25 novembre 2012

Swissuni - Formation continue universitaire suisse

https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcT84woAWVCJLnWZyOahiM-NTPY-7g0LLCwqMrWdCZaa6l4pWbLSXwQu'est-ce que Swissuni ?
Buts
Swissuni promeut la formation continue universitaire par une coopération concrète entre tous les services de formation continue universitaires et, cela, plus particulièrement par:
  • un échange d'informations et d'expériences
  • un travail collaboratif entre organisations (universitaires ou non) et institutions, sur le plan national comme sur le plan international
  • le soutien du réseau européen de la formation continue universitaire
  • une collaboration avec la Conférence des Recteurs des Universités Suisses (CRUS)
  • la mise sur pied de projets communs concrets
  • la maintenance d'une banque de données commune qui englobe l'offre de formation continue de tous les membres

Membres
Swissuni réunit les responsables de service des formations continues de toutes les universités suisse (Bâle, Berne, Fribourg, Genève, Lausanne, Lucerne, Neuchâtel, St Gall, Zurich, EPFL, EPFZ et également les universités de la Suisse italienne ainsi que les études à distance, comme le centre d'études de Sierre). Les responsables de ces services de formation continue, de même qu'un représentant de la Conférence des Recteurs des Universités Suisses (CRUS, invité permanent) collaborent sur la question de la formation continue et coordonnent leurs activités. Tous les membres se rencontrent trois à quatre fois par année sous la direction d'un-e président-e et d'un-e vice-président-e. Madame Geneviève Auroi-Jaggi (du service de la formation continue de l'Université de Genève) a présidé de 2002 à 2005, Monsieur Klaus Burri (du service de la formation continue de l'Université de Zurich) de 2005 à 2008 et Monsieur Hansruedi Frey (du centre de formation continue de l'EPFZ) de 2008 à 2011. Dès 2011, la présidence est confiée à Madame Suzanne de Jonckheere (du service de la formation continue de l'Université de Genève).
Activités
Le programme annuel détermine l'orientation des activités ainsi que les projets de recherche de Swissuni, qui est, entre autres, mandatée par la CUS pour mener des études comparatives. Swissuni organise également des journées et des conférences, avec la participation d'experts, sur des thèmes relatifs à la formation tout au long de la vie. Divers travaux et publications sont réalisés dans les domaines de l'harmonisation des intitulés de formations, de l'assurance qualité, de la reconnaissance des acquis, du système de crédits ECTS, de la place de la formation continue dans le processus de Bologne ainsi qu'au niveau de la statistique de la formation continue en Suisse.
EPF Lausanne
formation continue: www.formation-continue-unil-epfl.ch
ETH Zurich
Zentrum für Weiterbildung: www.zfw.ethz.ch
Université de Bâle
Advanced Study Centre: www.uniweiterbildung.ch
Université de Berne
Zentrum für universitäre Weiterbildung: www.zuw.unibe.ch
Université de Fribourg
Weiterbildungszentrum: www.unifr.ch/formcont
Université de Genève
formation continue: www.unige.ch/formcont
Université de Lausanne
formation continue: www.formation-continue-unil-epfl.ch
Université de Lucerne
Weiterbildungsangebot: www.unilu.ch/weiterbildung
Université de Neuchâtel
formation continue universitaire: www.unine.ch/foco
Université de St-Gall
Executive School: www.es.unisg.ch
Università della Svizzera italiana
executive maters: www.usi.ch
Université de Zurich
Weiterbildungsangebot: www.weiterbildung.uzh.ch
Université à distance Suisse
formation continue: www.fernuni.ch.
AUCEN
Universitäre Weiterbildung und universitäre Personalentwicklung in Österreich: http://www.aucen.ac.at/
CRUS
Conférence des recteurs des Universités suisses/Rektorenkonferenz der Schweizer Universitäten/Conferenza dei Rettori della Universitâ Svizzere: http://www.crus.ch
DGWF
Deutsche Gesellschaft für wissenschaftliche Weiterbildung und Fernstudium: http://www.dgwf.net/
EUCEN
the European Association for University Lifelong Learning: http://www.eucen.eu.

