aquatnet for isafe2, shanghai, april 2015

Experiences fromAQUA-TNET

EU Thematic Network for Lifelong Learning in Aquaculture, Fisheries &

Aquatic Resources Management

ISAFE2, Shanghai, 2015

John Bostock (Coordinator 2011-14)

You will probably forget at least 80% of my presentation today ! (but what you remember will vary…)

Source: http://www.lifeadventurecenter.org/images/HowDoWeLearnPyramid.gif

Evidence is mixed, depending

on exactly what is being

measured, but stand-up

lectures regularly rank well

below more participatory forms

of learning yet is it still the

primary mode of teaching in

most Universities and is also

the way we conduct

conferences – WHY?

Having a curiosity about the nature of

learning and wanting to improve the

learning experience and outcomes for our

students is at the heart of ISAFE and

Aqua-tnet

http://www.lifeadventurecenter.org/images/HowDoWeLearnPyramid.gif

How often do we deeply consider our assessment and grading systems in relation to wider social and

professional criteria ?

http://blog.lib.umn.edu/meyer769/myblog/testing_cartoon.jpg

You may well have seen

this cartoon before and

may agree with its

message, or may feel it

misses the point about

assessment usually

coming after training that

might well be adapted to

individual needs.

Understanding and

justifying our assessment

systems is an example of

another topic that

characterises Aqua-tnet

Aqua-tnet is a multidisciplinary Education Network working to drive up the quality and relevance of European

aquaculture education and training

Started in 1996

most recent

project 2011 - 2014

EC: €600.000

Supported by

AquaTT

(Ireland)

Coordinator

(2011-2014):

University of

Stirling (UK),

previously

Gent

University (BE) Financial

support from

EU lifelong

learning

(Erasmus)

programme

AQUA-TNET members

92 Aqua-tnet member

organisations include:

Higher Education Institutes;

Further Education Colleges;

Research Institutes;

Associations and representative

organisations such as FEAP, EAS,

EAS-SG, EATiP and EFTP;

Private companies (research &

consultancy)

Over 150 named individuals

www.aquatnet.com

See the story in video at:

https://www.youtube.com/user/

aquatnet

• Annual meeting open to all members

• Smaller workpackage groups meeting an additional time each year and also using videoconferencing and e-mail

• Annual steering group meeting –consisting of workpackage leaders and other co-opted members

Organisation

Member organisations

Workpackageleaders

Coordinator & Aqua TT

Aqua-tnet – Workpackages

The workpackage structure is partly dictated by the EU funding scheme, and varied in

details between each iteration of the project

• Promotion of European Higher Education Area

• Mobility of students and teachers

• Harmonisation of degree structures

• Tools for transparency and mutual

recognition

• Promotion of language learning

• Promotion of the life-long learning and its integration into qualification frameworks

• Promotion of education for innovation, employment and economic growth

• Engagement with industry

Primary context – Developing EU policy on

Education and Training

LLP – Erasmus – Erasmus Network

How the workpackages responded to EU

policies

The following slides contain quotes from the European Council on the role of education and training in the implementation of the Europe 2020 Strategy and how they have been pursued by the AQUA-TNET workpackages


“Higher education institutions should be encouraged to improve the qualityand relevance of the courses they offer, so as to encourage a wider range of citizens to enrol in higher education”

Council Recommendation:


WP1 – MSc courses

• Bologna process (programme length and type)

Degree structures

• Identification of employer needs

• Expected prior knowledge

• Learning outcomes (Tuning process)

• Creation of shared content

Course content

• Use of ECTS and diploma supplements

• Cooperation through double and joint degrees

Accreditation

This group contributed to the implementation of EU policy in MSc level programmes

This has been used to create a 5 ECTS course –Introduction to European Aquaculture – which can be run collaboratively between several institutions

The last major output from WP 1 was a web-based platform to share industry case studies and national aquaculture information – www.aquacase.org

http://www.aquacase.org/

WP2 – PhD programmes

The working group on PhDs considered the structure and organization of PhD programmes in different countries and especially organized and promoted specialist technical training courses that were useful to a range of PhD students working in the aquaculture and fisheries fields.

