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NEEDS ANALYSIS OF THE EMJMD ON EDUCATIONAL TREATMENT OF DIVERSITY
February 2016
Contents
1. Methodology of needs analysis………………………………………………………………...................1
2. Introduction……………………………………………………………………………………………….3
3. The main findings of needs analysis…………………………………………………………...................3
3.1. Societal needs…………………………………………………………………………………….3
3.1.1. Labour market needs………………………………………………………………....3
3.1.2. Responsible research and innovation………………………………………………...7
3.1.3. Diversity and inclusion……………………………………………………………….8
3.1.4. Opening higher education to adults…………………………………………………11
3.2. Academics and students’ expectations, interests, needs, motives, etc………………………….16
3.3. Financial needs of the Consortium……………………………………………………………...21
4. The main conclusions of needs analysis……………………………………………………...................23
5. References………………………………………………………………………………………………26
6. Annex: Comparative table on competitiveness between ETD and EM SIE……….…………………...28
1. Methodology of needs analysis
First of all it should be stressed that needs analysis is usually performed on the regular basis within elaboration
of annual programme’s self-evaluation reports and publications. The current needs analysis was performed by
the Consortium and coordinated by the University of Latvia conducting the comprehensive desk research
which refers to the extensive study of existing documents that provide information related to societal needs as
well as academics and students’ expectations, interests, needs, motives, etc. It was conducted specially for the
proposal of EMJMD course. At the beginning, the scientific literature on needs analysis was searched and
analysed. It was concluded that needs analysis is a basis of any study programme’s planning, development and
implementation (Sava, 2012; Pausits, 2015, etc.). Then the relevant studies on needs analysis were searched
and analysed:
Erasmus Mundus Graduate Impact Survey (2014);
EM-ACE needs analysis: Improving the marketing and promotion of the Erasmus Mundus programme and
increasing recruitment of EU students (2013);
EC manuscript “New skills for new jobs: Anticipating and matching labour market and skills needs” (2009);
CReBUS project transnational needs analysis: Concept and findings of the research (2013);
PROMOTE: Promoting and Validating Competences in Mobility and Traineeships in Europe: Needs analysis
(2015);
Responsible Research and Innovation Tools (RRI Tools) needs analysis “Report on the analysis of opportunities,
obstacles and needs of the stakeholder groups in RRI practices in Europe” (2015);
The Foreign Investors' Council in Latvia (FICIL) Position Paper on Development of the Educational System
(2015);
etc.
Then the publications on the master programme “Educational Treatment of Diversity” (i.e. ETD-related
publications) were searched and analysed:
Self-evaluation reports (2008-2015);
Conference papers, abstracts, and posters (2009-2013): o Luka, Ineta; Ludborza, Sarmite; & Maslo, Irina (2009). Effectiveness of the use of more than two
languages and quality assurance in European interuniversity master studies. Paper presented at the
European Conference on Educational Research, University of Vienna, September 28-30, 2009. The
document was added to the Education-line collection on 4 December 2009. British Education Index
data base. ID 186418. Retrieved from http://www.leeds.ac.uk/educol/documents/186418.pdf
o Birzina, Rita; Kalnina, Daiga; Janevica, Jelena; & Cernova, Emilija (2009). Effectiveness of interactive
e-learning organization and quality assurance in European interuniversity master studies. Paper
2
presented at the European Conference on Educational Research, University of Vienna, September 28-
30, 2009. The document was added to the Education-line collection on 15 December 2009. British
Education Index data base. ID 186734. http://www.leeds.ac.uk/educol/documents/186734.pdf
o Fernate, Andra; Surikova, Svetlana; Kalnina, Daiga; Sanchez Romero, Cristina. (2009). Research-
Based Academic Studies: Promotion of the Quality of Learning Outcomes in Higher Education? Paper
for the European Conference on Educational Research 2009 “Theory and Evidence in European
Educational Research”, University of Vienna, September 28-30, 2009 The paper was added to the
Education-line collection on 29 January 2010. British Education Index data base. ID 187885 Retrieved
from http://www.leeds.ac.uk/educol/documents/187885.pdf
o Maslo, Irina (2009). Inclusive treatment of diversity in Latvia. VI Jornadas Internationales sobre
Tratamiento Educativo de la divesidad in Europe y America. 25-26 de Abril de 2009. Reaumentes
Abstractas, UNED. ISBN-978-84-692-2100-6
o Gento, Samuel; Valenzuela, Blanca Aurelia; Maslo, Irina et al. (2009). Educational Effectiveness of
Inclusive Educational Treatment of Diversity in Latvia, Mexico and Spain. Online proposal of
contribution No. 961. European Conference on Educational Research, University of Vienna, September
28-30, 2009. Network 11 „Educational Effectiveness and Quality Assurance”. Session 06A
„Educational Effectiveness of Inclusive Educational Treatment of Diversity in Latvia, México and
Spain” (Symposium).
o Maslo, Irina (2009). Paper 1: Latvia (Symposium 961). Online proposal of contribution No. 2441.
European Conference on Educational Research, University of Vienna, September 28-30, 2009.
Network 11 „Educational Effectiveness and Quality Assurance”. Session 06A „Educational
Effectiveness of Inclusive Educational Treatment of Diversity in Latvia, México and Spain”
(Symposium).
o Gento, Samuel et al. (2009). Paper 2: Spain (Symposium 961). Online proposal of contribution No.
2442. European Conference on Educational Research, University of Vienna, September 28-30, 2009.
Network 11 „Educational Effectiveness and Quality Assurance”. Session 06A „Educational
Effectiveness of Inclusive Educational Treatment of Diversity in Latvia, México and Spain”
(Symposium).
o Maslo, Irina; Fernandez, Manuel; Fernate, Andra; Birzina, Rita; Luka, Ineta; & Surikova, Svetlana
(2010). Advantages and difficulties of challenging on the pathway of effective educational treatment to
diversity: the case of interuniversity master studies. VII Jornadas Internacionales sobre Tratamiento
Educativo de la Diversidad. Madrid, 23 y 24 de Abril de 2010. Abstract book, UNED, Madrid, p.34.
o Maslo, Irina; Gento Palacios, Samuel; Surikova, Svetlana; Karlsone, Inguna; Kuike, Asja; & Liepa,
Liga (2010). Communication as effective educational treatment of diversity: the case of Interuniversity
master studies. Embracing Inclusive Approaches for Children and Youth with Special Education Needs.
International conference CEC (Council of Exceptional needs. Riga, Latvia in 11-14 July 2010. (report)
o Maslo, Irina; Gento Palacios, Samuel; & Surikova, Svetlana (2010). Educational Treatment of
Diversity: Interuniversity Master’s Degree Programme. Embracing Inclusive Approaches for Children
and Youth with Special Education Needs. International conference CEC (Council of Exceptional needs.
Riga, Latvia in 11-14 July 2010. (poster)
o Birzina, Rita; Janevica, Jelena; Oganisjana, Karine; & Muraskovska, Ingrida (2010). From interactive
self-organized e-learning environment to self-organized learning communicative environment -
communication culture to quality assurance in European interuniversity masters’ studies. Online
proposal of contribution No. 1449. European Conference on Educational Research, University of
Helsinki, August 25-27, 2010. Network 11 „Educational Effectiveness and Quality Assurance”. Session
11 SES 05 A „Labour and Professional Impact of Higher Education”.
o Kalnina, Daiga; Surikova, Svetlana; Luka, Ineta; & Fernate, Andra (2010). Transformative Interaction
Environment in Research-Based Academic Studies as a Facilitator of Communication Culture Changes
and Quality of Learning Outcomes. Online proposal of contribution No. 1199. European Conference
on Educational Research, University of Helsinki, August 25-27, 2010. Network 11 „Educational
Effectiveness and Quality Assurance”. Session 11 SES 05 A „Labour and Professional Impact of Higher
Education”.
o Birzina, Rita (2010). E-learning as a challenge for widening of opportunities for improvement of
students’ competencies. Vietnam forum on Lifelong Learning – Building a Learning Society. Hanoi,
Vietnam, 6-8 December 2010. Conference Handbook. Edited by Que Anh Dang. ASEM LLL Hub,
pp.63-64
o Fernate, Andra; Surikova, Svetlana; Kalnina, Daiga; Sanchez Romero, Cristina (2010). Promotion of
the Quality of Learning Outcomes in Research-Based Academic Studies by Widening of Opportunities.
IN: How to Progress on Educational Quality Assurance. Gento Palacios, S. (Ed.), Madrid: UNED, 21
p. CD format. ISBN 978-84-614-2567-9
o Surikova, Svetlana; Baranova, Sanita (2013). Transformation of the University Academic Staff
Understanding of the Future-Oriented Competences: Quality Assurance in Continuing Education for
3
Professional Development. IN: Educational Improvement in Europe and other Contexts: from Theory
to Practice. Samuel Gento & Raúl González (Eds.) Madrid: UNED, pp. 256-286. CD format. ISBN
978-84-695-6958-0
International studies and reports (2012-2013): o HEAD (2013). Developing the Adult Learning Sector. LOT 3: OPENING HIGHER EDUCATION TO
ADULTS. Contract EAC 2012-0074. Final Report. Retrieved from
http://commit.eucen.eu/sites/commit.eucen.eu/files/HEAD_FinalReport.pdf
o Maslo, Irina (2013a). Country report Latvia. IN: Developing the Adult Learning Sector. LOT 3:
OPENING HIGHER EDUCATION TO ADULTS. Contract : EAC 2012-0074. Appendix G - Country
Reports, pp. 280-348. Retrieved from http://ec.europa.eu/education/library/study/2012/adult-learning-
g_en.pdf
o Maslo, Irina (2013b). Master’s Degree Programme ‘Educational Treatment of Diversity’, University of
Latvia. IN: Developing the Adult Learning Sector. LOT3: OPENING HIGHER EDUCATION TO
ADULTS Contract: EAC 2012-0074. Appendix G - Case studies, pp 93-126.
o Council of Higher Education (2012). The first joint report of the international expert commission. ESF
project ‘Evaluation of Higher education Study Programmes and Proposals for Quality Improvement’,
agreement No 2011/0012/1DP/1.1.2.2.1/11/IPIA/VIAA/01.
o Birzina, Rita (2012). E-learning for lifelong learning in Lativa. In Lee, Taerim (Ed.), e-ASEM White
Paper: e-Learning for Lifelong Learning Vol. II, Part 1: Country Reports, (p.3-140). Korea National
Open University Press. Retrieved from
http://asemlllhub.org/fileadmin/www.dpu.dk/ASEM/publications/e-
ASEM_White_Paper_Vol._II_Country_Reports.pdf
Journal articles (2012): o Birzina, Rita; Fernate, Andra; Luka, Ineta; Maslo, Irina; Surikova, Svetlana (2012). E-learning as a
challenge for widening of opportunities for improvement of students’ generic competences. E-Learning
and Digital Media. Volume 9. Number 2. Symposium Journals Ltd., pp.130-142. ISSN 2042-7530
http://dx.doi.org/10.2304/elea.2012.9.2.130
Book chapters (2010-2014): o Surikova, Svetlana; Baranova, Sanita; Fernandez, Manuel; Maslo, Irina; Huber, Günter (2010). The
Development of Professors as Teacher Trainers and Their Future-Oriented Competences in Latvia.
