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European Union
Investment in future
This project is funded by European Union
from European Social Fund
PROJECT:
PROMOTING EMPLOYABILITY OF YOUNG
POPULATION AT GEOGRAPHICALLY ISOLATED /
REMOTE ISLANDS
IPA4.1.5.2.02.01.c07
Project coordinator: Project partners: EU implementing body level 1: EU implementing body level 2:
DEŠA – Dubrovnik
SVIMA – Association for Civil Society Organisations and Civil Initiatives Development Association for Sustainable Development of the Island of Rava Craft College Secondary School of Electromechanical Engineering Varaždin
Government of the Republic of Croatia
Government Office for Cooperation with NGOs
National Foundation for Civil Society Development
ACTIVITY 1.2.2. CARRYING PEER-REVIEW (COMPARATIVE ANALYSIS)
- HOW DIFFERENT EU MEMBER STATES / REGIONS COPE WITH
THE ISSUE OF YOUNG POPULATION’S EMPLOYABILITY
AND SOCIAL INCLUSION AT EUROPEAN ISLANDS
PEER-REVIEW REPORT
Delivered by: Nenad Vakanjac
January 2015
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The content of this document is the sole responsibility
of DEŠA – Dubrovnik and project partners
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1. Data sheet of the Peer-review
CONTACT INFORMATION
Name of the national expert responsible for the peer-review Nenad Vakanjac
Telephone, fax, e-mail 091 595 34 06, [email protected]
Other persons responsible Not applicable
MAIN OBJECTIVES OF THE PEER-REVIEW
To analyse (i) the extent of Croatian policy framework that deals with the employability and
associated social inclusion issues of the young persons from geographically isolated/remote
Croatian islands (ii) how relevant Croatian measures are managed by the national line
institutions and local authorities
To pinpoint main strengths, weaknesses, opportunities and threats
To assist the pilot-network/pilot-coalition members to further understand how well relevant
policy framework and measures work in their EU member states and, hence support the pilot-
network/pilot-coalition members in making concrete recommendation for improvements
TYPE OF THE PEER REVIEW
Single Peer-review, non-reciprocal
Reciprocal Peer-review
Peer-review in a Network
SCOPE OF THE PEER-REVIEW -
AS PER LATEST REVISION OF
RELEVANT PROJECT ACTIVITY:
- National policies/strategic measures relevant for the
sustainability and social cohesion of geographically
isolated/remote islands in the context of the European
Structural and Investment Funds
- Sharing of good practices concerning the national and
regional policy frameworks and specific
measures/practices in different EU member states
aimed at developing the new approaches to
distance/open education and geographically distributed
educational institutions/networked educational
provision in the context of European islands’
communities.
- Sharing of good practices concerning the national and
regional policy frameworks and specific
measures/practices in different EU member states
aimed at designing the flexible educational/training
models at islands
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QUALITY AREAS - LIST OF SPECIFIC PEER-REVIEW ISSUES FOR THE FOREIGN PEERS (AS
PEER TERMS OF REFERENCES FOR PEERS)
Foreign peer from an EU member state 1 - National policies/strategic measures relevant for the
sustainability and social cohesion of geographically isolated/remote islands in the context of the
European Structural and Investment Funds
The specific objective of this foreign expert’s peer-review assignment was to assess how effectively
national policies/strategic documents address the sustainability and social cohesion of geographically
isolated/remote islands, including the employability and associated social inclusion issues of the
young islanders, in the context of the European Structural and Investment (ESI) Funds
Subsequently, the assignment was composed of the following activities:
a) Tailor-made workshop
An expert will develop and deliver a tailor-made workshop for the representatives of Croatian
organisations involved in the project on the topic of (working title of the workshop) “How can – or could
- new EU policies help islands to face their challenges, and seize opportunities?”. The maximum
duration of the workshop will be 3 hours (including a coffee break). The following list of sub-topics shall
be covered– the list is not exhaustive and other appropriate sub-topics / elements may be included as
well:
The main features and impact of the ESPON (European Spatial Planning Observatory
Network) project/targeted analysis EUROISLANDS-The Development of the Islands –
European Islands and Cohesion Policy (i.e. deeper knowledge of the European islands
situation, classifications, policies and future potential and other elements of relevant reference
framework for further political development) with emphasis on the impact of the
initiative/project on the smaller European islands (i.e. less than 10.000 inhabitants);
The new generation of the ESPON 2020 programme and its potential relevance to European
small islands
The new 2014 – 2020 Cohesion Policy and European small islands;
Allocating the EU’s ESI Funds while taking on board European small island’s dimension –
potential/concrete special status for European small islands in the context of the new ESI
Funds
ESI Funds Structured Dialogue launched in 2014 – main features and first
milestones/outcomes of the initiative (accomplished in November-December 2014);
Good practice examples from the EU member states – effective inclusion of the small islands
issues in national Operational Programmes for the European Regional Development Fund
and/or the European Social Fund
b) Structured discussion/small-scale audit
Following the completion of the workshop, a structured discussion /small-scale audit of relevant
strategic priorities/measures will be conducted on the basis of other relevant activities carried put
within the framework of the project.
