Final Report

Transcription

Final Report

Lifelong Learning in Higher
Education
Different Aspects Discussed in the ProParti Project
(Leonardo da Vinci Partnership No. 2009-1-AT1LEO04-01505 1) √ Final Report
Date
July 2011
Authors
Stefan Humpl, Jouko Luomi, Maria Reina Ferrandez-Berrueco, Jayne Mothersdale,
Susan Prösel, Aleksander Surdej, Brian Whittington
3s Unternehmensberatung GmbH, Wiedner Hauptstraße 18, 1040 Wien, Austria
Tel (+43-1) 585 0915-0, Fax -99, [email protected], www.3s.co.at
2__Table of Contents
Table of Contents
1 Introduction .................................................................................................................... 3
1.1 Changing Landscape of HE in the EU ................................................................... 4
1.2 The Approach of the ProParti Project .................................................................... 5
2 Experiences from the ProParti Partnership ................................................................. 10
2.1 Students» Motivation ............................................................................................ 10
2.2 Labour Market Perspective on Part-Time Study Programmes √ A Few
Comments .................................................................................................................... 21
2.3 Public Investment in Skill Formation: How Public Authorities Should
Support the Development of Lifelong Learning Programs?...................................... 26
2.4 Institutional Variety of LLL in HE ...................................................................... 32
2.5 Pedagogical Developments in Part-Time Studies in Europe 2011 ..................... 42
Appendix A Lifelong Learning in Higher Education √ Typology Trial ...................... 59
Appendix B Part Time Studies - A survey of the situation in Germany .................... 78
Appendix C Teaching Adult Learners √ Selected Aspects of Non-Degree
Postgraduate Studies in Poland ....................................................................................... 87
Appendix D Spanish Experience in Part Time Study Programmes: Master of
Secondary Education Teacher (MSE) in Universitat Jaume I in Castellon ................... 94
Appendix E A survey of the situation in Leeds (2010) ................................................ 99
Appendix F Example University of Applied Sciences Technikum Wien ................. 110
Appendix G Example University of Applied Sciences Joanneum Graz .................... 124
Appendix H Single Market Act 2011 √ Lever 2: Mobility for citizens .................... 129
Appendix I Design Principles √ Online Business and Management Degree ............ 135
Appendix J Full Time and Part Time Programmes ..................................................... 137
Appendix K Typology Grid ......................................................................................... 138
© 3s Unternehmensberatung and ProParti Partnership
1 Introduction
Author
Jouko Luomi, 3s Unternehmensberatung
As described in the application form for the Leonardo da Vinci Partnership Project
“ProParti √ Promoting part-time study programmes in Higher Education≈ (Project No.
2009-1-AT1-LEO04-01505 1), the Lisbon agenda to establish the wider European
region as the foremost knowledge based economy in the world requires more
systematic development of relationships between institutions of knowledge
generation, education and training institutions, and the institutions directly involved
in generating economic growth. The persistent and now systemic call for the
development and expansion of lifelong learning opportunities, reflects the
understanding that economic and technological development and the consequent
requirement for new or amended skills and knowledge is operating on shorter cycles
of renewal. This has had its» own powerful impact e.g. on the organisation of labour,
on the requirements of the labour forces and on the demand of qualifications needed
which reflects on the contents and designs of various study programmes also in the
Higher Education (HE). When the application for the ProParti project was prepared
the driving force came from the general interest on part time studies in HE. On the
road to knowledge based economy we are challenged to find solutions of how to
combine the needs of individuals, labour market and the provision of purposeful
study programmes in HE. As stated in various studies (see e.g. Hernández-March et
al. 2009, pp 1-2; A report by the Expert Group on New Skills for New Jobs prepared
for the European Commission 2010, p. 4; Mayer-Pirttijärvi 2010, pp. 8-14, see also
Appendix H) political statements and declarations as well as by different interest
groups the ability to effectively compete on the knowledge-based global market
depends greatly on the supply of highly qualified employees. Fast changing and more
complex labour markets are presenting a continuous challenge for the educational
providers also in the HE level. One solution to better combine the various needs of
diverse groups of students, demands from the fractured labour markets and the offers
for more flexible and open study programmes by HE institutions could be found by
implementation of part-time study programmes.
Continuous training and professional development in EU are facing new challenges to
keep up with the increased competitiveness of the global knowledge based economy.
Practice oriented HE study programmes √ or vocational HE √ is one of the most
expanding sectors in vocational and higher education. A European-wide question is
how to ensure that (part-time) study programmes are current, relevant and functional
with regard to the needs of employment? Our partnership was designed to find
answers to this question.
4__Introduction
1.1 Changing Landscape of HE in the EU
Without going into the discussion about the roles of HE in the EU too deep, ProParti
has taken a practical approach to the role of HE institutions, i.e. whatever other roles
there might be, one key-role is to produce qualified graduates with regard to different
needs of labour markets and societies. Employability of graduates is thus seen as one
of the key-criteria for quality in HE. By accepting this approach it is understood that
to fulfill this mission the HE institutions do need to keep a close eye if not contact on
the involvements of their graduates on labour markets and at the same time make sure
that their contribution to the building of the European knowledge society is not
neglected. For the current and future European society graduates from HE are
expected to have adequate theoretical and practical knowledge in their field of study
and work. In addition emphasis on other so-called key competences like analytical
skills, communication and social skills, management skills, presentation skills as well
as learning skills have been recognised through various studies to have a great value
on the labour markets (see e.g. Hernández-March et al 2009, pp 8-13; Nicolescu et al
2009, pp 28-30). According to the REFLEX study (Arthur 2006) five areas of
competences were found to have a positive impact on the graduates» success on the
labour markets: professional expertise, functional flexibility, innovation and
knowledge management, mobilisation of human resources, and international
orientation.
From the ProParti point of view the REFLEX study reveals a very important factor in
respect to the question of part-time study programmes. When aiming for better
employability and success of the graduates on labour markets, student-centered
learning approaches and methods to support the development of professional
expertise are suggested to be developed. Further, in similar ways like in the neocorrespondence theory (e.g. in Nicolescu et al 2009, pp 19-20), in the ProParti
approach the ≈true practice∆ and interaction of HE study programmes and the world
of work are seen as desirable constellations for the achievement of high quality
educational goals. When designing a new study programme or curriculum for HE as
well as redesigning an already existing one, it is recommended to put emphasis not
only on the future competences of the graduates, but also on the structure of the
study programme. Questions like what kind of learning does the study programme
enable, how are the aspects of competence based learning taken into consideration,
how are the questions of personal study plans, recognition of prior learning, workbased learning etc. solved and how is the question of diversity of students taken into
consideration are just a few key questions for designing a study programme suitable
to the needs of part-time or career-parallel students.