Τι Swissuni;
Στόχοι
Swissuni προωθεί την ακαδημαϊκή εκπαίδευση μέσω της πρακτικής συνεργασίας μεταξύ όλων των υπηρεσιών και την ακαδημαϊκή εκπαίδευση, αυτό ιδίως:
  • ανταλλαγή πληροφοριών και εμπειριών
  • συλλογική εργασία μεταξύ των οργανισμών (ακαδημαϊκά ή μη) και των θεσμικών οργάνων, τόσο σε εθνικό όσο και διεθνές
  • η υποστήριξη του ευρωπαϊκού δικτύου του πανεπιστημίου της συνεχούς εκπαίδευσης
  • συνεργασία με τη Διάσκεψη των Πρυτάνεων των Πανεπιστημίων της Ελβετίας (CRUS)
  • η ανάπτυξη των συγκεκριμένων κοινών σχεδίων
  • διατήρηση μιας κοινής βάσης δεδομένων που θα περιλαμβάνει την παροχή κατάρτισης για όλα τα μέλη. Περισσότερα...

Posté par pcassuto à 01:54 - - Permalien [#]
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EPICS for Virtual Exchange

http://www.eadtu.eu/images/stories/logos/EPICS-VE_Logo.jpgEPICS: European Portal for International Courses and Services
Currently only 1% of the European student population is participating in international academic mobility and the only way in which the ambitions of the Bologna process and the Lifelong Learning Programme can be realised is through a supplement scheme to the physical mobility models. This supplement is Virtual Erasmus. Several projects on virtual mobility have shown its benefit as a supplement to physical mobility. In the European project EPICS these initiatives on virtual mobility have been gathered together to build mainstream, institutional scheme of virtual mobility, Virtual Erasmus.
The benefits of Virtual Mobility

Virtual Mobility will not only contribute to the original vision of the Erasmus programme on a truly European scale, it will also deliver a new flexibility and breadth to the ambition. Next it can offer more varied modes of study which can be shorter, time specific and place independent, more personalised and more specialised opportunities for the student. It can provide different dimensions of mobility, including the creation of virtual learning communities, virtual projects, the involvement of many universities simultaneously in a project or course and the facilitation of international collaborative learning and teaching.
European Portal for International Courses and Services

Like the physical Erasmus we can expect the dynamic in VM to come from university staff. In a dedicated WP on expanding VM, we will combine existing networks of VM and stimulate faculties to organise pilots of exchange in VM within bi-lateral or multi-lateral networks. To institutionalise mainstream provision of VM we will develop the supporting infrastructure of a European Portal for International Courses and Services (EPICS). All existing offerings from the VM projects and new international offered courses will be included in EPICS.

Posté par pcassuto à 01:47 - - Permalien [#]

MORIL - Multilingual Open Resources for Independent Learning

http://moril.eadtu.eu/images/stories/moril.gifWelcome to MORIL. MORIL is a leading-edge Open Educational Resources (OERs) initiative by the Open and Distance Teaching Universities within the EADTU membership. The MORIL initiative is a multi-country initiative, and is to make educational content more broadly accessible (by means of OERs) to a vast array of both (lifelong) learners and institutional users.
Open courses

A multitude of OER member courses (varying in size) is involved in the initiative, directly aligning with EADTU members' institutional strategy and development. All OER offers are special in nature and differ from the offers of conventional universities in the sense that they consist of pedagogically-rich learning materials, specifically designed and developed for distance learning and intended for independent self-study.
EADTU is preparing for the launch of a first wave of Open Educational Resources (OER), to be disseminated freely and online, throughout Europe in a multilingual format. Preparations for the establishment of a consortium of Open Universities dedicated to Lifelong Open and Flexible (LOF) learning will be finalised. The consortium will focus on two offers online: a non-matriculated study offer for individuals i.e., open tasters, free courses, and a matriculated study offer meant for students i.e., the same courses but now including formal tutoring, assessment and examination.

Posté par pcassuto à 01:41 - - Permalien [#]

Guide for institutions looking to implement sustainable strategies and business models for lifelong learning

LIFELONG LEARNING IMPLEMENTATION GUIDE FOR UNIVERSITIES - a guide for institutions looking to implement sustainable strategies and business models for lifelong learning
INTRODUCTION TO THIS ONLINE GUIDE

The following is an online guide intended for universities looking to enter the lifelong learning field.
The background and basis for this document has been the USBM project- University Strategies and Business Models for Lifelong Learning carried out by the European Association of Distance teaching Universities.
The project has had a remit of compiling an inventory of current and intended strategies and new business models for Lifelong Learning on the European level, in a collaborative setting of conventional universities and distance teaching universities. Breakthrough practices in education and training have been presented from each of the consortium partners in an effort to compile, identify and develop institutional strategies for organising lifelong learning.
This online guide presents many of these findings and aims to provide useful information that can be used by institutions to implement sustainable lifelong learning strategies and business models.
See also by Martin Watkinson and Luis Tinoca: Showcases of University Strategies and Business Models for Lifelong Learning.