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Foreign peer from an EU member state 2 - Sharing of good practices concerning the national and
regional policy frameworks and specific measures/practices in different EU member states aimed at
developing the new approaches to distance/open education and geographically distributed educational
institutions/networked educational provision in the context of European islands’ communities
The specific objective of this foreign expert’s peer-review assignment was to facilitate the sharing of
good practices the national and regional policy frameworks and specific measures/practices in
different EU member states aimed at developing the new approaches to distance/open education and
geographically distributed educational institutions/networked educational provision, as a contribution to
improved development on and in European islands’ communities.
Subsequently, the assignment is composed of the following activities
a) Tailor-made workshop
A staff member/expert from the Lews Castle College will develop and deliver a tailor-made workshop
for the representatives of Croatian organisations involved in the project on the topic of (working title of
the workshop) “Development of the new approaches to distance/open education and geographically
distributed educational institutions/networked educational provision, as a contribution to improved
development on and in European islands’ communities”. The maximum duration of the workshop will
be 3 hours (including a coffee break). The following list of sub-topics shall be covered– the list is not
exhaustive and other appropriate sub-topics / elements may be included as well:
An overview of the Isle of Lewis and (if applicable) other smaller Scottish islands (with less
than 10.000 of regular inhabitants) covered by the University of the Highlands and Islands
(UHI) services, including specific geographical features and unique challenges particularly in
relation to island(s) small size, population density/demographic issues, isolation/remoteness
and high dependence on specific economic activities/economic vulnerability;
The effectiveness of national and regional (NUTS II and, if applicable, NUTS III level)
policies/strategic frameworks that have a direct impact on Scottish islands development;
The development of the UHI, with emphasis on the UHI’s partners, i.e. colleges, research
institutions and local learning centres, based on smaller Scottish islands,
The impact of the UHI’s concept on the local economy /creation of jobs at smaller islands,
employability and social inclusion of the young population from the smaller island and (if
applicable) to the temporary/permanent growth of the island’s population.
Specific features of the Lews Castle College, including the impact on relevant issues;
The main features of the “remote students” from the islands with low population density,
including students enrolled in different vocational training (adult learning) right through the
undergraduate and postgraduate degrees;
Other good-practice examples from the EU member states on the new approaches to
distance/open education and geographically distributed educational institutions/networked
educational provision, as a contribution to improved development on and in European islands’
communities;
The “top-down” approach in developing relevant initiatives (distance/open education and
geographically distributed educational institutions/networked educational provision) Versus the
“bottom-up” approach, i.e. the animation of the smaller islands’ grassroots communities for
participation in the development of relevant initiatives;
The role of the Structural funds (European Social Fund and European Regional Development
Fund) in the overall development of the island and, in particular, in the development of UHI’s
network– an overview of relevant strategic priorities/measures within Scottish Operational
Programmes (OP) for European Social Fund and/or European Regional Development Fund as
well as specific projects designed/EU grants obtained for the development of the UHI’s
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network on the basis of the OPs strategic priorities/measures.
b) Structured discussion/small-scale audit
Following the completion of the workshop, a structured discussion /small-scale audit of relevant
strategic priorities/measures will be conducted on the basis of other relevant activities carried put
within the framework of the project (i.e. Baseline assessment of Croatian policies, measures and
incentives oriented towards the sustainability of the islands’ communities in the context of the
employability and social inclusion of young population).
Foreign peer from an EU member state 3 - Sharing of good practices concerning the national and
regional policy frameworks and specific measures/practices in different EU member states aimed at
designing the flexible educational/training models at islands
The specific objective of this foreign expert’s peer-review assignment was to facilitate the sharing of
good practices concerning the national and regional policy frameworks and specific
measures/practices in different EU member states aimed at designing the flexible educational/training
models at islands. Such educational/training models should:
Contribute to the process of enriching and activating untapped islands resources for
educational/academic purposes;
Lead to the growth of the island’s population outside the summer season (e.g. “Winter/Spring
Academies” or similar on-going activities);
Support local and sustainable energy actions, i.e. sustainable energy planning and
awareness;
Be based on the firm potential in terms of the utilisation of the EU structural funds (European
Social Fund and/or European Regional Development Fund) for its development and
implementation.