Teachers and Trainers in Adult and Lifelong Learning. European and Asian Perspectives.
Egetenmeyer, Regina and Nuissl, Ekkehard (eds.) Peter Lang Verlag, Frankfurt am Main, Berlin, Bern,
Bruxelles, New York, Oxford, Wien, pp.199-208. ISBN 978-3-631-61298-9
o Maslo, Irina; Surikova, Svetlana; Fernández González, Manuel Joaquín (2014). E-Learning for
Widening Participation in Higher Education. IN: Vaiva Zuzevičiūtė, Edita Butrimė, Daiva Vitkutė-
Adžgauskienė, Vladislav Vladimirovich Fomin, Kathy Kikis-Papadakis (Eds.), E-Learning as a Socio-
Cultural System: A Multidimensional Analysis (pp. 21-42). Hershey, USA: IGI Global. Chapter 2.
http://dx.doi.org/10.4018/978-1-4666-6154-7.ch002
In addition the analysis of the Consortium financial needs was carried out through partners’ personal
communication via Skype and email considering the Consortium previous positive experience and other
Consortiums’ good practices on developing and implementing appropriate EMJMD financial strategy
(Blakemore & Burquel, 2012).
2. Introduction
21st century as the century of social-cultural changes is the century of the human autonomy and responsible
networking in diverse in complex, unpredictable life- and working places in diverse sociocultural contexts of
the local, national and international communities used new strategic collaborative approaches to manage and
transform life and work contexts (EQF, 2012). Also the diversity is one of the most relevant features of our
time. Diversity is accepted as a social and cultural asset to promote the initiative of leaders and members of
societies to create contexts facilitating all human beings ́inclusion and enjoyment of common institutions and
services in diverse sectors of society to consider the modernisation of the educational system on the following
perspectives: individualisation, inter-sectoral cooperation and internationalisation.
3. The main findings of needs analysis
3.1. Societal needs
3.1.1. Labour market needs
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According to EC manuscript New skills for new jobs: Anticipating and matching labour market and skills
needs, “Labour markets ‒ and the skills people need ‒ are evolving ever faster and future jobs are likely to
require higher levels and a different mix of skills, competences and qualifications. It will be increasingly
necessary for workers to acquire transversal key competences, to participate in lifelong learning and to develop
new skills to be able to adapt to a variety of tasks over their working lives” (European Communities, 2009:2).
Based on a number of surveys on the skills required by graduates undertaken by Microsoft, Target Jobs, the
BBC, Prospects, NACE and AGR and other organisations, the Careers and Employability Service of the
University of Kent (the UK's European university) has summarized the skills which were most often deemed
important: Rank Top skills Description of top skills
1 Verbal communication Able to express your ideas clearly and confidently in speech.
2 Teamwork Work confidently within a group.
3 Commercial awareness Understand the commercial realities affecting the organization.
4 Analysing & investigating Gather information systematically to establish facts & principles. Problem
solving.
5 Initiative/self- motivation Able to act on initiative, identify opportunities & proactive in putting forward
ideas & solutions.
6 Drive Determination to get things done. Make things happen & constantly looking for
better ways of doing things.
7 Written communication Able to express yourself clearly in writing.
8 Planning & organising Able to plan activities & carry them through effectively
9 Flexibility Adapt successfully to changing situations & environments.
10 Time management Manage time effectively, prioritising tasks and able to work to deadlines.
Source: The Careers and Employability Service of the University of Kent [n.d.]
The representative of the Quintessential Careers, Katharine Hansen and Randall S. Hansen in their article
“What Do Employers Really Want? Top Skills and Values Employers Seek from Job-Seekers” have concluded
that “Every employer is looking for a specific set of skills from job-seekers that match the skills necessary to
perform a particular job. But beyond these job-specific technical skills, certain skills are nearly universally
sought by employers.” According to Katharine Hansen and Randall S. Hansen, the most important
employability skills and personal values that employers demand of job-seekers are as follows:
Top skills Top personal values
Communications skills (listening, verbal, written);
Analytical/research skills;
Computer/technical literacy;
Flexibility/adaptability/managing multiple
priorities;
Interpersonal abilities;
Leadership/management skills;
Multicultural sensitivity/awareness;
Planning/organizing;
Problem-solving/reasoning/creativity;
Teamwork.
Honesty/integrity/morality;
Adaptability/flexibility;
Dedication/hard-working/work ethic/tenacity;
Dependability/reliability/responsibility;
Loyalty;
Positive attitude/motivation/energy/passion;
Professionalism;
Self-confidence;
Self-motivated/ability to work with little or no
supervision;
Willingness to learn.
Source: Hansen & Hansen [n.d.]
According to PROMOTE project needs analysis (2015), the learning to learn and entrepreneurship
competences are considered to be the most important competences when referring to job-related areas (career
development, continuing professional development and job opportunity). Looking for the top three sub-
competences for the two competences regarded as being most important for employability project’s partners
come to: leadership, communication and creativity for entrepreneurship, and: critical thinking, self-
reliance/autonomy and evaluation/reflection in the case of learning to learn. Asked about the importance of
specific sub-competences in regard to these key competences the participants of the online survey (477
European stakeholders working the field of education and decision makers) answered according to the
following ranking:
Ranking of sub-competences
Rank Entrepreneurship
competences
Civic competences Learning to learn competences
5
1 Communication Communication Critical thinking
2 Leadership Intercultural communication Self-reliance/autonomy
3 Creativity Critical thinking Evaluation/reflection
4 Teamworking Teamworking Knowledge and skills management
5 Networking Conflict management Problem solving
Source: PROMOTE, 2015: 12
From the PROMOTE project needs analysis (2015) it was concluded, that formal education is interestingly
preferred as a site for learning key competences in the questionnaire, something which is contradicted in the
interview section and which could be ascribed to the predominance of educational experts in the questionnaire
sample. There is a strong demand for the diffusion of knowledge on the validation of informal and non-formal
learning across Europe. This is exactly were PROMOTE stands for: promoting and validating key competences
in mobility and traineeships in Europe.
The following problems were identified by the Foreign Investors' Council in Latvia (FICIL) in its Position
Paper on Development of the Educational System (FICIL, 2015):
Employers are increasingly demanding improvement in the level of the so called “21st century skills”,
which are predominantly soft and character skills.
There is a disproportion between the supply of study programmes in universities/colleges and the demand
of the labour market.
There is not enough participation of labour market representatives in the design process of programmes
in universities, colleges, and vocational schools. We understand that relevant entrepreneurs might not be
fully part of the dialogue, as only one representative from Latvian Employers’ Confederation and one
from Latvian Chamber of Commerce and Industry are members of the accreditation committee. For
example, when a HEI is designing a program in Hospitality, key industry experts should be actively
involved in the process.
There is a mismatch between employers’ needs and expectations from employees and the content in
schools and universities. Content, which is provided by schools and universities, is not changing and
moving towards competence based content as fast as 21st Century employers and companies would
expect. “36% of employers globally experience talent shortages and difficulties finding employees with
required skills. 91% of millennials expect to stay in a job for less than three years.”
Detailed considerations for development of educational system in Latvia proposed by the Foreign Investors'
Council in Latvia (FICIL, 2015) are as follows: Long-term agenda Short-term agenda
1. Performance on retention and graduation rates;
2. Strengthening of career competencies in educational programmes;
3. Modernisation of the governance structure of educational institutions;
4. Blending of new technologies in educational programmes;
5. Personalisation of the programme curricula;
6. Enhancement of faculty and teaching staff development;
7. Optimisation of the research potential;
8. Reengineering of the quality assurance system;
9. Overcoming aging and the generation gap;
10. Motivating a culture of change and result orientation.
1. Overcoming the demographic
challenge;
2. Making the accreditation process
relevant;
3. Boosting the internationalisation
of education;
4. Making more fair distribution of
“budget” places.
Source: FICIL, 2015
Analysing the ETD-related publications (Maslo, 2013a, 2013b; Self-evaluation reports, 2008-2015), it was
concluded that the programme was developed and implemented at the request of employers. In Latvia the ETD
programme was developed and implemented on the basis of the master’s programme in social and special
pedagogy at the University of Latvia, in consultation with the School of Rezekne and experts in professional
and social pedagogy at the Riga Teacher Training and Educational Management Academy, programmes at
Charles University in Prague, Reutlingen University, and the UNED experience in similar programmes were
also taken into consideration. ETD programme’s content was developed in cooperation with all participating
universities and though mutual agreement on the programme guidelines, as well as with experts from leading
European and American universities. There was a long discussion involving the Latvian Republic Education
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and Minority Advisory Council, the National Special Education Centre (VSIC), the General Education
Department of the Education and Science Ministry, and local authorities in Latvian regions concerning the
necessity of the programme. A survey on employer expectations of master’s graduates was carried out. The
data were taken into account when defining the competencies to be improved as a result of this programme.
Students and teachers in this programme are actively engaged in activities organised by employers, such as the
‘Education for All’ week, an annual event organised by the LR UNESCO National Committee, VSIC, and the
Ministry of Education. To establish a new field of study that would reflect the interests of the Latvian
government, a survey of employers was carried out. The representatives of the Ministry of Education and
Science, Latvian universities, minority schools, and other institutions were interviewed as well. The
respondents emphasised the topicality of the programme with regard to the discussions in Latvia and the
European Union about the rights of children and young people in relation to the critical evaluation of social
and educational policy in terms of inclusion. Inclusion means that all areas of life should offer opportunities
to people with diverse needs. Ways of thinking and current restrictions should be changed; social-pedagogical
thinking and a cultural dialogue should be developed to accept diverse needs as an alternative. Employers
noted that schools have inadequate human resource capacities for implemeting new methodologies,
information and communication technologies, and multilingualism. As a consequence, they believe that the
ETD programme provides Latvian teachers and other professionals with new opportunities for their
professional development. Additionally, employers noted that since Latvia is a part of the European Union,
there is an increased need to be integrated into the common European education system, and that cooperation
with other European universities is more important than before. The necessity of joint bachelor, master, and
doctoral programmes and their recognition at the European level has increased. The development of the ETD
programme is of special importance in this context. The ETD programme is workforce oriented. Graduates
have competences which are necessary for them to work in various institutions, enterprises and changing
workplaces: teamwork skills; self-organisation of work; readiness to participate, communicate, and work
responsibly; analytical and decision-making skills; the ability to shoulder the workload and achieve success in
professional and private life, etc. The programmes focuses on professional preparation and development. The
Latvian economy’s need for a programme such as the ETD programme is confirmed by the fact that all of the
initial nine ETD graduates (a lawyer, a journalist, an engineer, a primary school English teacher, an adult
educator, a graduate without work experience in the field but starting the studies, a construction accountant
assistant, a preschool teacher, and a special education teacher) found internationally competitive jobs and
wages after graduating from the programme in 2009 (Maslo, 2013b: 115-116):
Information on graduates working experience after completing the programme Graduate #1
(lawyer)
Nominated as a director at Riga’s National College (Rīgas Valsts tehnikums). Introduced an
interactive e-learning environment at the college, developed and
implemented inclusive education programmes at the college.
