Warsaw Seminar Marek Frankowicz
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Warsaw Seminar Marek Frankowicz Presentation Transcript

  • 1. Mobility and Skills: Introduction Marek Frankowicz, Bologna Expert, Poland Bologna Seminar „Competences for the Future” Warsaw, 23-24 October 2009
  • 2.
    • Learning outcomes for better employability and personal development.
    • Lifelong learning & Qualifications frameworks (EQF, NQF)
    • Mobility - one of „Bologna keywords”. „ 20% by 2020” . Important in EU policy (EC Green Paper)
    Introductory remarks
  • 3.
    • Target group
      • Academic staff
      • Administrative staff
      • Students
    • Host institution
      • University
      • Enterprise
      • Other
    • Length
      • Long term (1 semester or more)
      • Middle term (1 to 12 weeks)
      • Short term (up to 1 week)
    • Type
      • Physical
      • Virtual
    Many dimensions of mobility (organized, academic)
  • 4.
    • The information provider
      • The lecturer
      • The practical teacher
    • The role model
      • The on-the-job role model
      • The role model as a teacher
    • The facilitator
      • The learning facilitator
      • The mentor
    • The planner
      • The curriculum planner
      • The course planner
    • The resource developer
      • The resource material creator
      • The study guide producer
    • The assessor
      • The student assessor
      • The curriculum assessor
    The twelve roles of the teacher PM Harden & JR Crosby (2000)
    • How to promote student mobility
    • How to use mobility for own personal development
  • 5.
    • Very important for mobility: appropriate organization of studies
      • Modularization
      • Flexibility (elective courses, individual study paths etc.)
    • „ Mobility/flexibility window”
      • If possible: at least one semester free of compulsory courses
      • Students may choose
        • ERASMUS mobility
        • Internships
        • „ Internationalization at home”
    Flexibility windows
  • 6.
    • Opportunities
    • New experiences which can be useful in home country
    • Learning tolerance and openness
    • Learning about other cultures
    • Promotion of one’s own country and culture
    • Acquiring more autonomy and independence
    • Facilitated access to the labour market
    • Improved language competences
    • Participation in unique courses / programs
    • Problems
    • Financial problems
    • Language barrier
    • Alienation
    • Brain drain
    • Losing own culture
    • Recognition problems
    • Lack of tutor/mentor/advisor
    Example 1: Opinions of PL students on ERASMUS mobility (2006)
  • 7.
    • PROCERTU – P rofessional Certification of Academic Tutors
    • Project objectives
      • To discuss the profile and missions of the academic tutor
      • To build an academic tutor job profile
      • To work on the role of the tutor
      • To train tutors
      • To gain European recognition for the skills of tutoring professionals in work-linked training
    • Academic tutor job profile
      • Includes competences important for students mobility
      • Tutors’ competences may be improved through their mobility
    Example 2: LdV project PROCERTU
  • 8.
    • Projects
      • TEMPUS „Super-JEPs” (1999-2002)
      • „ Pol-EDDA” Project (2009-2011 )
    • „ Multidimensional” groups
      • Positions (top administrators, low level administrative officers, academic teachers, )
      • Institutions (geographic spread)
      • Domains (sciences, humanities etc.)
    • „ Multidimensional” programs of visits
      • Plenary meetings in host institution
      • F2F meetings
      • „ Internal” meetings
    Example 3: Large-scale staff mobility: PL experiences
  • 9.
    • New ERASMUS multilateral project „TEACAMP” (2009-11)
      • Analysis of existing practices in partner institutions
      • Teacher Virtual Campus development
      • Curriculum content and teaching/learning scenario development
      • Virtual research for comparative analysis
      • Quality assurance and TeaCamp evaluation
      • TeaCamp exploitation
      • TeaCamp dissemination
    • One of main objectives: to improve VM competences of students and academic staff
    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
    • Threats
    • Brain drain
    • Treating mobility as objective „per se”
    • …………………………………
    • Opportunities
    • Coupling mobility with emerging needs for new skills
    • Shift to learning outcomes
    • …………………………………
    • Weaknesses
    • Problems with recognition of skills
    • Organization of academic year
    • …………………………………
    • Strengths
    • Favourable political climate
    • Experiences of mobility programs (Erasmus, LdV, Erasmus Mundus)
    • ……………………………………
  • 12.
    • What kind of skills can be developed through mobility for different target groups: teachers, students, university administrative staff?
    • What are the demands on skills arising from labour market developments and how can universities support students in developing them?
    • How do skills impact on mobility and vice versa?
    • How does mobility impact on the different learning methods to contribute to skills development ?
    • How does skills development through mobility contribute to the development of higher education institutions?
    • Do we have the necessary “instruments” in place to support and enhance skills development through mobility?
    • What are the roles and challenges of universities as regards mobility and skills?
    Points for discussion 3