Subsequently, the assignment was composed of the following activities
a) Tailor-made workshop
A staff member/expert the Samsø Energy Academy will develop and deliver a tailor-made workshop
for the representatives of Croatian organisations involved in the project on the topic of (working title of
the workshop) “Development of the measures/practices aimed at designing the flexible
educational/training models on the basis of the Samsø Energy Academy example”. The maximum
duration of the workshop will be 3 hours (including a coffee break). The following list of sub-topics shall
be covered– the list is not exhaustive and other appropriate sub-topics / elements may be included as
well:
An overview of the island of Samsø, including specific geographical features and unique
challenges particularly in relation to its small size, population density/demographic issues,
isolation/remoteness and high dependence on specific economic activities/economic
vulnerability;
The effectiveness of national and regional (NUTS II and, if applicable, NUTS III level)
policies/strategic frameworks that have a direct impact on the island’s development;
An overview of the development of Samsø as Denmark’s renewable energy
island/demonstration case since 1997, including the impact of relevant concept on the local
economy and creation of jobs;
The Samsø Energy Academy: vision, mission, core activities, an overview of the exemplary
activities (researches, exhibitions, workshops, corporate events for various target groups,
including the Energy Camp, Samsø Energy Tours, Energy Safari Samsø Skive, etc.)
The role of the Structural funds (European Social Fund and European Regional Development
Fund) in the overall development of the island and, in particular, in the development of the
Samsø Energy Academy – an overview of relevant strategic priorities/measures within Danish
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Operational Programmes (OP) for European Social Fund and/or European Regional
Development Fund as well as specific projects designed/EU grants obtained for the
development of the Samsø Energy Academy on the basis of the OPs strategic
priorities/measures;
Public participation, local ownership and community organization with respect to the Samsø
Energy Academy;
The impact of the Samsø Energy Academy on the employability and social inclusion of the
young population from the island of Samsø and (if applicable) to the temporary/permanent
growth of the island’s population..
b) Structured discussion/small-scale audit
Following the completion of the workshop, a structured discussion /small-scale audit of relevant
strategic priorities/measures and envisaged educational/training models of Croatian organisations will
be conducted on the basis of other relevant activities carried put within the framework of the project
LIST OF THE PEER-REVIEW TEAM MEMBERS WITH NAMES AND CONTACT INFORMATION
Function Name Institution E-mail
Peer-review
National
Expert
Nenad Vakanjac not applicable [email protected]
Peer 1 Christian Pleijel Sweco TransportSystem AB,
Sweden
Peer 2
Frank Rennie Lews Castle College, University of
the Highlands and Islands,
Scotland
Peer 3 Søren Hermansen Samsø Energy Academy,
Denmark
IMPORTANT NOTICE: Søren Hermansen cancelled his peer-review assignment on 5 January 2015.
Subsequently, it was not possible to engage his replacement neither from Samsø Energy Academy
nor from other relevant institutions in Denmark or other EU member state
DATES OF THE PEER-REVIEW MISSION AS PER QUALITY AREAS
Quality areas Dates
National policies/strategic measures relevant for the sustainability and social
cohesion of geographically isolated/remote islands in the context of the
European Structural and Investment Funds
19 – 20 January
2015
Sharing of good practices concerning the national and regional policy
frameworks and specific measures/practices in different EU member states
aimed at developing the new approaches to distance/open education and
geographically distributed educational institutions/networked educational
provision in the context of European islands’ communities
21 – 22 January
2015
Sharing of good practices concerning the national and regional policy
frameworks and specific measures/practices in different EU member states
aimed at designing the flexible educational/training models at islands
Not applicable – see
the Important Notice
above
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SIGNATURES OF THE PEER-REVIEW TEAM MEMBERS
___________________________
NENAD VAKANJAC
____________________________
CHRISTIAN PLEIJEL
___________________________
FRANK RENNIE
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2. Key conclusions of the Peer-review visit (including specific policy
recommendations)
QUALITY AREA 1:
NATIONAL POLICIES/STRATEGIC MEASURES RELEVANT FOR THE SUSTAINABILITY AND
SOCIAL COHESION OF GEOGRAPHICALLY ISOLATED/REMOTE ISLANDS IN THE CONTEXT
OF THE EUROPEAN STRUCTURAL AND INVESTMENT FUNDS
I.