Posté par pcassuto à 01:17 - - Permalien [#]
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Organising Lifelong Learning

Report Organising LLLBy Jørgen Bang. Organising Lifelong Learning: A Report on University Strategies and Business Models for Lifelong Learning in Higher Education
1. LIFELONG LEARNING IN UNIVERSITIES
The focus in this report on “Organising Lifelong Learning” is on issues to consider when universities want to develop strategies and business models for lifelong learning. To place these considerations in a proper framework I will use this first chapter to give a short overview of the European policy framework for lifelong learning and the current situation for lifelong learning in European universities and higher education institutions. In the end of the chapter I will present how lifelong learning is conceptualised in the USBM project and in this report.
1.1 European policy framework for lifelong learning

In 1996 lifelong learning was firmly put on the European agenda when the year was announced as the European Year of Lifelong Learning. The year after a World Conference on Lifelong Learning was organised and in 1998 the Council of Europe launched the project: “Lifelong Learning for Equity and Social Cohesion: a New Challenge to Higher Education” (EECS-HE 98/5 rev.2. Strasbourg 1998).
In general, the EU lifelong learning strategy is concerned with the whole range of learning “from
the cradle to the grave” and covers all forms of education (formal, informal or non-formal). It thus encompasses all areas of learning including workplace learning, as well as the skills, knowledge, attitudes and behaviours that people acquire in day-to-day experiences. Furthermore, it is concerned both with personal fulfilment and enterprise; employability and adaptability; active citizenship and social inclusion.
This was emphasised in the European Commission, when it defined lifelong learning as “all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competence, within a personal, civic, social and/or employment-related perspective.” (Making a European Area of Lifelong Learning a Reality”, November 2001, p.10). And it was further developed in a hand-out on “Lifelong learning – a socio-economic interpretation” from 2003.
The same socio-economic approach to introducing lifelong learning has dominated the decision by the European Parliament from November 24, 2006, but with an additional focus on interchange, cooperation and mobility between education and training systems within the Community. Furthermore collaboration on quality assurance is added to the agenda.
Although lifelong learning has been on the European agenda for 15 years and was written in to the Lisbon Strategy from 2000 as an integrated element of the ambition to turn Europe into the leading knowledge-based economy in the world, it is now clear, in 2010, that this goal hasn’t been achieved. From the latest report of the Commission “Europe 2020. A European strategy for smart, sustainable and inclusive growth” it becomes clear that the process must continue in the next ten years – that applies also to a lifelong learning strategy.
The higher educational level in Europe is still lacking behind the US and Japan and the need for upgrading unskilled labour with higher qualifications is still urgent.
The above quotations from policy papers, strategies and decisions clearly show how deeply the focus on lifelong learning is interwoven with the socio-economic plans for developing the European labour market. Lifelong learning is viewed as a proper response to the present decline of manual skilled and unskilled jobs and the parallel increase of knowledge based jobs in the service sector. As manual labour is outsourced to the third world the need for upgrading the knowledge level of the European labour force becomes more and more urgent.
In the following paragraph I will look further at how the universities and higher education institutions in Europe have responded to the lifelong learning challenge.
1.2 University responses to lifelong learning

