Transcript Slajd 1

SCM TEMPUS
Lifelong learning in university context
UNIVERSITY OF ZAGREB
3 LUC Survey
Vlasta Vizek Vidović
Ivica Završki
University of Zagreb
Dubrovnik, May, 2007
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WHY LIFELONG LEARNING IN
UNIVERSITY CONTEXT?
External reasons:
Globalisation of HED
Democratization of education
Demographic trends
Sustainable development
Meeting economic, social &
cultural needs of individuals
Internal reasons:
Need for new markets
Links with former students
Strengthening relations with
business and community
Technology transfer
Technological changes
More resources for innovations
Labour market demands
Positive public image
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TIME&SPACE COORDINATES
Pre-pre Bologna:
adult education, continuous education, working & studying
Bologna process:
 Bologna declaration signitory in Prague (2001)
 Law on Science and Higher education (2003)
 National QA Agency (2004)
 Inversity level Implementation of three cycles in HED (2005)
Lisabon agenda:
 National strategy for adult education (2005)
 Law on adult education (2007)
 Agency for adult education (2007)
 National qualification framework (draft 2007)
Integrated lifelong learning programs: Tempus
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
UNIVERSITY OF ZAGREB
REFERENT MISSION
Connecting people, knowledge and information within the
academic community as well as with the other social
subsystems in order to create a society of knowledge,
learning and tolerance.
BREAKTHROUGH 2001
3 LUC survey reactions:
• all respondents give strong support to the third mission!
• all respondents percieve LLL issue as important for university!
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Senate
boards (19)
UNIVERSITY OF ZAGREB
MANAGEMENT STRUCTURE
CENTRAL SERVICES
•IRO office
•QA office
•Financial department
•Centre for
postgraduate studies
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STUDENT FACTS AND FIGURES
Percent of students in fields of study
3%
1%
7%
6%
Number of students
BA/MA:
52,500
(F=54%)
Postgraduate: 5,850
40%
ARTS
BIOMEDICINE
BIOTECHNOLOGY
ENGENEERING
26%
HUMANITIES
NATURAL
SCIENCES
SOCIAL SCIENCES
6%
11%
INTERUNIVERSITY /
INTERFACULTY
PROGRAMMES
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POSTGRADUATE ACCREDITED
SPECIALIST PROGRAMS (60-120 ECTS)
Academic area/ N of faculties
N of programs

Social sciences
7 (5)
50

Biomedicine
4 (3)
43

Biotechnology
3 (3)
13

Engineering
12 (8)
11

Humanities
3 (1)
2

Sciences
1 (1)
2
3 (1)
2
 Arts

Centre for postgraduate studies
TOTAL
33(21)
4
127
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3 LUC SURVEY RESULTS
respondents
Academic area







Constituents
Number of
respondents
Engineering
Social sciences
12
7
10
3
Biomedicine
Humanities
Arts
4
3
3
2
1
1
Biotechnology
Sciences
3
1
33
2
Total
N
%
18
(60%)
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TYPES OF LLL PROGRAMS
Programs

Postgraduate specialist
programs (120 – 60 ECTS)

CPD post-graduate
short programs

LLL programs for diverse
beneficiaries
N faculties
N programs/
range
Range of
participants
15
25
(1-11)
10-60
9
193
(1-60)
10-1000
10
83
(1-60)
20-500
• 5 faculties use external accreditation of CPD programs
through Ministeries or professional associations
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ICT and APPROACHES TO
TEACHING/LEARNING
TEACHING/LEARNING




Traditional teaching
Modest use of IT
Blended teaching/learning
E-learning
N faculties
6
6
5
1
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INFRASTRUCTURAL SUPPORT
Organzational support
Specialized
Specialized
Central
LLL/CPD unit at faculty level
LLL/CPD unit at department level
faculty administration
Department
Combined
administration
services: faculty & department
N (faculties)
2
1
4
1
7
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COLLABORATION WITH OTHER
LLL/CPD PROVIDERS
Program organizers
Staff as
teachers
Staff as
learners

Other constituents of UZ
6
3

Other HED institution
7
3

Other educational institution
5
1

Government bodies/institutions
5
4

Local communities
6
2

Other public institutions
4
2
Non-governmental organizations &
professional associations
3
3
Business companies
4
3


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INTERNATIONAL CO-OPERATION
International partners
Number of
faculties*
o Foreign universities
7
o International professional associations
5
o International networks in HED
1
o EU projects (Cards, Tempus, Cost)
5
o International organizations
2
o Foreign business companies
1
o Other international projects
2
* 9 faculties declared international co-operation in CPD programs
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MANAGEMENT MODELS FOR
CONTINUING EDUCATION in EU
Location
Internal
External
Centralised
55 %
CEE units
10%
Decentralised
15 %
15%
4%
3 LUC survey reality:
3 LUC survey preferences:
•CE units at faculties - 2
•Planned CE unis 4
•Decentralised model - 6
•Mixed model 12
© Osborne, Thomas (2003) // Brennan
(2005)
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THE ROLE OF LLL/CPD UNIT
Tasks requiring
75%> engagement
Number of
respondents

Program accreditation
 Marketing services
 ICT support
 Alumni networking
14
12
12
12
 Awarding
ceremonies and events
 Student informations
 Organizational & technical assistance
10
11
11
Enrolment and student evidence
 Financial administration
11
9

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LESSONS LEARNED 1.
Lack of strategic approach to LLL both at
university and faculty level
 Lack of professional management & adequate infrastructure (3 faculties
with CPD units/staff)
 A very few CPD short postgraduate “refreshment” courses (eg.medicine,
civil engeneering, agriculture, psychology) – diploma, certificate driven
 Few LLL programs for wider public (eg. foreign languages, Croaticum, IT)
 Lack of interdisciplinarity (4 out of 127)
 Low visibility of CPD programs (in media, web pages, printed materials)
 Modest use IT resources (eg. for e-learning or data bases)

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LESSONS LEARNED 2
Development of postgraduate specialist degree
programs with formal accreditation
 International partnerships
 Wide participation in CPD programs organized by
other social/business agents
 Recognition of need for unversity staff development
 Positive attitude toward enhancement of LLL in
university context
 Preference for mixed organizational approach

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FUTURE CHALLENGES 1.
STRUCTURAL/NORMATIVE ISSUES







Strategy development at the university/ faculty level
Development of organizational infrastructure
Exploring flexible financial model
Approaches to recognition of prior learning
Flexibile pathways (between 3+2+3 structure and LLL/CPD)
Implementation of quality culture into CPD/LLL
Extending the use of ECTS credits to CPD/LLL
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FUTURE CHALLENGES 2.
PROCESS/OUTCOME ISSUES







Development of specific curricula for CPD/LLL :
competence - based, tailor made, individual pathways
Adapting teaching/ learning to mature students
New approaches to assessment (eg. portofilio)
CPD programs for university staff – specially for LLL
International networking in LLL area
Increasing the use of CIT
Supporting research of LLL
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”The illiterate of the 21st century
will not be those who cannot read
and write, but those who cannot
learn, unlearn, and relearn.”
Alvin Tofler