The ESPON 2013 programme has firmly established the term insularity within the framework of
relevant EU cohesion policies: the insularity is, hence considered to a permanent feature affecting
negatively, directly and indirectly, the attractiveness of European islands and subsequently lowering
their performance in terms of sustainable development. These characteristics of islands are not
compatible with attractiveness principles of the dominant development model, which is characterised
by mass production of standardised goods and the knowledge intensive and highly multi-specialized
urban economies. As a result of the EPSON 2013 programme, relevant EU policies firmly
acknowledged that activities on islands:
Can not enjoy the privilege of economies of scale as islands are characterised by limited
variety and quantity of resources;
Can not have good accessibility and low transport cost, as islands are isolated and remote
areas; Can not profit from agglomeration externalities as islands have limited markets and
activities.
Each national strategy should adapt to islands’ specificities and needs the guidelines of the 2020
European strategy. The fact that European islands have specific characteristics and permanent
natural handicaps should not lead to the conclusion that islands are handicapped territories. On the
contrary this supports the view that islands need the right strategy to valorize these characteristics
within the European and the global environment. The modification of the European EUROPE 2020
strategy to national islands’ 2020 strategies yields three priorities:
EUROPE 2020 Strategy Islands 2020 Strategy
Smart growth: developing an economy based on knowledge and innovation
Qualitative islands: focusing on well branded, quality products and services using local resources destined to niche markets
Sustainable growth: promoting a more resource efficient, greener and more competitive economy
Green islands: reducing the use and growing the reuse of scarce resources such as water, land, energy
Inclusive growth: fostering a high-employment economy delivering social and territorial cohesion
Equal Opportunities islands: giving the same opportunities to insular organisations and populations to perform as in European mainland
Other principles have to be followed when designing national islands strategies in order to achieve
territorial cohesion. These include:
(a) the respect of the provisions of the Lisbon Treaty towards the regions with permanent natural or
demographic handicaps (articles 174, 175 and 170);
(b) the provision for equivalent opportunities to all European citizens to achieve their goals;
(c) the respect of the principles of proportionality and subsidiarity; and
(d) the promotion of endogenous development.
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In addition to the above principles, a policy framework for islands should respect differences among
islands arising from the different intensity with which the insularity characteristics act on attractiveness
and the overall performance of the European islands. The intensity of policy options, as well as the
funds, should be adjusted accordingly
II.
The Treaty on the functioning of the EU (article 107, 3,c) allows EU funds/aid to be used at the
national level to facilitate the development of certain areas where it does not significantly affect
competition (“category c” regions). In this category are included areas with a GDP per head below the
EU-25 average, those with unemployment over 15% higher than the national average or those with
major structural changes as well as regions with permanent obstacles (islands with a population of
5000 or less, regions with low population density etc); this means that an island of 6000 inhabitants
affect competition more than a central continental area with some million inhabitants and high
unemployment rate. EU has to reconsider the criteria of this “category c” in order to take into account
in one hand the magnitude of population in order to respond to the criterion “affect competition” and in
the other hand the attractiveness parameters of different EU regions; such a modification would
include all the EU island regions and islands within this category.
Having said that, the Local Actions Groups created by Leader initiative comprising the principal local
actors could assume the elaboration and implementation of the Rural Development Plans on the
island level.
III.
The training and the lifelong learning of employers, self-employed, employed and unemployed people
adapted for small and isolated populations. The promotion of e-learning services, the financing of high
level courses for small groups , the financing of specific studies, necessary for the success of local
development plans, out of the island are some examples.
IV.
Concerning the implementation and the monitoring of a policy adapted to the specific characteristics
and needs of the islands, the unavailability of data at the island level- restricts a more analytical work
as the use of NUTS 2 and NUTS 3 information (when it is available) cannot reflect the islands’ reality
(archipelagos, coastal islands). Specific analysis/data gathering at the national level should fill this
gap.
V.
When it comes to the ESPON 2020 programme, EU Member States have been working on shaping
the Cooperation Programme for ESPON 2020 and a draft version of the Cooperation Programme has
now been prepared. The ESPON 2020 Cooperation Programme will address Objective 11 as follows:
“Enhancing institutional capacity and an efficient public administration by strengthening of institutional
capacity and the efficiency of public administrations and public services related to implementation of
the ERDF, and in support of actions in institutional capacity and in the efficiency of public
administration supported by the ESF”.
The ambition is to renew, refocus and upgrade ESPON learning, including the issues related to
European islands, from the experience from the ESPON 2013 Programme implementation.
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Building on this overall mission statement, the draft ESPON 2020 Cooperation Programme sets out
five specific objectives for activities during 2014-2020 in order to: (1) produce territorial evidence
through applied research; (2) upgrade knowledge transfer and support to users in targeted analyses
and policy briefs/working papers; (3) improve territorial observation of Europe and tools for analyses;
(4) widen outreach and uptake of territorial analyses; and (5) deliver a more streamlined administrative
structure to promptly inform policy processes.
