The Role of LifeLong Learning in the Creation of a European Knowledge-Based SocietyAnabela MesquitaCICE - ISCAP / IPP and Algoritmi Research CentrePortugalsarmento@iscap.ipp.pt

Anabela Mesquita

Anabela MesquitaVice-Dean

President of the SPACE network

Director of a research centre

Editor-in-Chief

Associate Editor

Coordinator of European projectsPartner in European projects

knowledge management

b- learninge-research / e-science

web 2.0 / social media and innovation

MOOC

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Anabela Mesquita

3 Agenda

Introduction Portuguese situation

Educational System Educational attainment and the labour market Lifelong learning Exchange of students Human resources in higher education Challenges ans reflections

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4 Introduction

New skillsNew knowledge

New abilities

>> Prepare knowledgeable and skilled citizens to be able to continuously learn and develop skills (students)>> Act as knowledge producers with lecturers and researchers teaching and investigating (teachers and researchers)>> Development of the society by transferring knowledge to companies and helping innovation (society)

How is this done in practice? How is performance being assessed?

Population changes

Technological progress

GlobalizationNew needs

Rising unemployment

Changes at people’s life

Inadeqaute education

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5 Portuguese situation

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Higher education in Portugal is divided into two main subsystems: • university

 and • polytechnic

 education. Bachelor

Master

PHD

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Vacant places at HEI are offered by each institution (numerus clausus) approved by the government and additional vacant places are offered through other extraordinary admission processes for sportsmen, mature applicants (over 23 years old),  international students, foreign students from the Lusosphere, degree owners from other institutions, students from other institutions (academic transfer), former students (readmission), and course change, which are subject to specific standards and

regulations set by each institution or course department.

Oldest university - University of Coimbra  founded in 1290. Largest university, by number of enrolled students -

University of Porto - with approximately 28,000 students. IPP (Porto) – biggest Polytechnic (around 20 000 students) ISCAP – more than 128 years

Special contingency representing 20% of the overall number of numerus clausus

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8 Educational attainment Although educational attainment among older generations is far lower

in Portugal than in other OECD countries, the country caught up in recent years and has achieved the highest increase in educational attainment between generations 55 to 64 years – 23% attained at least upper secondary education 25 to 34 years – 65% attained at least upper secondary education

Educational attainment is uneven Population without lower secondary education – 36% (below OECD average) Population with a master’s degree or higher – 17% (OECD average – 11%)

Educational attainment makes a difference in the labour market Unemployment rate for 25-64 with below upper secondary – 14,8% Upper secondary – 12,6% Tertiary education – 8,9%

Eurostat

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Men and women in Portugal who have attained tertiary education earn, on average, 68% more than those with only upper secondary education

First time graduation rates for Portugal are on pair with or above the OECD average at bachelor’s, master’s level and doctoral programmes, at 36%, 20% and 1,7% respectively

Overall, 43% of young adults in Portugal are expected to graduate at from at least one tertiary programme – below OECD (50%).

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10 Educational attainment Some figures

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Total number of persons who are

enrolled in tertiary

education (including

university and non-university studies) in the

regular education system in each

country. Eurostat 2012

12Total number of persons who are enrolled in tertiary education (including university and non-university studies) in the regular education system in each country. (2012) (not %)Provides an indication of the number of persons who had access to tertiary education and are expected to complete their studies.

Eurostat 2012

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2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012340

350

360

370

380

390

400

410

Portugal

Total number of persons who are enrolled in tertiary education (including university and non-university studies) in the regular education system in Portugal (2001 – 2012)

Eurostat 2012

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2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012340

350

360

370

380

390

400

410Portugal

Birth rateEvolution in the number of persons who are enrolled in tertiary education

Although the decrease in the birth rate we are attracting more and more people to higher education.We are na old population with more and more old people.

http://www.pordata.pt/Portugal/Indicadores+de+envelhecimento-526Eurostat 2012

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15 Lifelong learningSome figures

If we are getting older, are we learning more at a later stage of our life?

Prepare for active citizenshipIncrease employability

Lecturers – increase outcomes and performance quality

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Lifelong learning - persons aged 25 to 64 who stated that

they received education or training in the four weeks

preceding the survey

Eurostat 2012

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Lifelong learning - persons aged 25 to 64 who stated that they received education or training in the four weeks preceding the survey (numerator). The information collected relates to all education or training whether or not relevant to the respondent's current or possible future job.(2015) (%)

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1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 20150

2

4

6

8

10

12

14

Portugal

Lifelong learning evolution in Portugal between 1992 and 2015

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19 Students exchangeSome figures

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Students studying in another country(sending) OUT

Inflow of students(receiving) IN

It includes only the EU/EEA/Candidate countries and the nationalities corresponding to these countries. Countries do not have details of the numbers of their home students studying abroad. For a given nationality, the number of students studying abroad is calculated by summing the numbers provided for this nationality by the receiving countries. The lack of data on the distribution of students by nationality in some countries leads to underestimation of the values.

