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Warsaw Seminar Marek Frankowicz
Warsaw Seminar Marek Frankowicz
Warsaw Seminar Marek Frankowicz
Warsaw Seminar Marek Frankowicz
Warsaw Seminar Marek Frankowicz
Warsaw Seminar Marek Frankowicz
Warsaw Seminar Marek Frankowicz
Warsaw Seminar Marek Frankowicz
Warsaw Seminar Marek Frankowicz
Warsaw Seminar Marek Frankowicz
Warsaw Seminar Marek Frankowicz
Warsaw Seminar Marek Frankowicz
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Warsaw Seminar Marek Frankowicz

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  • 1. Mobility and Skills: Introduction Marek Frankowicz, Bologna Expert, Poland Bologna Seminar „Competences for the Future” Warsaw, 23-24 October 2009
  • 2. <ul><li>Learning outcomes for better employability and personal development. </li></ul><ul><li>Lifelong learning & Qualifications frameworks (EQF, NQF) </li></ul><ul><li>Mobility - one of „Bologna keywords”. „ 20% by 2020” . Important in EU policy (EC Green Paper) </li></ul>Introductory remarks
  • 3. <ul><li>Target group </li></ul><ul><ul><li>Academic staff </li></ul></ul><ul><ul><li>Administrative staff </li></ul></ul><ul><ul><li>Students </li></ul></ul><ul><li>Host institution </li></ul><ul><ul><li>University </li></ul></ul><ul><ul><li>Enterprise </li></ul></ul><ul><ul><li>Other </li></ul></ul><ul><li>Length </li></ul><ul><ul><li>Long term (1 semester or more) </li></ul></ul><ul><ul><li>Middle term (1 to 12 weeks) </li></ul></ul><ul><ul><li>Short term (up to 1 week) </li></ul></ul><ul><li>Type </li></ul><ul><ul><li>Physical </li></ul></ul><ul><ul><li>Virtual </li></ul></ul>Many dimensions of mobility (organized, academic)
  • 4. <ul><li>The information provider </li></ul><ul><ul><li>The lecturer </li></ul></ul><ul><ul><li>The practical teacher </li></ul></ul><ul><li>The role model </li></ul><ul><ul><li>The on-the-job role model </li></ul></ul><ul><ul><li>The role model as a teacher </li></ul></ul><ul><li>The facilitator </li></ul><ul><ul><li>The learning facilitator </li></ul></ul><ul><ul><li>The mentor </li></ul></ul><ul><li>The planner </li></ul><ul><ul><li>The curriculum planner </li></ul></ul><ul><ul><li>The course planner </li></ul></ul><ul><li>The resource developer </li></ul><ul><ul><li>The resource material creator </li></ul></ul><ul><ul><li>The study guide producer </li></ul></ul><ul><li>The assessor </li></ul><ul><ul><li>The student assessor </li></ul></ul><ul><ul><li>The curriculum assessor </li></ul></ul>The twelve roles of the teacher PM Harden & JR Crosby (2000) <ul><li>How to promote student mobility </li></ul><ul><li>How to use mobility for own personal development </li></ul>
  • 5. <ul><li>Very important for mobility: appropriate organization of studies </li></ul><ul><ul><li>Modularization </li></ul></ul><ul><ul><li>Flexibility (elective courses, individual study paths etc.) </li></ul></ul><ul><li>„ Mobility/flexibility window” </li></ul><ul><ul><li>If possible: at least one semester free of compulsory courses </li></ul></ul><ul><ul><li>Students may choose </li></ul></ul><ul><ul><ul><li>ERASMUS mobility </li></ul></ul></ul><ul><ul><ul><li>Internships </li></ul></ul></ul><ul><ul><ul><li>„ Internationalization at home” </li></ul></ul></ul>Flexibility windows
  • 6. <ul><li>Opportunities </li></ul><ul><li>New experiences which can be useful in home country </li></ul><ul><li>Learning tolerance and openness </li></ul><ul><li>Learning about other cultures </li></ul><ul><li>Promotion of one’s own country and culture </li></ul><ul><li>Acquiring more autonomy and independence </li></ul><ul><li>Facilitated access to the labour market </li></ul><ul><li>Improved language competences </li></ul><ul><li>Participation in unique courses / programs </li></ul><ul><li>Problems </li></ul><ul><li>Financial problems </li></ul><ul><li>Language barrier </li></ul><ul><li>Alienation </li></ul><ul><li>Brain drain </li></ul><ul><li>Losing own culture </li></ul><ul><li>Recognition problems </li></ul><ul><li>Lack of tutor/mentor/advisor </li></ul>Example 1: Opinions of PL students on ERASMUS mobility (2006)