VI.
On the basis of Article 5(6) of Regulation (EU) No 1303/2013 (Common Provisions Regulation), the
Commission set up an expert group with partners at EU level in the field of the European Structural
and Investment Funds (ESI Funds), for the programming period 2014-2020.
The "Structured Dialogue with European Structural and Investment Funds' partners group of experts"
was formally established through Commission Decision C(2014) 4175 of 26 June 2014. The mission
of the Structured Dialogue group of experts is to establish an open, frank and informal dialogue with
partners working in the field of the ESI Funds. The Structured Dialogue is a mutual trust building
mechanism in order to bring the ESI Funds closer to civil society, assist the Commission in the
development of this policy in the different areas of expertise and to discuss the implementation of the
ESI Funds.
The group shall have the following tasks:
to support the work of the Commission as regards the development of cohesion policy, the
policy of rural development, the Common Fisheries Policy and the integrated maritime policy
in different areas of expertise, in particular in relation tođ the thematic objectives set out in
Article 9 of Regulation (EU) 1303/2013;
to assist the Commission on questions relating to the implementation of support from the
European Structural and Investment Funds in so far as they are based on Regulations (EU)
No 1303/2013, No 1299/2013, No 1300/2013, No 1301/2013, No 1304/2013 and No
508/2014;
to monitor the evolution of policy in the field of partnership and multilevel governance;
to bring about an exchange of experience and good practices in the field of partnership and
multilevel governance.
The members of the Structured Dialogue are umbrella organisations at EU level. Small European
islands will be represented by two experts from European Small island Federation – ESIN: Mr
Christian Pleijel with Mr Elefteris Kechagioglou as a substitute.
The first meeting of the "Structured Dialogue with European Structural and Investment Funds' partners
group of experts" was held in Brussels on 12 November 2014. The meeting, inter alia, stressed the
importance of: Community-Led Local Development - CLLDs (in jargon also known as local action
groups). One-size fit all policies as well as sector-specific policies have shown their limitations in
addressing local needs. CLLD is inspired from the LEADER approach, which has been successfully
implemented since 1991 in the context of the EU support to rural development. In 2014-2020, CLLD is
open to all ESI funds and compulsory under the EAFRD. Finally, multi-fund approaches are possible,
but experiences to date are limited A single methodology for CLLD is applicable across all Funds and
regions EAFRD, EMFF, ERDF and ESF. Hence, all territories can benefit from relevant EU support,
including European small islands (both rural and urban areas of small islands).
When it comes to the specific issue of insularity/European small islands’ issues, relevant DG Regio’s
statistics expert complained during the meeting over the fact that there is no data on European small
Islands below municipality level.
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Relevant expert argued that the requirement that 40% of Structural Funds for islands should be ESF
is inappropriate and should be reduced by half to reflect the fact that ERDF is a better programme for
addressing structural handicaps and ESF is less suited to areas with low population.
VII.
In Croatia (as in several other EU member states with small island territories), there is a lack of
comprehensive data (what is “young” islander ; how many young people are lacking jobs (except in
summer), gender perspectives), there is a lack of explicit consequences if we do nothing, and there is
a lack of responsibility given to the young themselves, with support , funding and mentoring.
Croatian young islanders seem to think that it is possible to create new jobs and other lifelong learning
opportunities in the areas of quality tourism, visitor centres/small-scale expert academies, local
product branding, small ecological footprints, energy saving projects, low-carbon transports – “Green
jobs” - see Annex 2. of this Peer-review Report for relevant details. During the peer-review
assignment, a small-scale audit/structured discussion with Croatian counterparts was undertaken by
means of the Six Thinking Hats tool - the tool for group discussion and individual thinking involving six
colored hats. "Six Thinking Hats" and the associated idea parallel thinking provide a means for groups
to plan thinking processes in a detailed and cohesive way, and in doing so to think together more
effectively. Six distinct directions are identified and assigned a colour. The six directions are:
Managing Blue - what is the subject? what are we thinking about? what is the goal?
Information White - considering purely what information is available, what are the facts?
Emotions Red - intuitive or instinctive gut reactions or statements of emotional feeling (but not
any justification)
Discernment Black - logic applied to identifying reasons to be cautious and conservative
Optimistic response Yellow - logic applied to identifying benefits, seeking harmony
Creativity Green - statements of provocation and investigation, seeing where a thought goes
VIII.