In order to plan and implement functional and meaningful part-time study
programmes, often changes are needed to design study programmes in HE according
to the usual way of study programme design, which is implying also to the necessity
of, at least, updating the contemporary pedagogical approach for HE studies. How to
meet and take into consideration the meaning and value of personal competencies
(formal, informal learning, work experience, learning abilities as well as disabilities,
etc.), needs of the labour market stakeholders and the needs and resources of the
educational organisations are profound questions that need to be thought thoroughly
when designing this type of programmes. Furthermore, the issue of how to nurture
5__Introduction
relationships with employing organisations, and how to provide accessible education
to working students require relevant solutions. Work based learning, technology
enhanced learning, block delivery, off campus provision, tailored courses, and short
cycle programmes are examples of responses to the mentioned issues. More systematic
dialogue with employers is still required to determine the content and pedagogical
approach of the study programme. As such the development of relationships with
employers is a much more immediate and crucial characteristic of effective part-time
HE than for its full-time equivalent. These relationships are often undeveloped across
large parts of HE curricula and many European countries.
It is obvious that changes are asked for from various actors concerning part-time
studying in HE. First of all, changes in the way in which national and also in the EU
level the political actors are arguing for and taking into consideration (if at all) parttime students. As mentioned before how educational providers organise various study
programmes in HE (questions of learning approaches, assessment, recognition of prior
learning, flexible learning paths, etc.) and the employing organizations need to reflect
on their way of promoting part time studies (are they promoting it or ≈blocking∆ it)
with the aspect of ≈knowledging∆ the benefits it will bring to them.
1.2 The Approach of the ProParti Project
From the beginning the general objective of the ProParti partnership was to further
develop the understanding of the world of part-time study programmes and draft
guidelines for the design and possible approaches for pedagogical models for part-time
study programmes. Further, a more practical objective was to ≈produce necessary
tool(s)∆ for the purpose of planning and implementation of part-time study
programmes. Due to the fact that not all attended partners got the financing for the
project, the aims and the approach of the ProParti project needed to be adjusted. It
was decided that the project concentrates on the elaboration of a pool of good
practises of part time study programmes by collecting examples of existing part-time
study programmes whereby following topics were considered to be of interest (see
also figure 1: Framework for the ProParti approach):
_ Characterization of Part-time students; motivation and typology of part-time
students in the context of Lifelong Learning and HE
_ The role and the needs of the Labour Markets
_ HE institutions as providers of lifelong learning and part-time studies
_ Pedagogical and didactical developments and requirements for part-time studies
_ Political framework and the question of funding of part-time study programmes
The objectives have been achieved by intensive cooperation by all partners. All
partners have contributed by bringing their specific experiences to use, making
available the relative documentation, participating in the work processes before,
during and in between the seminars, drawing up parts of the final documents and
contributing towards the dissemination of the results in their respective countries.
Each partner has provided examples of good practices which have been collected by
study visits, interviews (students, teachers, administrations, labour market
6__Introduction
stakeholders etc.), written documents, findings from other projects and different
other sources, and other purposeful means.
In the following pages the key findings and experiences of the ProParti project are
presented and discussed. In the second chapter issues concerning students» motivation
and a suggestion for a typology of part-time students are presented, following a view
on the role of the labour markets and the confusion about competence provision for
different careers. The report continues by taking a sharp look on the public funding
of the part-time study programmes and on the changing landscape of the institutions
providing part-time study programmes in the participating countries. The chapter will
close with some thoughts on the question of relevant pedagogical and didactical
developments concerning the ideology of Lifelong Learning and part-time study
programmes. In the closing chapter 3 the collected examples of part-time study
programmes which were of interests to the project are presented.
7__Introduction
Figure 1.1: Framework of the ProParti Approach
The roles of a student in part time studies (Modified from Hefler, Markowitsch 2009)
COMPLETING
- WORKING WHILE
COMPLETING
FORMAL
EDUCATION
RETURNING
COMPENSATING
- TO EDUCATION
AND REVISING A
TEMPORARY
TRANSITION FROM
LEARNING TO
WORK
- OF
SHORTCOMINGS
OF AN EXISTING
CAREER PATHWAY
PATTERNS OF
PARTICIPATION
TRANSFORMING
REINFORCING
- THE EXISTING
CAREER PAThWAY
AND/OR
INDIVIDUAL
DEVELOPMENT
- AN EXISTING
CAREER PATHWAY
The Roles of Society in Part Time Studies
Educational
Policy
Political
Steering
Regimes
society
Funding
Regimes
Employment
Policy
8__Introduction
The role of Educational Institutes in Part-Time Studies
Pedagogical KnowHow
- subject vs.
Student-orientation
- flexible curricula
Educational
Institutions
Co-operational
Know-How
- do we know how to
be a educational
partner to student,
enterprises etc.?
Know-how of
various Learning
Enviroments
- e.g purposeful
implementation of elearning, wbl,
The Role of Enterprises in Part-Time Studies
Employee as
learner
- guidance and
support of learning
Enterprises
Co-operational
Know-How
- do we know how to
be a
educational/training
partner?
LEARNING
ORGANISATION
Enabling learning in
the work place
9__Introduction
References
Allen, J. & van der Velden, R. (Eds.) The flexible professional in the knowledge
society: General rules of the Reflex project. Maastricht 2007.
Arthur, L. Higher Education and the Area of Work: Issues, Challenges and Responses
in Norway and Germany. REFLEX Working Paper 3. In Research in Comparative and
International Education 3(1). 2006.
Hefler, G.; Markowitsch, J. Formal adult learning and working in Europe. A new
typology of participations patterns. Draft working paper. The 6th International
Conference on Researching Work and Learning. Copenhagen 2009.
Hernández-March, J.; Martin del Peso, M.; Leguey, S. Graduates» Skills and Higher
Education: The employers» perspective. In Tertiary Education and Management, vol.
15, no. 1, 03/2009. Pp. 1-16.
King, C. Part-time study in higher education. Staffordshire University. 2008.
Mayer-Pirttijärvi, H. Osaava henkilöstö √ menestyvät yritykset √ EK:n koulutus √ ja
työvoimapoliitiset linjaukset vuoteen 2015. EK 2010. Available at:
http://www.ek.fi/ek/fi/(yrityskyselyt/liitteet/Osaava_henkilosto_menesyvat_yritykset.
pdf).
New Skills for New Jobs: Action Now. A report by the Expert Group on New Skills
for New Jobs prepared for the European Commission. February 2010. Available at:
http://ec.europa.eu/education/focus/focus2043_en.htm).
Nicolescu, L.; Pặun, C. Relating Higher Education with the Labour Market:
Graduates» expectations and employers» requirements. In Tertiary Education and
Management, vol. 15, nr. 1, 03/2009. Pp. 17-34.
