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By David Bell (Eds.)

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A comparative studies of universities in France and the FRG). 46 EUROPE'S UNIVERSITIES: ORGANIZED CHAOS national de la recherche scientifique) committees, or by the editorial boards of internationally-renowned specialist journals. Germany's system is less nationally centralized; nevertheless, lecturers seem to have to put in a comparable amount of extrauniversity effort in order to advance their career. The DFG (Deutsche Forschungsgemeinschaft—a national organization), for example, offers grants for personal research projects, while senior academic appointments, or nominations for promotion, take place on a regional level.

Improving internal relations It should be clear from what has gone before that Europe's universities are less in need of large-scale legislative reform (at least in the short term) than of a series of measures designed to improve their internal relations—to make them internally more cohesive. We have already seen that the management of lecturers' career development and prospects needs to be reformed. In addition, universities in certain countries at least (France and Italy, for example) will have to make sure that university careers are sufficiently well-paid to avoid academics devoting most of their time to external, more lucrative, activities.

Also, the curriculum requires far greater flexibility, with greater responsibility for its contents in the hands of the schools. There must be a legitimate process of ensuring that the curriculum offered by schools is one which is determined through collaboration involving teachers, parents, and school govenors. Curriculum development must be returned to local and school level within a nationally agreed framework. The resource needs of schools can then be recognized more adequately than at present, and anomalies of funding wiped away.

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