collaboration around hvet & phe in europe: initial findings from research

Collaboration around HVET & PHE in Europe

Initial Findings from Research

Anthony F. CamilleriBeehives Expert Meeting

Brussels 02 Feb 2017

Focus

Students

Employers(World of Work)

Providers(Higher Education Institions)

Collaboration within the Strategic Triangle

Activities & Outputs• Desk Research on Context of Collaboration

in 6 Countries• Survey of Students, Employers and

Institutions• Toolbox to Success Factors for Collaboration• Policy Recommendations to aid

collaboration

Partnership & Countries• Duale Hochschule Baden-

Württemberg Heilbronn (DE), lead partner

• Artesis Plantijn Hogeschool Antwerpen, Antwerpen (BE)

• Association Of Colleges, London (UK)

• Tknika, Errenteria (ES)

• EURASHE; Brussels (BE); research undertaken in Denmark (DE)

• Knowledge Innovation Centre Ltd, Swieqi (MT)

• Sdruzeni Profesniho Terciarniho Vzdelavani, Prag (CZ)

https://beehives.de

Research Questions1. How is HVET and PHE organized in Flanders, the Czech

Republic, Denmark, Germany, Spain and the UK? 2. Why should providers of HVET and PHE, employers/the world

of work and students (the stakeholders of the strategic triangle) collaborate?

3. In which areas should the stakeholders of the strategic triangle collaborate?

Research Questions4. What are the barriers in the collaboration of the stakeholders

of the strategic triangle? 5. What are the success factors for collaboration for each

member of the strategic triangle

Research Questions6. What are key performance indicators (KPI’s) to improve

coordination and collaboration amongst all HVET/PHE actors?

7. How can curricula adapt to current and emerging labour market needs?

Structure of HVET• a ‘confused policy area’ in many member countries

– with HVET offered in several structurally separate sectors (HE, PHE, VET, CVET) with limited permeability (vertical and horizontal) and in many countries limited progression opportunities

• limited attempts have been made to develop innovative and transferable employer engagement HVET practices and tools.

Structure of HVETs• mapped to EQF level 5 or higher;• are oriented towards providing students with

specific skills for practicing in a named profession;• involve apprenticeships or other types of work-

based learning as part of their curricula; and• involve the world of work closely in their

activities, in particular course design and teaching.

Key Finding

All countries are enacting reforms which strengthen

HVET/PHE

Methods of Forwarding Collaboration

• surveying techniques such as graduate tracer studies, market-research surveys, skills-gap identification etc., mainly deployed by educational institutions to understand the requirements of the other stakeholders within the knowledge triangle

• consultative techniqueseither in the form of employer or student participation in governing boards of institutions; or through institutional participation in bodies of chambers of commerce or regional development boards; or through independent consultative bodies such as national skills councils

Methods of Forwarding Collaboration

• knowledge transfer techniquessuch as dissertation topics set by employers, jointly set topics for internships and placements, involvement of alumni in outreach activities and rotating staff between industry and educational institutions

• fully joint projects such as definition of occupational standards, jointly taught courses by industry and academia together, and joint research & development initiatives.

Reasons for Collaboration

Students



• Increase employability of

educational systems• Ease transition to

labour markets• Improve educational

outcomes


Students



• Understand the needs of the labour

market• Improve relevance

to students


Students



• Improve skills and attitudes of graduates

• Accelerate responsiveness to

change


Focus on Soft-Skills and Attitudes

Focus on Responsiveness

Focus on Knowledge Sharing

Where does Collaboration Happen?

– Definition of occupational skills

– Course design– Assessment– Teaching

– Work Based Learning– Guidance– Quality assurance

Quantity & Quality differ between institutions

Across all processes in the institution

Success Factors• establishing regional forums for collaboration, so as

to contextualization the collaboration within a wider societal context;

• providing space within collaboration for a to triangulate the requirements and expectations of each stakeholder, and for them to balance these amongst themselves;

• ensuring that any fora for collaboration meet regularly, and have specific objectives and targets;

Success Factors• ensuring specific persons and/or associations are assigned the

role to manage and strengthen collaboration, rather than allowing it to develop purely organically;

• supporting both top-down and bottom-up collaboration methodologies simultaneously;

• integrating criteria on the quality of collaboration into the overall quality management systems of both businesses and educational institutions

• providing individualized pathways for collaboration, both for individual students as well as for specific businesses, including SMEs

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