2 Experiences from the ProParti
Partnership
Author
Jouko Luomi, 3s Unternehmensberatung
2.1 Students» Motivation
2.1.1 Background
It is generally known and an accepted view that the future developments of a society
are greatly dependent on the economic growth which has a strong relation to the
facilitation and promotion of education and sciences. On EU level, it is not only the
question of how the single member states are going to handle the societal, technical and
educational challenges of the future, but it is also the way of how these challenges are
met on EU level that will have strong affects on the performance of the EU as a leading
economical and educational player in the global context.
As Susan Prösel points out in her Country Report (see Appendix B) there are some
main future challenges concerning the educational field to be met and handled also by
the various HE institutions. These are e.g.: demographic changes (less population in
general, more older people vs. less younger people), leading to less qualified or skilled
workers, students etc. (brain drain) and globalisation with more international
competition, and increasing demands for international competencies and qualified human
resources. Additionally to the previously mentioned future challenges and trends, the
traditional ways of career planning, circumstances of life planning, values, economic
strains, conditions of the job market have changed profoundly in the last decade. A
successful professional career e.g. is no longer dependant only on a fast, full-time study
based graduation. The job market nowadays welcomes young skilled workers with work
experiences alongside an academic training. The societal developments mentioned open
additional fields of action for HE institutions, especially concerning the ageing
workforce and their professional continuing education. The typical student of today is
different to his predecessors at least in sight of:
_ age
_ professional experiences before the start of his/her studies
_ expectations of studying being a specific period of life
_ family obligations
_ style of habitation
_ choice of study location.
All the described trends of changes have also impacts on the way how the HE
institutions function (or should function) in order to provide relevant solutions for the
future challenges. As it is sketched in the study by Nicolescu & Pặun (2009) HE
11__Experiences from the ProParti Partnership
institutions need to find new approaches on the way how the study programmes are
designed, implemented and developed. First of all there seems to be a tendency by the
students towards more loose engagement with the HE institutions meaning that
alternative study and learning methods are preferred as well as more demand on the
value of the given education. This could be understood as a demand on flexibility and
individuality as well as accountability in the sense of employability. Secondly, both
HE institutions and employers need to develop they way of educational co-operation
where mutual needs are recognised and more strategic relationship is asked. Thirdly,
new forms of curricula, teaching and assessment strategies are to be developed where
the future competences of the world of work will be recognised in a more inclusive
way. And fourthly, more emphasis on the modes of learning like project learning,
work-based learning, key skills courses, etc. are required.
2.1.2 Experiences and Lessons from ProParti Meetings
≈We only have part-time students.∆
In general, the questions of what are part-time studies and who are part-time students
were often discussed topics during the ProParti meetings. According to the
presentations and various materials we got acquainted with the definition for part-time
students which vary depending on e.g. from different points of view. Most of the HE
study programmes in the participating countries are designed for full-time studies
whereby the criteria for the definition might come from the organisational or
economical grounds even if a student does not study as full-time student.1
Key notions from the Meetings
During the first partner meeting in Vienna (October 22-23, 2009) a visit to the
University of Applied Sciences Technikum Wien was arranged. Concerning the topics
of part-time students and students» motivation, a discussion about the role and meaning
of a part-time studying brought up following notions:
≈the provision of study programmes for professionals √ «part-time» was seen as an attribute
not fitting, due to the fact that in Austria study programmes for professionals in
Universities for Applied Sciences are not lasting longer or showing less learning intensity
than traditional «full-time» study programmes. There was also a discussion about the new
planned e-learning study programmes at the University for Applied Sciences Technikum
Wien, facing new definitions of study programmes, driven by the time that students will be
at the teaching institution («full-time» √ «part-time» √ «no time»). The University for Applied
Sciences Technikum Wien faced a fast change into the Bologna system, now combining
full-time and part-time study programmes (full-time study programmes are more on the
1 For example the definition for full-time student is based on the right for financial support which is based on the
completion of a certain amount of credits in a certain timeframe. How the studies are completed is not of interest i.e.
full- or part-time.
Bachelor side, part-time study programmes more on the Master programme side). From
2.900 students at UAS Technikum Wien, appr. 1.500 are full-time students, 1.300 are
part-time students, the rest are distance learning students. Parallel to study programmes
reaching a diploma, UAS Technikum Wien is offering Continuous Professional
Development courses, which are designed in close cooperation with the respective industry
e.g. in the fields of electronics or embedded systems.∆
The second meeting took place in Krakow University of Economics (March 4-5, 2010).
The situation in Poland concerning part-time students was described in the Meeting
Report as follows:
≈Half of the students attend universities full-time, the other half «part-time» (80% of hours)
√ most of the latter in private HE sector. On paper stationary and non-stationary students
get the same diploma, but in truth there is a different quality through the reduction of
hours. Non-stationary students will have to pay for attending universities (private and
public). Only stationary students in public universities do not have to pay for studying. 58%
of students are nowadays paying for their studies. Often youth from wealthy backgrounds
will have better grades at matriculation examination, which means having the possibility of
studying for free, often students from poorer backgrounds and less chances in schools have
to pay for studying. There is almost no public funding for non-full-time students: Nonstationary students will have to pay 100% for their study. There is a high suspicion that
non-stationary students will pay also for stationary students, so there must be some costrelation between them. Therefore there is no public funding for non-stationary students.
The average age of non-stationary students is only two years higher than that of stationary
students, so we also do not know the proportion of them being «real part-time» students √
most tend to be «stationary» without getting that status. Non-stationary programmes are
usually in evenings and weekends. They are organised without stationary students, so that
the funding goes clearly to the programme.∆
On the other hand the situation within the private HE sector seemed to be
concentrating on the offering of short courses for graduated persons:
≈Part-time offer at Tischner European University TEU: Professional studies (one-year
programmes), short courses for entrepreneurs, short courses for TEU students and other
students. Students are varying in motivations and expectations. Main concern for
developing part time programmes: Meeting the labour market needs through establishing
advisory boards with people from different areas for consultation and evaluation,
competence based curriculum, monitoring of alumni, e-learning, focus groups, quality &
evaluation. Total number of postgraduate students: 530 in the fields of European
Integration, Project Management, Public Relations, Journalism, Human Resources
Management, Business Coaching and Training Management, Production Management.∆
During the third meeting (May 13-14, 2010) at Leeds Metropolitan University (LMU)
the question with part-time students was described as complex. The students in parttime programmes vary from ages, different work situations, different life situations
etc., thus creating new challenges for the educational provider to cope with like:
≈How can we produce a curriculum that has coherence but fulfilling the different roles of
students?. Students nowadays are following different things while studying, how can we
motivate students to concentrate on specific study issues? Completion is one of the big
challenges for British universities finding a way through the funding minefield for parttime students is a specific problem: There is no or only a limited concept of interrupting a
study that would mean usually not completing a study!
