workshop presentation on key competence development for students
DESCRIPTION
These slides were used in a workshop on developing, assessing and certifying key (transferable) competences for Masters level programmesTRANSCRIPT
June 14, 2013. 0930 – 1230
Moray House School of Education
A Workshop on Employability & Key Competences in Postgraduate
Programmes
Objec&ve & Learning Outcomes To share experience & ideas of par&cipants • The policy context for Key Competences and Higher Educa&on
• the deep-‐rooted challenges of incorpora&ng key competences into Higher Educa&on
• The PROPOUND project and its ac&vi&es • PROPOUND toolkit: to assist reform
PROPOUND Developing a Key Competences Model for
University Postgraduate Programmes Project Number: 518051-LLP-1-2011-1-ES-ERASMUS-EMCR
PROPOUND Objec&ves Drive the modernisa*on agenda in higher educa&on: • Promote curricular reforms to promote employability of postgraduate students
• Encourage coopera*on between universi*es and employers
• Promote the evalua*on and development, of transversal competences for postgraduate students
Propound Outcomes
• Review of Key Competences in five countries • Case studies of the development, assessment and cer&fica&on of Key Competences
• Pilot projects focused on key competences
• Mainstreaming Report
• Generic Ac&on Plan for Universi&es • Website www.propound.eu
Target Groups • Universi*es: Posi&vely effec&ng the restructura&on and
improvement of a set of selected Postgraduate Programmes of the five European universi&es par&cipa&ng in the project.
• Firms: Benefi&ng par&cipant firms in Postgraduate Programmes enabling employers to iden&fy the competence needs of their employees (specially those capaci&es and abili&es that improve the work performance).
• Postgraduate Students: The project has also a posi&ve effect on Postgraduate students
Policy context: Lisbon Declara&on
… to create a Europe of knowledge [by 2010 the EU should have] … the most compe66ve and dynamic knowledge-‐based economy in the world, capable of sustainable economic growth, with more and be=er jobs, and greater social cohesion.
European Key Competences Communica&on – mother tongue
foreign language(s) Maths, basic science, technology
Digital competence
Learning to learn Social & civic competences
Ini&a&ve & entrepreneurship Cultural awareness & expression
EU Key Competences OECD Key Competences
England, Wales & NI Key Skills
Scotland Core Skills
Communica&on in mother tongue
Use language, symbols, text interac&vely
Communica&on Reading, wri&ng, document use Oral communica&on
Communica&on in foreign language
Conduct ac&ve dialogue with world
Mathema&cal & basic competence in science & technology
Use technology interac&vely
Applica&on of numbers Numeracy
Digital Competence Use knowledge & info interac&vely
ICT Computer use
Learning to learn Life plans & personal projects
Improving own learning & performance
Con&nuous learning
Social & civic competence
Relate well to others, resolve conflict
Sense of ini&a&ve & entrepreneurship
Problem solving Problem solving
Cultural awareness & expression
Adapt tools to own purposes
Employability?
Competence to get the job Competence to get the job done
Ever deeper pool of qualified applicants but competences to get the job done are not
changing No evidence that job design is changing to make
use of available competence (SKOPE 2012)
Employability?
Our problem is not …the supply of skills but … employer demand for skills and how these skills are u6lised in the workplace
(Fiona Hyslop, 2007, Scobsh Parliament)
Project Phases Developing models and tes*ng through Pilots:
Experimenta*on and Valida*on: Developing models of iden&fica&on and evalua&on of transversal competences
Exchange and benchmarking: Exchange of informa&on, materials and best prac&ces from Pilots between the partners of the Project
Strategies and Modeliza*on: realiza&on of studies and compara&ve analysis (PROPOUND Mainstreaming Report + PROPOUND Ac&on Plan) -‐ to guide the curricular reform of Postgraduate Programmes at Universi&es.
Dissemina*on to disseminate the results of the Project and to promote the transference of the tested models to other State and regions of the European Union
• PILOT ESTONIA: Estonian Business School -‐ the pilot involved a compara&ve analysis of communica&on competence of graduates across three postgraduate programmes (MA Interna&onal Business Administra&on, MBA Interna&onal Business Administra&on, MA Business Communica&on)
• PILOT ITALY: Fondazione Politecnico di Milano (FPM) – the pilot involved examining the programs at the ins&tute in terms of competences and learning outcomes from the contents of specific courses using ques&onnaire surveys and gap analysis.
• PILOT SPAIN: FGUGREM University of Granada -‐ The Pilot involved a strategy looking at the self-‐management of competences where postgraduate student play the main role in the assessment of their competences as well as defining plans for personal and professional development. I.E. Masters in “3D Anima&on of Characters”. The inten&on of the pilot is to promote the interac&on and informa&on exchange between the employers and the postgraduate students in the phases of internship in firms.
