audience.

In this context the experience of MOOCs will be investigated more closely since the e-learning opportunities are considered fundamental as in the “Roadmap for implementing the global action programme on education for sustainable development” (UNESCO 2014). The round table will take advantage of a benchmark analysis of several MOOCs (in collaboration with SDSN) which will consider both the methodological aspects (topics, technology, etc.) and the social aspects (users’ profile, geographical catchment area, etc.) to identify undiscovered issues and problematic elements (e.g. technological barriers, thematic gaps. etc.).

The outcomes of the round table will hopefully contribute to suggesting future scenarios for the improvement of sustainability in HE and for the educational transformation that is required to create a sustainable future.

GLOBAL CITIZENSHIP: THE CRUCIAL CONTRIBUTION OF HIGHER EDUCATION
What is global citizenship?  Is global citizenship (GC) a “citizenship”? The answer can be affirmative on condition that we consider “citizenship” as a historically evolving notion. In the 19th and 20th centuries, “citizenship” was part of the conceptual constellation “law-sovereignty-nation”. GC sees the persistence of the three dimensions: the legal, the political, and the cultural; but changes occur in each of them. In the legal order, GC relates to the international rather than to the internal law. In the political dimension, GC depends no longer on sovereignty but on influence. In the cultural dimension, the emotional emphasis is less on nation and identity and more on humanity as a whole, and on diversity.

Education and global citizenship. Education at any level played a crucial role in state and nation building and therefore in shaping the state-centred concept of “citizenship”. The same is – and arguably will be – true with reference to GC. Many agents work to this effect. Their main goals are three. First, to spread the awareness of a new bundle of rights, legitimate interest, duties and obligations that appertain to the globalized individual (legal GC). Second, to increase the degree of knowledge of and participation in the multifaceted, articulated, highly dynamic governance of the planet, with individuals and groups taking action at local as well as at global level (political GC). Third, to develop a feeling of sympathy with the ‘others’, and of belonging to the large human family along with full respect and appreciation of cultural and individual diversity (cultural GC).

The role of higher education. Higher education can strongly support these developments. Firstly, we should bear in mind that universities were born before the nation-states. They are essentially cosmopolitan entities and therefore apt to play the function of GC builders. HE institutions can also tackle obstacles to GC in addressing international tensions, dispelling prejudices etc. Add that HE and research institutions are responsible for a good deal of the impressive intellectual migrations we are witnessing. Furthermore, they produce future leaders, a critical factor for the ongoing globalisation process. In sum, HE institutions can effectively help GC become more than a rhetoric notion.

HIGHER EDUCATION AND THE CHALLENGE OF SOCIAL MOBILITY AND BETTER DEMOCRACY
Higher education can be a powerful driver both for improving the quality of democratic life as well to ensure social mobility.

Regarding the role of HE in reinforcing democracy, it has to be underlined that along with the global spread of democratic ideas and societies, a crisis of commitment to and practice of democracy persists. Democracy cannot exist without strong institutions and sound legislation, but it also cannot work without being based on democratic culture. Education and schooling are decisive forces shaping the democratic development of societies; and universities, in turn, are strategic institutions for the democratic development of schooling and societies. A democratic culture encompasses democratic values, ways of knowing and acting, ethical judgments, analytical competencies, and skills of engagement. It includes concern for the sustainable wellbeing of fellow human beings as well as of the environment in which we live. It includes awareness of and concern for human rights as well as openness to the cultural diversity of human experience and willingness to give due consideration to the views of others.

On the other hand, we perfectly know that societies need to ensure a proper level of social mobility and that HE can be a real driver for it and thus a powerful instrument to re-establish more social equality through which the socio-economic imbalance that dis-advantage those students belonging to low-income family could be addressed and amended.

The round table will tackle both the roles that HE can play to improve the quality of human societies and will propose some recommendations for future policy interventions.

HIGHER EDUCATION AND SOCIAL ECONOMIC DEVELOPMENT
Despite the fact that more equal access to higher education has been an objective public policy for several decades, little is known about the effectiveness of alternative means for achieving such goal. Indeed, nowadays high level of graduate population can be observed both in countries with high and low level of fees, or high and low level of public expenditure in higher education.

This round table will start from the economic background concepts of markets, demand, and supply, and review key determinants of demand and supply. Debate will take advantage of a theoretical model of aggregate demand and supply of higher education, with the aim to facilitate the understanding of the challenges of today’s higher education systems, as well as the opportunities for development. The model will be validated on some exemplary case studies describing different relationship between the level of public investment and levels of graduate population.

Dopo l’approvazione all’unanimità del verbale della seduta precedente, il Presidente passa alle comunicazioni, informando che la presentazione del libro “Idee di Università e strategie degli Atenei italiani” si terrà giovedì 23 marzo alle ore 14.30, al termine della seduta dell’Assemblea della CRUI.

