The Role of Short-Cycle Higher Education Programs and Qualifications in the Knowledge-Based Economies: Emerging Trends from the United States and Europe - PowerPoint PPT Presentation

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The Role of Short-Cycle Higher Education Programs and Qualifications in the Knowledge-Based Economies: Emerging Trends from the United States and Europe

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Title: The Role of Short-Cycle Higher Education Programs and Qualifications in the Knowledge-Based Economies: Emerging Trends from the United States and Europe


1
The Judith Herb College of Education
The Role of Short-Cycle Higher Education Programs
and Qualifications in the Knowledge-Based
Economies Emerging Trends from the United States
and Europe
Snejana Slantcheva-Durst, Asst. Prof. Department
of Educational Foundations and Leadership Universi
ty of Toledo Toledo, Ohio, USA
June 15-16, 2009 1st International Conference
Recognition and Quality Assurance of Short-Cycle
Higher Education Golden Sands, Bulgaria
2
Presentation Overview
The Judith Herb College of Education
  • Evolving Parameters of SCHE
  • European and US Developments
  • Challenges to SCHE in Europe and the US
  • Innovative approaches
  • Goals for us

3
The Evolving Parameters of SCHE
The Judith Herb College of Education
  • post-secondary education of mainly terminal
    character designed to train students for
    middle-level manpower positions... provided in
    institutions established outside universities
    (SCIs) in a few countries the universities offer
    a certain number of such short-cycle programs,
    while in others this training is the
    responsibility of secondary level establishments
    (technical training in Sweden, teacher training
    in France) (OECD, 1973)

4
The Evolving Parameters of SCHE
The Judith Herb College of Education
  • Central concern structure of higher education
    systems

1. Integrated comprehensive university model
2. Binary model
German Gesamthochschule Danish University Center
U.K. Ontario, Canada
5
The Evolving Parameters of SCHE
The Judith Herb College of Education
3. Combined development model
4. First cycle multi-purpose colleges
Norway, France, Yugoslavia, Belgium, USA to some
extent
Quebec, Canada USA to some extent
(Ross, 1972 OECD, 1973)
6
European Developments
The Judith Herb College of Education
  • Evolution of Perspectives Regarding SCHE
  • Institutions (SCIs) Program Degree Learning
  • Stages Outcomes

7
European Developments
The Judith Herb College of Education
  • 1960s a wider diversification according to
    types of higher education institutions
  • Development of a extra or non-university
    institutions and programs originally created to
    provide terminal and vocationally oriented
    post-secondary education
  • The British polytechnics - established in the
    early 1960s
  • The French Instituts universitaires de
    technologie (IUT) - 1960s as a third type, beside
    the university and the Grandes Écoles
  • The German Fachhochschulen 1971
  • The regional colleges of Norway
  • (Bienaymé, 1991 Teichler, 1996, 2008 Kyvik
    1981 Vangsnes and Jordell 1992)

8
European Developments
The Judith Herb College of Education
  • 1980s-90s - in some countries - academic drift
    and upgrading of non-university institutions
  • Britains polytechnics (complete upgrading)
  • German Fachhochschulen (gradual upgrading)
    replaced by new upgraded vocational
    institutions (Berufsakadmien)
  • Creation of two-type structures in others
    (Austria, Finland, Switzerland)

9
European Developments
The Judith Herb College of Education
  • 1999 the Bologna Process emphasis on the stages
    of study programs
  • Degrees as the single most important mode of
    diversification in higher education -
    intra-institutional diversity is in the forefront
    (Teichler, 2008)
  • 2003 study of Tertiary SCHE (Kirsch et al., 2003)
  • a level or stage of studies beyond secondary
    education which can lead to a qualification
    recognized on the labor market, undertaken in
    formal tertiary education institutions
    universities, polytechnics, colleges public and
    private but also in a wide variety of other
    settings, including secondary schools, at work
    sites, via free-standing information
    technology-based offerings and a host of private
    public entities (OECD)

10
European Developments
The Judith Herb College of Education
  • 2008 EQF SCHE through the prism of student
    outcomes
  • The 2005 Bergen Conference of European Ministers
    endorsed the broader framework for
    qualifications for lifelong learning encompassing
    general education as well as vocational education
    and training
  • Short-cycle higher education programs (seen as
    intermediate qualifications linked to the first
    cycle) have found a place in the European
    Qualifications Framework as programs offered
    within the first (bachelors) level of higher
    education (level 5)
  • Contribute to the social dimension of higher
    education and to expansion of lifelong and
    life-wide learning opportunities
  • (Communiqué of the Conference of European
    Ministers,
  • Leuven and Louvain-la-Neuve, 28-29 April 2009)

11
American Developments
The Judith Herb College of Education
  • Evolution of Perspectives Regarding SCHE
  • Program Degree Institutions
  • Stages

12
American Developments
The Judith Herb College of Education
  • Junior colleges founded as transfer
    institutions seen not so much as alternatives
    to universities but as mechanism for relieving
    senior institutions from the burden of teaching
    first- and second-year students (Bragg and
    Townsend, 2006)
  • Associate degree (Harper) seen as an academic
    credential for completed first two years of
    college
  • The vocational mission was added later
    preparing students for immediate employment in
    semi-professional occupations
  • Third mission continuing education and workforce
    training late 1950s (26 in terminal
    occupational programs in 1960 1975 35 now
    over 50)
  • Community service, remedial service and
    developmental education

