E slp policy forum - institutional policies by ingrid thaler (fern uni)
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The document discusses surveys conducted on short learning programs (SLPs) at partner institutions and their strategic embedding. It finds that SLPs vary significantly in size, language, entry requirements, and quality assurance practices. Recommendations are provided to standardize SLPs as 5-30 ECTS academic units integrated into the Bologna Process, develop a fast quality assurance process, dedicate European funding for SLP development, and increase their visibility through an online repository. SLPs could help maintain learner interest in higher education, challenge existing business models, and act as incubators for innovation if given proper recognition.
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E slp policy forum - institutional policies by ingrid thaler (fern uni)
- 1. INSTITUTIONAL OFFERINGS – RESULTS AND RECOMMENDATIONS Ingrid Thaler FernUniversität in Hagen Germany CC-BY-SA 4.0 1
- 2. 1. Background - Surveys CC-BY-SA 4.0 2 • Based on two internal surveys among the project partners • Survey 1: slps at partner institutions – • Survey 2: strategic embedding
- 3. 2. Current Offerings • size: 5 to 60 ECTS 49% 1-10 ECTS; 25% 30-60 ECTS 2nd year: 5 to 30 ECTS • No specific field • 92% native language • 75% open offerings or high school degree CC-BY-SA 4.0 3
- 4. • Entry req: 29% open, 21% high school degree • No unified award: certficate, diploma, seminar. Master‘s degree • 81% no established quality assurance 11% nationally via degree programs CC-BY-SA 4.0 4
- 5. Conclusions Diversity of practices and functions 1) As open offerings that raise interest in higher education 2) As professional units on demand by government/municipalities > national demand or market demand (based on market analysis) CC-BY-SA 4.0 5
- 6. 3. Strategies • 60% included in strategie or plan to do so: commercial purpose for business collaboration or move towards MOOCs • Financing: diverse he funding models: ~50% separate business models, tendency to be self-finances CC-BY-SA 4.0 6
- 7. Conclusions • additional dimension to he provision • All stages of life, ensuring employability • Offer in blended or online mode for lifelong learners • Needs recognition as a format of its own CC-BY-SA 4.0 7
- 8. 4. Recommendations for European and national policy stakeholders
- 9. Outline: Fields of Action CC-BY-SA 4.0 9
- 10. Find common ground Think European and national policy levels together institutional level reflects diversity of European higher education systemy (funding, quality assurance/ accreditation,length of BA/MA programs) CC-BY-SA 4.0 10
- 11. FoA I: SLPs within European HEIs • define: academic competences, small- sized learning units 5-30 ECTS • SLPs as European he format and brand: integration into Bologna cycles Success depends on sufficient recognition CC-BY-SA 4.0 11
- 12. FoA I - continued • Assess and link European and national needs for lifelong learning via a)European level: joint English offerings b)national level: individual, national- language offerings Mediate European and national higher education foci with input from national and institutional stakeholders CC-BY-SA 4.0 12
- 13. FoA II: Content and QA • focus on lifelong learning offerings on all levels strengthens European he • Established QA practices too extensive develop a fast-paced European quality assurance via E-xcellence label Design SLPs within a year CC-BY-SA 4.0 13
- 14. FoA III: Funding • SLPs challenge existing business models within higher education address diversity of European higher education business models • SLPs rely on additional, targeted European funding schemes dedicate a European funding program for lifelong learning SLP development and implementation CC-BY-SA 4.0 14
- 15. FoA IV: visibility and incentives • Increase visibility through a central, international and open repository eSLP Platform • Creating incentives for mission-based SLPs as incubators for innovation across all academic fields from technological innovation to teacher training and local leadership professions CC-BY-SA 4.0 15
- 16. Conclusions Short Learning Programmes 1. need to focus on academic competences; 2. need to be integrated into the Bologna structures to be a vital European offering; 3. should be used to mediate European and national higher education foci; 4. need input from regional and institutional stakeholders; 5. help to maintain learners’ interest in higher education; 6. should be integrated into quality assurance mechanisms; 7. challenge existing business models within higher education; 8. rely on additional, targeted funding schemes. CC-BY-SA 4.0 16
- 17. Conclusions Short Learning Programmes 9. Increase their visibility through a central, international and open repository. 10. demand recognition as incubators for innovation in higher education institutions. 11. adapt European-induced content for local and regional learners. 12. can shape the lifelong learning mission of higher education institutions. 13. should be perceived as stackable, short offerings, covering 5 to 30 ECTS. 14. rely on the identification of stakeholders through different means. 15. have to form part of continuing education units to innovate existing programs. CC-BY-SA 4.0 17
Editor's Notes
- Talk about the internal surveys and that that the recommendationa are drawn from these surveys SLPs are available across all academic fields offered on Bachelor/Master/PhD level minimum entry requirement: university entrance qualification various forms of certificates quality assurance diverse Funding either internally or through spin-off Lifelong learning mission international collaboration + national offering
- 4 Fields of Action on policy level 2 fields of action on institutional level Talk about the internal surveys and that that the recommendationa are drawn from these surveys
- Mention streamlining with Microcredentials, diversity of terms for shorter offerinss
- Specific target groups need national offerings (municipalities, national governments, stakeholders) Professional contexts in which international collaboration is highly useful, or transnational collaboration central > Future Skills debate, (artificial intelligence and digitalization) Adaptions and hybrid forms In the E-SLP project, an overwhelming 92% of SLPs are offered in the native language and are therefore targeted at a national or regional language community. Depending on the EQF level and the English language proficiency of lifelong learners, pragmatic decisions need to be made to serve the SLPs’ actual target groups. Internal project reports D3.1. and D3.2 and the discussions in the project show that both levels are highly relevant for the future of Europe.