Graduate #2
(preschool
teacher)
Was promoted to become a methodological vice director of her preschool. Took up a position in
an EU-funded project related to her master thesis, which was related to cultural diversity. During
the project, several inclusive materials for preschool children were produced.
Graduate #3
(journalist,
economist)
Founded her own company, providing jobs for teachers. The company offered extended-day
group due to the reduction in government funding for this service. (www.pedagogi.lv)
Graduates #4 and
#5
(unemployed)
Had lost their jobs due to the crisis; on completion of the programme, they got more competitive,
more skilled, and better paid jobs in the education sector.
Graduate #6
(temporary work)
Since 2010, has introduced a competency-based approach to his international private company,
‘Sense of team’ (http://www.senseofteam.lv/site/100316). Used the results of his studies for
enhancing his team coaching competence by training and coaching in both Latvian and European
vocational training contexts, including Outward Bound Belgium [Belgium], Ropes Course
Development [England], Profiles International [USA], and others. Since spring 2010, ‘Sense of
Team’ has been an ERCA member, meaning the company's services comply with European
standards.
Graduate #7
(engineer)
Was entitled to work in vocational education (vocational training at a locomotive driver training
college in Daugavpils), because he received an adequate pedagogical education. At his vocational
school, he introduced the practice of ICT technology, introduced interactive teaching methods,
and new ICT-based methodology and practice.
Graduate #8 After starting her studies, she understood the importance of inclusive and special education
knowledge in pedagogy, also enrolled in a professional speech therapist study programme, and
began working as a speech therapist using a psycho-pedagogical approach.
7
(mother of young
child, no work
experience)
Graduate #9
(special education
teacher)
At the workplace, contributed to the implementation of inclusive education into the teaching
practice. Helped organise inclusive classes, moving special class students to the regular
classroom.
Source: Maslo, 2013b: 115-116
In Portugal the Master degree in special education is designed for professionals who are already working or
intend to work with children or young people with diverse needs. It is expected that this will lead to greater
qualification, which will improve the quality of performance and facilitate access to employment, as it provides
expertise to the exercise of other educational roles, including specialized services such as the Resource Centre
for Inclusion ‒ differential responses to special educational needs in reference schools, as well as in Local
Early Intervention Teams. The publication “The demand for employment of graduates with higher
qualifications," based on Ministry of Work and Social Affairs and Ministry of Economy data, allows to assess
the employability of master's degree holders and conclude that this degree holders constituted only 5 % of the
total number of unemployed people with higher education Continental Portugal registered at employment
centres.
3.1.2. Responsible research and innovation
In order to consult stakeholders on their needs and aspirations for RRI (Responsible Research and Innovation),
the 27 workshops were hosted to introduce and discuss the concepts of RRI in a systematic and structured
manner. The workshops were attended by 411 stakeholders represented 30 countries and different fields: (1)
Policy makers, (2) Industry and business, (3) Civil society organizations, (4) Researchers, and (5) Education.
Through RRI Tools needs analysis “Report on the analysis of opportunities, obstacles and needs of the
stakeholder groups in RRI practices in Europe” (Smallman, Lomme, & Faullimmel, 2015), needs and actions
mentioned in relation to education contained improving STEM education, including RRI in teaching curricula
at all levels, courses on ethics and science communication for all university students and developing RRI
courses and qualifications for teachers and research managers. In relation to how curricula could include RRI
a significant number of comments were made about partnerships between stakeholders. For example by
fostering the collaboration between the education sector and businesses resulting in the active inclusion of
businesses in the curricula, including work placements. Visits to research labs, collaboration between students
and researchers and the inclusion of 'real life' examples in education.
Source: Smallman, Lomme, & Faullimmel, 2015: 69
Analysing the ETD-related publications (Kalnina et al., 2010; Fernate et al., 2009, 2010a; Maslo, 2013a,
2013b; Self-evaluation reports, 2008-2015), it was identified that in the research field ETD programme aims
to promote appropriate research works in the educational treatment of diversity, improvement of theory and
practice in order to find out different solutions to real situations in the treatment of diversity, in order to
compare the most effective ways how to work in this area and to put forward the alternatives. The ETD
programme integrates research and academic studies. Through research-based academic studies the ETD
programme’s students have been trained as specialised professionals to work in education for people with
diverse needs, and that they have been prepared for doing responsible research in different fields related to the
education of people with diverse needs, for doctoral studies in education, and for joint doctoral studies on the
educational treatment of diversity (Maslo, 2013a, 2013b). Research-based academic studies allow ETD
students to develop research-related capabilities by promoting critical scientific thinking, solution of problems
and use other analytic strategies and technical tools; enables students to place learning within a meaningful
context, establishing environment that encourages and supports the research and emphasizes the synergy
8
between research activity and learning in interdisciplinary research fields (Fernate at al., 2009).
ETD programme’s students research-related learning outcomes
Research thinking
ETD programme’s students learn to:
critically structure basic scientific approaches;
critically differentiate tendencies of epistemological structures;
place knowledge into social and cultural contexts;
carry out practical transfer of knowledge;
use available resources in particular knowledge areas;
communicate academic contents in some widely used foreign languages;
increase their knowledge using diverse kinds of research;
appropriately and profitably manage knowledge;
organise knowledge in a structured and systematic way;
extend knowledge throughout scientific, cultural, and practical contexts;
integrate knowledge into trends and approaches of macro contexts
Research process
management and
guidance
ETD programme’s students learn to:
carry out and promote authentic leadership;
take advantage of contextual and personal implications affecting action projects;
practise self-reliance;
assume the risk of implementing new challenges;
empower initiatives to face and solve problems;
transfer theoretical knowledge into practical use;
make projects and plans ready for implementation;
organise and follow through with methodological systems to effectively implement plans
and projects;
use the necessary procedures, techniques, and instruments to evaluate projects and plans;
manage and solve conflicts among people and groups;
give advice based on specific needs;
enhance the feeling of membership in groups, communities, and society;
promote solidarity among people living or working together;
reinforce dialogue among persons and communities;
effectively use communication techniques and resources;
actively get involved and intervene in teams working with diverse professionals;
design and implement research activities focused on the practical improvement of
processes and activities;
use negotiation techniques in order to articulate commitment assumptions and to make
decisions;
evaluate designs, processes, and results;
assess impact repercussions of knowledge development and of knowledge learning;
produce scientific and academic writing documentation.
Source: Maslo, 2013b: 105-106
ETD graduates have:
profound knowledge and a critical understanding of specialised facts/theory;
highly developed abilities that show their understanding of course contents and an innovation ability that
helps them work out creative solutions to complex and unpredictable problems at work or at school;
responsibility for selected professional fields of complex activity or project management in unpredictable
work or learning contexts;
responsibility for individual and group activities (Maslo, 2013a, 2013b).
3.1.3. Diversity and inclusion
Why Inclusion and Diversity? It is important to reach out to these underprivileged groups but outreach alone
is not enough. It is also vital to equip young people and youth workers with the necessary competences to
successfully manage and support diversity. This will contribute to positive interaction with different inclusion
groups, regardless of their ethnicity, (dis)ability, religion, sexuality, skin colour, socio-economic background,
9
appearance, educational level, language spoken and so on. Supporting a positive response to diversity will
ultimately benefit young people with fewer opportunities and their inclusion in society (European Commission,
2014: 4).
According to Stephen Frost, Head of Diversity and Inclusion at KPMG UK, there are three levels of diversity
and inclusion:
Compliance based, legally driven;
Marketing and public relations-lead approaches. This can play a significant role in diversity and inclusion
efforts but only goes so far. In order to drive change culturally, an organization will need to do more.
Systemic culture shift. This model of inclusion does not begin and end with initiatives and budgets, but
has life in all levels of the organization and in the human resources strategy from end to end (The
Complexity of Diversity and Inclusion in Europe, 2014).
Minjon Tholen from Cook Ross Inc. suggests that “we start shifting our relationship to difference and diversity
from a problem we’re trying to fix, to an opportunity to enhance our societies, communities, economies,
organizations, and interpersonal relationships. Inclusion is about making difference/diversity work, which is
important for societies and organizations to function at their highest potential. It is an opportunity for growth,
community, social stability, and allows people to feel like they belong so they become more engaged and
invested in contributing to their societies and organizations. When we start approaching diversity and inclusion
from a place of possibility, rather than a problem, our solutions will be more creative, innovative, positive, and
inspiring. This requires a conscious shift in discourse and a focus on comprehensive societal and organizational
culture change that promotes diversity and fosters inclusion” (Tholen, 2014: 9). The need on new approaches
to Educational Treatment of Diversity (ETD) is evident. ETD has to start with shifting our relationship to
diversity from a challenge which we try to transform in an opportunity to enhance our societies, communities,
economies, organizations, and interpersonal relationships (Maslo, 2006; Fernate et al, 2010b).
According to the Society for Human Resource Management (SHRM) report (2009), the concept of workforce
diversity is no longer an abstraction; it is part of everyday life in many countries in the developed world.
According to a survey conducted by SHRM, 55% of respondents say their organizations “strongly promote”
Diversity and Inclusion. However, the interpretations of the phrase and the methods used to achieve this goal
vary widely among companies and regions. In companies with the most successful Diversity programs, the
impetus and tone emanate from the most senior ranks of the organization. Sixty percent of respondents to the
survey say the main advocates for Diversity and Inclusion in their organizations are the chief executive officers
and top management, followed by heads of human resources (42%). Most companies recognize that
“Diversity” and “Inclusion” are closely linked; Inclusion helps to ensure that employees from diverse
backgrounds are able to contribute, remain with the company and flourish. Among the challenges facing
Diversity advocates are the dearth of data on workforce composition, particularly in countries where such data
collection is not allowed, and the absence of a strong empirical link between greater Diversity and an improved
bottom line. Advocates of Diversity programs also struggle with taboos against the use of quotas, which raise
uncomfortable questions of so-called “reverse discrimination” against people from mainstream groups. Nearly
one-half of survey respondents (46%) say it is difficult to change Diversity-related recruitment, employee
development, promotion, retention and evaluation practices (SHRM, 2009: 7). As organizations recognize the
importance of developing greater cross-cultural competence, Diversity and Inclusion practitioners are often at
the forefront of this work. This makes sense, as these professionals have long been engaged in helping
individuals and organizations manage and leverage difference in ways that allow people from all backgrounds
to hear and be heard, understand and be understood, and work together productively (SHRM, 2009: 3).