During the last ten years, lifelong learning has become more prominent on the agenda of higher education. Open and flexible learning and continuing education have come from the periphery to the centre for many universities and higher education institutions.
In 2001 the Ministers in charge of higher education emphasised at a meeting in Prague that The members of the European Association of Distance Teaching Universities (EADTU) were among the first universities in Europe to explicitly react to this challenge. They were already involved in open and distance learning as dedicated open universities or as mixed-mode (sometimes also called: dual-mode) universities. In 2003 EADTU added an e-learning dimension to the Bologna Process called eBologna and in 2004 the members renamed themselves as LOF-universities – Lifelong Open and Flexible Universities - at a conference in Heerlen, The Netherlands. The focus was on flexibilisation and personalisation of education for the age group 25+ in order to widen participation in higher education, catching former drop-outs and providing lifelong learning opportunities for all.
In 2007 the Commission called for national reports on strategies for lifelong learning from the member states in order to enforce the implementation process at national levels. This was a follow-up on the recommendations for lifelong learning from the European Parliament (see above). Furthermore, in the same year the European University Association (EUA) responded to the lifelong learning challenge in the document: “Lisbon Declaration. Europe’s Universities beyond 2010”. Here EUA focuses on the need for an overarching qualification framework in order to avoid two parallel qualification systems within higher education in Europe – one for universities and one for other higher education institutions.
In 2008, after a seminar on lifelong learning at the Sorbonne in December 2007, EUA undertook the task to formulate the “European Universities’ Charter on Lifelong Learning” (2008). The charter is a clear policy document, which, on the one hand, encourages the European universities to incorporate lifelong learning into their educational offers in order to comply with the EU Lisbon Strategy, while, on the other hand, the national governments are called upon to support the operation and make it a success. The charter operates with a very broad understand of lifelong learning initiatives in order to incorporate as many traditional universities as possible in the move towards lifelong learning. Undoubtedly, the charter has brought lifelong learning on the agenda for traditional universities.
In the Communiqué of the Bologna Ministerial Meeting in 2009 in Leuven and Louvain-la-Neuve the European ministers responsible for higher education confirmed the essential role of lifelong learning in European higher education for the years to come. In “The Bologna Process 2020 – The European Higher Education Area in the new decade” the ministers agreed upon central issues such as widening participation, partnerships between public authorities, higher education institutions, students, employers and employees and coordination of national qualifications frameworks.
At the same time as EUA plays a major role in encouraging traditional universities to take up lifelong learning as a part of their provision, the association is also monitoring the process via a series of Trend Reports since 1999 and other publications. The focus has especially been on the implementation of the Bologna Process but as the theme of lifelong learning has become increasingly important; also this implementation has been covered.
The latest trend report form March 2010 – “Trends 2010. A Decade of Change in European Higher Education” - clearly indicates that although the EU policy framework for lifelong learning seems to be in place, there is still a long way to go for most traditional universities in Europe. In general, universities are bound to their conventional business models focusing on research and innovation and educational programming in the BA/MA structure, which is a relevant strategy to serve the target group of traditional students between the ages of 18 and 25.
“Trends 2010” analyses the slow development within lifelong learning at university level and points towards the close relation between institutional and national policies and the implementation of lifelong learning. In countries with national policies for lifelong learning universities are more likely for be active in offering lifelong learning courses and programmes. Nevertheless, in most European countries lifelong learning activities are seen as additional activities outside the core business of universities. Lifelong learning is seldom viewed as an overarching term for all educational provision.
Furthermore the “Trends 2010” report specifies some characteristics of institutions that have a strategy for lifelong learning. Larger universities are more likely to have an overarching lifelong learning strategy and an international profile compared to smaller universities that are more likely to view themselves as having a national or regional mission.
General average

In the present USBM study similar conclusions are reached. The project has made a thorough analysis of the national policy frameworks for lifelong learning and of university policy strategies for lifelong learning. Despite the fact that all partners within EADTU offer dedicated programmes for lifelong learning learners, neither all nations nor all universities have a clearly formulated lifelong learning policy.
1.3 Defining lifelong learning at university level

