SlideShare a Scribd company logo
1 of 31
Download to read offline
June 14, 2013.
0930 – 1230
Moray House School of Education
A Workshop on Employability & Key
Competences in Postgraduate
Programmes
A Workshop on Employability & Key Competences in
Postgraduate Programmes
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	
  
PROPOUND
Developing a Key Competences Model for
University Postgraduate Programmes
Project Number: 518051-LLP-1-2011-1-ES-ERASMUS-EMCR
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	
  
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	
  
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	
  
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.	
  	
  
Key	
  Competences?	
  	
  
Key	
  Competences?	
  
Unemployment	
  in	
  Europe	
  
Unemployment	
  in	
  Europe	
  
Unemployment	
  Rates	
  of	
  Popula*on	
  with	
  Ter*ary	
  
Level	
  Qualifica*ons	
  	
  
Unemployment	
  in	
  Europe	
  
Unemployment	
  Rates	
  of	
  Popula*on	
  with	
  Ter*ary	
  
Level	
  Qualifica*ons	
  	
  
Competences	
  
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	
  
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	
  
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)	
  
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)	
  
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	
  
• 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)	
  
•  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	
  	
  
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.’
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	
  
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
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”
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	
  
•  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	
  
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	
  	
  
•  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	
  
•  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	
  	
  
Ac&on	
  Plan	
  Framework	
  
Thank	
  you	
  
www.propound.eu	
  

More Related Content

What's hot

Creating spaces for students to demonstrate competencies in their profession
Creating spaces for students to demonstrate competencies in their professionCreating spaces for students to demonstrate competencies in their profession
Creating spaces for students to demonstrate competencies in their professionMahara Hui
 
Case study cats pilot project final 17.7.13
Case study   cats pilot project final 17.7.13Case study   cats pilot project final 17.7.13
Case study cats pilot project final 17.7.13Association of Colleges
 
Skills beyond School: the Review of Post-secondary Vocational Education and T...
Skills beyond School: the Review of Post-secondary Vocational Education and T...Skills beyond School: the Review of Post-secondary Vocational Education and T...
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
 
From Refugee to Programmer? An Action-Based Learning Approach for Teaching Co...
From Refugee to Programmer? An Action-Based Learning Approach for Teaching Co...From Refugee to Programmer? An Action-Based Learning Approach for Teaching Co...
From Refugee to Programmer? An Action-Based Learning Approach for Teaching Co...Daniela Wolf
 
Academy of Hope Board Retreat
Academy of Hope Board RetreatAcademy of Hope Board Retreat
Academy of Hope Board RetreatMarcie Foster
 
Teachers and Leaders in Vocational Education and Training
Teachers and Leaders in Vocational Education and TrainingTeachers and Leaders in Vocational Education and Training
Teachers and Leaders in Vocational Education and TrainingOECD Centre for Skills
 
C.W. Moore resume December, 2015
C.W. Moore resume December, 2015C.W. Moore resume December, 2015
C.W. Moore resume December, 2015Chonda Walden
 
The OECD’s Programme on Institutional Management in Higher Education (IMHE)
The OECD’s Programme on Institutional Management in Higher Education (IMHE)The OECD’s Programme on Institutional Management in Higher Education (IMHE)
The OECD’s Programme on Institutional Management in Higher Education (IMHE)EduSkills OECD
 
Accreditation Concept and Processes in Malaysia
Accreditation Concept and Processes in MalaysiaAccreditation Concept and Processes in Malaysia
Accreditation Concept and Processes in MalaysiaGhazally Spahat
 
Career management course syllabus. eng
Career management course syllabus. engCareer management course syllabus. eng
Career management course syllabus. engGiorgi Jamburia
 
2006 Overview Of Bridging Programs In Ontario (First Ever Review)
2006 Overview Of Bridging Programs In Ontario (First Ever Review)2006 Overview Of Bridging Programs In Ontario (First Ever Review)
2006 Overview Of Bridging Programs In Ontario (First Ever Review)Nikhat Rasheed
 
Using ePortfolio in a virtual work placement unit to enhance learning outcome...
Using ePortfolio in a virtual work placement unit to enhance learning outcome...Using ePortfolio in a virtual work placement unit to enhance learning outcome...
Using ePortfolio in a virtual work placement unit to enhance learning outcome...ePortfolios Australia
 
Mobility, Quality and Impact
Mobility, Quality and ImpactMobility, Quality and Impact
Mobility, Quality and ImpactSiegfried WIllems
 