Croatian national authorities/line institutions should be duly taken into consideration the fact that
proportionality which effectively means that small and geographically isolated islands require more
support than mainland/more developed island areas to deliver the same goals due to the additional
costs of insularity. Small islands should qualify for a specific additional allowance, as well as higher
co-financing rates (higher intervention rates) to reflect the additional costs of insularity. However, it
would appear that at this juncture the European Commission is not considering providing any extra
funding to geographically disadvantaged areas on the basis that such specificities are not considered
problems; rather such areas should look towards their potential and opportunities. It is also of the
opinion that there is no one policy suited to addressing territorial challenges and that these are best
addressed at Member State or regional level. Therefore, it is proposed that relevant civil society
organisation in Croatia separately, and collectively through the networks at the national/EU level,
target its lobbying efforts at Croatian Government/line institutions in particular, to ensure that future EU
funding programmes are developed to address small and geographically isolated islands and
peripheral areas’ unique social and economic circumstances.
Islands are markets/territories apart and State Aid rules should be applied flexibly. There should be is
a common set of principles for small and geographically isolated islands governing EAFRD , ERDF
and ESF reflecting EU2020 through common thematic objectives to be addressed by key actions for
each of the funds. Relevant civil society organisation from Scotland and Ireland argue that ESF is of
less benefit to islands than ERDF because ESF deals mainly with social issues, training, etc, and is
more suited to urban areas, and also because of the low population base, i.e. they argue that this rule
must be made more flexible as ERDF is a more suitable vehicle for the islands.
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QUALITY AREA 2:
SHARING OF GOOD PRACTICES CONCERNING THE NATIONAL AND REGIONAL POLICY
FRAMEWORKS AND SPECIFIC MEASURES/PRACTICES IN DIFFERENT EU MEMBER STATES
AIMED AT DEVELOPING THE NEW APPROACHES TO DISTANCE/OPEN EDUCATION AND
GEOGRAPHICALLY DISTRIBUTED EDUCATIONAL INSTITUTIONS/NETWORKED
EDUCATIONAL PROVISION IN THE CONTEXT OF EUROPEAN ISLANDS’ COMMUNITIES.
I.
The University of the Highlands and Islands (UHI) is the only university based in the islands of
Scotland. The UHI in the Highlands and Islands of Scotland is a distributed Higher Education Institute
spread over 15 academic partners and more than 50 local learning centres, covering in excess of
40,000 km2 of northern Scotland, including over 90 inhabited islands and some of the most sparsely
populated corners of mainland UK. Since 1993, the UHI has focused on bringing higher education
opportunities to people in geographically dispersed locations throughout the Highlands and Islands of
Scotland, and by recent extension, to other parts of the UK and Europe. These students are typically
cast as 'remote students' (i.e. remote from the main teaching campus, but the essential point is that
students do not need to leave their home area in order to pursue their studies. As a federated network
of 15 existing colleges and research centres, it is spread over a very wide geographical area with the
second lowest population density in Europe. There is no university actually located within this large
region, although a number of of Higher Education institutes have supported students in the region
through distance and distributed learning. UHI offers access courses in further education and
vocational training, right through to undergraduate and postgraduate degrees. There is some
specialisation of subjects by the different colleges, but most degree courses are delivered jointly
across the UHI network. This means that the aim of networked courses is to ensure that wherever the
student is located, a range of courses can be studied. For these reasons, distributed learning (as
defined below) represents and attractive solution to enable the UHI to deliver diverse formats of
educational resources (usually, but not always, digital) throughout the region. A key characteristic of
UHI is therefore the networking of courses, such that students in any location can study courses
delivered from other parts of the network that are offered using a range of advanced technologies that
can supplement or replace face-to-face tuition. Furthermore, UHI aims to be responsive to the local
(region-specific) context in its choice of curriculum and research focus. For further details/slides see
Annex 3. of this Peer-review Report.
II.
From this context it can be seen that the UHI has a strong interest in the support of distributed learning
systems that are flexible enough to permit easy access to multi-mode educational resources, over a
wide geographical area, to small rural communities on islands and mountainous locations. Even in a
higher education institution such as this, however, there is a great diversity of perception of the
definition, function, and design of distributed educational resources, so a short synthesis of some
relevant literature will serve to provide clarity on the common ground. Amongst the plethora of
definitions of distributed learning, there is little common ground. For some, the practice is synonymous
with distance learning and e-learning; for others it is identical to the term blended learning. While
blended learning is also a contentious term, it generally refers to a combination of face-to-face and
online learning (such as using e-learning to complement classroom activity or vice-versa).
For the purposes of this peer review, the following properties that define distributed learning will be
assumed:
The components of the course are distributed across multiple media and this tends to imply a
certain amount of choice of media as well as a tendency towards supporting a student-centred
learning approach
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Distributed learning can be used to augment traditional classroom-based courses, to deliver
distance education courses or to create wholly online courses.
