Higher Education as a Generator of Strategic Competencies Kick-off meeting: Maastricht, November 12-13, 2007 - PowerPoint PPT Presentation

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Higher Education as a Generator of Strategic Competencies Kick-off meeting: Maastricht, November 12-13, 2007

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Learning outcomes based curriculum based on dialogue with stakeholders; ... Redesigning of HE curriculum referring to learning outcomes methodology; ... – PowerPoint PPT presentation

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Title: Higher Education as a Generator of Strategic Competencies Kick-off meeting: Maastricht, November 12-13, 2007


1
Higher Education as a Generator of Strategic
Competencies Kick-off meeting Maastricht,
November 12-13, 2007
  • ANALYSIS OF THE EUROPEAN,
  • NATIONAL AND UNIVERSITIES STRATEGIES
  • AND
  • ORGANIZATION OF THE CURRICULUM
  • KESTUTIS PUKELIS
  • The Center for Quality of Studies
  • at Vytautas Magnus University,
  • KAUNAS, LITHUANIA

2
European strategy and HEGESCO project
  • SORBONA DECLARATION (1998),
  • BOLOGNA MAGNA CHARTA UNIVERSITATUM (1988),
  • BOLOGNA DECLARATION (1999)
  • Constructing the European area of higher
    education till 2010 via
  • Common framework of readable and comparable
    degrees
  • Two-cycle degree system in all countries
  • ECTS-compatible credit systems
  • European dimension in quality assurance
  • Students and staff mobility

3
European strategy and HEGESCO project
  • LISBON STRATEGY (2000)
  • Knowledge society based on knowledge economy till
    2010 (not only)
  • Knowledge society achieved investing in human
    resource development via education and training
    (not only)
  • Economic growth decoupled from the use of natural
    resources (not only).
  • Development of European Research Area (ERA,
    2000).

4
European strategy and HEGESCO project
  • BERGEN COMUNIQUE (2005)
  • Learning outcomes (LO) and competencies (Com) as
    overarching framework for qualifications (HE
    produces qualifications, labour market LM -
    uses qualifications)
  • Quality Assurance for achieving stated learning
    outcomes (HE) and competencies (LM)
  • Recognition of Qualifications and study periods
  • Expanding life long learning service

5
European strategy and HEGESCO project
  • BERGEN COMUNIQUE (2005)
  • Expanding research (HEGESCO)
  • Teaching Quality
  • Equally accessible HE
  • Students and academic staff mobility (as
    communicating vessel for equalising LO and Com
    in EU and enhancing Quality of Studies in EU
    also)

6
European strategy and HEGESCO project
  • EUA Glasgow Declaration (2005)
  • Strong Universities for a Strong Europe
  • Mission of strong and creative universities
    creation, preservation, evaluation, dissemination
    and exploitation of knowledge
  • Strong academic and social values
  • Inter-institutional cooperation among
    universities and with world of work
  • Commitment to wide participation and lifelong
    learning
  • Promotion of quality and excellence in teaching
    and learning, research and innovations

7
European strategy and HEGESCO project
  • EUA Glasgow Declaration (2005)
  • Strong Universities for a Strong Europe
  • Contributing to social, cultural and economic
    well-being of regional, national, European and
    global level
  • Knowledge society via HE Research and
    Teaching/Learning
  • Governments rather as supervisors than
    regulators
  • Investments in education, innovation and
    research
  • Learning outcomes based curriculum based on
    dialogue with stakeholders
  • Student cantered innovative teaching and learning
    methods

8
European strategy and HEGESCO project
  • EUA Glasgow Declaration (2005)
  • Strong Universities for a Strong Europe
  • Recognition of prior learning, study periods and
    qualifications
  • Restructuring public sector career path
    accordingly first cycle qualifications
  • Involving students in LO formulating and quality
    assurance procedures
  • Fitness for purpose approach in quality
    management.

9
European strategy and HEGESCO project
  • EUROPEAN QUALIFICATION FRAMEWORK (2007)
  • On 24 October 2007, the European Parliament voted
    in favour of adopting the Recommendation on the
    establishment of the European Qualifications
    Framework for lifelong learning (EQF).
  • supports a better match between the needs of the
    labour market (for knowledge, skills and
    competencies) and education and training
    provisions
  • facilitates the validation of non-formal and
    informal learning
  • facilitates the transfer and use of
    qualifications across different countries and
    education and training systems.

10
European strategy and HEGESCO project
EQF Bridge
Knowledge Economy Based on Graduates
Competencies
European Higher Education Area based on
learning outcomes curriculum
Supply
Demand
HEGESCO
Competencies needed
Learning outcomes
11
Main European issues for HE curriculum
organization
  • Permanent re- evaluation of learning outcomes
    based on changing labour market needs and world
    wide progress
  • Redesigning of HE curriculum referring to
    learning outcomes methodology
  • Implementing innovative (student- centred)
    teaching/learning methods
  • Clear students achievement assessment criteria
    derived from learning outcomes
  • Quality culture development on individual,
    subject-matter, study programme, subdivision and
    institutional level

12
Training of high qualified specialists
Null curriculum (Input) Secondary school
Black box Higher education institution
Qualified specialist (Main Output) Labor
market (competencies)
What happens here?
13
What we need to get from analyses of national and
Universities strategies in organizing curriculum?
  • Link of national and universities strategies of
    organization of HE curriculum with European HE
    curriculum dimension?
  • Peculiarities of national and universities HE
    curriculum organization to compare with European?
  • Main problems (weakness and threats) in
    organization of national HE and universities
    curriculum on the level of
  • Law regulating HE
  • (autonomy, accountability, QA procedures,
    financing, state of art of NQF)
  • Research (staff qualification, funding,
    participation in project activities, equipment,
    laboratories, others)

14
What we need to get from analyses of national and
Universities strategies in organizing curriculum?
  • Learning outcomes (existence of study programme
    committees, composition of study programme
    committees, functions of stakeholders in the work
    of study programmes, formulation of learning
    outcomes and etc.)
  • teaching/learning (use of learning outcomes, main
    parameters of curriculum, logical sequence of
    designing of curriculum, student-centred
    teaching/learning methods, learning outcomes
    based assessment criteria of students
    achievement library resources, use of internet
    and intranet, ect.)
  • subject matter (critical alignment of learning
    outcomes and its relation with study programme
    learning outcomes, assessment of student
    achievements)

15
Linking of analyses findings with Reflex
questionnaires (expanding? Compressing?
Amending?)
  • Conditions for professional development of
    faculty (staff)
  • Regulations and system of students enrolment
  • Cooperation with stakeholders
  • Internal quality assurance systems
  • students and staff mobility (agreements, ECTS
    implementation and etc.)
  • Questions?
  • Suggestions?
  • Discussions?
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