117. Co-operation should be conceived of as an integral part of the institutional missions of tertiary / higher education institutions and systems. Inter-governmental organizations, donor agencies and non-governmental organizations should extend their action in order to develop inter-university co-operation projects in particular through twinning institutions, based on solidarity and partnership, as a means of bridging the gap between rich and poor countries in the vital areas of knowledge production and application. Each institution of tertiary / higher education should envisage the creation of an appropriate structure and/or mechanism for promoting and managing international co-operation.

118. The intergovernmental organizations and non-governmental organizations active in tertiary / higher education, the states through their bilateral and multilateral co-operation programmes, the academic community and all concerned partners in society should further promote international academic mobility as a means to advance knowledge and knowledge-sharing in order to bring about and promote solidarity as a main element of the global knowledge society of tomorrow, including through strong support a the joint work plan 2004-2010 on the recognition of studies, degrees and diplomas in tertiary / higher education and through large-scale co-operative action involving, inter alia, the establishment of an educational credit transfer scheme, with particular emphasis on South-South co-operation, the needs of the least developed countries and of the small states with few tertiary / higher education institutions or none at all.

119. Institutions of tertiary / higher education in industrialized countries should strive to make arrangements for international co-operation with sister institutions in developing countries and in particular with those of poor countries. In their co-operation, the institutions should make efforts to ensure fair and just recognition of studies abroad. Initiatives should be taken to develop tertiary / higher education throughout the world, setting itself clear-cut goals that could lead to tangible results. One method might be to implement projects in different regions renewing efforts towards creating and/or strengthening centres of excellence in developing countries relying on networks of national, regional and international tertiary / higher education institutions.

120. All concerned parts of society, should also undertake action in order to alleviate the negative effects of ‘brain drain’ and to shift to a dynamic process of ‘brain gain’. An overall analysis is required in all regions of the world of the causes and effects of brain drain. A vigorous campaign should be launched through the concerted effort of the international community and on the basis of academic solidarity and should encourage the return to their home country of expatriate academics, as well as the involvement of university volunteers - newly retired academics or young academics at the beginning of their career - who wish to teach and undertake research at tertiary / higher education institutions in developing countries. At the same time it is essential to support the developing countries in their efforts to build and strengthen their own educational capacities.

121. Promote better co-ordination among intergovernmental, supranational and non-governmental organizations, agencies and foundations that sponsor existing programmes and projects for international co-operation in tertiary / higher education. Furthermore, co-ordination efforts should take place in the context of national priorities. This could be conducive to the pooling and sharing of resources, avoid overlapping and promote better identification of projects, greater impact of action and increased assurance of their validity through collective agreement and review. Programmes aiming at the rapid transfer of knowledge, supporting institutional development and establishing centres of excellence in all areas of knowledge, in particular for peace education, conflict resolution, human rights and democracy, should be supported by institutions and by public and private donors.

122. Jointly with the various intergovernmental and non-governmental organizations, become a forum of reflection on tertiary / higher education issues aiming at:

(i) preparing update reports on the state of knowledge on tertiary / higher education issues in all parts of the world;

(ii) promoting innovative projects of training and research, intended to enhance the specific role of tertiary / higher education in lifelong education;

(iii) reinforcing international co-operation and emphasizing the role of tertiary / higher education for citizenship education, sustainable development and peace; and

(iv) facilitating exchange of information and establishing, when appropriate, a database on successful experiences and innovations that can be consulted by institutions confronted with problems in their reforms of tertiary / higher education.

123. Take specific action to support institutions of tertiary / higher education in the least developed parts of the world and in regions suffering the effects of conflict or natural disasters.

124. Make renewed efforts towards creating or/and strengthening centres of excellence in developing countries.

125. Take the initiative to draw up an international instrument on academic freedom, autonomy and social responsibility.

Ensure follow-up of this Declaration jointly with other inter-governmental and non-governmental organizations and with all tertiary / higher education stakeholders. It should have a crucial role in promoting international cooperation in the field of tertiary / higher education in implementing this follow-up and in the light of the following context :

126. At the start of the twenty-first century, universities nationwide and worldwide, though their circumstances differ, face important and common challenges.

127. The phenomenon of globalisation which affects diverse sectors - the economy, the media, etc. - also has its impact on tertiary / higher education throughout the world. It demands change and an explicit policy of internationalisation by universities.

128. The unprecedented development of information and communication technologies is an important vehicle in the processes of globalisation and technological accleration which carry with them opportunities and challenges that are specific to universities and to the way they fulfil their missions.

129. More than ever, the creation of knowledge, access to knowledge and its development are central to the development of societies. The knowledge society requires a new generation of skilled people. In this context, demand for more differentiated tertiary / higher and continuing education, including professional development as well as open and distance learning, is in all countries expanding and, in some regions, overwhelming.

130. The rapid production of knowledge and technological development spur on the quest for quality, excellence and relevance. The university has a special responsibility to ensure that attention is paid to solving ethical questions. In this setting, the university's critical role towards society assumes a new urgency.

131. The preconditions for universities and other types of tertiary / higher education institutions to cope successfully with new challenges such as these remain, however, basically unchanged. These preconditions include autonomy of action, academic freedom and adequate human and financial resources.

132. For tertiary / higher education of quality to be today and in the future a motor of social, cultural and economic development, other conditions are required, amongst which effective dialogue with external partners and responsible university governance.

As a social institution, the university cannot be replaced. Hence, it must continue to adapt and change if the challenges are to be met. It will remain an institution central to societies throughout the world as long as its activities make a difference to better the condition of humankind.