Diversity and inclusion implementation strategies, phases and approaches
Strategies Head Heart Hand
Accept
Issues
• Connections to established
activities, programs
• Benchmarking
• Personal examples for
discrimination / exclusion
• Point out existing diversity
• Business-context
• Diversity on the agenda
at management meetings
10
Recognise
Opportunities
• Inactive market and
productivity potentials
• Training videos
• Best practice examples
• Consider legal
consequences
• Reward diversity
successes (awards)
Commitment
to Change
• Involvement in Diversity
marketing
• Team diversity workshops
• Diversity recruiting
• Attendance in networks,
mentoring & events
• Mandatory trainings
• Cascade accountability
for diversity projects
Sustain
Inclusion
• Diversity in (Business-)
strategy
• 360° feedback of diversity
• Learning labs
• Direct complaint reporting
• Job rotation
• Accountability
• Balanced score card
• Diversity as leadership
competence
Source: European Diversity Research & Consulting, 2015: 22
Source: European Diversity Research & Consulting, 2015: 21
Analysing the ETD-related publications (Maslo, 2013a, 2013b; Self-evaluation reports, 2008-2015), it was
found that ETD programme’s students learn to:
assume the role, functions, and tasks of professionals dedicated to the educational treatment of
diversity;
continually improve their professional activity;
use the most appropriate approaches to educate people with diverse needs;
handle the international and national regulations applying to the education of people with diverse
needs;
adapt international and national experiences on the educational treatment of diversity;
use the necessary techniques and instruments to detect and evaluate people´s diverse needs;
to adapt curricula to accommodate people with diverse needs;
design programmes of educational intervention that can be implemented with people having diverse
needs;
implement programmes of intervention with people having diverse needs;
motivate people with diverse needs to promote their own personal abilities;
carry out students’ tutorial care;
implement methodological innovation on the educational treatment of diversity;
adequately use didactic material suitable to people’s diverse needs;
handle technological resources suitable for diverse needs educational treatment;
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deal with procedures, techniques, and instruments required to assess the processes, results, and impact
of people’s holistic development;
evaluate the design, implementation, and results of educational interventions involving people with
diverse needs;
choose and implement the required methodological strategies to promote the personal development of
people with diverse needs;
appropriately advise people with diverse needs;
promote self-knowledge and self-esteem in people with diverse needs
promote the highest possible level of autonomy and personal development in people with diverse
needs;
promote cooperative learning among people with diverse needs;
promote the interpersonal communication of people with diverse needs in the most widely used foreign
languages (particularly of the EU);
set up and use the appropriate relationship with families of pupils or students with diverse needs;
promote attitudes and behaviours in favour of the integration and inclusion of people with diverse
needs in every educational, familial, and social context;
suggest and intervene in research activities related to the educational treatment of diversity;
guarantee the necessary requirements to facilitate integration and inclusion of people with diverse
needs.
The ETD programme implements the innovative pedagogical model of pedagogical leadership of inclusive
educational treatment of diversity - the Collaborative multidimensional socio-cultural learning ecological
system at the master level of the academic education with a special emphasis on organization, planning and
other factors determining quality of education and of its institutional studies. The concept was published by
IGI Global in 2014 (Maslo, Fernandez Gonzalez & Surikova, 2014). The structural components of this new
concept of e-learning are: 1) a systemic-constructivist competence of students; 2) life- and workforce e-studies
contexts that are complex, unpredictable and require new strategic approaches; 3) pedagogical leadership of
e-learning in tandems of teachers, and 4) formative internal, external and self-assessment. Objective and
subjective conditions for successful implementation are: the integration of students’ informal knowledge of
ITC; implementing pedagogical leadership in tandems for developing students' intrapreneurship; formative
internal, external and self-assessment of competences; and self-enhancement; personal involvement of teachers
and students; supportive social climate; and eagerness and grit for transforming challenges into new learning
opportunities. E-learning as a socio-cultural ecological system fosters students' and faculty staff's participation,
producing new knowledge and pedagogical solutions that create synergy between science, education, and
policy of inclusive educational treatment of diversity.
3.1.4. Opening higher education to adults
During the last two decades, widening adult participation in higher education has become a central issue in
international and especially European lifelong learning policy debates. At European level this is reflected in
the Europe 2020 strategy set out by the European Commission. One headline target is to boost the share of the
population aged 30–34 that has completed tertiary or equivalent education to 40 per cent by 2020. In the face
of general trends such as the intensive use of ICT, the evolution of knowledge-based economies, changes in
labour markets and employment structures, demographic ageing and increased migration dynamics, the need
to provide adults (also) with high level possibilities to acquire knowledge and qualification, to update and to
enhance their skills throughout their lives has become obvious. Opening higher education to adult learners or
so-called ‘non-traditional’ students is seen as crucial in this context. However, pertinent research proves that
in many higher education institutions in the European countries there is still a discrepancy between the
envisaged change and the empirical development. Given this situation, there is an emerging need for
theoretically and/or empirically based explanatory models. Recent research results are presented in the report
“Zeitschrift für Weiterbildungsforschung” (4/2014, Bielefeld, W. Bertelsmann Verlag). http://www.report-
online.net/recherche/einzelhefte_inhalt.asp?id=31252
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While focusing on the flexibility of access arrangements and programme provisions the authors of the HEAD
study (2013) take into account that opening higher education to adults within the wider perspective of lifelong
learning is a complex or multi-level process. According to Schuetze and Wolter (2003), the adoption of lifelong
learning, hence opening higher education to adults has far reaching implications for higher education. The
main aspects of change singled out are the following:
Organisation of higher education – from traditional to lifelong learning modes Traditional mode Lifelong learning mode
Restricted access Open access
Admission with academic credentials Assessment of prior learning
For the young only For young and adults
Undergraduate centred Wide range of programmes
Full-time studies Full-time and part-time
On-site, campus based Also off campus and distance learning
Linear studies & final examinations Module based curriculum and credit
system
Curriculum and discipline centred Problem solving and competence based
Degree studies Degree and non-degree studies
Focus on initial higher education Includes continuing higher education
Non-diversified system of higher education Diversified higher education system
What university did you attend? What did you learn at university?
Source: Schuetze & Wolter, 2003: 189
The indicators of best practice should help to screen the adult education research undertaken in HEIs with
regard to descriptions and analyses of good or best practice. The indicators should help in particular to identify
examples of flexible HE programmes and learning provisions which can be considered as particularly
remarkable in terms of openness, impacting good learner performance, innovativeness, transferability and
sustainability and which in your view could be suitable candidates for the case study envisaged.
Potential for opening higher education to adults The best practice example (BPE) shows more than one of the following characteristics:
policy / aim The BPE explicitly seeks to attract non-traditional (adult) students
curriculum / contents The curriculum is particularly attractive to adults (e.g. adult access courses, courses on
work-related subjects, courses linking theory and practice, courses including
competence training).
didactical principles The particular needs of adult learners are taken into account. Principles such as learner
autonomy and self-responsibility are respected and supported.
organisation The BPE offers flexible learning provisions, i.e. self-organized learning, open
learning, distance learning, part time studies etc.
access / recognition of prior
learning (RPL)
Prior learning and work experience of adults are recognized
support Special support services to adult learners such as child care, complementary training,
study and career advisory etc., are offered.
relevance to the labour
market
The needs of employees and employers are taken into account.
Source: HEAD, 2013
Impact
The BPE can be positively assessed with regard to the following indicators: learning performance The BPE has a positive impact on learning performance of adults and/or on the
participation of adults in HE.
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documentation There exists a systematic documentation of this impact (e.g. evaluation studies,
participation statistics).
Source: HEAD, 2013
Innovativeness attention to LLL The BPE integrates concepts of LLL especially in terms of regarding the learner’s
biographical status and experience.
vanguard The BPE has introduced a new flexible type of study programme or learning provisions
with respect to the national or regional context.
outreach The BPE has acted as a model for other institutions/ programmes.
Source: HEAD, 2013
Transferability application The rationales of the concept, development and implementation of the BPE also apply
for other institutions within and outside the country.
regulation The regulatory frameworks and financial provisions influencing the delivery of flexible
HE programmes and learning provisions are practicable.
transparency of
implementation process
There is a systematic documentation of the development and implementation process
of the BPE.
Source: HEAD, 2013
Sustainability funding conditions There exists a viable and transparent system for the funding of programmes for adult
learners.
quality assurance There are systematic procedures in place in order to monitor, evaluate and improve
learning provisions, processes and results.
professional teaching There are systematic procedures in place in order to monitor, evaluate and improve the
skills of adult education teaching staff.
Source: HEAD, 2013
Analysing the ETD-related publications (Maslo, 2013b; Self-evaluation reports, 2008-2015), it was identified
that in 2009 the ETD programme was rated as one of the Latvian good practice examples. According to the
first joint report of the 2012 international expert commission (Council of Higher Education ESF project
‘Evaluation of Higher education Study Programmes and Proposals for Quality Improvement’, agreement No.
2011/0012/1DP/1.1.2.2.1/11/IPIA/VIAA/01), the programme is rated as sustainable and assessed as the best
practice example of master’s-level programmes in Latvia: ‘This programme is an innovative and interesting
attempt to provide an e-learning approach to students who are employed and need innovative methods to allow
them to study further.’ (p. 9). Furthermore, according to the above mentioned joint report of the international
expert commission, this programme ‘is online and innovative, and it would be good to see it offered at other
universities in the country’ (p. 9); the programme ‘is an innovative and interesting attempt to provide an e-
learning approach to students who are employed and need innovative methods to allow them to study further’
(p. 9); the programme’s e-learning concept does not require expensive ICT resources, as it uses Moodle, chat,
Skype conferences, Google environment, easy online ethnology, and so on. In HEAD project report (2013)
and its annexes (Maslo, 2013a, 2013b), the ETD programme was presented as an example of best practice on
flexible delivery of higher education to adults. It integrates concepts of LLL especially with regard to the
learner's biographical status; it has introduced a new flexible type of study programme and learning provisions
with respect to the national/international context and has acted as a model for other institutions/programmes.
The ETD programme was analysed taking into consideration the above mentioned indicators of best practice
(Maslo, 2013a: 328-334):
Potential for opening higher education to adults policy / aim The programme attracts adult learners with diverse educational, cultural, and prior learning
backgrounds. The master’s programme on ‘Educational Treatment of Diversity’ is a postgraduate
course targeted at students with a bachelor's degree from Latvia, the European Union, and other
countries, as well as teachers and other professionals who work or will work in education or other
areas with people with diverse needs. Having completed an undergraduate academic degree is a
14
prerequisite for admission to this postgraduate course; this implies having the necessary competencies
to intervene in the diverse options presented in this professional arena.
Applicants with a second-level professional higher education degree or a bachelor's degree (180 ECTS
or 120 credit points in the Latvian credit point system) are enrolled in the inter-university master’s
programme. As a result, candidates need to provide evidence that they have previously obtained a
university degree of the second cycle, which can be:
a License degree;
a science degree in engineering, architecture, law, teaching, etc.;
other equivalent degree.
According to the European Framework for Higher Education, candidates need to provide evidence that
they have obtained the required accreditation of a first degree and that they have successfully passed
a minimum of 180 ECTS or 120 Latvian credits.
