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Workshop presentation on Key Competence development for students

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Workshop presentation on Key Competence development for students

  1. 1. June 14, 2013. 0930 – 1230 Moray House School of Education A Workshop on Employability & Key Competences in Postgraduate Programmes
  2. 2. A Workshop on Employability & Key Competences in Postgraduate Programmes
  3. 3. Objec&ve  &  Learning  Outcomes   To  share  experience  &  ideas  of  par&cipants   •  The  policy  context  for  Key  Competences  and   Higher  Educa&on   •  the  deep-­‐rooted  challenges  of  incorpora&ng   key  competences  into  Higher  Educa&on   •  The  PROPOUND  project  and  its  ac&vi&es   •  PROPOUND  toolkit:  to  assist  reform  
  4. 4. PROPOUND Developing a Key Competences Model for University Postgraduate Programmes Project Number: 518051-LLP-1-2011-1-ES-ERASMUS-EMCR
  5. 5. PROPOUND  Objec&ves   Drive  the  modernisa*on  agenda  in  higher  educa&on:   •  Promote  curricular  reforms  to  promote   employability  of  postgraduate  students   •  Encourage  coopera*on  between  universi*es  and   employers   •  Promote  the  evalua*on  and  development,  of   transversal    competences  for  postgraduate   students  
  6. 6. Propound  Outcomes   •  Review  of  Key  Competences  in  five  countries   •  Case  studies  of  the  development,  assessment   and  cer&fica&on  of  Key  Competences   •  Pilot  projects  focused  on  key  competences   •  Mainstreaming  Report   •  Generic  Ac&on  Plan  for  Universi&es   •  Website  www.propound.eu  
  7. 7. Target  Groups   •  Universi*es:  Posi&vely  effec&ng  the  restructura&on  and   improvement  of  a  set  of  selected  Postgraduate  Programmes  of   the  five  European  universi&es  par&cipa&ng  in  the  project.     •  Firms:  Benefi&ng  par&cipant  firms  in  Postgraduate  Programmes   enabling  employers  to  iden&fy  the  competence  needs  of  their   employees  (specially  those  capaci&es  and  abili&es  that  improve   the  work  performance).     •  Postgraduate  Students:  The  project  has  also  a  posi&ve  effect  on   Postgraduate  students  
  8. 8. Policy  context:  Lisbon  Declara&on   …  to  create  a  Europe  of  knowledge  [by  2010  the   EU  should  have]  …  the  most  compe66ve  and   dynamic  knowledge-­‐based  economy  in  the   world,  capable  of  sustainable  economic  growth,   with  more  and  be=er  jobs,  and  greater  social   cohesion.    
  9. 9. Key  Competences?    
  10. 10. Key  Competences?   Unemployment  in  Europe  
  11. 11. Unemployment  in  Europe   Unemployment  Rates  of  Popula*on  with  Ter*ary   Level  Qualifica*ons    
  12. 12. Unemployment  in  Europe   Unemployment  Rates  of  Popula*on  with  Ter*ary   Level  Qualifica*ons    
  13. 13. Competences  
  14. 14. European  Key  Competences   Communica&on  –  mother  tongue   foreign  language(s)   Maths,  basic  science,  technology   Digital  competence   Learning  to  learn   Social  &  civic  competences   Ini&a&ve  &  entrepreneurship   Cultural  awareness  &  expression  
  15. 15. EU  Key  Competences   OECD  Key   Competences   England,  Wales  &  NI   Key  Skills   Scotland  Core  Skills   Communica&on  in   mother  tongue   Use  language,  symbols,   text  interac&vely   Communica&on   Reading,  wri&ng,   document  use   Oral  communica&on   Communica&on  in   foreign  language     Conduct  ac&ve  dialogue   with  world   Mathema&cal  &  basic   competence  in  science   &  technology     Use  technology   interac&vely   Applica&on  of  numbers   Numeracy   Digital  Competence   Use  knowledge  &  info   interac&vely   ICT   Computer  use   Learning  to  learn   Life  plans  &  personal   projects   Improving  own  learning   &  performance   Con&nuous  learning   Social  &  civic   competence   Relate  well  to  others,   resolve  conflict   Sense  of  ini&a&ve  &   entrepreneurship     Problem  solving   Problem  solving   Cultural  awareness  &   expression     Adapt  tools  to  own   purposes  