Promoting student and staff mobility through an online mobility platform (providing information on courses and organisations) and developing guidance documents on best practice for mobility programmes

WP3 - Mobility

aquatnet.django.io


“Learning mobility for all young people should be promoted throughout the education system, as well as in non-formal contexts such as youth

work and participation. In addition, more workplace and entrepreneurial learning experiences should be encouraged and

opportunities for voluntary activities, self-employment and working and learning abroad

expanded”



“Achieving this calls for closer collaborationand partnerships between public services,

education and training providers and employers at national, regional and local

level. The transition towards learning outcome-based qualification systems and

greater validation of skills and competences acquired in non-formal and informal

contexts are also of great importance in enhancing employability”


This workgroup researched the generic skill requirements within the aquaculture and fisheries sector (including research), and identified priority needs leading on to the development of appropriate teaching materials (shared on the AquaCase website)

WP4 - Generic Skills

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“Education and training have a substantial contribution to make to other flagship

initiatives such as the ‘Digital Agenda and Innovation Union’. Europe’s education and

training system need to provide the right mix of skills and competences…. To equip people with basic skills and the motivation and capacity to

learn….”



“Education and training have a fundamental role to play in achieving the Europe 2020 objectives of smart, sustainable and inclusive growth, notably

by equipping citizens with the skills and competences which the European economy and society need in order to remain competitive and innovative, but also by helping to promote social

cohesion and inclusion”


WP5 -Innovative Lifelong Learning

Subgroup A-Lifelong Learning Pathways

Subgroup B-Curriculum

Frameworks

Subgroup C-Innovative

Tools & Methods

Workpackage 5 was sub-divided into three groups working on different aspects of the overall theme of innovative lifelong learning.


“The ‘Agenda for new skills and jobs’ initiative… highlights the need to upgrade skills and to

boost employability. Progress has to be made to improve the identification of training needs,

increase the labour market relevance of education and training, facilitate individuals’ access to lifelong learning opportunities and

guidance, and ensure smooth transitions between the worlds of education, training and

employment”



Subgroup A – Lifelong Learning Pathways

This sub-group worked to promote lifelong learning within the sector and the development of the European Credit System for Vocational Education and Training (ECVET) and its place in the European Qualifications Framework (EQF). A particular area of focus has been the articulation between different educational sectors, especially linkages between formal and informal learning


Subgroup B - Curriculum Frameworks

This sub-group used the European University Association (EUA) “Charter on Lifelong Learning” as a key guide and conducted surveys on its implementation by AQUA-TNET members. Major themes of the charter include adapting study programmes to enhance widening access (implying greater engagement with industry/society) especially for lifelong learners and providing recognition of prior learning. The sub-group also worked on implementation of “Tuning” (programme definition in terms of learning outcomes – building on the earlier VALLA project)


“to foster the development of transversal competences, including

those that enable the use of modern digital technologies, to promote

sustainable development and active citizenship and to encourage

creativity, innovation and

entrepreneurship”



Subgroup C - Innovative Tools and Methods

This sub-group worked on the use of digital media and Internet technologies in teaching and learning and the pedagogical issues raised. Key activities of the last 3 years were: • Development and sharing of “Learning

objects” (With WP1)• Creation of online Framework for

resource sharing (AquaCase website)• Development of diagnostic language

tool/games• Organisation of digital teaching skills

workshop for Aqua-tnet members

Image source: http://upload.wikimedia.org/wikipedia/commons/3/36/Knowledge_Triangle.png

“Promote reinforced cooperation between higher education institutions, research institutions and enterprises

with a view to strengthening the knowledge triangle as the basis for a

more innovative and creativeeconomy”


“So many courses are garbage and leave the graduate

completely unprepared for life in the real world of

commercial aquaculture…. I think the problem lies within

the institutional frameworks themselves that don't really

promote strong ties with industry…… In short, they need

to engage more with industry and find out what they are

teaching is actually relevant and if not change it and

also talk with other institutions and try and get some

quality assurance happening.”