Declining of part-time students in the last two years, partly due to the economic crisis and
the less demand from companies, but also a lack of flexibility/mode of delivery e.g. in
afternoon/evening courses demand reduced demand for block/weekend/e-learning.
Private sector providers: Most students are sent by private employers (guarantee for jobs
after finishing study). Difference at LMU: Most of them do not have a guarantee for jobs
after finishing. Difference for part-time students: Many students working in a (semi)professional environment. Usually the companies are not able to contribute with money,
but they contribute by allowing time for the students for studying.∆
Within the fourth meeting in Hamburg (October 21-22, 2010) the ProParti partnership
was invited to the Hamburger Fernhochschule (HFH) where following key aspects
concerning student profile were discussed:
≈HFH has around 8.000 students, pre-requisites for studying at HFH is usually always a
matriculation examination. In Hamburg there is a specific right for people with no
matriculation examination if they have completed an apprenticeship and further vocational
training and have relevant work experience. They can also start a course in university
(amount of students in the latter group at state university: 2%; at HFH: 20-25%).
Approx. 35% drop-outs at HFH, main reason: time resources. The dropout rate in Germany
is approx. 30%. The Bologna-process did not change that situation in Germany. Most of the
drop-outs happen in the first two semesters: Students are facing mostly time-problems in
jobs, problems with combining family lives and studies. Regular study time for
undergraduate programme will be 7-8 semesters. At HFH each semester lasts 6 months (no
holidays). Payment for each study programmes will be the same (even if it takes for the
student 15 semesters). Seminars will occupy 6-7 weekends per semester (organized in the
study centers).
Presentation about demographic structure of students of HFH √ reasons for studying at
HFH are:
_ Interest in professional and personal development
_ Balanced mixture of self-study phases and attendance courses
_ Practical orientation means immediate practical gain
_ Sensible variation of teaching methods
_ Small study groups at reliable times
_ Highly qualified support and service
_ Improved chances on the job market and in company»s hierarchy
HFH assumes that students are already on the job, job-experience and HE teaching are
connected by combining experiences within the seminars. Influence from study into work
experience (internships within undergraduate studies, usually do a specific job project), and
the other way round (as prerequisite for further courses).
Concept of Studies at HFH:
Self-Study: 80% of distance learning, acquirement of subject-specific knowledge, training of
scientific methods and operations, development of job-related work methods, approx. 15
hours/week (assumed by HFH). Course Material: tutors from universities and enterprises,
emphasis on didactics, integrated learning assessment, self-explanatory presentations, partly
interactive materials.∆
The last and fifth partner meeting took place in Vienna (May 12-14, 2011). During the
meeting the partnership was introduced to two providers of part time studies in HE
(FH Technikum Wien and University of Applied Sciences FHW), the focus being on
the pedagogical design for part-time study programmes.
By FH Technikum Wien a successful concept for part-time study programme was
presented:
≈Bachelor»s programmes are full-time and part-time, internship at the end of Bachelor»s
study programme, often as starting point for career. Master»s programmes usually career
parallel.
Common study tracks:
_ 6 semester Bachelor (full-time)
_ Internship in last semester
_ 3-4 semester Master (part-time)
_ Master Thesis in combination with working life
Didactics: Problem Based Learning and Distance Learning
_ Problem Based Learning is basically student work in self-directed learning groups
following a well defined process of problem solving
_ Distance / Blended Learning ¹ part time programs: approx. 60% of a lecture is contact
oriented and 40% is electronically assisted distance learning∆
Further on the experiences in the FH Technikum Wien showed that by developing a
new study programme suitable for part-time studying requires investments:
≈Investment in Development for Distance Learning Programme: € 100.000,- per year∆.
By introducing new didactical concepts for part-time studying which include e.g.
distant learning elements one needs to take enough care about supportive measures:
≈Very important: Group Work of Students. Response times for any student in distance
learning from lecturer is not short enough, so students conversations are also used as points
of reference for the learning environment (especially for so-called ²soft skills). Experience
of the first year: 70% drop outs. Now the organisation of distance learning has changed Î
more success stories at the beginning (easy tests at the beginning). Still number of drop outs
is high (especially until Christmas), because students underestimated work amount for
studying and employersª demand for work (new work projects). Development of Distance
Learning has a pedagogic / didactical influence on all study programmes at FH Technikum
Wien due to the development work in different areas∆.
It came quite clear to the partnership that in order to build up a successful part-time
study programme one needs to establish a close cooperation between various actors i.e.
educational institutions, students and employers. As the situation between student and
her/his employer was described in University of Applied Sciences FHW:
≈One of the comparative points is the time, which is connected to a study programme. Legal
background in Austria: Master Programme must not last more than 4 semesters. Students
are not obliged to work full-time, many students are working with reduced hours (20 hours
p. week).
Reasons for withdrawal of the course: University made a study about burn-out and
problems of the students. One outcome now to improve the situation: e-Learning. Being a
part-time student is still a rather new phenomenon, some of the students do not inform the
employer about studying. Evidently the economic crisis led to a less information rate for
employers. Students are advised to inform the employer, but many do not.
How would you portrait an average student of FHW-Studiengänge? If you take the
example of real estate management, students are working in real estate jobs, mostly of them
full-time, difficulty is to find a balanced way between working and learning
more knowledge about real estate, but also having job pressure in the background). From the
age students are becoming younger. In 2001 students started with average 31, now they are
average 22-23 years old (in the Bachelor). Explanation for decrease in age: There was a
lack of education in real estate before the establishment of the institute here at FHW. In
the last two years the motivation: ≈I do not want to lose my job∆ grew rapidly. Before it was
better career opportunities, better money etc.
Pedagogical developments concerning part-time studies in HE by University of Applied
Sciences FHW involved following findings:
≈Moodle is used as a blended learning platform. The differences to full-time is to work
more with case studies, less homework, but still at the end graduates should know the same
as full-time students. In real estate it is required to have a job in the specific area. In
finance people should move into the financial profession, but it is no requirement for
beginning a study. Otherwise they would need an internship (6 months), otherwise they
cannot finish their studies.
How is the internship assessed? The company makes a short assessment, giving grades
passed or not passed. No further assessment by the UAS.
Experiences from the corporate side: If students in internship do not work well, there will
usually be communication with the institution to improve the situation. In the UK there
would be a tutor visiting the student in the internship at least twice, similar position in
Finland or in Spain. In some profession there will be final assessment of the internship in
tripartite system (employer, student, HE institution). In Austria it is still usually quite easy
to find proper internships for full-time students of Universities of Applied Sciences.
Master study programmes are only in part-time organisation different reasons for that.
