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Mobility and Skills: Introduction Marek Frankowicz, Bologna Expert, Poland Bologna Seminar „Competences for the Future” Wa...
<ul><li>Learning outcomes  for better employability and personal development. </li></ul><ul><li>Lifelong learning  &  Qual...
<ul><li>Target group </li></ul><ul><ul><li>Academic staff </li></ul></ul><ul><ul><li>Administrative staff </li></ul></ul><...
<ul><li>The information provider </li></ul><ul><ul><li>The lecturer </li></ul></ul><ul><ul><li>The practical teacher </li>...
<ul><li>Very important for mobility:  appropriate organization of studies </li></ul><ul><ul><li>Modularization </li></ul><...
<ul><li>Opportunities </li></ul><ul><li>New experiences which can be useful in home country </li></ul><ul><li>Learning tol...
<ul><li>PROCERTU –  P rofessional Certification of Academic Tutors </li></ul><ul><li>Project objectives   </li></ul><ul><u...
<ul><li>Projects </li></ul><ul><ul><li>TEMPUS „Super-JEPs” (1999-2002) </li></ul></ul><ul><ul><li>„ Pol-EDDA” Project (200...
<ul><li>New ERASMUS multilateral project „TEACAMP” (2009-11) </li></ul><ul><ul><li>Analysis of existing practices in partn...
Skills-mobility-HEI feedbacks:  VIRTUOUS or VICIOUS Circle? Mobility Skills/ Students Staff Institution/ Organization / T ...
Mobility - SWOT analysis 3 <ul><li>Threats </li></ul><ul><li>Brain drain </li></ul><ul><li>Treating mobility as objective ...
<ul><li>What kind of skills can be developed through mobility for different target groups: teachers, students, university ...
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Warsaw Seminar Marek Frankowicz

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Transcript of "Warsaw Seminar Marek Frankowicz"

  1. 1. Mobility and Skills: Introduction Marek Frankowicz, Bologna Expert, Poland Bologna Seminar „Competences for the Future” Warsaw, 23-24 October 2009
  2. 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. 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. 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. 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. 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. 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. 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. 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. 10. Skills-mobility-HEI feedbacks: VIRTUOUS or VICIOUS Circle? Mobility Skills/ Students Staff Institution/ Organization / T & L /
  11. 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. 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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