The requirements regarding prior education are the same at all four participating universities. Students
in this programme are economists, lawyers, school teachers, sociologists, journalists, seaman staff
managers, college teachers, leaders of non-governmental enterprises, special education teachers,
foreign language teachers, translators, designers, project managers, pre-primary school teachers,
parents of children with diverse needs, social workers, or sport coaches.
Learners’ cultural background: Most students in the programme have a multi-cultural background.
They have different nationalities: Latvian, Russian, Spanish, Croatian, Mexican, Estonian, etc. All
students are fluent in one or two other languages (official and minority languages). Only in some cases
do students have a mono-cultural background (Latvian or Spanish), but those students have good
knowledge of the second language.
Educational experiences outside the traditional classroom are recognised.
The programme’s aim is to enhance students´ competences in the field of educational treatment of
diversity. Graduates will have:
profound knowledge and a critical understanding of specialised facts/theory;
highly developed abilities that show their understanding of course contents and an innovation
ability that helps them work out creative solutions to complex and unpredictable problems at
work or at school;
responsibility for selected professional fields of complex activity or project management in
unpredictable work or learning contexts;
responsibility for individual and group activities.
The competences of master’s graduates correspond to the requirements of EQF lifelong learning level
7.
curriculum /
contents
The e-content of the study programme was developed in cooperation with all participating universities.
Following the agreement on the guidelines of the programme, all participating universities offer
students united e-content formed according to the same criteria, organised by a common structure and
using equivalent e-didactic materials. Didactic materials are writing guidelines developed by the
National University of Distance Education (UNED). The guidelines have a common structure, a
unified approach to visualisation and presentation of content with the aim of respecting different types
of learners. Each module includes specialised teaching methods; one module is specialised on new and
traditional technologies related to the diverse needs of learners. The programme is designed to improve
students’ generic, basic, and specific skills at EQF level 7. The programme’s modular system ensures
the advancement of this goal. Academic content is organised in modules. The e-contents and e-learning
module activities are integrated and presented sequentially, in order to promote students’ competences
and to offer a balanced allocation of time.
didactical
principles
Learner autonomy and self-responsibility are respected and supported. The particular needs of adult
learners are taken into account: the learners can choose the time, intensity, etc. for their training.
organisation As the course is designed to be taught in a full-time or part-time format using interactive, self-
organised e-learning models, there aren’t any regular face-to-face lectures that students are required
to attend on a regular basis. To substitute for regular lecturing, didactic material has been prepared
featuring the necessary structure and reinforcements to be used by students in an independent way.
The main focus in tutoring is identifying students’ needs to help them solve their doubts and problems
and to guide them towards obtaining the necessary results. For this reason, tutoring sessions are not
ordinarily held as lectures, but as intercommunicative opportunities where students can directly and
flexibly speak to the professor and receive his/her specific and definite answers to the questions put
forward. The curriculum and the programme structure reflect the proportion of independent work that
student complete using interactive e-learning tools, online information and communication
technologies, and at least two European Union languages.
access /
recognition
of prior
Criteria for admission to the master's programme are:
previous studies (4 points);
certificate of studies in detail (1.5);
15
learning
(RPL) certificate of post grade studies in detail (1.5);
other higher degrees (0.25/each, maximum 1).
experience related to interchange (maximum 2):
diverse needs educational action area (maximum 2 points);
in the area of educational action (maximum 1.5);
other experience unrelated to the field (maximum 1)
no experience at all (0).
European languages mastery (maximum 1 point ):
knowledge of the language of participating universities (0.7);
mastery of main European languages: (English, Spanish, German, taking into account the
specificity of the programme and university lecturers – 0.3).
an interview (3 points) to assess relevant aspects such as: motivation; team working ability,
open-mindedness, social adaptation, intellectual maturity, thirst for knowledge, interest in
the field, commitment to the people involved, and other relevant criteria.
Taking into account the abovementioned criteria, the admission commission evaluates the submitted
documents and arranges for an interview with each applicant. Applicants’ documents and interview
results are ranked by total points gained. Recognition of prior learning has been possible since
September 2012 according Latvian Law.
support Special support services to adult learners such as childcare, complementary training, study and career
counselling, etc. are offered. Information before and during the programme is provided by the
University Student Service, on web pages, etc. Guidance before and during studies: provided and
prepared by UNED (Spain).
relevance to
the labour
market
The programme is workforce oriented. Graduates have competences which are necessary for them to
work in various enterprises and changing workplaces: teamwork skills; self-organisation of work;
readiness to participate, communicate, and work responsibly; analytical and decision-making skills;
the ability to shoulder the workload and achieve success, etc. This joint degree will reveal that students
have been trained as specialised professionals to work in education for people with diverse needs, and
that they have been prepared for doing research in different fields related to the education of people
with diverse needs, for doctoral studies in education, and for joint doctoral studies on the educational
treatment of diversity.
Source: Maslo, 2013a
Impact learning
performance
In order to achieve the programme objectives, meet the challenges, and enhance students' competence,
a variety of learning and teaching strategies are used during the learning process. The programme
particularly focuses on ‘student’s learning’ rather than professor’s teaching. The programme is based
on students’ performance, assessed in terms of competences. By using such competences, the students
are able to create knowledge to generate solutions in diverse projects or situations. Essentially, content
used to promote competences helps students to be appropriately prepared to:
know: what is learned, what is remembered, and why it was learned;
know what to do and how to do it: the ability to choose what must be done and follow through
on it successfully;
know how to be: by assuming his/her own duties and responsibilities.
More specifically, to achieve the above mentioned objectives, the course provides the conditions and
gives participants the instruments to develop the necessary competencies, which will be:
generic: useful in any academic field, they refer to knowledge management in general;
basic: necessary to any qualified activity in the field of pedagogy;
specific: appropriate for particular professional interventions.
documentati
on
The ETD-related publications (conferences papers, abstracts, posters; international reports and
studies; journal articles, self-evaluation reports, book chapters, etc)
Source: Maslo, 2013a
Innovativeness attention to
LLL
According to the first joint report of the international expert commission (Council of Higher Education,
2012), the programme is evaluated as sustainable and assessed as a Best Practice example among
master’s level programmes in Latvia: ‘This programme is an innovative and interesting attempt to
provide an e-learning approach to students who are employed and need innovative methods to allow
them to study further.’ (p. 9)
16
vanguard According to the first joint report of the international expert commission (Council of Higher Education,
2012), this programme ‘is online, innovative and … it would be good to see it offered at other
universities in the country’ (p. 9).
outreach According to the first joint report of the international expert commission (Council of Higher Education,
2012), the programme is evaluated as sustainable and assessed as a Best Practice example among
master’s level programmes in Latvia: ‘This programme is an innovative and interesting attempt to
provide an e-learning approach to students who are employed and need innovative methods to allow
them to study further.’ (p. 9)
Source: Maslo, 2013a
Transferability application According to the first joint report of the international expert commission (Council of Higher
Education, 2012), this programme ‘is online, innovative and … it would be good to see it offered
at other universities in the country’ (p. 9).
regulation Providing e-learning concepts does not require expensive IKT resources; as students can use
Moodle, chats, Skype conferences, Google environment, easy online ethnology, etc. Moreover,
learning provision is described in detail by the project coordinator at the HEI.
transparency of
implementation
process
There are seven editions of the programme, and the implementation process is being analysed in a
number of scientific publications.
Source: Maslo, 2013a
Sustainability funding
conditions
Self-funded students. The funding system is transparent. Study credits are provided. Since 2012, eight
programme slots have to been funded by the national government.
quality
assurance
Quality assurance: each year the methodology recognised by the European Union is used, including:
self-evaluation of higher education institutions and their study programmes; external evaluation by
independent experts based on experts’ visit to the higher education institutions; publication of
evaluation results every four years, and a continuous quality improvement process. The ‘Report on
Standards and Guidelines for Quality Assurance in the European Higher Education Area’ of the
European Association for Quality Assurance in Higher education (ENQA, 2009) insists on the fact that
the most important and accessible learning resource for students is the teacher. This is the reason why
universities have to implement quality assurance measures and have to verify that the personnel
involved in the university has the necessary qualifications and competences: that they have a good
command of the subject they teach and perfectly understand it, that they have the necessary know-how
and experience to efficiently transmit their knowledge to the students in the different study contexts,
and that they receive feedback about their work. The university is a learning organisation, and it must
provide the teachers with the opportunity to complete and enlarge their teaching capacities through
continuing education. It must also foster teachers’ assessment of their teaching (self-assessment at the
level of the individual). Thus a high-level education is tied to high-level teacher education and
qualification.
professional
teaching
The programme provides further education not only to students, but also to lecturers themselves,
fostering a critical review of their own, Latvian and international experience in addressing diversity,
learning from colleagues and students' experiences, especially in the use of ICT and foreign language
fields. The programme director is responsible for providing systematic procedures at the micro level.
The university monitors and evaluates the programme each year according to the official regulations.
The coordinator of the interuniversity master’s programme provides continued professional education
at the UNED. Professors have good opportunities for professional training in international academic
and research networks.
Source: Maslo, 2013a
3.2. Academics and students’ expectations, interests, needs, motives, etc
Summarising the results of the Erasmus Mundus Graduate Impact Survey (2014), the valuable conclusions
were made:
1. Erasmus Mundus Master Course (EMMC) students need the contacts to potential employers (66.82%),
practical experience (53.66%), mentoring (35.23%), integration activities (34.52%), flexibility in content
of the courses (18.54%) and better preparedness for the job market (12.12%). The contacts to potential
17
employers is a point of improvement for future Erasmus Mundus programmes. Only 16.09% of graduates
who found a job established the contact to their employer during their EMMC.
2. 10.31% of the EMMC graduates said that their EM Degree was not recognised by the country in which
they were looking for a job, another 8.25% said that they did not know where to look for vacancies.
Informative support is necessary in order to help the future participants by providing them with
information on where to look for vacancies and by which countries the EM degree is recognized.
3. 18.98% of the participants indicate that another field of study would have them prepared for their job
equally well. It seems that the career guidance and counselling could be helpful for prospective EMMC
students.
4. Students expect much less impact on their soft skills (e.g. intercultural competencies) as graduates see
after their studies, while putting more emphasis on the impact of the EMMC on their careers. Interestingly,
the perceived impact on graduates careers increases over the years after their graduation. Thus, students
seem to be right in their expectation towards the impact on their careers, although graduates do not yet
see this impact immediately after finishing EMMC. The difference in expectations and actual experiences
between students and graduates can help to promote Erasmus Mundus in the world. Students should and
can expect more outcome than they actually do, especially in terms of soft skills.
5. The main reason for the choice of residence for all EMMC graduates are better job opportunities (49.36%)
followed by family issues (36.44%). For one third of the participants (30.22%) the work and living
environment is important. Financial, social and political stability ranks with 23.73% on fourth position.