Pilots (x5)
• PILOT NETHERLANDS : InHolland University – the pilot involved assessing the training of assessor competences based on systems of Valida&on of Prior Learning (VPL) for teachers.
• PILOT SCOTLAND, U.K. : The University of Edinburgh
– The pilot involved mapping the LLL ‘Learning to Learn’ key competence against the learning outcomes and (assessment) performance criteria of a selec&on of different types of Postgraduate Masters Programmes.
– Explored the experience of learners associa&on with Learning to Learn and amempted to iden&fy scope for learner self-‐assessment as a means of securing learner engagement.
Pilots (x5)
Details of the Pilots available in the Pilot Compendia Manual
Learning to Learn
‘the disposition and ability to organise and regulate one’s own learning, both individually and in groups … the ability to manage one’s time effectively, to solve problems, to acquire, process, evaluate and assimilate new knowledge, and to apply new knowledge and skills in a variety of contexts — at home, at work, in education and in training. In more general terms, learning to learn contributes strongly to managing one’s own career path.’
Pilot (University of Edinburgh)
• to map LLL KC 5 (Learning to Learn) against the learning outcomes and (assessment) performance criteria of a selection of different types of Postgraduate Masters Programmes (eg Conversion; Advanced; Research and either PSRB accredited or non-accredited)
• to explore through interviews and focus groups the experience of learners in the selected programmes respect of the development, evidencing and assessment of the essential knowledge, skills and attitudes associated with Learning to Learn
• to attempt to identify scope for learner self-assessment as a means of securing active learner engagement with LLL KC 5
Aims & Objec&ves
Findings
• Little conscious consideration of Learning to Learn & so limited evidence of understanding
• Tended to emphasise time management & specific tools & techniques
• Learning perceived as individual acquisition of knowledge from an “authority”
• Bias towards formal learning & being educated
• Limited focus on problem-solving or on reflection in learning
• Acknowledged importance of developing time management and critical thinking skills
Findings
• Recent Graduates have greater awareness of Learning to Learn but instrumental focus is on:
• Learning to meet programme expectations
• Learning how to get a job
• Very little use of available diagnostic instruments – largely employment focused
• Knowledge is seen as something to be delivered by “an other”
The purpose of PROPOUND is to help the higher educa&on system take a step forward in the ac&ons aimed at including key competences in postgraduate programmes and recognising them formally. Solu&on via:
• Route A Discrete: Developing key competences aside • Route B Embedded: Embedding key competences
Findings
• Both routes to formal recogni&on of key competences can be fostered, taking into account their mutual cri&cali&es, limits and opportuni&es.
• The specific university contexts will play a relevant role in choosing either approach.
• On the whole, one of the key success factors for including key competences in the formal recogni&on process is consensus within the university communi&es of teaching staff and students as well.
The first step is deciding together that key competences are to be formally recognised.
Findings
Support for the idea that the individual takes a central place in establishing, designing and implemen&ng lifelong learning. Calls for co-‐makership of the learner him/herself
The poroolio is a powerful way to give structure and content to this co-‐makership.
In the light of the different goals needed to make a start in lifelong learning, further research is needed into the mo&ves for and the desired design of lifelong learning strategies
VPL as a bridge between the individual/organisa&on and professional educa&on/schooling only becomes relevant when concrete learning ques&ons have been formulated, which then need to be answered
VPL may serve as a bridge between the competence needs of the organisa&on and the individual – Top Down VS Bo3om Up
Implica&ons for Higher Educa&on
• Knowledge Socie&es – Financial Economic Crisis – Need for Innova&on and Flexibility: increasing the importance of key competences in employees.
• Employers are wan&ng graduates with relevant (hence transversal) skills and competences
• Bemer synergy between the worlds of educa&on and work needed to support investment in developing more relevant and bemer skills, (including transversal ones) which can be done by:
– Facilita*ng full integra*on, autonomy and reten*on of new employees. – Redirec*ng investment in training and learning. – Involving employees with shared innova*on and development
– Having a say and par*cipate in post-‐graduate programmes and career services
Implica&ons for Employers
• Job shortages (75 million unemployed young people in Europe)
• A shortage of skills alongside lack of hard on required skills for employment
• Employers, educa&on providers, and youth live in parallel universes
• Challenges crea&ng a successful educa&on-‐to-‐employment system:
– Constraints on the resources of educa&on providers, such as finding qualified faculty and inves&ng in expansion.
– Insufficient opportuni&es to provide youth with hands-‐on learning.
– The hesitancy of employers to invest in training unless it involves specialized skills.
Implica&ons for Policy Makers
Further details available in the Mainstreaming Report and Ac*on Plan Manual