Providing flexibility for students in terms of time and/or location of study is one key aim of the
pedagogy of distributed learning.
III.
“One-stop-shops” (OSS) for lifelong learning at Scottish small and geographically isolated have been
identified as a solution to the problems associated with rural service provision. The key is 'bringing
services together under one roof'; both for providers to share costs and to make it easier for people to
access a range of services in one place. The case studies were selected to cover a range of different
types of one stop shop and to reflect different rural contexts. They included a Community School, a
Community Company involved in provision of several different services, a Community Hall, an adult IT
education centre within a second Community School, a partnership between various public agencies
and services such as police, health and social work and housing; and projects providing one-door
access to youth, the elderly, and severely disadvantaged groups.
Factors favouring the emergence and sustainability of the OSSs at small and geographically islands
include:
community need, motivation (desire) and involvement in all stages;
adequate capital and revenue support for 'public good' activities and public service provision in
OSS;
careful attention to design and location;
community-owned and run facilities, where possible.
Funding support for OSS at islands needs to be flexible if it is to be responsive to different community
needs and decisions. It must also provide longer term funding than is currently the norm; three-year
project funding is wasteful of volunteer and staff effort, hinders staff recruitment, and fails to recognise
the time needed to establish trust between partners, staff, and communities or target groups.
However, it is important that funders lay down criteria for support that deal with important issues such
as OSS constitutions, democratic governance, inclusion, environmental protection, responsible pricing
of services, and staff recruitment and training.
One stop shops commonly face a range of problems with the initiation, start-up, and running phases of
the project. These include:
relatively large capital funding needs in relation to the size of the population;
short term nature of non-capital funding;
top down initiatives to take advantage of funding opportunities;
problems with certain types of partnership where, for example, different partners or different
client groups are more powerful or carry greater weight;
reconciling the needs of different users;
difficulties in maintaining enthusiasm and time commitments among volunteers
A number of key policy recommendations follow from the findings and analysis summarised above.
These are:
OSS at islands can be very effective in improving service provision, and so public policy
should be supportive. However, one stop shops are a means of generating and maintaining
community involvement in improving the range and quality of services and achieving greater
15
integration on the ground rather than a means of reducing public expenditure in rural areas or
centralising public services and this should be recognised;
OSS at islands should not be regarded as a 'quick-fix' for the problems of rural service
provision; they need careful analysis of the needs to be met, sound design and planning which
involves potential users as well as the providers, and provision for future expansion.
Public funding for community-led OSS at islands needs to address both capital costs and
longer-term funding needs. It must be flexible enough to meet community needs and support
their decisions - one size does not fit all, either in terms of the form that one stop shops take,
or in the nature of the community or partnership that is promoting them;
Public capital funding schemes should avoid over-prescription, leading to OSS proposals that
are essentially top-down and 'funding-led', and should encourage significant community and
agency involvement during the planning and design stages.
Policy to encourage Community Schools, while admirable in principle, fails to recognise some
very real problems and issues with this model. The policy needs to be reviewed by a multi-
disciplinary group that can also consider community and other user and provider viewpoints
from a wider perspective.
IV.
EU structural funds have played an enormous part in the development of UHI through investment in
estates and IT infrastructure, course development and delivery, learner support, blended learning,
wider access – and building up research capacity in the new institution. Many of the UHI’s key facilities
–as well as many others and the IT connections to link them up – were made possible through ERDF
investment. These set the scene for delivery of large numbers of EU funded projects on a variety of
themes from student exchanges to cutting edge research in key sectors for the Highlands & Islands
and Scotland.
UHI’s current status under the 2014-2020 structural funds programmes was made possible due to the
institution’s status as the only higher education institution based in the region and its relevance to
regional economic growth. One of the reasons behind the success of the UHI in utilisation of the EU
funds has been the ability to take an holistic approach to programme and project development;
QUALITY AREA 3:
SHARING OF GOOD PRACTICES CONCERNING THE NATIONAL AND REGIONAL POLICY
FRAMEWORKS AND SPECIFIC MEASURES/PRACTICES IN DIFFERENT EU MEMBER STATES
AIMED AT DESIGNING THE FLEXIBLE EDUCATIONAL/TRAINING MODELS AT ISLANDS
Not applicable due to the above mentioned last-minute cancellation of the foreign peer. Relevant
documents on the flexible educational/training models at Danish islands that had been available were
examined by the National Peer-review Expert. Relevant deliberations of the National Peer-review
Expert were conveyed to DEŠA-Dubrovnik at other project partners.