Most of these reasons for choice of residence stay stable over time. Yet, two reasons grow significantly
in importance after the graduation. These are family issues and the need to live in one`s home country.
6. The scholarship was and is still the most important motive for choosing an EMMC (65.45%), followed
by the possibility to live and study in Europe (51.15%) and the academic level of EM (45.47%). The
availability of the student’s subject ranks on position four (36.35%). While multiple degrees (26.38%)
and the reputation of EM (19.45%) rank on positions five and six.
7. Erasmus Mundus is fairly known. However, in some regions of the world, e.g. the Americas, the visibility
of Erasmus Mundus could be improved.
According to EM-ACE needs analysis (2013), the main student drivers for studying abroad are as follows:
1. Reputation: The awareness and quality of reputation of the host country and institutions are some of the
most determining factors influencing study designation choice. The rise of the three world rankings
(AWRU, QS and THE) shows the importance of prestige to students. Being branded as ‘Bologna
compatible’ seems also important in terms of partnerships if not in terms of consumer choice.
2. Languages: The emergence of global English accounts for the popularity of the US, Canada, UK and
Australia when it comes to choosing where to study a master’s degree. However, this is changing. German
programmes are available in English, German, Spanish and French. The importance of language and
internships is acknowledged.
3. Class and social advantage: Class mobility and social advantages drive students to study abroad. Many
of the students who choose to study abroad have grown up in families that have worked or lived abroad
and are prosperous. They are likely to have gone to independent schools. Class is also a predictor of
mobility.
4. Employability: Many make the point that students who are well travelled go on to get good jobs. The
travel gives them cultural capital beyond just the educational experience. Often having worked abroad is
a marker for being ready for a profession management job. Countries are keen to attract international
students for short term economic gain, as well as supporting declining birth rates and the economy in
developing countries where they are encouraged to stay.
5. Social circles: Social circles are also important for encouraging study abroad. Students often move abroad
within kinship circles, which provide practical support. Spencer and Pahl (2006), for example, have
argued that social connections, including friendship, remain very important even if, as a consequence of
the decline in face-to-face contact, they are less visible than in the past. Students often move to where
they already know people rather than being completely out on a limb.
18
According to the CReBUS project transnational needs analysis (Surikova, Pigozne & Maslo, 2013), the three
most important cognitive skills for developing entrepreneurship competences and starting a business are the
following:
No For students/graduates For entrepreneurs
1st analyzing and planning / generation of
business ideas (mean=3.59, mode=4)
identification and realization opportunities (mean=3.64,
mode=4)
2nd management of resources (human and non-
human) (mean=3.59, mode=4)
analyzing and planning / generation of business ideas
(mean=3.61, mode=4)
3rd setting goals (mean=3.57, mode=4) setting goals (mean=3.57, mode=4)
Source: Surikova, Pīgozne & Maslo, 2013
The three most important practical skills for developing entrepreneurship competences and starting a business
are the following:
No For students/graduates For entrepreneurs
1st problem solving skills (mean=3.77, mode=4) leadership skills (mean=3.57, mode=4)
2nd leadership skills (mean=3.68, mode=4) problem solving skills (mean=3.54, mode=4)
3rd communication skills (mean=3.68, mode=4) communication skills (mean=3.54, mode=4)
Source: Surikova, Pīgozne & Maslo, 2013
The following themes are of students/graduates’ interest: problem solving, business ideas, risks, business
contacts, communication, personal development, managing the different functions within an enterprise, etc.
The students of non-business specialisations/qualifications interested in developing entrepreneurship
competences and starting a business prefer e-mentoring process: 30% of theory and 70% of practice, 2 hours
per week, efficiently and effectively, opportunities of practical experience, learning from successful
entrepreneurs’ experience (mistakes, difficulties, success stories, etc). By total mean the most important
opportunities of practical experience for business start-up both for students/graduates and entrepreneurs are
opportunity to turn ideas into action (total mean=3.71, mode=4), opportunity to learn from and with successful
entrepreneur (total mean=3.62, mode=4) and opportunity to apply the skills which are necessary for personal
development (total mean=3.59, mode=4). By total mean the most important ways of learning both for
students/graduates and entrepreneurs are learning by doing (total mean=3.69, mode=4) and experience-based
learning (total mean=3.59, mode=4).
The main motives: self-development and learning, success and independence, quality of life, implementation
of their own ideas. The three most important motives of business and life activity are the following:
No For students/graduates For entrepreneurs
1st improving quality of life (mean=3.62,
mode=4)
to be independent (mean=3.50, mode=4)
2nd to be independent (mean=3.57, mode=4)
improving quality of life (mean=3.57, mode=4)
3rd to be successful (mean=3.55, mode=4) the chance to implement their own ideas (mean=3.46,
mode=3)
Source: Surikova, Pīgozne & Maslo, 2013
According to the empirical findings of the CReBUS research (Surikova, Pigozne & Maslo, 2013), the
following needs and perspectives in developing the entrepreneurship competences for potential entrepreneurs
were identified:
19
Students/graduates are open for a online mentoring approach in starting a business, but they are also
critical-minded with regard to the efficiency and effectiveness of this; they agree that mentoring is more
efficient face-to-face and this cannot substitute the teamwork. So, one alternative is to combine online
with offline mentoring activities for a more diverse and realistic interaction, according to
students/graduates’ interests and entrepreneurs/mentors availability.
The common knowledge for business start-up, agreed by both students/graduates and entrepreneurs, is
related to how to start a business and run it successfully and how to manage different functions within an
enterprise.
Students/graduates and entrepreneurs agreed that analyzing and planning, generation of business ideas
and setting goals are the most important cognitive skills.
While for entrepreneurs the most important practical skill is leadership, students/graduates are more
interested in problem solving. The communication skills are on the third place for both groups.
Analysing the ETD-related publications (Maslo, 2013b; Self-evaluation reports, 2008-2015), the main motives
and benefits of participants were identified. According to students’ opinion (collecting through individual
interviews and online questionnaires), a programme such as this (i.e. ETD) is necessary:
to obtain a master's degree in pedagogy for people who do not have a bachelor's degree in pedagogy, that
is, to obtain a special teaching qualification with respect to the educational treatment of diversity;
to work on pedagogical solutions concerning people with diverse special needs, as well as to gain a new
perspective on the role of pedagogy in general;
to learn more about pedagogy, which is essential in all areas of life, and an extremely important topic at
all times, including today's difficult situation in Latvia. The fact that a programme such as this has started
in Latvia gives hope that human issues are not yet lost in our mercantile society, and that Latvia will have
a brighter tomorrow;
to manage one’s own time, to learn in a different interactive way to experience other countries currently
facing issues in pedagogy and education;
to study abroad as part of the programme and, of course, to work in one’s chosen profession;
to explore the possibilities of using necessary materials and information, not only because of one’s own
country, but also Europe as a whole, which is important nowadays.
to study full time or part time while combining those studies with work, that is, to be able to study at one’s
own pace and convenience instead of attending lectures every day;
to use IT in the learning process, studying at work, at home, or at other locations, taking advantage of
online study materials, for example;
to experience and learn more about pedagogy in other countries, to improve one’s foreign language
proficiency (Spanish, English, etc.), to participate in exchange programmes, to listen to guest lecturers
from other countries;
to study real-world applications, to improve one’s daily work practice and expand one’s knowledge and
skills;
to study in the new, modern international learning environment – the e-environment, which will make it
possible to study independently while also communicating with others via common forums and chat rooms
(cooperative learning), and to learn from others' experience of diverse pedagogies;
to study via the Internet, combining one’s studies with family or work responsibilities. This is a critically
important aspect for mothers in particular;
to learn the Spanish language and to go on to study in Spain, as it has already been accomplished by two
students;
to adapt one’s own workplace to people with diverse needs;
to promote various projects and actively apply the knowledge, skills, and competence in carrying out one’s
ideas, programmes, and plans in practice;
to undertake doctoral studies, as mentioned above, to do the same in other countries, to gain further
experience and new knowledge, and to deepen the existing ones.
The following future-oriented competences of staff were analysed in the longitudinal study on academic staff’s
future-oriented competences (Surikova et al., 2010; Surikova & Baranova, 2013):
20
Acquisition of professional identity;
Choice and organisation of scientific content;
Language competence;
Tutorial competence;
Development of methodological strategies;
Design and implementation of didactic materials;
Evaluation of teaching-learning processes;
Application of principles oriented to the model of the European higher education space;
Didactic innovations;
Construction of approaches to educational research;
The challenges of the information and knowledge society.
The three most important future-oriented competences for Latvian academic staff were:
Rank In 2006 (n=94) In 2009 (n=36) In 2010 (n=46) 1 Acquisition of professional identity Construction of approaches to
educational research
Development of
methodological strategies
2 Development of methodological
strategies
The challenges of the
information and knowledge
society
Tutorial competence
3 Construction of approaches to edu-
cational research
Development of methodological
strategies
Design and implementation of
didactic materials
Source: Surikova & Baranova, 2013
The continuing education forms that promoted the professional development of the academic staff of Latvia’s
higher education institutions in the common European education space (2006-2010) (according to the opinion
of academic staff) were:
Forms of continuing education In 2006 (n=94) In 2009 (n=36) In 2010 (n=46)
Formal continuing education programme for the
professional development of academic staff
20% (n=19) 25% (n=9) 11% (n=5)
Participating in international projects, conferences,
academic staff mobility programmes, etc.
14% (n=13) 44% (n=16) 35% (n=16)
Learning at workplace, learning by teaching and
collaboration with students and colleagues
4% (n=4) 19% (n=7) 17% (n=8)
No answer 66% (n=62) 31% (n=11) 50% (n=23)
Source: Surikova & Baranova, 2013
The main findings of the survey: in 2006 most of the respondents pointed at the opportunities of formal
continuing education programmes for academic staff of higher education institutions, but in 2009-2010 most
of the respondents pointed at the opportunities of participating in the international projects, conferences,
academic staff mobility programmes, etc. The increasing rate of learning at workplace, learning by teaching
and collaboration with students and colleagues was significant. Serious considerations are caused by the fact
that a great deal of respondents have not answered about the form of their continuing education.