District 31
District 31District 31
District 31St Johns
 
Digital Designers in Residence Report
Digital Designers in Residence ReportDigital Designers in Residence Report
Digital Designers in Residence ReportDeborahIF
 
MK Referencing experience 2BA
MK Referencing experience 2BAMK Referencing experience 2BA
MK Referencing experience 2BABorco Aleksov
 

What's hot (20)

Creating spaces for students to demonstrate competencies in their profession
Creating spaces for students to demonstrate competencies in their professionCreating spaces for students to demonstrate competencies in their profession
Creating spaces for students to demonstrate competencies in their profession
 
Case study cats pilot project final 17.7.13
Case study   cats pilot project final 17.7.13Case study   cats pilot project final 17.7.13
Case study cats pilot project final 17.7.13
 
Skills beyond School: the Review of Post-secondary Vocational Education and T...
Skills beyond School: the Review of Post-secondary Vocational Education and T...Skills beyond School: the Review of Post-secondary Vocational Education and T...
Skills beyond School: the Review of Post-secondary Vocational Education and T...
 
From Refugee to Programmer? An Action-Based Learning Approach for Teaching Co...
From Refugee to Programmer? An Action-Based Learning Approach for Teaching Co...From Refugee to Programmer? An Action-Based Learning Approach for Teaching Co...
From Refugee to Programmer? An Action-Based Learning Approach for Teaching Co...
 
Academy of Hope Board Retreat
Academy of Hope Board RetreatAcademy of Hope Board Retreat
Academy of Hope Board Retreat
 
Teachers and Leaders in Vocational Education and Training
Teachers and Leaders in Vocational Education and TrainingTeachers and Leaders in Vocational Education and Training
Teachers and Leaders in Vocational Education and Training
 
C.W. Moore resume December, 2015
C.W. Moore resume December, 2015C.W. Moore resume December, 2015
C.W. Moore resume December, 2015
 
Utr. prog frid. frans van vught
Utr. prog frid. frans van vughtUtr. prog frid. frans van vught
Utr. prog frid. frans van vught
 
The OECD’s Programme on Institutional Management in Higher Education (IMHE)
The OECD’s Programme on Institutional Management in Higher Education (IMHE)The OECD’s Programme on Institutional Management in Higher Education (IMHE)
The OECD’s Programme on Institutional Management in Higher Education (IMHE)
 
Accreditation Concept and Processes in Malaysia
Accreditation Concept and Processes in MalaysiaAccreditation Concept and Processes in Malaysia
Accreditation Concept and Processes in Malaysia
 
Career management course syllabus. eng
Career management course syllabus. engCareer management course syllabus. eng
Career management course syllabus. eng
 
2006 Overview Of Bridging Programs In Ontario (First Ever Review)
2006 Overview Of Bridging Programs In Ontario (First Ever Review)2006 Overview Of Bridging Programs In Ontario (First Ever Review)
2006 Overview Of Bridging Programs In Ontario (First Ever Review)
 
Using ePortfolio in a virtual work placement unit to enhance learning outcome...
Using ePortfolio in a virtual work placement unit to enhance learning outcome...Using ePortfolio in a virtual work placement unit to enhance learning outcome...
Using ePortfolio in a virtual work placement unit to enhance learning outcome...
 
6546 fps
6546 fps6546 fps
6546 fps
 
Boosting Human Capital for the 21st century
Boosting Human Capital for the 21st centuryBoosting Human Capital for the 21st century
Boosting Human Capital for the 21st century
 
Capacity building proposals
Capacity building proposalsCapacity building proposals
Capacity building proposals
 
Mobility, Quality and Impact
Mobility, Quality and ImpactMobility, Quality and Impact
Mobility, Quality and Impact
 
District 31
District 31District 31
District 31
 
Digital Designers in Residence Report
Digital Designers in Residence ReportDigital Designers in Residence Report
Digital Designers in Residence Report
 
MK Referencing experience 2BA
MK Referencing experience 2BAMK Referencing experience 2BA
MK Referencing experience 2BA
 

Viewers also liked

21st Century Teacher Orientation
21st Century Teacher Orientation 21st Century Teacher Orientation
21st Century Teacher Orientation Monika Davis
 
Simon de Senlis Digital Vision January 2015
Simon de Senlis Digital Vision January 2015Simon de Senlis Digital Vision January 2015
Simon de Senlis Digital Vision January 2015Tom Rees
 
Competence Profile
Competence ProfileCompetence Profile
Competence Profileterry james
 
