Transcript KARJEROS PROJEKTAVIMO GEBĖJIMAI ŽINIŲ VISUOMENĖJE: …

Higher Education as a Generator of Strategic Competencies
Kick-off meeting: Maastricht, November 12-13, 2007
ANALYSIS OF THE EUROPEAN,
NATIONAL AND UNIVERSITIES STRATEGIES
AND
ORGANIZATION OF THE CURRICULUM
KĘSTUTIS PUKELIS
The Center for Quality of Studies
at Vytautas Magnus University,
KAUNAS, LITHUANIA
European strategy and HEGESCO project
SORBONA DECLARATION (1998),
BOLOGNA MAGNA CHARTA UNIVERSITATUM (1988),
BOLOGNA DECLARATION (1999)
Constructing the European area of higher
education till 2010 via:
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Common framework of readable and comparable
degrees;
Two-cycle degree system in all countries;
ECTS-compatible credit systems;
European dimension in quality assurance;
Students and staff mobility;
European strategy and HEGESCO project
LISBON STRATEGY (2000):
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Knowledge society based on knowledge economy
till 2010 (not only);
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Knowledge society achieved investing in human
resource development via education and training
(not only);
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Economic growth decoupled from the use of natural
resources (not only).
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Development of European Research Area (ERA,
2000).
European strategy and HEGESCO project
BERGEN COMUNIQUE (2005)
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Learning outcomes (LO) and competencies (Com)
as overarching framework for qualifications (HE
produces qualifications, labour market – LM - uses
qualifications);
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Quality Assurance for achieving stated learning
outcomes (HE) and competencies (LM);
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Recognition of Qualifications and study periods;
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Expanding life long learning service;
European strategy and HEGESCO project
BERGEN COMUNIQUE (2005)
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Expanding research (HEGESCO);
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Teaching Quality;
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Equally accessible HE;
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Students and academic staff mobility (as
“communicating vessel” for equalising LO and Com
in EU and enhancing Quality of Studies in EU also);
European strategy and HEGESCO project
EUA Glasgow Declaration (2005)
Strong Universities for a Strong Europe
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Mission of strong and creative universities – creation,
preservation, evaluation, dissemination and exploitation
of knowledge;
Strong academic and social values;
Inter-institutional cooperation among universities and
with world of work;
Commitment to wide participation and lifelong learning;
Promotion of quality and excellence in teaching and
learning, research and innovations;
European strategy and HEGESCO project
EUA Glasgow Declaration (2005)
Strong Universities for a Strong Europe
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Contributing to social, cultural and economic well-being
of regional, national, European and global level;
Knowledge society via HE – Research and
Teaching/Learning;
Governments rather as supervisors than regulators;
Investments in education, innovation and research;
Learning outcomes based curriculum based on dialogue
with stakeholders;
Student cantered innovative teaching and learning
methods;
European strategy and HEGESCO project
EUA Glasgow Declaration (2005)
Strong Universities for a Strong Europe
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Recognition of prior learning, study periods and
qualifications;
Restructuring public sector career path accordingly first
cycle qualifications;
Involving students in LO formulating and quality
assurance procedures;
“Fitness for purpose approach” in quality management.
European strategy and HEGESCO project
EUROPEAN QUALIFICATION FRAMEWORK
(2007)
On 24 October 2007, the European Parliament voted in favour of
adopting the Recommendation on the establishment of the
European Qualifications Framework for lifelong learning (EQF).
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supports a better match between the needs of the labour
market (for knowledge, skills and competencies) and
education and training provisions;
facilitates the validation of non-formal and informal
learning;
facilitates the transfer and use of qualifications across
different countries and education and training systems.
European strategy and HEGESCO project
EQF Bridge
Knowledge
Economy
Based on
Graduates
Competencies
Demand
Supply
HEGESCO
Competencies
needed
Learning
outcomes
European
Higher
Education
Area
based
on learning
outcomes
curriculum
Main European issues for HE curriculum organization
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Permanent re- evaluation of learning outcomes based on
changing labour market needs and world wide progress;
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Redesigning of HE curriculum referring to learning
outcomes methodology;
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Implementing innovative (student- centred)
teaching/learning methods;
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Clear students achievement assessment criteria derived
from learning outcomes;
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Quality culture development on individual, subject-matter,
study programme, subdivision and institutional level;
Training of high qualified specialists
“Null curriculum”
(Input)
Secondary school
“Black box”
Qualified
specialist
Higher education
institution
(Main Output)
Labor market
(competencies)
What happens here?
What we need to get from analyses of national and Universities
strategies in organizing curriculum?
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Link of national and universities strategies of
organization of HE curriculum with European HE
curriculum dimension?
Peculiarities of national and universities HE curriculum
organization to compare with European?
Main problems (weakness and threats) in organization of
national HE and universities curriculum on the level of:
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Law regulating HE
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(autonomy, accountability, QA procedures, financing,
state of art of NQF);
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Research (staff qualification, funding, participation in
project activities, equipment, laboratories, others);
What we need to get from analyses of national and Universities
strategies in organizing curriculum?
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Learning outcomes (existence of study programme
committees, composition of study programme committees,
functions of stakeholders in the work of study
programmes, formulation of learning outcomes and etc.)
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teaching/learning (use of learning outcomes, main
parameters of curriculum, logical sequence of designing of
curriculum, student-centred teaching/learning methods,
learning outcomes based assessment criteria of students
achievement; library resources, use of internet and
intranet, ect.);
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subject matter (critical alignment of learning outcomes
and its relation with study programme learning outcomes,
assessment of student achievements);
Linking of analyses findings with Reflex questionnaires
(expanding? Compressing? Amending?)
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Conditions for professional development of faculty (staff);
Regulations and system of students enrolment;
Cooperation with stakeholders;
Internal quality assurance systems;
students and staff mobility (agreements, ECTS
implementation and etc.);
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Questions?
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Suggestions?
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Discussions?