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[MID2018] Presentation Sofie Cabus during EADTU Event: MID2018 in Maastricht, the Netherlands

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Presentation Sofie Cabus during EADTU Event: MID2018 in Maastricht, the Netherlands

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[MID2018] Presentation Sofie Cabus during EADTU Event: MID2018 in Maastricht, the Netherlands

  1. 1. Continuing professional development and workplace learning: implications for higher education. Dr. Sofie Cabus KU Leuven HIVA
  2. 2. Overview • Introduction • Widen participation in higher education & catching former dropouts • Providing lifelong opportunities for all • Final remarks 2
  3. 3. Importance of education for society 3 Education may serve as a tool to become a well-informed civilian, who can critically reflect on traditions and values, and who is able to participate in democratic voting. People invest in their human capital in order to become a productive employee, who contributes to the society, for example, by being actively involved in organizations that produce products and services, and by paying taxes on wages in order to maintain the social security system.
  4. 4. Importance of education over the lifecycle • Lifelong learning on European Agenda for over 15 years • Lifelong participation “from the cradle to the grave” • Adult education (25+) & workplace learning • EADTU (eBologna) 1. Widen participation in higher education 2. Catching former dropouts 3. Providing lifelong opportunities for all 4
  5. 5. Overview • Introduction • Widen participation in higher education & catching former dropouts • Providing lifelong opportunities for all • Final remarks 5
  6. 6. Widen participation in higher education & catching former dropouts • A/ Continuing education for well-qualified graduates • Continuing professional development (CPD) and continuing medical education (CME), e.g. revalidation of health professionals • B/ Initial education for disadvantaged groups • New Migrants • Vocational students & dropouts 6
  7. 7. A/ Providers of continuing professional development & workplace learning in healthcare 7 Source: Own computations based on EU LFS 2012.
  8. 8. A/ Systems of quality improvement in healthcare in selected European Countries Country Revalidation Peer review Both Austria 1 1 X Belgium 0 1 Croatia 1 0 Cyprus 1 0 Czech Republic 1 0 Denmark 0 1 Estonia 0 0 Finland 0 1 France 1 1 X Germany 1 0 Greece 1 0 Hungary 1 1 X Iceland 0a 0 Ireland 1 1 X Italy 1 0 Latvia 0a 0 Lithuania 0a 0 Luxembourg 0 0 Netherlands 1 1 X Norway 1 0 Portugal 0 0 Romania 1 0 Slovak Republic 0a 0 Spain 0 0 Sweden 0 0 Switzerland 1 0 United Kingdom 1 1 X 8
  9. 9. Widen participation in higher education & catching former dropouts • A/ Continuing education for well-qualified graduates • Continuing professional development (CPD) and continuing medical education (CME), e.g. revalidation of health professionals • B/ Initial education for disadvantaged groups • New Migrants • Vocational students & dropouts 9
  10. 10. B/ Initial education for new migrants 10
  11. 11. 11
  12. 12. B/ Initial education for new migrants (Migrant Integration Policy Index, MIPEX, year 2014) 12 Source: http://www.mipex.eu
  13. 13. B/ Initial education for new migrants • MOOCs4inclusion project (Colluci et al., 2017) • Source: http://www.moocs4inclusion.org/ 13
  14. 14. Widen participation in higher education & catching former dropouts • A/ Continuing education for well-qualified graduates • Continuing professional development (CPD) and continuing medical education (CME), e.g. revalidation of health professionals • B/ Initial education for disadvantaged groups • (New) Migrants • Vocational students & dropouts 14
  15. 15. Barriers to participation of vocational students in higher education (Cabus, Nesseler, De Witte, 2018) 15 Characteristics Competences Study choice