Pelilinjan kompetenssi-ohjaus
Pelilinjan kompetenssi-ohjausPelilinjan kompetenssi-ohjaus
Pelilinjan kompetenssi-ohjausHannu Linturi
 
What should students learn for the 21st century? A Four-Dimensional Education
What should students learn for the 21st century? A Four-Dimensional EducationWhat should students learn for the 21st century? A Four-Dimensional Education
What should students learn for the 21st century? A Four-Dimensional EducationCenter for Curriculum Redesign
 
Key competences slideshare
Key competences slideshareKey competences slideshare
Key competences slideshareEster Boldú
 
Human dimension & cities - The Human Scale
Human dimension & cities - The Human ScaleHuman dimension & cities - The Human Scale
Human dimension & cities - The Human ScalePratham Pincha
 
10 Key Competencies Success Rubric
10 Key Competencies Success Rubric10 Key Competencies Success Rubric
10 Key Competencies Success Rubricclivemwork
 
Turkey 2016-oecd-economic-survey-verimlilikteki-tıkanıklığı-aşmak
Turkey 2016-oecd-economic-survey-verimlilikteki-tıkanıklığı-aşmak Turkey 2016-oecd-economic-survey-verimlilikteki-tıkanıklığı-aşmak
Turkey 2016-oecd-economic-survey-verimlilikteki-tıkanıklığı-aşmak OECD, Economics Department
 
Turkey 2016-oecd-economic-survey-removing-productivity-bottlenecks
Turkey 2016-oecd-economic-survey-removing-productivity-bottlenecksTurkey 2016-oecd-economic-survey-removing-productivity-bottlenecks
Turkey 2016-oecd-economic-survey-removing-productivity-bottlenecksOECD, Economics Department
 
Educating for lifelong learning
Educating for lifelong learningEducating for lifelong learning
Educating for lifelong learningRuth Deakin Crick
 

Viewers also liked (13)

21st Century Teacher Orientation
21st Century Teacher Orientation 21st Century Teacher Orientation
21st Century Teacher Orientation
 
Learning Analytics - UTS 2013
Learning Analytics - UTS 2013Learning Analytics - UTS 2013
Learning Analytics - UTS 2013
 
Simon de Senlis Digital Vision January 2015
Simon de Senlis Digital Vision January 2015Simon de Senlis Digital Vision January 2015
Simon de Senlis Digital Vision January 2015
 
Competence Profile
Competence ProfileCompetence Profile
Competence Profile
 
Pelilinjan kompetenssi-ohjaus
Pelilinjan kompetenssi-ohjausPelilinjan kompetenssi-ohjaus
Pelilinjan kompetenssi-ohjaus
 
What should students learn for the 21st century? A Four-Dimensional Education
What should students learn for the 21st century? A Four-Dimensional EducationWhat should students learn for the 21st century? A Four-Dimensional Education
What should students learn for the 21st century? A Four-Dimensional Education
 
Key competences slideshare
Key competences slideshareKey competences slideshare
Key competences slideshare
 
Human dimension & cities - The Human Scale
Human dimension & cities - The Human ScaleHuman dimension & cities - The Human Scale
Human dimension & cities - The Human Scale
 
10 Key Competencies Success Rubric
10 Key Competencies Success Rubric10 Key Competencies Success Rubric
10 Key Competencies Success Rubric
 
The 8 Key Competences
The 8 Key CompetencesThe 8 Key Competences
The 8 Key Competences
 
Turkey 2016-oecd-economic-survey-verimlilikteki-tıkanıklığı-aşmak
Turkey 2016-oecd-economic-survey-verimlilikteki-tıkanıklığı-aşmak Turkey 2016-oecd-economic-survey-verimlilikteki-tıkanıklığı-aşmak
Turkey 2016-oecd-economic-survey-verimlilikteki-tıkanıklığı-aşmak
 
Turkey 2016-oecd-economic-survey-removing-productivity-bottlenecks
Turkey 2016-oecd-economic-survey-removing-productivity-bottlenecksTurkey 2016-oecd-economic-survey-removing-productivity-bottlenecks
Turkey 2016-oecd-economic-survey-removing-productivity-bottlenecks
 
Educating for lifelong learning
Educating for lifelong learningEducating for lifelong learning
Educating for lifelong learning
 

Similar to Workshop presentation on Key Competence development for students

Measuring Graduate Attributes - Lit Review for Tracker
Measuring Graduate Attributes - Lit Review for TrackerMeasuring Graduate Attributes - Lit Review for Tracker
Measuring Graduate Attributes - Lit Review for TrackerEmbedding Employability
 