Often minimum of 2-3 years experience in the profession is required. The ideal Master
student finishes Bachelor, works for 2-3 years, and then comes back for Masters
programme.
Is there an integration of working life into the individual learning plans? Organisational
yes, but not on the content side. Can students use the work (like as case studies) for
learning? In real estate yes: Interconnection between theory (at UAS) and praxis (at work)
is enforced. Master Thesis is another integrational aspect, students can use projects from
work for scientific papers.
Discussion about the European dimension of development of Universities of Applied
Sciences or similar institutions:#
≈In Spain only universities exist, there is very seldom possibility for part-time HE due to
the organisation of studying (picking courses from different semesters, etc.). Especially New
Universities in the UK have established innovative pedagogic models like work based
learning, work-integrated learning etc., which will now grow in importance on social and
political level.
In Germany the prestige of old universities is still much higher than of UAS, but UAS will
get more prestige due to their connection to the labour market (part-time study possibilities,
work-based learning etc.). UAS provide more flexibility within the system. Development of
new study programmes at FHW Studiengänge is trying to be rather innovative, like
combining journalism with web 2.0 elements and social media, etc. Problems and
advantages of part-time programmes throughout Europe on programme level: History of
part-time started more or less in the 70s. There was a design of fulltime programmes
organised in a part-time manner. That was meant to give an opportunity to provide the
same programme to new groups of students. Since then much more flexible versions had
been brought up, the system gets much more flexibility through the establishment of parttime programmes. Also there is a lot of development going on with dual courses, like short
course training, continuing professional development, private based course programmes in
further education on high level.
Already these experts from the partner meetings results show, that the term ≈parttime∆ can be used in very different ways. It was one conclusion of the ProParti
partnership that perhaps it would be more productive to concentrate on developing
study programmes that are suitable for various types of students. This would of course
call for new approaches and solutions in the question of pedagogical and didactical
design (see chapter 2.5). Contemporary consensus and emphasis in the field of learning
theories is showing the direction. Among other things competence-based qualifications,
student centred approaches in curriculum development and interest on learning have
opened up new possibilities to create learning environments that support the
individual»s motivation for learning. Personal study plans, tailor made study
programmes, flexible learning paths are just some examples of the solutions that would
enable HE studies for various groups of students.
A possible Typology for Part-Time Students
For the purposes of the ProParti partnership one point of interest in the matter of parttime studies in HE was the question of student motivation. Due to the changes of the
original project application the work plan needed to be re-designed leading to exclusion
of certain research activities e.g. on the part-time students. Instead of field research on
the matter of student motivation and part-time students, various descriptions and
examples were presented on the question of students» motivation for part-time studies
during the project. It was to be concluded that there are several motives for the studies
as there are several motives not to study. But how useful longer or shorter lists of
various motivations would be for the further development of study programmes in the
HE? It was the original aim of the project to gain more profound understanding of the
world of part-time studies in the HE. As one possible tool for gaining deeper
understanding about part-time student in the framework of the project, a typology of
an adult learner (figure 2) in formal adult education developed by Hefler and
Markowitsch 2009 was adapted for the purposes of the ProParti project. It was used as
a point of reference when the issues of the students» motivation, participation in the
studies and characterisation of a part-time student were discussed.
Figure 2.1: A new typology of part-time students (Modified from Hefler, Markowitsch
2009)
COMPLETING
- WORKING WHILE
COMPLETING
FORMAL
EDUCATION
RETURNING
COMPENSATING
- TO EDUCATION
AND REVISING A
TEMPORARY
TRANSITION
FROM LEARNING
TO WORK
- OF
SHORTCOMINGS
OF AN EXISTING
CAREER
PATHWAY
PATTERNS OF
PARTICIPATION
TRANSFORMING
REINFORCING
- AN EXISTING
CAREER
PATHWAY
- THE EXISTING
CAREER
PAThWAY AND/OR
INDIVIDUAL
DEVELOPMENT
The used typology was found interesting but it would need further research and
experiments for the adaptation into the world of part-time studies in the HE.
From the point of view of life cycle theories it is seen that the reasons and importance
of the participation in e.g. educational activities differs from the current situation of
life, persons and social circumstances. As pointed out by Hefler & Markowitsch,
different participant groups do have different patterns of motives for their
participation, therefore also in the research of these motives one should recognize the
multidimensional nature of reasons for studying. By using the life cycle approach a
more comprehensive understanding of the different influencing phenomena is enabled
which takes into consideration personal, institutional (educational) and social (including
world of work) aspects. It was quite easy to divide the part-time students described
during the project into the different categories of the typology.
For example it was clear that some of the part-time students described during the
project are fitting the criteria of category «Completing»:
≈working while completing formal education: In the phases «late adolescence» (approximately
15-25 years old), «first transformation/crises» (approximately 25 to 35 years old), and in the
final phase, when an individual»s focus is again on education and development, we expect
an overlapping of education and work. Work may provide required resources and may
become an additional source of learning and development. However, the focus remains on
continuing and completing the educational programme, so that if the job conflicts with the
educational pathway, it is likely to change the job, so that the programme could be
completed∆. (Hefler et al 2009, p. 6)
Returners were also recognized by the educational providers in the sense of:
≈Returning to education and revising a temporary transition from learning to work: in
«late adolescence» and partially also later individuals may decide to stop with their
educational pathway and start working on a full-time base. Alongside «pull effects» of the
labour market («becoming contrary to initial intentions more and more absorbed by an
employer») unsolved conflicts between the individual, her/his personal development and the
educational institutions or other personal developments lead to the decision to leave the
educational system. This could be the case at a foreseen transition point or by dropping out
of an already started programme. Tensions between parenting (including a need for more
income when supporting a family) and the requirements for attending educational
programmes are another important factor for terminating a formal educational programme.
However, a significant number of people only temporarily stop their initial educational
programme. Their developmental steps indicate the desire «to return to school» and take up
studies again∆. (Hefler et al 2009, p 6)
Transforming as a reason for part-time studies was not so clear to identified in the sense
how it is defined by Hefler & Markowitsch:
Transformation of the existing career pathway and/or individual development [º]
education may provide the basis to significantly break with the existing career pathway and
way of living. This should be more relevant in later stages of the life cycle, where previous
decisions have already contributed to a stable professional identity and class position.
Motivations to decide to definitely change could come from the environment (e.g., worsening
labour market prospects in declining industries), the dynamics of career couples and the
family life cycle or more personal developmental issue («pursuing a youthful dream
suspended for a long time when facing the pressures of social realities»). (Hefler et al 2009,
pp 6-7)
According to the cases presented, reinforcing as a reason for part-time studies were
identifiable:
Reinforcing an existing career pathway: At any career stage, individuals could use
available offers for formal adult education to solve actual developmental issues or to
support progress within the chosen line of occupational or professional development.