  16. 16. Employability?   Competence  to  get  the  job   Competence  to  get  the  job  done   Ever  deeper  pool  of  qualified  applicants  but   competences  to  get  the  job  done  are  not   changing   No  evidence  that  job  design  is  changing  to  make   use  of  available  competence  (SKOPE  2012)  
  17. 17. Employability?   Our  problem  is  not  …the  supply  of  skills  but   …  employer  demand  for  skills  and  how   these  skills  are  u6lised  in  the  workplace     (Fiona  Hyslop,  2007,  Scobsh  Parliament)  
  18. 18. Project  Phases   Developing  models  and  tes*ng  through  Pilots:   Experimenta*on   and   Valida*on:   Developing   models   of   iden&fica&on   and   evalua&on  of  transversal  competences   Exchange   and   benchmarking:   Exchange   of   informa&on,   materials   and   best   prac&ces  from  Pilots  between  the  partners  of  the  Project   Strategies  and  Modeliza*on:  realiza&on  of  studies  and  compara&ve  analysis   (PROPOUND  Mainstreaming  Report  +  PROPOUND  Ac&on  Plan)    -­‐  to  guide  the   curricular  reform  of  Postgraduate  Programmes  at  Universi&es.       Dissemina*on    to  disseminate  the  results  of  the  Project  and  to  promote  the   transference  of  the  tested  models  to  other  State  and  regions  of  the  European   Union  
  19. 19. • PILOT  ESTONIA:  Estonian  Business  School  -­‐  the  pilot  involved  a  compara&ve  analysis  of  communica&on   competence   of   graduates   across   three   postgraduate   programmes   (MA   Interna&onal   Business   Administra&on,  MBA  Interna&onal  Business  Administra&on,  MA  Business  Communica&on)   • PILOT  ITALY:    Fondazione  Politecnico  di  Milano  (FPM)  –  the  pilot  involved  examining  the  programs  at   the  ins&tute  in  terms  of  competences  and  learning  outcomes  from  the  contents  of  specific  courses  using   ques&onnaire  surveys  and  gap  analysis.     • PILOT   SPAIN:   FGUGREM   University   of   Granada   -­‐   The   Pilot   involved   a   strategy   looking   at   the   self-­‐ management  of  competences  where  postgraduate  student  play  the  main  role  in  the  assessment  of  their   competences  as  well  as  defining  plans  for  personal  and  professional  development.  I.E.  Masters  in  “3D   Anima&on  of  Characters”.      The  inten&on  of  the  pilot  is  to  promote  the  interac&on  and  informa&on   exchange  between  the  employers  and  the  postgraduate  students  in  the  phases  of  internship  in  firms.   Pilots  (x5)  
  20. 20. •  PILOT  NETHERLANDS  :  InHolland  University  –  the  pilot  involved  assessing  the  training  of   assessor  competences  based  on  systems  of  Valida&on  of  Prior  Learning  (VPL)  for  teachers.     •  PILOT  SCOTLAND,  U.K.  :  The  University  of  Edinburgh   –   The  pilot  involved  mapping  the  LLL  ‘Learning  to  Learn’  key  competence  against  the  learning   outcomes  and  (assessment)  performance  criteria  of  a  selec&on  of  different  types  of   Postgraduate  Masters  Programmes.     –  Explored  the  experience  of  learners  associa&on  with  Learning  to  Learn  and  amempted  to   iden&fy  scope  for  learner  self-­‐assessment  as  a  means  of  securing  learner  engagement.   Pilots  (x5)   Details  of  the  Pilots  available  in  the  Pilot  Compendia  Manual    
  21. 21. Learning  to  Learn   ‘the disposition and ability to organise and regulate one’s own learning, both individually and in groups … the ability to manage one’s time effectively, to solve problems, to acquire, process, evaluate and assimilate new knowledge, and to apply new knowledge and skills in a variety of contexts — at home, at work, in education and in training. In more general terms, learning to learn contributes strongly to managing one’s own career path.’