13
American Developments
The Judith Herb College of Education
  • Currently, community colleges are seen as
    multi-purpose, multi-functional institutions
  • Open access
  • Widely distributed
  • Affordable
  • Rooted in their communities
  • Tightly-linked to labor markets workforce
    training, adult courses

14
American Developments
The Judith Herb College of Education
  • Community Colleges
  • Certify nearly 80 percent of first responders in
    the United States (police officers, firefighters,
    and emergency medical technicians)
  • Produce more than 50 of new nurses and other
    health-care workers
  • Account for nearly 40 of all foreign
    undergraduates in America
  • Enroll 46 of all U.S. undergraduates, including
    47 of undergraduates who are African American,
    47 - Asian or Pacific Islander, 55 - Hispanic,
    and 57 - Native American
  • Award more than 800,000 associate degrees and
    certificates annually
  • Nationally, half of all baccalaureate degree
    recipients have attended community colleges prior
    to earning their degrees.
  • (College Board, 2008)

15
Challenges Facing European SCHE
The Judith Herb College of Education
  • Articulation of SCHE
  • amongst countries
  • within countries, with Bologna cycles and Bologna
    aims for intermediary qualifications
  • SCHE and the social dimension
  • SCHE and Lifelong Learning
  • More than two-thirds of countries have not
    found it necessary to modernize vocational
    education at ISCED 5B level as a part of the
    Bologna reforms.
  • In most countries, the issue of developing
    bridges between the ISCED 5B level and the newly
    Bologna organized ISCED 5A level programs is a
    matter of concern and attention (Higher
    Education in Europe 2009)

16
(No Transcript)
17
Innovative European Approaches
The Judith Herb College of Education
  • France Diplome Universitaire de Technology (DUT)
    (1966)
  • 2-year programs
  • Not open-access
  • Offered by 100 Instituts universitaire de
    technologie (IUTs), all attached to a French
    university, often on the same campus
  • Competencies embedded in the program
    qualifications
  • Seamless transitions - fully articulated with the
    first cycle licence and licence professionelle
    degrees offered across the street
  • Most of their traditional students have passed
    the French Baccalaureat
  • Around 2-3rds of their graduates continue their
    education in the university across the street
    (80 in 2005 57 of them earned their degree
    within 1 year of receiving their DUT) (Adelman,
    2009)

18
Innovative European Approaches
The Judith Herb College of Education
  • UK The Foundation Degree (2001)
  • 2-year full-time, 3-year part-time
  • A transfer degree devoted to a foundation in a
    field (23 fields)
  • All course modules are validated (reviewed and
    approved) by a university, and delivered either
    by the validating university or (in most cases)
    by Colleges of Further Education open-access,
    bridge institutions
  • Half of enrolled earned credentials on time, and
    roughly another 30 were still enrolled in
    2003/04, 54 of those who earned a FD continued
    in a 1st cycle honors program and of them, 71
    earned the honors degree
  • Serves the social dimension agenda
  • Second chance function for adults

19
Challenges Facing American SCHE
The Judith Herb College of Education
  • SCHE and Degree attainment
  • Community colleges seen as critical institutions
    in closing the degree gap and raising the
    educational level of the population
  • SCHE and the Workforce (jumpstart the economy)
  • Community colleges seen as central in upgrading
    skills and qualifications and training the
    workforce needed to support a knowledge-based
    economy

20
Challenges Facing US Community Colleges
The Judith Herb College of Education
  • Low transfer and degree completion rates (culture
    traditionally emphasizing access, not success)
  • just over half of full- and part-time freshmen
    return for a second year
  • 36 earn a certificate or degree within 6 years
    (compared to more than 60 of students at 4-year
    institutions)
  • only 26 of their students transfer to four-year
    institutions
  • 42 percent of first-year students at community
    colleges enroll in at least one developmental
    education class
  • challenge of monitoring student outcomes

21
The Judith Herb College of Education
Challenges Facing US Community Colleges
  • Loosing edge in educating adults (the new
    majority)
  • Declining adult credit student numbers, between
    1995-2004
  • 25-39 olds down by 11
  • incrased by 254 in private, for-profit
    colleges
  • 40 and older increased by 3.6
  • increased by 376 in private, for-profit
    inst. (Dept. of Ed.)
  • work-force programs and continuing education
    the non-credit side of the house

22
Innovative US Approaches
The Judith Herb College of Education
ACADEMIC PATHWAYS Partnership initiatives between
K-12, 2-year and 4-year institutions
bachelor
WITHIN the higher ed. system
INTO the higher ed. system
assoc. degree
Transfer and articulation agreements, dual
enrollment
AP, Tech Prep, Dual Cr./Enrollment, Virtual
School, Bridge Programs, CLEP, IB, GED,
Senior-to-Sophomore
12th
8th
23
The Judith Herb College of Education
  • CAREER PATHWAYS
  • The partnership initiatives between community
    colleges and the world of work (workforce
    training programs)
  • Partnerships with the Workforce and Social
    Service Systems
  • Partnerships with Community-Based Organizations
  • Partnerships with Adult Basic Education Providers
  • Partnerships with Employers
  • From Strategic Partnerships to a Regional
    Approach
  • (WSC, 2006)

24
The Judith Herb College of Education
Thank you!
Snejana Slantcheva-Durst, Asst. Prof. Judith Herb
College of Education University of Toledo Toledo,
Ohio, 43606 USA snejana.slantchevadurst_at_utoledo.ed
u
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