There is a significant difference between academics’ rankings of the priority of future-oriented competences
depending on continuing education opportunities for professional training in 2009. We found one very
significant (p=0.008) and two significant results (p=0.051; p=0.042) showing that the academic staff of the
ETD programme rate the need for design and implementation of didactic materials, evaluation of teaching-
learning processes and didactic innovations lower than the academics from other programmes. Probably
because the academic staff of the ETD programme have more opportunities to develop their future-oriented
competences. On the other hand, the academics of the ETD programme rate the importance of the challenges
of the information and knowledge society higher than the academics from other programmes. Probably because
the academics of the ETD programme have more needs of support to meet the challenges of the information
and knowledge society. There is no significant difference between academics’ rankings of the priority of
21
future-oriented competences depending on continuing education opportunities for professional training in
2010. Significance of the differences between academics’ rankings of the priority of future-oriented competences
depending on continuing education opportunities for professional training (Kruskal-Wallis Test Statistics) The list of competences
Asymp. Sig. (2-tailed)
in 2009 in 2010
Acquisition of professional identity 0.949 0.072
Choice and organisation of scientific content 0.511 0.459
Language competence 0.123 0.371
Tutorial competence 0.513 0.951
Development of methodological strategies 0.506 0.897
Design and implementation of didactic materials 0.050* 0.237
Evaluation of teaching-learning processes 0.042* 0.673
Application of principles oriented to the model of the European higher education space 0.517 0.086
Didactic innovations 0.008** 0.357
Construction of approaches to educational research 0.697 0.346
The challenges of the information and knowledge society 0.918 0.342
Source: Surikova & Baranova, 2013 Differences are not significant if Asymp.Sig. > 0,05
* Differences are significant if Asymp.Sig. ≤ 0,05
**Differences are very significant if Asymp.Sig. ≤ 0,01
***Differences are the most significant if Asymp.Sig. ≤ 0,001
The ETD programme is proposed as an example of effective informal workplace learning for the academic
staff professional development. Opportunities of learning at workplace, learning by teaching and collaboration
with students and colleagues have been analyzed as a case study during the implementation of the ETD
programme (2008-2010). The main focus of the programme as an informal education for the professional
development of university staff at workplace is to help experienced academic staff to understand and
implement the shift of paradigms in higher education, to join European common education space and
implement the Bologna process in the classroom (Gento, 2007). Work experience and continuing education of
the academic staff are combined in this programme (learning at workplace). The programme aims to initiate
and extend the use of telecommunication by computer and audiovisual technology, by using e-platform
technologies, in order to facilitate mutual intercommunication between students and academic staff and among
students themselves; and to facilitate the students’ and academic staff mobility into different countries, which
helps in understanding the paradigms of higher education in the context of the European common education
space. In accordance with new tendencies in higher education and following the European Community
regulations, the ETD programme particularly focuses on “academic staff and students’ learning” more than on
professors’ teaching (Gento, 2007). The ETD programme could be defined as an example of effective informal
workplace learning for the professional development of academic staff because it provides:
modern information and communication technologies-mediated and enriched learning environment
where students and academic staff interact with each other, learn through intercultural dialogue based
upon collaborative opportunities, authentic experiences, interpretation, and reflection of them;
communication from the transformative perspective based on an intergenerational learning approach,
therefore both students and teachers are transformed as learners;
academic staff research networking and mobility into different countries, which helps in understanding
the paradigms of higher education in the multicultural and transcultural context of the common
European education space.
3.3. Financial needs of the Consortium
Based on the Consortium previous positive experience and other Consortiums’ good practices on developing
and implementing appropriate EMJMD financial strategy (Blakemore & Burquel, 2012: 60-63), the
Consortium agreed upon the following main financial aspects related to the implementation of the EMJMD
and the management of the EMJMD scholarships:
22
Distribution of the management lump sum
1. The Consortium agrees that EU lump sum for management for the preparatory year (20 000 EUR) will be
used for creation and maintenance of the website of the Consortium (in English, Spanish and Portuguese),
marketing/promotion/dissemination, staff salaries (administrator, study methodologist), preparatory visits
(1 visit to each country, 1 participant from each of the countries), selection of the first intake of students
etc.
2. The Consortium agrees for the following distribution of the management lump sum (50 000 per intake)
among the partners:
2.1. 5000 € per partner for local management and local promotion (translation of material into own
language, etc) = 15.000 € (paid by the UL to partners at the beginning of each intake).
2.2. Centralized costs managed by the coordinator (to UL) in collaboration with the Board: 35.000 €,
distributed as follows:
2.2.1. The mandatory involvement of high-level scholars/guest lecturers: 10 weeks (2000 € per week)
= 20.000. The Consortium will engage minimum 5 different scholars/guest lecturers per student
intake for 10 weeks (4 to 7 consecutive calendar days) in total per intake. Days of scholar work
may include travelling time. 8 consecutive days are not considered as 2 weeks. The Consortium
agrees that each scholar will be paid 2000 euro (bruto) per week from the management lump
sum contribution. This amount includes ravel/installation costs and working fees.
2.2.2. Participation of the beneficiaries in events organised by the Agency (EMJMD coordinators'
meeting, EMJMD cluster meetings, etc.). 7.000 €. It includes trip, installation, daily allowances
etc. It is paid directly by the coordinator to the participants.
2.2.3. Course promotion material creation (in English) and dissemination: 4000 €;
2.2.4. Management of the website of the course: 2000 €;
2.2.5. Overall management of the Program: 2000 €;
3. The Board can decide the modification of the share of each partner or the amounts allocated to each
activity.
Course participation costs
1. The participation costs will be charged in accordance with EU guidelines for the course and in accordance
with Latvian legislation and will be €16,000 for Students from Third countries (for 24 months' tuition/four
semesters/120 ECTS) and €8,000 for EU nationals/residents Students (for 24 months' tuition/four
semesters/120 ECTS). Exact fees are subject to change.
2. Participation costs include the tuition fees, full insurance coverage and any other mandatory costs related
to student participation in the course (e.g., administrative costs related to the issuing of the diploma and
diploma supplement).
Scholarships
1. The EMJMD student Scholarships will include student participation costs, a contribution to student travel
and installation cost and a subsistence allowance for the entire duration of the EMJMD study programme.
2. The actual amount of the individual Scholarships will vary in accordance with the student country/region
of residence.
3. Student from a Partner country are students who are not residents nor have carried out their main activity
(studies, training or work) for more than a total of 12 months over the last five years in a Programme
Country. The five-year reference period for this 12-month rule is calculated backwards as from the
submission deadline defined by the consortia of applying for a EMJMD student scholarship.
Documents
The Consortium agrees that all financial aspects related to the implementation of the EMJMD will be clearly
defined in the Consortium Agreement and Student Agreement.
23
4. The main conclusions of needs analysis
On the perspective of individualization
DEMAND 1: There is a need to support a positive response to diversity and inclusion. It is also vital to equip
young people and youth workers with the necessary competences to successfully manage and support diversity.
This will contribute to positive interaction with different inclusion groups, regardless of their ethnicity,
(dis)ability, religion, sexuality, skin colour, socio-economic background, appearance, educational level,
language spoken and so on. It is necessary to shift the discourse: embracing diversity as an opportunity and
advancing a culture of inclusion. Diversity as leadership competence is needed.
SUPPLY 1: The ETD programme implements the innovative pedagogical model of pedagogical leadership of
inclusive educational treatment of diversity ‒ the collaborative multidimensional socio-cultural learning
ecological system at the master level of the academic education with a special emphasis on organization,
planning and other factors determining quality of education and of its institutional studies. The structural
components of this new concept of e-learning are: 1) a systemic-constructivist competence of students; 2) life-
and workforce e-studies contexts that are complex, unpredictable and require new strategic approaches; 3)
pedagogical leadership of e-learning in tandems of teachers, and 4) formative internal, external and self-
assessment. Objective and subjective conditions for successful implementation are: the integration of students’
informal knowledge of ITC; implementing pedagogical leadership in tandems for developing students'
intrapreneurship; formative internal, external and self-assessment of competences; and self-enhancement;
personal involvement of teachers and students; supportive social climate; and eagerness and grit for
transforming challenges into new learning opportunities. E-learning as a socio-cultural ecological system
fosters students' and faculty staff's participation, producing new knowledge and pedagogical solutions that
create synergy between science, education, and policy of inclusive educational treatment of diversity. The ETD
programme’s students have been trained as specialised professionals to work in education for people with
diverse special needs. The ETD students/graduates are diversity and inclusion practitioners in different
professional fields: they are economists, lawyers, school teachers, sociologists, journalists, seaman staff
managers, college teachers, leaders of non-governmental enterprises, special education teachers, foreign
language teachers, translators, designers, project managers, preschool teachers, parents of children with diverse
special needs, social workers, sport coaches, etc.
DEMAND 2: There is a need to provide adults with high level possibilities to acquire knowledge and
qualification, to update and to enhance their skills throughout their lives. Opening higher education to adult
learners or so-called ‘non-traditional’ students is seen as crucial in this context. There is a need to provide
lifelong learning mode in higher education:
Open access;
Assessment of prior learning;
For young and adults;
Wide range of programmes;
Full-time and part-time;
Also off campus and distance learning;
Module based curriculum and credit system;
Problem solving and competence based;
Degree and non-degree studies;
Includes continuing higher education;
Diversified higher education system.
SUPPLY 2: The ETD programme is recognised as an example of best practice on flexible delivery of higher
education to adults in terms of openness, impacting good learner performance, innovativeness, transferability
and sustainability. It integrates concepts of lifelong learning especially with regard to the learner's biographical
status; it has introduced a new flexible type of study programme and learning provisions with respect to the
national/international context and has acted as a model for other institutions/programmes. This programme is
24
an innovative and interesting attempt to provide an e-learning approach to students who are employed and
need innovative methods to allow them to study further. The ETD programme is competitive (see Annex).
On the perspective of inter-sectoral cooperation
DEMAND 3: Learning to learn and entrepreneurship competences are considered to be the most important
competences when referring to job-related areas. The most important employability skills and personal values
that employers demand of job-seekers are as follows:
Top skills Top personal values
Communications skills (listening, verbal,
written);
Analytical/research skills;
Computer/technical literacy;
Flexibility/adaptability/managing multiple
priorities;
Interpersonal abilities;
Leadership/management skills;
Multicultural sensitivity/awareness;
Planning/organizing;
Problem-solving/reasoning/creativity;
Teamwork.
Honesty/integrity/morality;
Adaptability/flexibility;
Dedication/hard-working/work ethic/tenacity;
Dependability/reliability/responsibility;
Loyalty;
Positive attitude/motivation/energy/passion;
Professionalism;
Self-confidence;
Self-motivated/ability to work with little or no
supervision;
Willingness to learn.
SUPPLY 3: The ETD programme was developed and implemented at the request of employers. It is workforce
oriented. Graduates have competences which are necessary for them to work in various institutions, enterprises
and changing workplaces: teamwork skills; self-organisation of work; readiness to participate, communicate,
and work responsibly; analytical and decision-making skills; the ability to shoulder the workload and achieve
success in professional and private life, etc.
DEMAND 4: There is a need to include responsible research and innovation (RRI) in teaching curricula at all
levels, courses on ethics and science communication for all university students and developing RRI courses
and qualifications for teachers and research managers.
SUPPLY 4: The ETD programme integrates research and academic studies. Research-based academic studies
promote developing research-related capabilities of the ETD students. Through research-based academic
studies the ETD programme’s students have been prepared for doing research in different fields related to the
education of people with diverse needs, for doctoral studies in education, and for joint doctoral studies on the
educational treatment of diversity. ETD graduates have an innovation ability that helps them work out creative
solutions to complex and unpredictable problems at all levels of their professional and private life.