  22. 22. Pilot  (University  of  Edinburgh)     •  to map LLL KC 5 (Learning to Learn) against the learning outcomes and (assessment) performance criteria of a selection of different types of Postgraduate Masters Programmes (eg Conversion; Advanced; Research and either PSRB accredited or non-accredited) •  to explore through interviews and focus groups the experience of learners in the selected programmes respect of the development, evidencing and assessment of the essential knowledge, skills and attitudes associated with Learning to Learn •  to attempt to identify scope for learner self-assessment as a means of securing active learner engagement with LLL KC 5 Aims  &  Objec&ves  
  23. 23. Findings   •  Little conscious consideration of Learning to Learn & so limited evidence of understanding •  Tended to emphasise time management & specific tools & techniques •  Learning perceived as individual acquisition of knowledge from an “authority” •  Bias towards formal learning & being educated •  Limited focus on problem-solving or on reflection in learning •  Acknowledged importance of developing time management and critical thinking skills
  24. 24. Findings   •  Recent Graduates have greater awareness of Learning to Learn but instrumental focus is on: •  Learning to meet programme expectations •  Learning how to get a job •  Very little use of available diagnostic instruments – largely employment focused •  Knowledge is seen as something to be delivered by “an other”
  25. 25. The  purpose  of  PROPOUND  is  to  help  the  higher  educa&on   system  take  a  step  forward  in  the  ac&ons  aimed  at  including   key  competences  in  postgraduate  programmes  and   recognising  them  formally.    Solu&on  via:   •  Route  A  Discrete:  Developing  key  competences  aside   •  Route  B  Embedded:  Embedding  key  competences   Findings  
  26. 26. •  Both  routes  to  formal  recogni&on  of  key  competences  can  be  fostered,  taking  into   account  their  mutual  cri&cali&es,  limits  and  opportuni&es.     •  The  specific  university  contexts  will  play  a  relevant  role  in  choosing  either   approach.       •  On  the  whole,  one  of  the  key  success  factors  for  including  key  competences  in  the   formal  recogni&on  process  is  consensus  within  the  university  communi&es  of   teaching  staff  and  students  as  well.     The  first  step  is  deciding  together  that  key  competences  are  to  be  formally   recognised.     Findings  
  27. 27. Support  for  the  idea  that  the  individual  takes  a  central  place  in  establishing,  designing   and  implemen&ng  lifelong  learning.  Calls  for  co-­‐makership  of  the  learner  him/herself   The  poroolio  is  a  powerful  way  to  give  structure  and  content  to  this  co-­‐makership.     In  the  light  of  the  different  goals  needed  to  make  a  start  in  lifelong  learning,  further   research   is   needed   into   the   mo&ves   for   and   the   desired   design   of   lifelong   learning   strategies   VPL   as   a   bridge   between   the   individual/organisa&on   and   professional   educa&on/ schooling   only   becomes   relevant   when   concrete   learning   ques&ons   have   been   formulated,  which  then  need  to  be  answered     VPL  may  serve  as  a  bridge  between  the  competence  needs  of  the  organisa&on  and  the   individual  –  Top  Down  VS  Bo3om  Up   Implica&ons  for  Higher  Educa&on    
  28. 28. •  Knowledge  Socie&es  –  Financial  Economic  Crisis  –  Need  for  Innova&on  and   Flexibility:  increasing  the  importance  of  key  competences  in  employees.     •  Employers  are  wan&ng  graduates  with  relevant  (hence  transversal)  skills  and   competences     •  Bemer  synergy  between  the  worlds  of  educa&on  and  work  needed  to  support   investment  in  developing  more  relevant  and  bemer  skills,  (including  transversal   ones)  which  can  be  done  by:   –  Facilita*ng  full  integra*on,  autonomy  and  reten*on  of  new  employees.     –  Redirec*ng  investment  in  training  and  learning.     –  Involving  employees  with  shared  innova*on  and  development   –  Having  a  say  and  par*cipate  in  post-­‐graduate  programmes  and  career   services   Implica&ons  for  Employers  
  29. 29. •  Job  shortages  (75  million  unemployed  young  people  in  Europe)     •  A  shortage  of  skills  alongside  lack  of  hard  on  required  skills  for  employment     •  Employers,  educa&on  providers,  and  youth  live  in  parallel  universes   •  Challenges  crea&ng  a  successful  educa&on-­‐to-­‐employment  system:   –  Constraints  on  the  resources  of  educa&on  providers,  such  as  finding   qualified  faculty  and  inves&ng  in  expansion.     –  Insufficient  opportuni&es  to  provide  youth  with  hands-­‐on  learning.   –  The  hesitancy  of  employers  to  invest  in  training  unless  it  involves   specialized  skills.     Implica&ons  for  Policy  Makers   Further  details  available  in  the  Mainstreaming  Report  and  Ac*on  Plan  Manual    
  30. 30. Ac&on  Plan  Framework  
  31. 31. Thank  you   www.propound.eu  

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