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[SLP webinar week] IMPLEMENTING European SLPs - Recommendations for Stakeholders

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[SLP webinar week] IMPLEMENTING European SLPs - Recommendations for Stakeholders by Ingrid Thalen, FernUniversität in Hagen. Day 2, 14 October 2020

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[SLP webinar week] IMPLEMENTING European SLPs - Recommendations for Stakeholders

  1. 1. IMPLEMENTING EUROPEAN SLPS - RECOMMENDATIONS FOR STAKEHOLDERS Ingrid Thaler FernUniversität in Hagen Germany CC-BY-SA 4.0 1
  2. 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. 3. Who We Are Project consists of 13 partners: 10 dedicated distance ed universities FernUni Hagen, OUUK, OUNL, UNED, OUC, HOU, UNINETTUNO, AU, Uab, UOC, JYU, + 3 on-campus universities KUL, NADE, AGH CC-BY-SA 4.0 3
  4. 4. Who Are You? SURVEY • Distance ed university • On-campus university • National policy maker • European policymaker CC-BY-SA 4.0 4
  5. 5. 2. Recommendations for European and national policy stakeholders
  6. 6. Outline: Fields of Action CC-BY-SA 4.0 6
  7. 7. 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 7
  8. 8. Outline: Fields of Action CC-BY-SA 4.0 8
  9. 9. 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 9
  10. 10. 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 stakeholdersCC-BY-SA 4.0 10
  11. 11. 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 11
  12. 12. 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 12
  13. 13. 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 13
  14. 14. Recommendations for higher education institutions
  15. 15. Fields of Action CC-BY-SA 4.0 15
  16. 16. FoA I: Institutional Profile • Reconcile European initiatives with your institutions’ learners SLPs adapt European-induced content for local and regional learners • Adapt an institutional lifelong mission to be eligible for funding SLPs can shape the lifelong learning mission of higher education institutions. CC-BY-SA 4.0 16
  17. 17. FoA II: designing and implementing SLPS • Define the format  SLPs are stackable, short offerings, covering 5 to 30 ECTS.  Identify institutional stakeholders:  Market analysis and research  Students: satisfaction surveys and other forms of student feedback  Regional cooperation, among them with cities, municipalities, or federal states CC-BY-SA 4.0 17
  18. 18. FoA II: continued  Partnerships with local and civil society  Business partners, such as companies and corporations  Trending agencies and employer’s representative associations  SLPs rely on the identification of stakeholders through different means. • Develop a dedicated extension scheme for continuing education development in your institution as “incubator for innovation”  SLPs form part of dedicated continuing education schemes in order to innovate existing programs; avoid spin-off scenarios CC-BY-SA 4.0 18
  19. 19. Conclusions • Focus is on policy level: we need the Bologna framework • Future perspective on institutional level: European collaboration projects to move things forward CC-BY-SA 4.0 19
  20. 20. 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 20
  21. 21. 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 21
  22. 22. Contact Ingrid Thaler International Office ingrid.thaler@fernuni-hagen.de CC-BY-SA 4.0 22
  23. 23. Erasmus+: 590202-EPP-1-2017-1-NL-EPPKA3-PI-FORWARD CC-BY-SA 4.0 23

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