Public authorities responsible for higher education should ensure the existence of a sustainable, well-funded framework to support higher education institutions' efforts to improve the quality of teaching and learning.
Every institution should develop and implement a strategy for the support and on-going improvement of the quality of teaching and learning, devoting the necessary level of human and financial resources to the task, and integrating this priority in its overall mission, giving teaching due parity with research.
Higher education institutions should encourage, welcome, and take account of student feed-back which could detect problems in the teaching and learning environment early on and lead to faster, more effective improvements.
All staff teaching in higher education institutions in 2020 should have received certified pedagogical training. Continuous professional education as teachers should become a requirement for teachers in the higher education sector.
Academic staff entrance, progression and promotion decisions should take account of an assessment of teaching competence alongside other factors.
Heads of institutions and institutional leaders should recognise and reward (e.g. through fellowships or awards) higher education teachers who make a significant contribution to improving the quality of teaching and learning, whether through their practice, or through their research into teaching and learning.
Curricula should be developed and monitored through dialogue and partnerships among teaching staff, students, graduates and labour market actors, drawing on new methods of teaching and learning, so that students acquire relevant skills that enhance their employability.
Student performance in learning activities should be assessed against clear and agreed learning outcomes, developed in partnership by all faculty members involved in their delivery.
Higher education institutions and national policy-makers in partnership with students should establish counselling, guidance, mentoring and tracking systems to support students into higher education, and on their way to graduation and beyond.
Higher education institutions should introduce and promote cross-, trans- and inter-disciplinary approaches to teaching, learning and assessment, helping students develop their breadth of understanding and entrepreneurial and innovative mindsets.
Higher education institutions – facilitated by public administrations and the EU – should support their teachers so they develop the skills for online and other forms of teaching and learning opened up by the digital era,, and should exploit the opportunities presented by technology to improve the quality of teaching and learning.
Higher education institutions should develop and implement holistic internationalisation strategies as an integral part of their overall mission and functions. Increased mobility of students and staff, international dimension of curricula, international experience of faculty, with a sufficient command of English and a second foreign language and intercultural competences, transnational delivery of courses and degrees, and international alliances should become indispensable components of higher education in Europe and beyond.
The European Union should support the implementation of these recommendations, in particular through promoting:
- innovative teaching and learning methodologies and pedagogical approaches;
- guidance, counselling and coaching methods;
- improved programme design, taking account of the latest research on human learning;
- the professionalization and development of teachers, trainers and staff;
- mobility and exchanges of academic staff for long term teaching assignments; and
- systematic and regular data collection on issues affecting the quality of teaching and learning.
The European Union should support the establishment of a European Academy for Teaching and Learning led by stakeholders, and inspired by the good practices reflected in this report.
Researchers supported by the Marie Skłodowska-Curie Actions and who are intending a career in academia should be given the opportunity to gain professional teaching qualifications and be supported in teaching activities alongside their research.
Member States, in partnership with the regions, are encouraged to prioritise, in their Partnership Agreements under the Structural Funds, initiatives to support the development of pedagogical skills, the design and implementation programmes relevant to social and labour market needs, and the strengthening of partnerships between higher education, business and the research sector.
For more information or to arrange interviews, please contact the London press office on 020 7973 1971.
Please note: all amounts expressed in sterling are for information purposes only.