Erasmus Mundus Joint Master Degrees
Erasmus Mundus Joint Master DegreesErasmus Mundus Joint Master Degrees
Erasmus Mundus Joint Master DegreesPhDSofiaUniversity
 
Prodis Project
Prodis ProjectProdis Project
Prodis Projectjaguirredm
 
Project Sustainability Video
Project  Sustainability VideoProject  Sustainability Video
Project Sustainability VideoColleen Hodgins
 
Pebble Pad: from pilot, to implementation, to evaluation and beyond...
Pebble Pad: from pilot, to implementation, to evaluation and beyond...Pebble Pad: from pilot, to implementation, to evaluation and beyond...
Pebble Pad: from pilot, to implementation, to evaluation and beyond...ePortfolios Australia
 
Developing Employability Framework
Developing Employability FrameworkDeveloping Employability Framework
Developing Employability FrameworkAndrew Hirst
 
The pipeline for graduate jobs: Strategy from intake to job success
The pipeline for graduate jobs: Strategy from intake to job successThe pipeline for graduate jobs: Strategy from intake to job success
The pipeline for graduate jobs: Strategy from intake to job successEduniversal
 
UDOL: Quality Frameworks for Online Education
UDOL: Quality Frameworks for Online EducationUDOL: Quality Frameworks for Online Education
UDOL: Quality Frameworks for Online EducationEADTU
 
Romania_Tilinca_Baku_Wollnet&Celine_intervention
Romania_Tilinca_Baku_Wollnet&Celine_interventionRomania_Tilinca_Baku_Wollnet&Celine_intervention
Romania_Tilinca_Baku_Wollnet&Celine_interventionMihaela Tilinca
 
Esu and scl emma di iorio, helsinki 28 october 2010
Esu and scl   emma di iorio, helsinki 28 october 2010Esu and scl   emma di iorio, helsinki 28 october 2010
Esu and scl emma di iorio, helsinki 28 october 2010SYL
 
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
 
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
 

Similar to Workshop presentation on Key Competence development for students (20)

Measuring Graduate Attributes - Lit Review for Tracker
Measuring Graduate Attributes - Lit Review for TrackerMeasuring Graduate Attributes - Lit Review for Tracker
Measuring Graduate Attributes - Lit Review for Tracker
 
Employability and Higher Education. How to Match Students’ expectations ?
Employability and Higher Education. How to Match Students’ expectations ?Employability and Higher Education. How to Match Students’ expectations ?
Employability and Higher Education. How to Match Students’ expectations ?
 
Employability in the curriculum
Employability in the curriculumEmployability in the curriculum
Employability in the curriculum
 
Erasmus Mundus Joint Master Degrees
Erasmus Mundus Joint Master DegreesErasmus Mundus Joint Master Degrees
Erasmus Mundus Joint Master Degrees
 
Prodis Project
Prodis ProjectProdis Project
Prodis Project
 
Project Sustainability Video
Project  Sustainability VideoProject  Sustainability Video
Project Sustainability Video
 
Pebble Pad: from pilot, to implementation, to evaluation and beyond...
Pebble Pad: from pilot, to implementation, to evaluation and beyond...Pebble Pad: from pilot, to implementation, to evaluation and beyond...
Pebble Pad: from pilot, to implementation, to evaluation and beyond...
 
Pres 133 krysta sadowski august 10 2016
Pres 133 krysta sadowski august 10 2016Pres 133 krysta sadowski august 10 2016
Pres 133 krysta sadowski august 10 2016
 
measure student learning
measure student learningmeasure student learning
measure student learning
 
Developing Employability Framework
Developing Employability FrameworkDeveloping Employability Framework
Developing Employability Framework
 
66
6666
66
 
The pipeline for graduate jobs: Strategy from intake to job success
The pipeline for graduate jobs: Strategy from intake to job successThe pipeline for graduate jobs: Strategy from intake to job success
The pipeline for graduate jobs: Strategy from intake to job success
 
UDOL: Quality Frameworks for Online Education
UDOL: Quality Frameworks for Online EducationUDOL: Quality Frameworks for Online Education
UDOL: Quality Frameworks for Online Education
 
Grundtvig Project LEADLAB
Grundtvig Project LEADLABGrundtvig Project LEADLAB
Grundtvig Project LEADLAB
 