- LLL: It is suggested that a European labeling of SLPs through European Accreditation, the European co-operation for Accreditation, should ask member states to clarify the role of their offerings and clear the current confusion on the market. The E-SLP project shows that SLPs are offered on all levels and that there is a demand on all academic levels (with the majority on Bachelor level, requiring a high school certificate or some sort of higher education entrance qualification in order to be able to participate). SLPs may require entrance qualifications, which should be maintained where appropriate. Depending on societal need, this broad approach should be retained while clearly establishing a differentiation from the VET sector. ”. Since accreditation processes are extensive and differ widely in European countries, the European accreditation consortium should then develop a framework for quality assurance of SLPs that allows for developing and piloting a SLP within one year, which corresponds to the period allocated for designing pilot SLPs in the E-SLP project. The existing E-xcellence label, having emerged from numerous EU-supported projects into the quality dimension of online and e-learning and being substantiated through a comprehensive manual, is awarded to institutions for their efforts and achievements regarding open, online and flexible approaches (Author consortium, 2016). Initiatives like that would be of help in the area of SLPs and their quality (assurance) as well.
- Not part of regular offerings – no real scheme for funding Mixed offerings – affordable to those actually needing them Dedicating a European funding program for lifelong learning SLP development and implementation Keeping in mind the above-stated differences in national and institutional funding, the dedication of a funding program on the European and national levels is central for the development of SLPs and the concomitant restructuring of curricula. By establishing such a funding program, the European Commission asks its member states to implement the Paris Communiqué on the national level. Setting the framework via a European funding program ensures certain standardization processes across the EHEA. SLPs may then be available on the EQF Levels 4 to 8, depending on the learners’ identified needs and prior knowledge of the specific field. For targeted fields, such as digital skills, the joint pro-gram may be offered in English. For very specific skills for certain sectors, partners should be encouraged to develop their final version in their native language. Both options should be taken into account. Additional funding schemes on the national level complement European funding.
- Whereas MOOCs, their derivatives and further developments have garnered attention globally, SLPs are still in need to increase their visibility and to attract attention. In order to do so, incentives for their development and implementation need to be provided and the option to collect them in an open repository needs to be explored. REPOSITORY The E-SLP Portal serves as the entryway to SLPs all over Europe and does so in a variety of European languages. As a central repository, it is certainly a helpful, if not necessary means, to display the variety of already existing SLPs. The E-SLP portal is of interest to higher education institutions active in online/digital education, who would like to highlight their SLP offerings. Furthermore, collecting SLPs in a central repository emphasizes the need to recognize them as a substantial domain of European higher education institutions within the Bologna structure. The request for proper recognition and sufficient funding is substantiated. The platform may also serve as an incentive for joint offerings in English. INCUBATORS FOR INNOVATION across all academic fields and aiming for a focus on intersectionality as well as inter- and transdisciplinary. This entails to transcend boundaries, use mission-based approaches for SLPs, including disciplines based on the respective disciplinary relevance. SLPs not only serve the labor market and technological innovation, but also include programs for social innovation, teacher training, local leadership professions, involving the arts, humanities and social sciences in a diverse society. The analysis of already existing SLPs in the E-SLP project cannot offer convincing arguments for prospective academic fields for which SLPs may have a particular relevance. Hence, the decision on specific topics should be driven by societal and market needs and based on the mission-based approach known from established funding programs such as Horizon 2020. SLPs should focus on innovative digital curriculum design as teaching/learning format and integrate the E-SLP curriculum design guidelines. These suggest to always applying a joint partner approach in planning and designing SLPs, also including your stakeholders.