  16. 16. Barriers to participation of vocational students in higher education: characteristics & competences • Characteristics: Vocational education and training tracks typically consist of more vulnerable/disadvantages youth • Ability clustering, grade retention and segregation • Only 1 in every 16 disadvantaged student does better than pre- determined based on socio-economic factors (OECD) • Competences: ROA identifies labour market pressure on vocational students to perform better: need for autonomous vocational graduate that is able to deal with technical change (e.g. car industry) • However, among those who participate in HBO: • 1/5 ever experienced dropout • 1/3 needed additional support (lwoo) in pre-vocational tracks (vmbo) • Final exam score in vmbo +/- 6.5/10 16
  17. 17. Barriers to participation of vocational students in higher education: study choice • Study choice: Choice for HBO location (what to study and where to study it) depends on: • Supply of (field of studies in) HBO • Travel distance (money, time, policy)  Institutional barriers more prominent for disadvantaged • Preferences, reputation, etc. 17
  18. 18. 18 Source: Cabus et al., 2018 HBO (orange bullets) Source: Cabus et al., 2018 Distance to 3 nearest HBO locations
  19. 19. Barriers to participation of vocational students in higher education • Dutch policy on transition from vocational education and training (MBO; ROCs) to Universities of Applied Sciences (HBO) • Keuzedelen (Options in final year of MBO programs to attain better access/preparation to higher education) • Doorstroomprogramma’s (programmes that are implemented in HBO in close collaboration with ROCs) • In order to overcome travel distance and socio-economic disadvantages associated with it, policy could consider Distance Teaching in Universities of Applied Sciences. Initiatives? 19
  20. 20. Overview • Introduction • Widen participation in higher education & catching former dropouts • Providing lifelong opportunities for all • Final remarks 20
  21. 21. Providing lifelong learning opportunities for all 21
  22. 22. Participation rates in lifelong learning for employed population (2011-2016) 22 Source: Own computations based on EU LFS 2011-2016.
  23. 23. 23 Source: Cabus, Ilievat & Stefanik (2018)
  24. 24. Relationship between the probability of computerization of jobs within a country and inequality in access to lifelong learning by educational attainment (Human Capital Inequality;HCI-index) 24 AT BE CH CZ DE DK ES FI FR GR HU IE IT NO PT RO SE SK UK R²=0.3610 .1.2.3.4 HCI-index .5 .55 .6 .65 Pr(Computerization) Source: Cabus & Stefanik (2018)
  25. 25. Overview • Introduction • Widen participation in higher education & catching former dropouts • Providing lifelong opportunities for all • Final remarks 25
  26. 26. Final remarks • How to increase participation in higher education and lifelong learning among the low-educated? • Modes of provision of adult education or training • Connection between workplace learning and higher education institutions (facilitated by distance teaching) • Systems of quality improvement • Modes of production in organisations • Routinized jobs vs. innovative production processes • The organisation & policy of initial education, prevention from dropout, and stimuli to enrol in higher education 26
  27. 27. References • Cabus, S.J. & Stefanik, M. Good Access to Lifelong Learning for the Low-Educated Accelerates Growth: Evidence from 23 European Countries. KU Leuven Working Paper forthcoming in January 2019. • Cabus, S.J., Ilievat, P. & Stefanik, M. On the Barriers to Participation of Disadvantaged Adults in Lifelong Learning across 28 European countries. KU Leuven Working Paper forthcoming in January 2019. • Cabus, S.J. (2018). Goede toegang tot leven lang leren voor laagopgeleiden versnelt de economische groei. Economisch Statististische Berichten (Forthcoming in 2019). • Cabus, S.J., Nesseler, C. and De Witte, K. (2018). Barrières voor deelname aan hoger beroepsonderwijs. Th&ma Hoger Onderwijs (Forthcoming in December 2018). • Cabus, S.J. (2018) Levenslang leren in de Belgische gezondheidszorg: aantrekkelijk, toegankelijk en doeltreffend? Tijdschrift voor Onderwijsrecht en Onderwijsbeleid, T.O.R.B. 2018- 2019 Nr.1. 27
  28. 28. Thank you! Know more? Contact information: Sofie Cabus sofie.cabus@kuleuven.be s.cabus@maastrichtuniversity.nl

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