However, this option exists only when the actual career pathway is sufficiently satisfying
and stable. We expect this movement within the life cycle to become the most vital factor to
analyse the interplay between the employee and the employer. Acquired and actual work
experiences provide an exceptional basis for studies not available in initial adult education
or for newcomers in an occupational field. The reinforcement of a chosen career pathway
could potentially be of interest for the employee and the employer. However, the education
could also prepare for a change of the employer, realizing the newly acquired professional
and personal competences in the context of a new workplace. (Hefler et al 2009, p 7)
The last category, compensating was perhaps the most difficult to be identified among
the reasons for part-time studies:
Compensation for shortcomings of an existing career pathway: Any career, although
appreciated and satisfying in principle, may not completely satisfy an individual»s personal
requirements and desires. Formal adult education could compensate for these shortcomings.
Here, the level of independence of the tasks of the actual workplace are highly important, as
benefits are first expected on a personal level. However, spin offs for the professional career
could substantially support the often fragile balance necessary to «bear with a job». As a
compensatory strategy, alongside the continuation of an established career pathway,
participation in formal adult education is much less significant than in the other four types;
partially because programme completion is of little importance. While compensatory
strategies could be useful through a person»s life, it should be most significant in later life
phases, when reinforcement and change of a chosen pathway are no longer an easily
available∆. (Hefler et al 2009, p 7)
In conclusion, the typical characteristic of part-time students is their heterogeneity. By
the approach described it would be interesting to reveal the critical aspects of
compatibility of a study programme for the students in different situations of life. For
example how does the design of a study programme take into consideration students
who have to study in order to achieve their personal goals whether they are
professional, personal or others but have to find a solution with the various obligations
in their life (e.g. children, work, relationships)? According the material presented
during the project, very often part-time students have children at the beginning of or
during their studies. They are also on average older than non-traditional students some
years ago (although most of them would not have had the chance for studying at that
time), one reason being, that an increasing number of students is using the first year
after their final examinations for an international experience, a social year or for job
experience. The future development of a typology of part-time students is necessary
and could be of importance when designing study programmes suitable for diverse user
groups.
References
Allen, J. & van der Velden, R. (Eds.) The flexible professional in the knowledge
society: General rules of the Reflex project. Maastricht 2007.
Arthur, L. Higher Education and the Area of Work: Issues, Challenges and Responses
in Norway and Germany. REFLEX Working Paper 3. In Research in Comparative and
International Education 3(1). 2006.
Hefler, G.; Markowitsch, J. Formal adult learning and working in Europe. A new
typology of participations patterns. Draft working paper. The 6th International
Conference on Researching Work and Learning. Copenhagen 2009.
Hernández-March, J.; Martin del Peso, M.; Leguey, S. Graduates» Skills and Higher
Education: The employers» perspective. In Tertiary Education and Management, vol. 15,
nr. 1, 03/2009. Pp. 1-16.
King, C. Part-time study in higher education. Staffordshire University. 2008.
Nicolescu, L. & Pặun, C. Relating Higher Education with the Labour Market:
Graduates» expectations and employers» requirements. In Tertiary Education and
Management, vol. 15, nr. 1, 03/2009. Pp. 17-34.
Prösel, S. Part Time Studies. A survey of the situation in Germany. 2010.
Minutes from the Partner Meetings (Vienna, Krakow, Leeds, Hamburg).
2.2 Labour Market Perspective on Part-Time Study
Programmes √ A Few Comments
Author
Stefan Humpl, 3s Unternehmensberatung
The development of Higher Education in modern societies is closely connected to
questions of labour market development. Is the potential for employment of graduates
large enough to allow for fast growth of HE, or √ vice versa √ is the employability of
HE graduates good enough, so that they carry the modernisation of regional or national
labour markets? And √ especially in the era of lifelong learning √ how should HE
programmes be designed to fulfil the needs of employers and employees concerning the
Human Resource development?
European countries faced different ≈waves∆ of HE development, which √ nowadays √
can be seen as rapid expansion of tertiary education. Still, the variation of this
expansion across countries is evident and even recent developments (e.g. the Bologna
process of creating a European Higher Education Area) show huge differentiations in
systemic-based HE evolutions. The relationship between education (and especially HE)
and the world of work is nowadays principally considered as similar in economically
advanced societies. Ulrich Teichler2 characterises two principles for the common
development:
≈First, our society is strongly influenced by signs which allow us to speak of a «professional
society»: the individuals are expected to acquire «knowledge», «skills» or «competencies»
potentially relevant for employment and work. A certain degree of division in the provision
and acquisition of professionally relevant knowledge etc. through various types of schools,
vocational education programmes, higher education and initial professional training is
taken for granted. Certain compositions of the provision and acquisition of knowledge etc.
are likely to lead to certain areas of employment and work [º] and likely to be utilized
there. We also talk about a «training» or «qualifying» function of education (the latter not in
terms of right of access, but in terms of fostering the knowledge of skills needed in society).
Second, the links between education and the employment can be described as being part of
an educational meritocracy [º]. The higher the educational level reached at the end of precareer education, the more the person is likely to be successful in employment and work
according more or less all dimensions of what is general considered a desirable job or
situation in society, notably income, status, power and social influence. We also talk about
the «selective» or «status-distributive» function of education. This is reinforced by the fact
that individuals and their families are expected to shoulder substantial parts of the overall
costs of pre-career education (through foregone income or direct expenses) with the prospect
of receiving a return in terms of relatively high remuneration for their subsequent work.∆
2 Ulrich Teichler (2002): “Graduate Employment and Work in Europe: Diverse Situations and Common Perceptions≈,
in: Tertiary Education and Management, Kluwer Academic Publishers, Amsterdam, pp 199-216.
Employers take different perspectives when it comes to evaluating the labour market
needs of HE. On the one hand, employing highly qualified labour force is an
appropriate HR measure to be more innovative as a company. On the other hand, it is
also a question of labour costs. Thus, the questions of employers tend to be:
_ Why does an employee actually start a part-time study programme (what is the ≈real
motivation∆ behind it)?
_ How can the employer exert influence on the HE programme (content of studying,
mode of studying)?
_ Can a part-time study graduate really help a company to be more innovative (does
the content of the study programme fit to the employer»s needs)?
These questions had been discussed within the ProParti Meetings in Austria (Vienna),
Poland (Krakow), the United Kingdom (Leeds), and Germany (Hamburg). The latter of
these questions cannot be simply answered √ it is usually a question which every
employer with staff attending part time studies has to deal with. The second question
is of great interest for the HE institutions themselves. They try to integrate employers
and their qualification needs into design and development of new study programmes.