When we look at the concept of lifelong learning as it has evolved over the last decade (documented by the above quotations) differences in focus between the socio-economic approach and the higher education approach become obvious. From a socio-economic point of view lifelong learning serves the function of upgrading the manual unskilled labour for more knowledge intensive jobs for the benefit of themselves as well as for society as a whole. To a large extent this involves education at secondary level – pre-BA level – delivered by other institutions than universities.
From a higher education point of view the obligation to become involved in lifelong learning is basically the same, but it is reformulated as a need for widening access to university education. Some open universities are able to respond directly to these needs by recruiting students directly into their programmes due to their policy of openness – e.g. some dedicated open universities like Open University, UK and Open Universiteit, The Netherlands. Most recently, we can point to the development of Open Educational Resources, which is an initiative aiming in the same direction.
For most universities openness is not an option due to national regulations requiring the same entrance qualification to university education for all students – independently of age, gender and work experience. This is the case for mixed-mode universities, but also for some distance teaching universities such as Fernuniversität, Germany.
At the same time it is interesting to note that the latest report from the Commission “Europe 2020. A European strategy for smart, sustainable and inclusive growth” claims, “lifelong learning benefits mostly the more educated” (p.16). Undoubtedly, this is a major problem for society, but the solution is hardly to cut back on lifelong learning offered by universities. The upgrading of unskilled labour and widening access to higher education should supplement each other. Both processes are needed in order to turn Europe into a knowledge society.
The USBM project analyses experiences and cases of best practice of delivering lifelong learning at university level by open universities and mixed-mode universities. The main target group for these institutions is the age group 25+ attached to the labour market and often with an initial education. Consequently the considerations in this report - “Organising Lifelong Learning” - on implementing university strategies and business models have a similar focus and should be read with this limitation in mind.Download Organising Lifelong Learning: A Report on University Strategies and Business Models for lifelong Learning in Higher Education.
Welcome to USBM, the portal for
Lifelong Learning
Taking the next step in lifelong learning!
This portal is addressing the Lifelong Learning challenge Universities are currently facing.
Lifelong learning is about developing structures for continuing education that fit the realities of professional life and helps complete the knowledge that people acquire during their careers and renew or develop their existing knowledge. It is about all those phrases we use in speeches like “unlocking the knowledge of universities” and “making university education responsive to the needs of business”. Lifelong learning is broadly embraced throughout Europe.
Although lifelong learning is a concept broadly supported and strongly recognised by universities, governments and the EU, it is still in the initial phases of being implemented. Lifelong learning is not widely implemented yet.
Most universities are not sufficiently prepared to deliver lifelong learning. This can easily be explained when looking at their principle task and target groups. In general, universities are bound to their conventional business models focussing on research and innovation and educational programmes in the BA/MA structure. This is the right strategy for the target group of traditional students. To reach a new target group of LLL-students we need to develop new strategies and new business models.
This explains for the most part the hesitation of universities to take the next step in organising lifelong learning. The USBM consortium is bringing together university strategies and business models for lifelong learning that already fulfil the conditions for successful implementation.
Within EADTU, in a collaborative setting of Associations in distance education, conventional universities and distance teaching universities have worked towards institutional strategies and business models for LLL.

Posté par pcassuto à 00:59 - - Permalien [#]


University Consortium to Offer Small Online Courses for Credit

New York TimesBy Hannah Seligson. Starting next fall, 10 prominent universities, including Duke, the University of North Carolina at Chapel Hill and Northwestern, will form a consortium called Semester Online, offering about 30 online courses to both their students — for whom the classes will be covered by their regular tuition — and to students elsewhere who would have to apply and be accepted and pay tuition of more than $4,000 a course.
Semester Online will be operated through the educational platform 2U, formerly known as 2tor, and will simulate many aspects of a classroom: Students will be able to raise their hands virtually, break into smaller discussion groups and arrange and hold online study sessions. More...

Posté par pcassuto à 00:00 - - Permalien [#]

24 novembre 2012

Older people's learning is changing

http://www.niace.org.uk/sites/default/files/imagecache/news/images/book-covers/olderpeopleslearning-newsitem.jpgOlder people's learning is changing: new survey from NIACE
Older people’s learning is showing a big increase in independent and online learning alongside a significant decline in those learning at college or university. This is the headline finding of a major new survey of learning and the over 50s published by NIACE on Monday 19 November.
While the proportion of people aged 50 and over who report that they are engaged in learning has not changed since the last survey in 2005, the numbers learning at college or university have halved, while the numbers learning independently and online have risen.
Other main findings of the report – Older People’s Learning in 2012 - which will be officially launched at a European Conference in Brussels later today, include:
  • A dramatic drop in the proportion of older people learning about ‘computing’, from over 40 per cent in 2005 to just 17 per cent in 2012.
  • A rise in people using computers for learning – 12 per cent of those aged 50 and over are ‘learning online’.
  • Older people are much less likely than younger people to be learning - only one in five over 50s are ‘learners’, compared to two in five of the adult population as a whole. The proportion falls to only 7 per cent of those aged 75 and over.
  • The numbers reporting learning independently have risen dramatically. 16 per cent of people aged 50 and over now report learning, ‘Independently on my own’, and a further 9 per cent ‘Independently with others’. The former figure rises to nearly 30 per cent of learners aged 75 and over (mainly better educated and with internet access), while the latter rises to 14per cent.
  • The proportion studying in further education colleges and universities has halved since 2005 (from 21 per cent to 9 per cent in colleges and from 14 per cent to 8 per cent in universities).
  • More than a quarter of older people say that learning has helped them to pass on skills and knowledge to others. ‘Getting involved in society’ and ‘improving my health’ were also frequently reported (14 per cent and 13 per cent). ‘Getting involved in the digital world’, was a benefit for 10 per cent of respondents, and significant numbers reported that it had helped them to manage caring roles and to cope with life crises.
  • Among the oldest learners (the over 75s) ‘To meet people’, and, ‘Because friends/family/colleagues are also learning’, were cited as the most important reasons for learning.
  • Two-thirds of those who have not learned in the last three years say that it is ‘very unlikely’ that they will do so in the future, and the proportion rises with age. When asked, two-thirds of these ‘non-learners’ said nothing would make learning more attractive.