16
ANNEX 1. TO THE PEER-REVIEW REPORT
Ground Rules for Peers
General Rules for the Peer Visit
The following rules are to be considered by the Peer Teams during the Peer Visit:
The Peers work on the peer assignments in line with individual Terms of Reference for the peer assignment.
The Peers keep to the agreed time schedule.
The Peers adhere to the interview rules.
The Peers treat the entrusted data and feedback confidentially.
The Peers seek to listen and to report the statements objectively.
The Peers work as a team supporting each other in our tasks and feedback.
The Peers are prepared for unforeseen occurrences.
Communication and Interview Rules
Basic attitude: curious, open and accepting demeanour, striving for understanding, no rash or sweeping interpretations or judgements.
Use appropriate language.
Make contact, assume an open and friendly posture, listen actively and show interest.
During the interview: speak briefly and clearly, using short single questions, use silence and pauses, do not interrupt the one’s line of thought.
Ask short questions so that the interviewee can speak as much as possible!
Ask again: Did I understand that correctly? Ask for facts and examples especially when answers are too general.
Follow the main thread, lead back to the main topic. Finish the interview in time.
Allow critical questions concerning the interviews or the Peer Review. Note down remarks and critical comments.
17
ANNEX 2. TO THE PEER-REVIEW REPORT
18
ANNEX 3. TO THE PEER-REVIEW REPORT
Slide 1 The structure of the University of the Highlands and Islands
Professor Frank RennieLews Castle College UHI
Slide 2 UHI main campus locations
Slide 3 2014 Statistics
• Annual income of over £48m
• 75% of students from Highlands and Islands
– 18% rest of Scotland
– 3% rest of UK
– 2% European Union
– 3% Other international
• UHI is a Tertiary Institution
– From short basic courses to post-Doctorates
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Slide 4 Student demography
• 57% degree students are full-time (43% p/t)
• 71% of all Academic Partner students full time
Slide 5 Lewis-Ullapool
Ferry
2.75 hours
£15.30
Shetland-
Aberdeen
Ferry
12.5 hours
£ 27.10
Lewis-
Glasgow Flight
1 hour
£ 82.00
Shetland –
Glasgow
Flight
1 hour
£ 105.00
Slide 6
60� N
55 ° N
Anchorage
Montreal
Stockholm
Moscow
Magadan
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Slide 7
Eastern Canada
Slide 8
Isle of Lewis
Slide 9
Upland farming, hunting, and outdoor recreation
21
Slide 10 UHI Partner distributionOver 1000 islands,
over 110 inhabited
Slide 11 Distribution of students
Slide 12
Executive Office (administration) in Inverness
22
Slide 13 Marine Science Institution, Dunstaffnage
Slide 14 Lews Castle College, Isle of Lewis
Slide 15
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Slide 16
UHI WAN
JANET
UHI dedicated IT network
Slide 17
UHIWideArea
Network
20 MBits
45 MBits
45 MBits
100 MBits
45 MBits
200 MBits
45 MBits
200 MBits
20 MBits
100 MBits
200 MBits
20 MBitsJANET
1GBits
1GBits
University of the Highlands and Islands
Network
Data Network
Telephony
Videoconferencing
Slide 18 Centre for Health Sciences, Inverness
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Slide 19 Thousands of students access online
Slide 20 Stornoway as a University Town
Prof. Frank Rennie, Lews Castle College, University of the Highlands and Islands
Slide 21 Stornoway
25
Slide 22
Mainly rural communities
Slide 23
Small scale agriculture
Slide 24 Fishing and Aquaculture
26
Slide 25
Harris Tweed
Slide 26 Service Sector
Slide 27 Newest University in the UK
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Slide 28 Stornoway as a university town
• What does this mean?
– Newest university in the UK = new opportunities
– Providing accommodation for incoming students
– Encouraging social and sports activities for students
– Stimulating new opportunities for local businesses
– Helping to create employment
• In the university
• In the local community
Slide 29 The
Campus
Slide 30 New student accommodation
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Slide 31 The arts and culture
Slide 32 Sports and Societies
Slide 33 New technologies
29
Slide 34 New employment and spin offs
Slide 35 The business plan
• Establish a “brand” or a “vision”
• Engage with key local partners
• Create a shared set of development objectives
• Establish key links between Town and Gown– Sport, societies, cultural events
• Plan a series of events to make the news
• Attract new students to the area
• Enable some students to stay– Further study, local jobs, spin-off companies
Slide 36 Everyone benefits
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Slide 37 Contact:
Professor Frank Rennie
Lews Castle College UHI
Stornoway
Isle of Lewis
Scotland
www.lews.uhi.ac.uk/frennie