Especially part time study programmes often take into account the key employers»
qualification needs. We saw different examples of this:
_ Each study programme in an Austrian Fachhochschule (University for Applied
Sciences) is created by a so-called ≈development team∆, consisting compulsory of
HE experts AND employers within the respective field of study. There is also the
need to prepare a feasibility study for each new FH study programme, including a
demand analysis on the labour market side.
_ The HFH in Hamburg create their study programmes strictly by the question ≈Is
there a market for the study programme∆, meaning ≈are there enough students who
will enrol the study programme∆. If this question is answered with ≈yes∆, it is
confirmed that there will be a need on the labour market side also, as the students
reflect the qualification needs from their recent or future employers. The
qualification needs stated by employers will be reflected in the further
development of existing study programmes, as the students themselves will bring
discussions on new methodologies and innovative technologies as reflective
developmental elements into the study programmes.
_ In Poland (especially in the region of Krakow) a bad adaptation of education to the
demands of the labour market was stated within the seminar on ≈Part Time Study
Programmes: Challenges and Dilemmas∆ taking place on March 4th, 2010.
Therefore a ≈Programme of Active and Knowledge Based Society in the Region of
Krakow∆ was created, which also included the development of Technological Parks
in Krakow (to attract international R&D enterprises to the location), the
Technology Incubator for start-ups from university and the inclusion of attractive
employers into the adaptation of ≈roadmaps∆ for enhancing development of
technology application, cooperation between administration, academia and business.
_ In the United Kingdom especially so-called ≈professional bodies∆ play an important
role in defining qualification needs and qualification profiles for specific groups of
study programmes. In particular within the part time educational track in Leeds
Metropolitan University the discussion on ≈loyalty to the employer∆ plays an
important role, due to the financial issues of study funding. As long as employers
pay the study programmes for their employees at LMU, this question will be
crucial. The programme design is closely arranged around the needs of the
employers, represented by professional bodies. Most part time students are ≈sent by
employers∆ to LMU.
When it comes to the ≈real motivation∆ of employees in part time study programmes,
we cannot answer the question without looking at the type of students, following the
student typology already mentioned in chapter 2.1. As students, the employees often
have different ≈real motives∆ than they would communicate to their employers. Many
students consider a HE study programme in recompense for their unsatisfying career
development so far. Then they usually do not communicate with their employers about
attending a (part time) study programme in HE.
But employers as well often do not communicate about their real motives in sending
employees to HE (or letting them attend HE study programmes). They fear negative
effects, such as less time for working, higher stress levels, lower motivation for work,
etc. They do of course know that some employees use HE graduation for finding a new
employer. And they fear that the content of the study programme does not fit to the
needs of the company.
Therefore, the project group considers it crucial that communication between HE
institution, students (employees) and employers takes place, which are realistic
concerning the needs for studying, the content of studying, the mode of studying and
the motivation for studying. In many cases this communication is influenced by other
communication needs:
_ The HE institution has to find enough students so that the study programme is well
financed (depending on the financing system). In this case the HE institution tends
to promise more than is realistic concerning contents of the study programme and
chances in working life for graduates.
_ The students (employees) have especially their specific career situation in mind √ if
they feel unsatisfied within their company right now, but will need an employer
for economic reasons, they tend not to communicate with the employer about
attending HE.
_ The employers often do not know how to integrate the qualifications acquired by
employees in part time study programmes in HE and sometimes they do not
acknowledge these qualifications at all (although they do show specific career
opportunities for HE graduates).
_ Sometimes missing integration of qualifications acquired in HE within the company
also leads to frictions among the whole staff of the company, especially when
formal qualifications and informal qualifications are not considered as common
aspects, but as competitive aspects within the staff structure.
Furthermore, if we look at the substance of learning and the substance of work tasks,
we do by no means observe a perfect match. Therefore lifelong learning has become a
subsequent measure for ensuring the status in employment and society even for
academics. And which other educational institution could serve for academics as best
fitting for further education, than academic institutions of Higher Education?
And, consequently, for graduates from other educational tracks ≈below∆ HE, even after
starting a career attending a study programme is the ≈right measure∆ to develop the
status in employment and society. These are the driving factors behind the
development of HE institutions acting as FE institutions in many cases and
implementing part time study programmes. But how do employers react on that
situation? Do they really support their staff in taking part in HE? Or is this a factor of
danger, because after graduating these employees would easily find better jobs in other
companies? Do they prefer graduates from ≈initial HE∆ (HE undertaken directly after
finishing secondary education), mostly done as full-time programmes, or do they prefer
graduates from part-time study programmes for professionals with relevant working
experience? Are the latter perceived as less qualified, but highly experienced? Or are
they seen as ≈highly motivated∆, due to the fact that they managed to gain a degree
parallel to working?
One general observation made over the course of many demand analyses and company
interviews about the employment opportunities of graduates in different study tracks
in Austria (but also in other European countries) is that the acknowledgement of
qualifications acquired from employees depends on the company being able to do so in
general. There is usually no difference in acknowledging qualifications acquired in FE
or HE, as long as the company is used to do it. We call these companies ≈FE-supporting
companies∆, because they usually also support the further education wishes and needs
of their staff (no matter in which institution this takes place). On the other hand, we
encounter companies without such -capability; in these companies it is much harder for
staff to apply for FE or attend part time HE. Employees in these companies usually use
FE and HE for their departure from the company. This picture is of course much too
simple, but these are the both poles of possibilities.
In a recent survey among employers of HE graduates and HE students (part time
students) in 8 European countries3, some central trends have been identified:
_ The most frequently named criteria for the selection of employees for participation
in HE were ≈qualification requirements∆ and ≈responsibility for employees∆.
_ The companies prefer to promote study programmes in Business and
Administration, followed by Humanities and Social Sciences as well as Information
Technology.
_ The employees attending HE are supported by flexible working hours, educational
leave and financial aid.
_ From the companies» point of view their employees primarily study ≈to advance the
skills essential for the job∆, ≈to advance the prospects for their personal growth∆
and ≈to gain knowledge and skills in a special field of interest∆.
_ The main problems that result from staff undertaking HE are ≈reduction of free
time∆, ≈stress∆ and ≈less time to meet the job demands∆.
_ The companies encourage their employees to get a degree from college or university
first and foremost by ≈offering more information about the supply of HE∆ and by
≈creating individual career plans∆.
3 For detailed information on the project see www.flllex.eu.
_ The crucial obstacles for the companies to take more action concerning further
education for their employees are the ≈costs of further HE∆ and ≈the absence of a
replacement for the employee undertaking HE∆.
2.3 Public Investment in Skill Formation: How
Public Authorities Should Support the Development
of Lifelong Learning Programs?
Author
Aleksander Surdej, Cracow University of Economics
2.3.1 Introduction: the changing paradigm of Higher Education in Europe
Education is widely recognized in the field of economics as a typical private good. That
means it is characterized by the rivalry in consumption, and that it can be excluded
(restricted) in a way in which only some agents are able to use it. Usually, private goods
are provided through the market. Therefore, one should ask why there is need for a
state intervention in this sector? Why public authorities regulate, support and even
subsidise the educational market?