The report's author, Professor Stephen McNair, Senior Research Fellow at NIACE, said:
“There has been a transformation in older people's learning over the last seven years. This survey shows, for the first time, how complex and important the benefits of learning are for older people. Learning, for them, is not just about pursuing interests. It helps them to stay involved in society, to maintain their health, to manage caring roles and to cope with life crises.”
“However, if older people's learning continues to move out of public institutions and into people's homes and independent groups, we will need to monitor how effective it remains in tackling inequalities in society. Finally, we have seen a major change in older people's access to, and use of, computers. Compared to seven years ago, the over 50s are now much less likely to be learning about computers, and more likely to be using them for learning.”
Download the full report of Older People's Learning 2012
.

Posté par pcassuto à 23:38 - - Permalien [#]

Apprendimento permanente e riconoscimento dell’apprendimento pregresso

http://www.programmallp.it/images/llp/header_logo.pngApprendimento permanente e riconoscimento dell’apprendimento pregresso, Firenze 23 novembre 2012
Campagna di informazione sul Processo di Bologna 2011-2013
Seminario nazionale su
Apprendimento permanente e riconoscimento dell’apprendimento pregresso
in collaborazione con la Rete di Università Italiane per l’Apprendimento Permanente (RUIAP)
23 novembre 2012
Università degli Studi di Firenze
Aula Magna - Piazza S. Marco 4
  • Programma
  • Scaduti i termini di iscrizione 

L'Università di Firenze segnala: Strutture alberghiere in convenzione.
La prossima assemblea della RUIAP si svolgera' presso l' Università degli Studi di Firenze il giorno 22 novembre 2012.
Questo sito, costruito con la collaborazione dell'Agenzia Nazionale LLP/Erasmus costituisce uno degli strumenti adottati dai Promotori di Bologna italiani per la diffusione delle informazioni sul Processo di Bologna nell'ambito del mondo accademico italiano.
Riportiamo in questa prima sezione una breve presentazione del Processo di Bologna e dello Spazio Europeo dell’Istruzione Superiore in generale, che dovrebbe costituire una lettura preliminare per chi intenda accostarsi al tema senza averlo precedentemente approfondito o desideri un documento breve da utilizzare per un'informazione di base all'interno del proprio Ateneo.

Posté par pcassuto à 23:27 - - Permalien [#]
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Internationalising the student experience in Australian tertiary education: Developing criteria and indicators

Internationalising the student experienceBy Sophie Arkoudis, Chi Baik, Simon Marginson and Elizabeth Cassidy. Internationalising the student experience in Australian tertiary education: Developing criteria and indicators, prepared for Australian Education International

Australian higher education is grappling with the issue of enhancing interaction between domestic and international students to enhance the student experience and the teaching/learning opportunities available through such interaction. While universities have attempted to address this issue in a number of ways, survey results appear to indicate that many international students anticipate levels of interaction with Australian domestic students that are not realised and other research suggests that both groups often remain largely segmented inside and outside classrooms. Similar issues, though less well documented, have arisen in VET.
To date, efforts to improve the interaction between international and domestic students have been mostly isolated from teaching and learning and mostly focused on activities outside the classroom. A key premise of this project is that positive aspects of student experience and teaching/learning opportunities that are available in an international education context offer a combined benefit to both domestic and international students.
Introduction