Eurostat 2012

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2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20120

2

4

6

8

10

12

14

16

18

20Portugal

Mobilities OUT

(1000)

2001 2003 2004 2005 2006 2007 2008 2009 2010 2011 20120123456789

10

Portugal

Mobilities IN

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Lecturers career and development in Portugal

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23 The teaching profession

Lower levels of education – teachers are better paid in Portugal than in most OECD countries

Higher levels of education – trend is reversed (teachers are not so well paid)

Public expenditure on education

Eurostat 2012

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24 Career and requisites Polytechnic

Professor Adjunto Professor Coordenador Professor Coordenador Principal

PhD or being an expert Selection – invitation to

tender Duties – pedagogical,

research and management Performance assessment

University Professor auxiliar Professor associado Professor catedrático

PhD Selection – invitation to

tender Duties – pedagogical,

research and management Performance assessment

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25 Performance assessment

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26 Pressures to change HE Social demands – youngsters need a different preparation to enter job

market Knowledge as information transmission is outdated – we need to invest

in critical thinking, autonomy, creativity, capacity to change Unsuccessful rate in HE is not only students’ fault. We need to look also

to the way we teach, pedagogical approaches, methodologies. The gap between classroom and life outside school is bigger and bigger. Look at technologies…

Need to introduce new pedagogical methodologies Diversity of students in HE Internationalisation of HE

Changes / challengesLifelong LearningIncrease quality of HE

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27 By law, the performance of lecturers should be assessed by a regulation approved by each educational institution

Criteria may be different from one institution to another although there is some common understanding about what and how it should be assessed.

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Pedagogical – pedagogical activities, pedagogical performance; pedagogical innovation and valorisation; production of pedagogical material; coordination and participation in pedagogical projects; supervision of students (includes the assessment made by students. This is done by a questionnaire)

Organizational / Management – belonging to board councils, management of curricular units; coordination and management of programmes of studies; participation in juries, other similar activities

10 % HE extension

15% Organizational

35% Pedagogical

35% Research

Dimensions to be assessed

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Research – scientific, cultural or technological production, recognition by the community and society; coordination and participation in projects (scientific, cultural, technological); coordination, leadership and dynamic of research activities, development of research means and infrastructure

HE extension – services to the community; actions of scientific, cultural and technological dissemination; publications of scientific, cultural or technological dissemination; training activities for the community; knowledge transfer

10 % HE extension

10% Organizational

40% Pedagogical

35% Research

Dimensions to be assessed

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10% Organizational

60% Pedagogical

30% Research (includes HE extension – Transfer of Innovation)

ISCAPOnly 3 dimensions. Lecturers have to define their own profile – more pedagogical, more researcher or more manager. BUT all dimensions need to exist. Minimum is 10% in one of the dimensions

Lifelong learning

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3 professions at the same time

32 Examples

ISI, SCOPUS, etc.

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Challenges…All the requisites described are forcing lecturers to change, to adapt, to be more competitive, to continuously learn, contributing to a knowledge society (lifelong learning)This continuous learning contributes to improve the quality of learning outcomes

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How to cope with all these changes and pressures? How to teach, research, offer services to the

community and be a manager, all at the same time? How to remain competitive? How to be professional? How to get published in good journals, attend good

conferences (meaning with indexed proceedings)? How to get cited?

How to get involved in projects? International projects? And get funds for these projects?

How to find money to do all these activities?

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Not easy and sometimes without a clear solution

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ResearchGate

Co-editor in chief of special issues in journals

Particpate in councils

and committeesScientific Committees

Publish

Organize conferences

Activities in research centre

meetingsstudents

marketParticipate in european networks

www.Space-network.org

Juries

Teach – traditionally and in e-learning

Director of programme of studies

Classes

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37 Work more, more committed Select activities, conferences, journals (indexed?) Work in teams, groups – divide workload Look for partners, in particular abroad Build trust around you. Make the others to will working

with you (this takes time) Promote your work. Do some personal marketing Be very organized Manage your time (essential) NEVER STOP LEARNING

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Choose a job you love, and you will never have to work a day in your life. Confucius

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СпасибоThank yousarmento@iscap.ipp.pthttps://pt.linkedin.com/in/anabelamesquitahttp://orcid.org/0000-0001-8564-4582ResearcherID: B-3353-2008Scopus Author ID: 55441402600

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