  • 7. <ul><li>PROCERTU – P rofessional Certification of Academic Tutors </li></ul><ul><li>Project objectives </li></ul><ul><ul><li>To discuss the profile and missions of the academic tutor </li></ul></ul><ul><ul><li>To build an academic tutor job profile </li></ul></ul><ul><ul><li>To work on the role of the tutor </li></ul></ul><ul><ul><li>To train tutors </li></ul></ul><ul><ul><li>To gain European recognition for the skills of tutoring professionals in work-linked training </li></ul></ul><ul><li>Academic tutor job profile </li></ul><ul><ul><li>Includes competences important for students mobility </li></ul></ul><ul><ul><li>Tutors’ competences may be improved through their mobility </li></ul></ul>Example 2: LdV project PROCERTU
  • 8. <ul><li>Projects </li></ul><ul><ul><li>TEMPUS „Super-JEPs” (1999-2002) </li></ul></ul><ul><ul><li>„ Pol-EDDA” Project (2009-2011 ) </li></ul></ul><ul><li>„ Multidimensional” groups </li></ul><ul><ul><li>Positions (top administrators, low level administrative officers, academic teachers, ) </li></ul></ul><ul><ul><li>Institutions (geographic spread) </li></ul></ul><ul><ul><li>Domains (sciences, humanities etc.) </li></ul></ul><ul><li>„ Multidimensional” programs of visits </li></ul><ul><ul><li>Plenary meetings in host institution </li></ul></ul><ul><ul><li>F2F meetings </li></ul></ul><ul><ul><li>„ Internal” meetings </li></ul></ul>Example 3: Large-scale staff mobility: PL experiences
  • 9. <ul><li>New ERASMUS multilateral project „TEACAMP” (2009-11) </li></ul><ul><ul><li>Analysis of existing practices in partner institutions </li></ul></ul><ul><ul><li>Teacher Virtual Campus development </li></ul></ul><ul><ul><li>Curriculum content and teaching/learning scenario development </li></ul></ul><ul><ul><li>Virtual research for comparative analysis </li></ul></ul><ul><ul><li>Quality assurance and TeaCamp evaluation </li></ul></ul><ul><ul><li>TeaCamp exploitation </li></ul></ul><ul><ul><li>TeaCamp dissemination </li></ul></ul><ul><li>One of main objectives: to improve VM competences of students and academic staff </li></ul>Example 4: Virtual mobility
  • 10. Skills-mobility-HEI feedbacks: VIRTUOUS or VICIOUS Circle? Mobility Skills/ Students Staff Institution/ Organization / T & L /
  • 11. Mobility - SWOT analysis 3 <ul><li>Threats </li></ul><ul><li>Brain drain </li></ul><ul><li>Treating mobility as objective „per se” </li></ul><ul><li>………………………………… </li></ul><ul><li>Opportunities </li></ul><ul><li>Coupling mobility with emerging needs for new skills </li></ul><ul><li>Shift to learning outcomes </li></ul><ul><li>………………………………… </li></ul><ul><li>Weaknesses </li></ul><ul><li>Problems with recognition of skills </li></ul><ul><li>Organization of academic year </li></ul><ul><li>………………………………… </li></ul><ul><li>Strengths </li></ul><ul><li>Favourable political climate </li></ul><ul><li>Experiences of mobility programs (Erasmus, LdV, Erasmus Mundus) </li></ul><ul><li>…………………………………… </li></ul>
  • 12. <ul><li>What kind of skills can be developed through mobility for different target groups: teachers, students, university administrative staff? </li></ul><ul><li>What are the demands on skills arising from labour market developments and how can universities support students in developing them? </li></ul><ul><li>How do skills impact on mobility and vice versa? </li></ul><ul><li>How does mobility impact on the different learning methods to contribute to skills development ? </li></ul><ul><li>How does skills development through mobility contribute to the development of higher education institutions? </li></ul><ul><li>Do we have the necessary “instruments” in place to support and enhance skills development through mobility? </li></ul><ul><li>What are the roles and challenges of universities as regards mobility and skills? </li></ul>Points for discussion 3

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