Quote from LinkedIn Aqua-tnet discussion group….

WP6 - Stakeholder Engagement

STUDENTS INDUSTRY

RESEARCH

This group brought together different groups with a stake in aquaculture and fisheries education to identify needs and priorities for Aqua-tnet activities

Industry is invited to volunteer inputs to

courses such as visits or talks

WP7 - Dissemination

Web site

YouTube Channel

Monthly Newsletter

Scoop.It! Page

LinkedIn Group

Facebook Group

Diigo Group

Flickr Group

www.aquatnet.com

Led by Aqua TT, this workpackagefocused on disseminating project activities and outputs

Special issue of Aquaculture International (Springer) in press!

• The network developed in a specific context of available funding for thematic networks helping to promote and implement EU policies on Education and training

• The funding for thematic networks has now stopped, so continuation of Aqua-tnet in its previous form is not possible

• The change in funding policies will require a different organisational model and perhaps a different focus in activities

• Working on an entirely voluntary basis without at least funding for meeting expenses is very difficult

Lessons from aqua-tnet:

1) Funding & policy alignment

• In name, AQUA-TNET it is a network of organisations –Agreements are signed with the legal representatives of each organisation and co-funding by each organisation is required

• In reality, AQUA-TNET is a network of people –individuals with an interest (often passion) for improving aquaculture and fisheries teaching and learning who build relationships and enjoy collaborating with each other to achieve the project outputs

• However, both elements are needed – Institutional involvement adds authority to the work, gives permission for time to be spent, and provides accountability to the funders


2) Personal and institutional commitment

• The tertiary education sector (in Europe) is relatively complex, diverse and generally conservative – change can be slow

• Higher education has traditionally had a focus on research and scholarship and not on training for industry – but a first degree is now seen as essential for many careers – leading to some conflicts in expectation

• Higher education has traditionally focused less on pedagogy and learning outcomes and more on critical thinking and subject expertise, whereas vocational training is often very prescriptive on demonstrable learning outcomes – cultural differences that have been a barrier to greater integration

• Educational institutions see themselves in competition with each other which can limit willingness to cooperate


3) Institutional cultures

Leading innovation –

or resisting it?

• The expectation that higher education can better engage with industry has been the most challenging. There are deep cultural divisions and often misunderstandings and mistrust on both sides

• Programmes that give young people some experience or exposure to work in the industry whilst they are still studying are needed, and more efforts to bring industry into the classroom

• Better sharing of new knowledge from research to industry is also needed – but appropriate methods need to be used

• Collaborative research based on industry priorities is also proving a beneficial route to greater engagement.


4) Industry engagement

• The political context is completely different from Europe although there are some mechanisms for cooperation e.g. through ASEAN and national initiatives

• The social contexts (e.g. percent of population participating in higher education) also varies significantly

• However, many core challenges and opportunities are common – globalisation, development of the internet, open educational resources, communities of practice, need for digital teaching and learning skills, the benefits of student and teacher mobility

Lessons from Aqua-tnet:

for Asia?

Aqua-tnet

members are

keen to share

their experience

and learn from

wider international

collaborations

• Need to look for real needs that can be best answered through international and collaborative approaches –need for greater Interdisciplinarity may be one thing. Increasing the rate of knowledge exchange may be another…

• Identify achievable activities – e.g. gap analysis of industry, government and entrepreneur needs vs education sector provision (to include content, delivery and price?). Activities to enhance (digital) teaching skills, collaborations on shared teaching resources, exemplar joint courses, foresight work to help map future opportunities.

• Identify funders with aligned objectives and win their support

• Be ready to collaborate nationally, regionally or globally to give the best opportunities to our students

Conclusions

We share similar

challenges - we

can work better

together to find

solutions

Contact us

Thank you for your attention

Email: [email protected]

Website: www.aquatnet.com

Find this presentation on Slideshare:

http://www.slideshare.net/jbostock/

http://www.aquatnet.com/

aquatnet for isafe2, shanghai, april 2015

Education

role of education

learning experience

nature of learning

lifelong learning

eu policy

eu policiesthe

assessment systems

workpackage leaders