university of zagreb 3 luc survey vlasta vizek vidović ivica završki university of zagreb...
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UNIVERSITY OF ZAGREB3 LUC Survey
Vlasta Vizek VidovićIvica Završki
University of ZagrebDubrovnik, May, 2007
SCM TEMPUS Lifelong learning in university context
SCM Tempus 3 LUC 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 Technological changes Labour market demands
Internal reasons:Need for new markets
Links with former students
Strengthening relations with business and community
Technology transfer
More resources for innovations
Positive public image
SCM Tempus 3 LUC 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
SCM Tempus 3 LUC 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!
SCM Tempus 3 LUC UNIVERSITY OF ZAGREB
MANAGEMENT STRUCTURE
CENTRAL SERVICES
•IRO office•QA office•Financial department•Centre for postgraduate studies
Senate boards (19)
SCM Tempus 3 LUC
Percent of students in fields of study1%
11%6%
3% 7%6%
40%
26%
ARTS
BIOMEDICINE
BIOTECHNOLOGY
ENGENEERING
HUMANITIES
NATURALSCIENCESSOCIAL SCIENCES
INTERUNIVERSITY /INTERFACULTYPROGRAMMES
Number of students
BA/MA: 52,500 (F=54%)
Postgraduate: 5,850
STUDENT FACTS AND FIGURES
SCM Tempus 3 LUC 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 Arts 3 (1)
2
Centre for postgraduate studies 4
TOTAL 33(21) 127
SCM Tempus 3 LUC 3 LUC SURVEY RESULTS
respondents
Academic area
Constituents Number of respondents
Engineering
12 10
Social sciences 7 3 Biomedicine 4 2 Humanities 3 1 Arts 3 1 Biotechnology 3 2 Sciences 1 -
Total N %
33 18 (60%)
SCM Tempus 3 LUC TYPES OF LLL PROGRAMS
Programs N faculties N programs/ range
Range of participants
Postgraduate specialist programs (120 – 60 ECTS)
15 25(1-11)
10-60
CPD post-graduate short programs
9 193(1-60)
10-1000
LLL programs for diverse beneficiaries
10 83 (1-60)
20-500
• 5 faculties use external accreditation of CPD programs through Ministeries or professional associations
SCM Tempus 3 LUC ICT and APPROACHES TO
TEACHING/LEARNING
TEACHING/LEARNING N faculties
Traditional teaching 6 Modest use of IT 6 Blended teaching/learning 5 E-learning 1
SCM Tempus 3 LUC
INFRASTRUCTURAL SUPPORT
Organzational support N (faculties)
Specialized LLL/CPD unit at faculty level2
Specialized LLL/CPD unit at department level1
Central faculty administration 4
Department administration 1
Combined services: faculty & department 7
SCM Tempus 3 LUC 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
SCM Tempus 3 LUC 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
SCM Tempus 3 LUC MANAGEMENT MODELS FOR
CONTINUING EDUCATION in EU
Internal External
Centralised
Decentralised
Location
CEE units
© Osborne, Thomas (2003) // Brennan (2005)
15 %
55 % 15%
4%
10%
3 LUC survey preferences:
•Decentralised model - 6•Mixed model - 12
3 LUC survey reality:
•CE units at faculties - 2•Planned CE unis - 4
SCM Tempus 3 LUC
THE ROLE OF LLL/CPD UNIT
Program accreditation 14 Marketing services 12 ICT support 12 Alumni networking 12 Awarding ceremonies and events 10 Student informations 11 Organizational & technical assistance 11 Enrolment and student evidence 11 Financial administration 9
Tasks requiring Number of 75%> engagement respondents
SCM Tempus 3 LUC 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)
SCM Tempus 3 LUC
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
SCM Tempus 3 LUC 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
SCM Tempus 3 LUC
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
SCM Tempus 3 LUC
”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