In mid 2011 Australia Education International provided support to the Centre for the Study of Higher Education (CSHE), University of Melbourne to develop criteria and indicators for monitoring and evaluating the internationalisation of the student experience, which could be used internally by universities to monitor and evaluate their activities and to identify priority areas for improvement. The project developed these criteria and indicators through consultation with the tertiary education sector in three National Forums.
Australian higher education is grappling with the issue of enhancing interaction between domestic and international students to enhance the student experience and the teaching/learning opportunities available through such interaction. While universities have attempted to address this issue in a number of ways, survey results appear to indicate that many international students anticipate levels of interaction with Australian domestic students that are not realised and other research suggests that both groups often remain largely segmented inside and outside classrooms. Similar issues, though less well documented, have arisen in VET.
To date, efforts to improve the interaction between international and domestic students have been mostly isolated from teaching and learning and mostly focused on activities outside the classroom. A key premise of this project is that positive aspects of student experience and teaching/learning opportunities that are available in an international education context offer a combined benefit to both domestic and international students.
Nonetheless, this area is complicated by a lack of agreement on the definition of terms such as ‘internationalisation’ and ‘intercultural teaching and learning’. Also, although many would agree that a key objective of enhanced international and domestic student interaction is to develop ‘global citizens’ there is little agreement on the key characteristics and capabilities of such a ‘global citizen’. This then complicates how progress towards such an intangible goal can be measured or tracked over time. Hence, it remains difficult to identify when systems and institutions are moving forward and where examples of high quality performance can be found.
What is currently missing is an agreed set of criteria for measuring the internationalisation of the student experience. This project attempts to achieve this within a narrow focus on enhancing the interaction between domestic and international students. The indicator framework developed includes numerical indicators where these are meaningful and can be agreed and made operational. Other aspects of internationalisation were found to be less easy to quantify and can only be evaluated through the process of expert judgement on the basis of standard criteria.
Concluding Comments

The next section presents the dimensions, criteria and indicators that were refined after the National Forums. The project team sought written feedback from those who participated in the Forums and the responses received were in general agreement with the items in the document. The project team sought to further strengthen the validity of the framework by asking two universities to pilot the indicator framework by offering examples of data that was available from their institution.
This was a difficult activity for them to complete for two main reasons. Firstly, it was apparent that the institutions did not routinely collect information related to internationalising the student experience (which confirmed general comments made in the Forums). Secondly, the administrative activities (for which data might be collected) of institutions’ international offices are most often focused upon recruitment of international students, rather than internationalisation in terms of student experience and teaching/learning outcomes.
From the experience of this project, it seems clear that educational institutions need an integrated approach to internationalising the student experience that includes:
- a strategic approach towards achieving agreed outcomes;
- better articulation of relevant teaching and learning strategies; and
- a communication strategy that engages the university community.
The dimensions, criteria and indicators developed as part of this project can guide and assist institutions in developing such an integrated approach – but at the present time such an indicator framework can only be considered somewhat visionary in anticipation of institutions developing common strategies that are specifically focused upon internationalising the student experience in Australian higher education.
Dimensions, criteria and indicators for internationalising the student experience Definition of internationalisation: We need an agreed definition of internationalisation that both highlights the transformative nature of the concept and foregrounds the involvement of all students – international and domestic – in strategies designed to implement and achieve that transformation. The National Forums and subsequent feedback and discussion have been especially insistent that internationalisation is a matter for all students.
* In terms of process ‘internationalisation’ means fostering a nationally and culturally diverse and interactive university community where all students have a sense of belonging.
* In terms of outcomes ‘internationalisation’ means graduates who are globally aware, globally competent and able to work with culturally and linguistically diverse people either locally or anywhere in the world.
Discussion in the Forums also emphasised that every institution is working in a distinctive context. The definitions, criteria and indicators are instruments of self-regulation. Therefore as a matter of course they will be interpreted and used in a manner sensitive to the particular mission, location and student mix in each institution. Download Internationalising the student experience in Australian tertiary education: Developing criteria and indicators.

Posté par pcassuto à 23:13 - - Permalien [#]

45th EUCEN Conference - Transferring Knowledge in a Globalised World: a ULLL Responsibility

gif45th EUCEN Conference - Transferring Knowledge in a Globalised World: a ULLL Responsibility. Wed, 29/05/2013 to Fri, 31/05/2013. Genève, Switzerland.
Today, universities share their expertise Worldwide. What is the responsibility of University Lifelong Learning?

Topics: International ULLL, Governance, Policy, Strategies, Partnership, Technologies, Human Rights, Business, Ethics.
The University of Geneva (Switzerland) will take us to enchanting Charmey to explore in a relaxed and creative environment all these topics. Join us!
Direct link to the conference website http://www.eucen2013-unige.ch (the website is under construction - new information will be uploaded in the following weeks).
EUCEN
EUCEN
is the largest European multidisciplinary Association in University Lifelong Learning. It is registered in Belgium as an international non-governmental non-profit making organisation and has 212 members from 40 different countries.
Aims and Objectives