DEMAND 5: There is a need to consider the profile of non-business students who are disposed to develop
their entrepreneurship competences and possibly to start a business. The most important cognitive skills for
them are: analysing and planning / generation of business ideas, management of resources (human and non-
human), and setting goals. The most important practical skills for them are: problem solving skills, leadership
skills, and communication skills. They prefer to learn efficiently and effectively from successful entrepreneurs’
experience (mistakes, difficulties, success stories, etc.) and through their own practical experience. The most
important opportunities of practical experience are: opportunity to turn ideas into action, opportunity to learn
from and with successful entrepreneur and opportunity to apply the skills which are necessary for personal
development. The most important ways of learning are learning by doing and experience-based learning. The
main motives are: self-development and learning, success and independence, quality of life, implementation
of their own ideas.
SUPPLY 5: The ETD programme has a good potential to be attractive to non-business students who are
disposed to develop their entrepreneurship competences and possibly to start a business. The programme
attracts adult learners with diverse educational, cultural, and prior learning backgrounds. According to ETD
students, such kind of programme is necessary to learn from others' experience of diverse pedagogies and to
25
promote various projects and actively apply the knowledge, skills, and competence in carrying out one’s ideas,
programmes, and plans in practice. The ETD programme addresses the promotion of practical entrepreneurial
experiences by focussing on intrapreneurship, entrepreneurship and pedagogical leadership competence of
students and staff.
On the perspective of internationalisation
DEMAND 6: There is a need to consider the profile of Erasmus Mundus Master Course (EMMC) students.
They need the contacts to potential employers, practical experience, mentoring, integration activities,
flexibility in content of the courses and better preparedness for the job market. Students expect much less
impact on their soft skills (e.g. intercultural competencies) as graduates see after their studies, while putting
more emphasis on the impact of the EMMC on their careers. The main reason for the choice of residence for
all EMMC graduates are better job opportunities followed by family issues. For one third of the participants
the work and living environment is important. The scholarship was and is still the most important motive for
choosing an EMMC, followed by the possibility to live and study in Europe and the academic level of EM.
The main student drivers for studying abroad are: the awareness and quality of reputation of the host country
and institutions; instruction languages; class mobility and social advantage; employability; and social circles.
SUPPLY 6: The ETD programme has a good potential to be attractive to Erasmus Mundus students in terms
of the contacts to potential employers, practical experience, mentoring, integration activities, flexibility in
content of the courses and preparedness for the job market. The programme is designed to improve students’
generic, basic, and specific skills at EQF level 7. The programme’s modular system ensures the advancement
of this goal. Academic content is organised in modules. Adult learners’ autonomy and self-responsibility are
respected and supported. The programme is designed to help address a need to combine students’ studies with
family and/or work responsibilities. The particular needs of adult learners are taken into account: the learners
can choose the appropriate study time, intensity, style, etc. In order to facilitate students’ academic and
professional success and individual growth, in addition to the programme are implemented various forms of
individual counselling. Special support services to adult learners such as childcare, complementary training,
etc. are offered. Quality assurance is a shared and integrated responsibility of the Consortium. The quality-
oriented implementation of the ETD programme is provided by each participating institution.
DEMAND 7: There is a need to enhance academic staff professional development. The following future-
oriented competences are needed:
Acquisition of professional identity;
Choice and organisation of scientific content;
Language competence;
Tutorial competence;
Development of methodological strategies;
Design and implementation of didactic materials;
Evaluation of teaching-learning processes;
Application of principles oriented to the model of the European higher education space;
Didactic innovations;
Construction of approaches to educational research;
The challenges of the information and knowledge society.
SUPPLY 7: The ETD programme could be recognised as an example of effective informal workplace learning
for the professional development of academic staff because it provides:
modern information and communication technologies-mediated and enriched learning environment
where students and academic staff interact with each other, learn through intercultural dialogue based
upon collaborative opportunities, authentic experiences, interpretation, and reflection of them;
communication from the transformative perspective based on an intergenerational learning approach,
therefore both students and teachers are transformed as learners;
26
academic staff research networking and mobility into different countries, which helps in understanding
the paradigms of higher education in the multicultural and transcultural context of the common
European education space.
5. References
1. Blakemore, Michael; Burquel, Nadine (2012). EMQA – Erasmus Mundus Quality Assessment 2012.
Handbook of Excellence – Master Programmes. Retrieved from
http://eacea.ec.europa.eu/erasmus_mundus/tools/documents/repository/handbook_of_excellence_2012_
master_en.pdf
2. Careers and Employability Service of the University of Kent (n.d.). What are the top ten skills that
employers want? Retrieved from http://www.kent.ac.uk/careers/sk/top-ten-skills.htm
3. Council of Higher Education (2012). The first joint report of the international expert commission. ESF
project ‘Evaluation of Higher education Study Programmes and Proposals for Quality Improvement’,
agreement No 2011/0012/1DP/1.1.2.2.1/11/IPIA/VIAA/01.
4. EQF (2012). Descriptors defining levels in the European Qualifications Framework. Retrieved from
https://ec.europa.eu/ploteus/content/descriptors-page
5. EM-ACE (2013). EM-ACE needs analysis: Improving the marketing and promotion of the Erasmus
Mundus programme and increasing recruitment of EU students. Retrieved from http://www.em-
ace.eu/en/upload/public-docs/EM-ACE_Needs%20analysis_final.pdf
6. ENQA, European Association for Quality Assurance in Higher education (2009). Report on Standards
and Guidelines for Quality Assurance in the European Higher Education Area. Retrieved from
http://www.enqa.eu/wp-content/uploads/2013/06/ESG_3edition-2.pdf
7. Erasmus Mundus (2014). Graduate Impact Survey. Retrieved from http://www.em-
a.eu/fileadmin/content/GIS/Graduate_Impact_Survey_2014.pdf
8. European Communities (2009). New skills for new jobs: Anticipating and matching labour market and
skills needs. Retrieved from http://www.dges.mctes.pt/NR/rdonlyres/955D4EFD-5E99-409F-868B-
1A78993C6033/3671/new_skills.pdf
9. European Commission, Directorate General for Education and Culture (2014). Erasmus+ Inclusion and
Diversity Strategy in the field of Youth. Retrieved from https://www.salto-youth.net/downloads/4-17-
3103/InclusionAndDiversityStrategy.pdf
10. European Diversity Research & Consulting (2015). Diversity & Inclusion The Propelling Potential
Principle: Activating Resources – Facilitating Change. Retrieved from http://www.european-
diversity.com/downloads/Diversity-HandOut-EN.pdf
11. Fernate, Andra; Surikova, Svetlana; Kalnina, Daiga; Sanchez Romero, Cristina. (2009). Research-Based
Academic Studies: Promotion of the Quality of Learning Outcomes in Higher Education? Paper for the
European Conference on Educational Research 2009 “Theory and Evidence in European Educational
Research”, University of Vienna, September 28-30, 2009 The paper was added to the Education-line
collection on 29 January 2010. British Education Index data base. ID 187885 Retrieved from
http://www.leeds.ac.uk/educol/documents/187885.pdf
12. Fernate, Andra; Surikova, Svetlana; Kalnina, Daiga; Sanchez Romero, Cristina (2010a). Promotion of the
Quality of Learning Outcomes in Research-Based Academic Studies by Widening of Opportunities. IN:
How to Progress on Educational Quality Assurance. Gento Palacios, S. (Ed.), Madrid: UNED, 21 p. CD
format. ISBN 978-84-614-2567-9
13. Fernate, Andra; Irina, Maslo; Oganisjana, Karine; Eiholca, Anita (2010b). Socio-cultural competency as a
concept of integrative core competences in the context of life wide learning. IN: SongHee, Han (Ed.),
Managing and developing Core Competences in a Learning Society, pp. 43-79. Seul National University,
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6. ANNEX: Comparative table on competitiveness between ETD and EM SIE
Aspects of
comparative
analysis
EM SIE - Erasmus
Mundus Masters in
Special and Inclusive
Education
ETD - Educational Treatment of
Diversity
Competitiveness
Approach Public relations-lead
approach to inclusion
of special needs
Systemic social-culture shift approach
to inclusive educational treatment of
diversity
According to the needs
analysis
Consortium Roehampton University
as a coordinator (UK),
University of Oslo
(Norway), and Charles
University (Czech
Republic) with
worldwide excellence
reputation
According to QS World University
Rankings, the University of Latvia has 4
stars from max. 5. In Latvia it is a
leading research-oriented university.
The National Distance Education
University (UNED) is the leader in the
implementation of cutting edge
technologies applied to learning, with
the largest offer of virtual courses in
Spain. Currently UNED has 61 study
centres in Spain and 14 abroad.
Polytechnic Institute of Portalegre is a
long-time collaboration partner of
UNED and University of Latvia with
strong competence-oriented expertise in
the area of the socio-cultural animation
and rural impact in Portugal.
Has promising perspectives to
be successful and effective.
Level EQF Framework Level
7
EQF Framework Level 7 Similar
Degree Master in social and Master of education science in According to the need
29
inclusive education pedagogy analysis
Duration 16 months 2 (full-time) or 2.5 years (part-time) In accordance with the
Bologna process
requirements
Modality full time, learning in
different places
There is full-time and part-time,
interactive e-learning at own paces/path
and places at the UL. At the UNED the
is full-time with implementation of
cutting edge technologies applied to
learning with intensive face-to-face
session each semester.
Shows innovative elements,
e.g. pedagogical technology
of using of ICT for flexible
learning According the need
analyses
Recognition of
prior- learning
Included Included According to the needs
analysis
Participants
engaged
Non-employed, best
educational
practitioners and policy
makers, graduates in
education sciences
Non-employed and employed, included
parents with small children, graduates
in natural sciences, social sciences and
humanities from different workplaces
and with diverse professional
backgrounds, so called ‘non-traditional
learners’.
According to the needs
analysis
Aims Knowledge and skills
development approach
Competence-based approach According to the needs
analysis
Content Subject-oriented Competence-oriented subjects With strongly successful
implementation experience
Learning
outcomes
Knowledge and
understanding,
cognitive skills and
personal abilities
(transferable) and
professional skills.
Generic, general pedagogical (included
transversal) and workplace specified
integrated social-pedagogical,
psychological and special pedagogical
competence in managing and
transforming work and study contexts
that are complex, unpredictable and
require new strategic approaches; taking
responsibility for contributing to
professional knowledge and practice
and/or for reviewing the strategic
performance of teams.
According to the needs
analysis
Learning
facilitation
Tutoring, self-
management
Providing pedagogical leadership of
intergenerational staff tandems and
tutoring on/ through and for flexible
learning opportunities.
Innovative
Multilingualism English, Czech and
Norwegian related to
places of studies
'Plurilingual human' concept
implemented through languages of
instruction used natural approach of
communication in more as two
languages in multicultural studies
environment of international students
from the countries worldwide.
According to the needs
analysis
Assessment
system and
Presentations, essays
for all types of learners
Strong concept of formative evaluation
used diverse authored rubrics for self-
evaluation, double-internal (tutor and
According to the need
analysis
30
quality assurance in all subjects professor) and external evaluation tools
(written and verbal).