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#EUALearnTeach
#EFFECT_EU
NATIONAL INITIATIVES IN LEARNING AND TEACHING IN EUROPE
LUISA BUNESCU
Policy & Project Officer
European University Association
© EUA
2018
The study
2
o Semi-structured expert interviews on national learning and
teaching initiatives
o 28 higher education systems covered*
o November 2017-August 2018
*Systems covered: Austria, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark,
Estonia, Finland, France, Georgia, Germany, Greece, Hungary, Ireland, Israel, Italy,
Kazakstan, Latvia, Lithuania, Norway, Poland, Portugal, Slovakia, Slovenia, Spain,
Sweden, the Netherlands, the United Kingdom (England).
© EUA
2018
National strategies for
L&T
o Only 4 (14%) of the
systems mapped have a
dedicated national strategy/
framework for L&T (Austria,
Ireland, the Netherlands,
Norway)
o In 54% (15) of the systems
L&T is part of the overall
strategy for HE
o A slight majority of the
experts from countries with
no dedicated national
strategy for L&T were in
favour to have one
3
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
Increased
attention
to L&T through
Quality Assurance
4
ESG 2015
Student-centred learning
Emphasis on the internal
QA system
Outcomes of EU funding
Erasmus+
European
Social
Fund
National
initiatives in
learning and
teaching
5
o Pedagogical staff development courses
(Impuls II, Czech Republic; POWER,
Poland)
o Learning and teaching centres (PRIMUS,
Estonia)
o National competences framework for
teachers in higher education (EDUCA-T,
Croatia)
o Compendia of good practice (Teaching
Innovation Tools in Higher Education,
Bulgaria)
o Student-centred learning (LOAF,
Lithuania)
© EUA
2018
6
Teaching enhancement
© EUA
2018
Enhancing Learning and Teaching at European Higher Education Institutions
o 25% (7) of the 28 systems
mapped regulate teaching
enhancement (Denmark,
France, Georgia, Latvia,
Lithuania, the Netherlands,
Norway-from 2018)
o While not legally required,
teaching enhancement is
very common in another 4
systems (Finland, Ireland,
Sweden, United Kingdom)
o 61% (17) systems rely
mainly on measures at
individual universities
7
© EUA
2018
Teaching
enhancement
and career
progression
8
© EUA
2018
Obstacles
9
o Main obstacle: research is valued more than teaching
o Low governmental funding for L&T initiatives
o Low salaries in HE (especially for young teaching staff)
o Low levels of pedagogical skills
© EUA
2018
Enablers
10
o European – wide initiatives (co-funded under Erasmus+ or through the
Bologna Process)
o Fora for exchange at institutional, national and European levels
o Negative demographic trends
o Heterogenous student cohorts
o Continuous professional development
o National regulations for teaching enhancement (for some of the
respondents)
o Technological change
o Institutional leadership
© EUA
2018
@euatweets
#EUATrends
#EUALearnTeach
#EFFECT_EU
Follow us on:
Thank you for your attention and participation!
The study is available here: http://bit.ly/NationalInitiativesLT

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National initiatives in learning and teaching in Europe

  • 1. #EUALearnTeach #EFFECT_EU NATIONAL INITIATIVES IN LEARNING AND TEACHING IN EUROPE LUISA BUNESCU Policy & Project Officer European University Association
  • 2. © EUA 2018 The study 2 o Semi-structured expert interviews on national learning and teaching initiatives o 28 higher education systems covered* o November 2017-August 2018 *Systems covered: Austria, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Georgia, Germany, Greece, Hungary, Ireland, Israel, Italy, Kazakstan, Latvia, Lithuania, Norway, Poland, Portugal, Slovakia, Slovenia, Spain, Sweden, the Netherlands, the United Kingdom (England).
  • 3. © EUA 2018 National strategies for L&T o Only 4 (14%) of the systems mapped have a dedicated national strategy/ framework for L&T (Austria, Ireland, the Netherlands, Norway) o In 54% (15) of the systems L&T is part of the overall strategy for HE o A slight majority of the experts from countries with no dedicated national strategy for L&T were in favour to have one 3
  • 4. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions Increased attention to L&T through Quality Assurance 4 ESG 2015 Student-centred learning Emphasis on the internal QA system
  • 5. Outcomes of EU funding Erasmus+ European Social Fund National initiatives in learning and teaching 5 o Pedagogical staff development courses (Impuls II, Czech Republic; POWER, Poland) o Learning and teaching centres (PRIMUS, Estonia) o National competences framework for teachers in higher education (EDUCA-T, Croatia) o Compendia of good practice (Teaching Innovation Tools in Higher Education, Bulgaria) o Student-centred learning (LOAF, Lithuania)
  • 7. © EUA 2018 Enhancing Learning and Teaching at European Higher Education Institutions o 25% (7) of the 28 systems mapped regulate teaching enhancement (Denmark, France, Georgia, Latvia, Lithuania, the Netherlands, Norway-from 2018) o While not legally required, teaching enhancement is very common in another 4 systems (Finland, Ireland, Sweden, United Kingdom) o 61% (17) systems rely mainly on measures at individual universities 7
  • 9. © EUA 2018 Obstacles 9 o Main obstacle: research is valued more than teaching o Low governmental funding for L&T initiatives o Low salaries in HE (especially for young teaching staff) o Low levels of pedagogical skills
  • 10. © EUA 2018 Enablers 10 o European – wide initiatives (co-funded under Erasmus+ or through the Bologna Process) o Fora for exchange at institutional, national and European levels o Negative demographic trends o Heterogenous student cohorts o Continuous professional development o National regulations for teaching enhancement (for some of the respondents) o Technological change o Institutional leadership
  • 11. © EUA 2018 @euatweets #EUATrends #EUALearnTeach #EFFECT_EU Follow us on: Thank you for your attention and participation! The study is available here: http://bit.ly/NationalInitiativesLT

Editor's Notes

  1. Starting point Trends 2018, where we tried to quantitatively map national strategies in L&T- more complicated than we expected Terminology: Teaching enhancement= any kind of formal pedagogical staff development or training provided to teachers (such as initial teacher training and continuous professional development) Enhancement of learning and teaching= a wider array of measures to encourage, incentivise, support and improve learning and teaching (teaching enhancement, thematic peer groups, teaching prizes, etc. )
  2. Organisation of teaching enhancement courses: Usually organised by individual HEIs, through their centres for learning and teaching and/ or faculties of education Joint interinstitutional initiatives for teacher training remain an exception (e.g. the Leiden-Delft-Erasmus Centre for Education and Learning, Unorte.Pt) As confirmed by Trends 2018 data, only very few HEIs rely on the service of external, for-profit organisations for teacher training
  3. -only in 9 (32%) of the 28 systems mapped, participation in teaching enhancement courses counts for career progression - Financial incentives or rewards for academic teaching staff participating in teaching enhancement are not common at all