Situazione legislativa e provvedimenti in corso - In riferimento al decreto ministeriale del 12 dicembre 2016, n. 987, relativo alla autovalutazione, accreditamento iniziale e periodico delle sedi e dei corsi di studio e valutazione periodica delle università, il Presidente comunica che il Decreto Ministeriale 8 febbraio 2017 n. 60 ha provveduto ad apportare alcune modifiche ai requisiti di accredita-mento ai corsi universitari, così come richiesto dalla CRUI nell’Assemblea dello scorso 19 gennaio.

Nuovo percorso per la formazione degli insegnanti della scuola secondaria ai sensi della Legge 107/2015 (Legge sulla “Buona Scuola”) - Dopo ampia ed approfondita discussione l’Assemblea approva il seguente documento predisposto dal Rettore Zara:

“Osservazioni CRUI sullo schema di decreto legislativo n. 377
Premessa
Il nuovo percorso per la formazione degli insegnanti diverrà, a regime, l’unico modo per accedere all’insegnamento nella scuola secondaria di primo e di secondo grado. Ciò permetterà, nelle intenzioni del legislatore, di superare l’attuale meccanismo di formazione degli insegnanti che ha determinato nel corso degli anni un eccesso di abilitati senza posto e quindi lunghi precariati pre-ruolo. Il nuovo percorso di formazione degli insegnanti prevede un meccanismo di “concorso-corso” che consentirà, soltanto a chi supera il concorso, di essere formato per la professione dell’insegnante tramite un contratto a tempo determinato di durata triennale e mediante l’assegnazione ad una rete di scuole. Il numero di posti del “concorso-corso” sarà stabilito dal Ministero in relazione ai fabbisogni di docenti nella scuola secondaria superiore. Sarà quindi a breve superato l’attuale meccanismo delle abilitazioni all’insegnamento ottenute mediante i TFA (Tirocini Formativi Attivi, di tipo transitorio, attualmente vigenti). In ordine logico e crono-logico sono indicate di seguito le tappe fondamentali per la formazione dei futuri insegnanti, facendo anche cenno ad alcuni aspetti problematici, la cui risoluzione è indispensabile prima dell’avvio effettivo dei percorsi.

1) Conseguimento della laurea e della laurea magistrale 

Tutti i futuri insegnanti della scuola secondaria di primo e di secondo grado dovranno conseguire una laurea (I livello) seguita da una laurea magistrale (II livello) in una delle classi di laurea e di laurea magistrale attualmente vigenti (DDMM del 16-03-2007). Non sono quindi previsti percorsi curriculari specifici per la formazione dei futuri insegnanti (differentemente da quanto previsto dal DM 249/2010) e ciò al fine di evi-tare percorsi universitari specialistici, spendibili soltanto nell’ambito dell’insegnamento. La laurea e la laurea magistrale dovranno, però, essere coerenti con le classi disciplinari di insegnamento previste dal decreto di riordino delle classi di concorso (DPR 19/2016). Sebbene tale decreto abbia appena riordinato e razionalizzato il sistema delle classi concorsuali, e il DM 93/2016 abbia definito gli ambiti disciplinari finalizzati allo snellimento delle procedure concorsuali e di abilitazione all’insegnamento, sono necessarie ed urgenti varie modifiche e/o correzioni al fine di superare le incongruenze rilevate da più parti.

2) Integrazione della formazione curriculare con 24 CFU specifici

Il laureato magistrale per poter partecipare al concorso-corso deve possedere 24 CFU nelle discipline antropo-psico-pedagogiche e in quelle concernenti le metodologie e le tecnologie didattiche. Questo al duplice fine di integrare, da un lato, la specifica preparazione curricula-re posseduta con aspetti riguardanti le scienze dell’educazione e, dall’altro, per consentire allo stesso formando, prima della prova concorsuale, di verificare la predisposizione all’insegnamento. I 24 CFU possono essere acquisiti o come crediti curriculari (e quindi sia durante il percorso formativo di I livello che in quello di II livello) o come crediti aggiuntivi durante o dopo il percorso di laurea e di laurea magistrale. Appare evidente che l’acquisizione curriculare di questi crediti è più facile in determinate aree, come quella umanistica, mentre risulta più difficile in altre aree disciplinari. Una riflessione accurata deve essere quindi svolta su questi aspetti al fine di non penalizzare eccessivamente alcuni laureati magistrali costringendoli ad acquisire, dopo il conseguimento del titolo, crediti aggiuntivi (e a pagamento). Per quanto possibile, mediante una concertazione da effettuarsi a livello di Ateneo, bisognerebbe favorire l’acquisizione di questi CFU durante il percorso curriculare, magari nell’ambito delle attività ad autonoma scelta da par-te degli studenti. Un altro aspetto meritevole di considerazione è la natura di questi 24 CFU: pur essendo assodato che la L. 107/2015 e lo schema di decreto legislativo 377 prevedano una loro acquisizione nell’ambito delle discipline antropo-psico-pedagogiche e in quelle con-cernenti le metodologie e le tecnologie didattiche, è da riflettere sul fatto che essi debbano riguardare soltanto i SSD M-PED, M-PSI, M-DEA oppure anche le didattiche disciplinari. Infine, appaiono importanti anche l’organizzazione e l’erogazione di queste attività formative, sia-no esse curriculari o extra-curriculari: sarebbe, infatti, preferibile un’organizzazione di Ateneo che consenta di razionalizzare e offrire in maniera coordinata tali attività a tutti coloro che ne abbiano necessità per integrare i percorsi curriculari, in questo modo rispondendo meglio alle esigenze di efficienza/efficacia a livello istituzionale.