Romania_Tilinca_Baku_Wollnet&Celine_intervention
Romania_Tilinca_Baku_Wollnet&Celine_interventionRomania_Tilinca_Baku_Wollnet&Celine_intervention
Romania_Tilinca_Baku_Wollnet&Celine_intervention
 
Esu and scl emma di iorio, helsinki 28 october 2010
Esu and scl   emma di iorio, helsinki 28 october 2010Esu and scl   emma di iorio, helsinki 28 october 2010
Esu and scl emma di iorio, helsinki 28 october 2010
 
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
 
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
 
Poster: Utilizing technological ecosystems to support graduate students in th...
Poster: Utilizing technological ecosystems to support graduate students in th...Poster: Utilizing technological ecosystems to support graduate students in th...
Poster: Utilizing technological ecosystems to support graduate students in th...
 
Savetovanje o mobilnosti- Graziana Boscato
Savetovanje o mobilnosti- Graziana BoscatoSavetovanje o mobilnosti- Graziana Boscato
Savetovanje o mobilnosti- Graziana Boscato
 

More from Peter Evans

19 11-22 sera-methods presentation
19 11-22 sera-methods presentation19 11-22 sera-methods presentation
19 11-22 sera-methods presentationPeter Evans
 
Elearning cipd workshop
Elearning cipd workshopElearning cipd workshop
Elearning cipd workshopPeter Evans
 
Precarious Gatherings of Professional Learning
Precarious Gatherings of Professional LearningPrecarious Gatherings of Professional Learning
Precarious Gatherings of Professional LearningPeter Evans
 
Research Design: Twitter and professional learning
Research Design: Twitter and professional learningResearch Design: Twitter and professional learning
Research Design: Twitter and professional learningPeter Evans
 
Open learning spaces_twitter.ppt
Open learning spaces_twitter.pptOpen learning spaces_twitter.ppt
Open learning spaces_twitter.pptPeter Evans
 
Social media and workplace learning & knowledge
Social media and workplace learning & knowledgeSocial media and workplace learning & knowledge
Social media and workplace learning & knowledgePeter Evans
 
Space and flows of practice: exploring discourses of practice in human resour...
Space and flows of practice: exploring discourses of practice in human resour...Space and flows of practice: exploring discourses of practice in human resour...
Space and flows of practice: exploring discourses of practice in human resour...Peter Evans
 
Learner blueprinting
Learner blueprintingLearner blueprinting
Learner blueprintingPeter Evans
 
Whose piper and whose tune?
Whose piper and whose tune?Whose piper and whose tune?
Whose piper and whose tune?Peter Evans
 

More from Peter Evans (10)

19 11-22 sera-methods presentation
19 11-22 sera-methods presentation19 11-22 sera-methods presentation
19 11-22 sera-methods presentation
 
Elearning cipd workshop
Elearning cipd workshopElearning cipd workshop
Elearning cipd workshop
 
Precarious Gatherings of Professional Learning
Precarious Gatherings of Professional LearningPrecarious Gatherings of Professional Learning
Precarious Gatherings of Professional Learning
 
Research Design: Twitter and professional learning
Research Design: Twitter and professional learningResearch Design: Twitter and professional learning
Research Design: Twitter and professional learning
 
Oplinc costing
Oplinc costingOplinc costing
Oplinc costing
 
Open learning spaces_twitter.ppt
Open learning spaces_twitter.pptOpen learning spaces_twitter.ppt
Open learning spaces_twitter.ppt
 
Social media and workplace learning & knowledge
Social media and workplace learning & knowledgeSocial media and workplace learning & knowledge
Social media and workplace learning & knowledge
 
Space and flows of practice: exploring discourses of practice in human resour...
Space and flows of practice: exploring discourses of practice in human resour...Space and flows of practice: exploring discourses of practice in human resour...
Space and flows of practice: exploring discourses of practice in human resour...
 
Learner blueprinting
Learner blueprintingLearner blueprinting
Learner blueprinting
 
Whose piper and whose tune?
Whose piper and whose tune?Whose piper and whose tune?
Whose piper and whose tune?
 

Recently uploaded

HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...Nguyen Thanh Tu Collection
 
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Celine George
 
ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4MiaBumagat1
 
Integumentary System SMP B. Pharm Sem I.ppt
Integumentary System SMP B. Pharm Sem I.pptIntegumentary System SMP B. Pharm Sem I.ppt
Integumentary System SMP B. Pharm Sem I.pptshraddhaparab530
 
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...Postal Advocate Inc.
 