Contribute to the economic and cultural life of Europe through the promotion and advancement of lifelong learning within higher education institutions in Europe and elsewhere; foster universities' influence in the development of lifelong learning knowledge and policies throughout Europe.
In furtherance of the above-mentioned objectives the Association shall have, amongst its functions, the following:
- provide a forum for the development, interchange and dissemination of innovation and good practice on lifelong learning within European higher education;
- encourage high standards in all areas of lifelong learning and harmonise levels of quality for lifelong learning among its members;
- represent the interests of the lifelong learning community within higher education and to European policymakers;
- facilitate communication, liaison and collaboration with other appropriate bodies and organisations;
- promote and conduct research into lifelong learning and disseminate the results of this research;
- obtain, collect and receive money, funds and other property and administer them in pursuance of the objectives of the Association. The Association shall ensure that its objectives and activities remain non profit-making.
See also:
EUCEN's 44th Conference -
Valletta,
EUCEN 43rd Universities’ Engagement in and with Society - Graz
EUCEN 42nd Conference Bridging the gaps between learning pathways -
Genoa
EUCEN 41st Conference Education as a right - LLL for all
-
Granada
EUCEN 40th Conference From Rhetoric to Reality - Lille
39th EUCEN Conference Lifelong Learning for the New Decade
- Rovaniemi
38th EUCEN Conference Quality and Innovation in Lifelong Learning
-
Jönköping University
37th EUCEN European Conference Recommendations for universities
,
36th EUCEN Conference University Lifelong Learning: Synergy between partners
-
Tallinn
Founding Meeting: UCE Collaboration & Development - Bristol
Promoting Active Citizenship in Europe- Scotland - Edinburgh
The University as an International and Regional Actor - Hannover
ULLL & the Bologna Process: From Bologna to London
- Ljubljana
32nd EUCEN Symposium/4º Project Forum
- Paris
Universities as a driver for regional development
- Gdynia
30th EUCEN Symposium - 3rd EUCEN Project Forum- Italy 17-19 November 2005 - Rome
From Bologna to Bergen and Beyond- Norway 28-30 April 2005 - Bergen
28th EUCEN Symposium - 2nd EUCEN Project Forum- Lithuania 4-6 November 2004
- Kaunas
Developing Learning Regions "Thoughts to Actions"- Ireland 9-12 June 2004 - Limerick
26th EUCEN Symposium - 1st EUCEN Project Forum- Portugal 6-9 November 2003 - Aveiro
Accrediting LLL: Classroom, workplace or...life?- Czech Republic- 14-17 May 2003 - Brno
E-learning, Co-operative Learning & Co.- Austria 17-19 October 2002 - Vienna
Teachers, Facilitatiors, Mentors or Managers?- Hungary 15-18 May 2002 - Pécs
Professional and Institutional Development in CE- Italy 25-28 October 2001 - Chieti
Building a network world: World networking in continuing education- Spain 16-19 May 2001 - Barcelona
Equality - Quality in University Continuing Education- England 12-15 October 2000 - London
Death and Re-birth of University Education- Norway 4-5 May 2000 - Bergen
Changing Work and Education Needs- Finland 1-4 December 1999 - Joensuu
Learning from Each Other: European Dimension of UCE- Iceland 24-27 June 1999 - Reykjavik
LLL: Links between Western and Central Europe- Poland 7-9 October 1998 - Warsaw
Pedagogics and Practice in Lifelong Learning- Sweden 13-16 May 1998 - Örebro
Encouring Creativity and Innovation in University CE- Ireland 17-19 October 1997 - Dublin
Competition & Cooperation in UCE- Switzerland 2-5 April 1997 - Lausanne
University Continuing Education and Professions- Italy 11-13 October 1996 - Catania
Good Practice in Open and Distance Learning- France 27-30 March 1996 - Nantes
University CE - Meeting the needs of the Region- Belgium 26-29 October 1995 - Kortrijk
The Funding of Univeristy Continuing Education- Scotland 19-23 April 1995 - Glasgow
Using Multimedia Methods in University CE- Greece 21-23 October 1994 - Olympia
Implementing High Quality UCE- Finland 2-3 June 1994 - Helsinki
Motivating Academia for UCE- Portugal 28 October-1 November 1993 - Porto
UCE in Spain and Europe- Spain 13-16 May 1993 - Barcelona
Universities' Future Role in CE- Netherlands 23-25 October 1992 - Leiden
Practical Aspects of European UCE- Belgium 15-17 May 1992 - Liège
Conditions and Prespectives of UCE- Germany 15-17 November 1991 - Hannover.

Posté par pcassuto à 22:52 - - Permalien [#]
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