3) Corso di specializzazione nel primo anno del contratto triennale

Una volta che il laureato magistrale, in possesso di tutti i requisiti curriculari richiesti, superi il concorso, dovrà seguire un corso di specializzazione universitario, di durata annuale, per approfondire la propria preparazione professionale teorico-pratica nelle didattiche disciplinari afferenti alla classe concorsuale di appartenenza, nella pedagogia, nella psicologia e nelle normative scolastiche. L’esame finale di questo corso di specializzazione permette il conseguimento del diploma di specializzazione per l’insegnamento secondario. L’obiettivo formativo generale dovrebbe consistere nella progettazione, sia con i 24 CFU pre-concorso che con il corso di specializzazione e/o con l’intero con-tratto triennale post-concorso, di un unico percorso verticale coerente ed organico per qualificare professionalmente i futuri insegnanti. Tale percorso deve assicurare l’acquisizione di competenze che caratterizzino in maniera complessiva il profilo professionale dell’insegnante in funzione delle specifiche esigenze del sistema scolastico. A questo fine, il corso di specializzazione di durata annuale includerà 60 CFU da ripartire tra le didattiche disciplinari, le attività formative nel settore del-le scienze dell’educazione, le attività di tirocinio diretto e indiretto, e il tutto con un taglio integrato di natura teorico-laboratoriale, teso alla maturazione progressiva di competenze pedagogico-didattico-relazionali. Una riflessione deve essere condotta anche sull’opportunità di prevedere discipline comunque importanti per un’adeguata formazione del profilo professionale del futuro insegnante, tra cui quelle riguardanti le ICT e la neurofisiologia. Complessiva-mente, in questo percorso verticale, integrato e coerente, deve essere attentamente bilanciato il rapporto tra le didattiche disciplinari e le discipline delle scienze dell’educazione, anche assicurando opportuni meccanismi di controllo di detto bilanciamento. 

4) Attività previste nei successivi due anni di contratto a tempo determinato

Nei successivi due anni di contratto il futuro insegnante completerà la sua preparazione professionale con tirocini formativi e ulteriori attività, tra cui 15 CFU in ambiti formativi collegati a innovazione e sperimenta-zione didattica, assumendo progressivamente autonome funzioni di docenza e sostituendo, ove necessario e appropriato, i docenti di ruolo assenti. Infatti, nel secondo e terzo anno di contratto la preparazione professionale del futuro insegnante continuerà sulla base di un’ulteriore collaborazione tra mondo universitario e scolastico. Al ter-mine del triennio il futuro insegnante sarà sottoposto a valutazione e, in caso positivo, il contratto sarà trasformato da tempo determinato a tempo indeterminato. Il tirocinio svolto dal futuro insegnante si disco-sta dalle forme di tirocinio attualmente note (così come si distingue anche dall’apprendistato) in quanto mira specificamente a formare la professionalità docente tramite una stretta interazione Università-Scuola e mediante un approccio metodologico innovativo in cui le conoscenze/competenze disciplinari vengono arricchite e plasmate sulla base delle successive competenze nell’ambito delle didattiche disciplinari e delle scienze dell’educazione non solo teoricamente, ma anche e soprattutto direttamente in aula. A questo scopo, si sottolinea l’importanza di una definizione chiara dei rapporti tra Università e Scuola nell’integrazione dei rispettivi ruoli e funzioni per la preparazione dei futuri insegnanti.

Osservazioni conclusive

L’avvio effettivo del nuovo percorso di formazione iniziale degli insegnanti richiede ancora ulteriori atti normativi che si auspica vengano emanati con rapidità anche al fine di superare l’attuale modello dei TFA (e dei PAS) che ha presentato non poche criticità nei recenti cicli attivati dalle Università. È altresì necessario assicurare adeguate risorse non solo per la copertura dei costi dei contratti triennali a tempo determinato dei futuri insegnanti ma anche per garantire adeguati standard qualitativi ai percorsi formativi che saranno attivati dalle Università. Infine, adeguata attenzione deve essere dedicata, oltre alla formazione iniziale, anche alla formazione continua degli insegnanti già in servizio, che consenta di integrare la loro preparazione, e anche a questo riguardo il sistema universitario può contribuire nell’ambito di una proficua e costruttiva interazione con il sistema scolastico.”

Bilancio di previsione CRUI 2017 - Il Segretario Generale illustra il bilancio di previsione CRUI 2017, corredato dalla relazione programmatica, che viene approvato all’unanimità dall’Assemblea