4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptxmary850239
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parentsnavabharathschool99
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operationalssuser3e220a
 
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxINTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxHumphrey A Beña
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONHumphrey A Beña
 
Presentation Activity 2. Unit 3 transv.pptx
Presentation Activity 2. Unit 3 transv.pptxPresentation Activity 2. Unit 3 transv.pptx
Presentation Activity 2. Unit 3 transv.pptxRosabel UA
 
The Contemporary World: The Globalization of World Politics
The Contemporary World: The Globalization of World PoliticsThe Contemporary World: The Globalization of World Politics
The Contemporary World: The Globalization of World PoliticsRommel Regala
 
Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Seán Kennedy
 
Activity 2-unit 2-update 2024. English translation
Activity 2-unit 2-update 2024. English translationActivity 2-unit 2-update 2024. English translation
Activity 2-unit 2-update 2024. English translationRosabel UA
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataBabyAnnMotar
 
EMBODO Lesson Plan Grade 9 Law of Sines.docx
EMBODO Lesson Plan Grade 9 Law of Sines.docxEMBODO Lesson Plan Grade 9 Law of Sines.docx
EMBODO Lesson Plan Grade 9 Law of Sines.docxElton John Embodo
 
How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17Celine George
 
TEACHER REFLECTION FORM (NEW SET........).docx
TEACHER REFLECTION FORM (NEW SET........).docxTEACHER REFLECTION FORM (NEW SET........).docx
TEACHER REFLECTION FORM (NEW SET........).docxruthvilladarez
 

Recently uploaded (20)

HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
 
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
 
ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4
 
Integumentary System SMP B. Pharm Sem I.ppt
Integumentary System SMP B. Pharm Sem I.pptIntegumentary System SMP B. Pharm Sem I.ppt
Integumentary System SMP B. Pharm Sem I.ppt
 
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
 
4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parents
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operational
 
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxINTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
 
Presentation Activity 2. Unit 3 transv.pptx
Presentation Activity 2. Unit 3 transv.pptxPresentation Activity 2. Unit 3 transv.pptx
Presentation Activity 2. Unit 3 transv.pptx
 
The Contemporary World: The Globalization of World Politics
The Contemporary World: The Globalization of World PoliticsThe Contemporary World: The Globalization of World Politics
The Contemporary World: The Globalization of World Politics
 
Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...
 
Activity 2-unit 2-update 2024. English translation
Activity 2-unit 2-update 2024. English translationActivity 2-unit 2-update 2024. English translation
Activity 2-unit 2-update 2024. English translation
 
YOUVE_GOT_EMAIL_PRELIMS_EL_DORADO_2024.pptx
YOUVE_GOT_EMAIL_PRELIMS_EL_DORADO_2024.pptxYOUVE_GOT_EMAIL_PRELIMS_EL_DORADO_2024.pptx
YOUVE_GOT_EMAIL_PRELIMS_EL_DORADO_2024.pptx
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped data
 
Paradigm shift in nursing research by RS MEHTA
Paradigm shift in nursing research by RS MEHTAParadigm shift in nursing research by RS MEHTA
Paradigm shift in nursing research by RS MEHTA
 
EMBODO Lesson Plan Grade 9 Law of Sines.docx
EMBODO Lesson Plan Grade 9 Law of Sines.docxEMBODO Lesson Plan Grade 9 Law of Sines.docx
EMBODO Lesson Plan Grade 9 Law of Sines.docx
 
How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17
 
TEACHER REFLECTION FORM (NEW SET........).docx
TEACHER REFLECTION FORM (NEW SET........).docxTEACHER REFLECTION FORM (NEW SET........).docx
TEACHER REFLECTION FORM (NEW SET........).docx
 

Workshop presentation on Key Competence development for students

  • 1. June 14, 2013. 0930 – 1230 Moray House School of Education A Workshop on Employability & Key Competences in Postgraduate Programmes
  • 2. A Workshop on Employability & Key Competences in Postgraduate Programmes
  • 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. PROPOUND Developing a Key Competences Model for University Postgraduate Programmes Project Number: 518051-LLP-1-2011-1-ES-ERASMUS-EMCR
  • 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. 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. 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. 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.    
  • 11. Unemployment  in  Europe   Unemployment  Rates  of  Popula*on  with  Ter*ary   Level  Qualifica*ons    
  • 12. Unemployment  in  Europe   Unemployment  Rates  of  Popula*on  with  Ter*ary   Level  Qualifica*ons    
  • 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. 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. 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. 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. 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. • 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. •  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. 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. 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. 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. 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. 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. •  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. 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. •  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. •  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