The reasons for a state intervention in education market can be divided into three main
groups. First, education generates a wide array of positive externalities, including:
higher level of overall population»s health, higher rate of economic growth, lesser level
of crime, and higher level of political participation √ and therefore, the development of
democratic procedures and structures. When education services are provided only on
commercial basis, exists a considerable threat that an under-provision of education
might occur from a social point of view. Second, the capital market is imperfect:
financial institutions are not eager to lend money for purposes they will find
unattractive or too risky. This is the case of investments in education, as the human
capital is by its nature embodied in human being and not automatically transferable.
Therefore, private banks might be not interested to provide student loans. On the other
hands, while young people assume that investment in education is beneficial, they
might be unable to calculate future benefits (i.e. potential earnings after they graduate),
thus running into the risk of underinvesting in schooling. The third reason for the
state support of the educational services is not connected with the market
imperfections, nor the externalities of education, but with the issue of equality. Public
authorities nowadays pay a lot of attention to the equality of opportunities for all the
citizens, irrespectively of their income, social background, race, ethnic belonging or
gender. Thus, the support for the disadvantaged groups in the society is a strong
motivation for a state intervention in the schooling sector (Oosterbeek and Patrinos,
2009).
As the result, it is not surprising that after 1945 most of the OECD countries decided
to introduce educational systems in which services are at least partly supported
(subsidised) with public funds. These measures have been introduced at the primary,
secondary, and at the tertiary level. The assumption was simple: a social contract
implied that current taxpayers would bear the costs of tertiary schooling, but the future
graduates would repay the costs of this investment when they start working, by paying
higher taxes (as the tertiary education gives the possibility of higher earnings in the
future). However, the assumption behind the whole system was wrong √ there was a
widespread belief, that a young person after the schooling period would stay in a stable
working place, probably until he or she retires. Therefore, the state invested once in a
education of a future worker, and could reap the benefits (tax revenues) for the whole
working period.
Figure 2.2: Tertiary education completed in advanced economies
(as % of the total population)
18
16
14
12
%
10
8
6
4
2
0
1950
1960
1970
1980
1990
2000
2010
Source: Barro and Lee (2010).
Unfortunately, two factors affected the functioning of this system and contributed to
its ineffectiveness. The first one were the growing educational aspirations of new
generations, especially in the West . Before the Second World War, studying at the
university was the privilege of the elites. In the course of the second half of the 20th
century, the tertiary enrollment rates in the developed countries have risen sharply
(figure 1). The democratization of tertiary education √ among many positive effects, had
a number of negative consequences. The detrimental effect is the one, that it is often
considered as taboo and not likely discussed in political debates √ namely the gradual
lowering of the quality of tertiary schooling. While in some OECD countries tertiary
students constitute up to 50% of their cohort, it is almost impossible to keep up to rigid
quality standards that existed when only 5-10% of the brightest and most talented used
to study at the universities. Consequently, one can observe a paradox, most visible on
the EU labor market: there is a number of young, relatively well-educated persons,
with enormous difficulties to obtain any job. The unemployment rate among young
(i.e. 25-29) Spaniards with the tertiary education rose to almost 20% in 2010 (INE,
2011), the very similar situation could be observed in many other EU member states.
As a result, the public investments in tertiary education brings no benefits for the
national fiscal systems, even worse √ young graduates have higher aspirations on the
labor market and are unwilling to take existing low-paid jobs.
The second factor that contributed to the ineffectiveness of current education systems
is connected with the information revolution which started in the last decades of a
twentieth century. Before, one could study to obtain given skills, and later on work in
the same job, using the acquired skills for the whole professional career. Now, the
situation has changed. The fast evolving and changing knowledge-based economy
requires the same adaptations and shifts in the workers themselves. The example given
by the Schumpeter»s concept of the ≈creative destruction∆ is quite illustrative. Those,
who adapt quicker and gain additional skills can become innovative pioneers, and gain a
special premium on the labor market. However, due to the constant innovation nobody
can be a leader for a longer period of time. Therefore, all workers have to monitor the
requirements of the economy and adapt quickly, by acquiring additional knowledge.
Therefore, the constant education - lifelong learning - is no longer a fashion, is a
prerequisite to remain active in the labor market.
The issue of ≈remaining economically active∆ is especially important for the EU
member states. Most of the EU countries face the challenge of the population ageing.
The population structure of Europe is changing dramatically, with the sharp increase of
the older population. In order to remain economically competitive, most of EU
countries would have to introduce measures to keep the experienced, older workers
active on the labor market. This, on the other hand, implies the necessity of a
continuous training, to secure necessary skills and workers ability to adapt to the
mechanisms of the knowledge-based economy, and to prevent their human capital
depreciation. Moreover, population ageing implies that in the next 20-30 years we will
see smaller cohorts of typical students, in the age of 20-30. Therefore, higher education
institutions in Europe would have to adapt to this situation, by offering alternative
educational programs and courses, including postgraduate programs.
2.3.2 State Intervention and Educational Market
Public authorities traditionally supported the development and provision of educational
services, especially at the tertiary level. However, the main focus has been given to the
supply-side of the system, where the states financially supported the educational
institutions, or even those institutions were run by the public authorities. Only in
recent 20-30 years, more attention has been paid to the demand-side, with the
developments of financial instruments. These instruments √ offered by public, but also
private institutions - were introduced to make the tertiary schooling more accessible
and increase the private investments in education. They can be divided into two major
groups:
_ Cost-recovery schemes √ in which the student is expected to pay, at least partially
for the costs of education. Those include:
_ Traditional student loans √ the main advantage of this instrument is its simplicity
and relatively unproblematic implementation. On the other hand, loans have
several weaknesses: they are often inaccessible for the low-income students and the
repayments schedules are inflexible, therefore the young graduates have often
problems to pay the debt. Consequently, student loans achieve a disappointingly
low collection rate and only some public authorities actually decided to use this
instrument, while the private financial institutions are not interested in it;
_ Human capital contracts (HCC) √ an instrument developed by private investors. In
the case of HCC, a potential student signs a contract, in which promises a share of
the future earnings. In return, the investors finance the education of the student.
This instrument has a considerable advantage over the traditional loan, because the
student has more flexibility after the graduation: the payments can be continuously
adjusted to the income level. However, the advantage for student becomes at the
same time a weakness for the investor √ it is extremely difficult to estimate the
percentage of the income and the repaying period that would be sufficient to cover
the costs of the education and secure a satisfactory income. Moreover, such
instrument is relevant only in those countries, in which the cooperation with the
tax-collection authorities is possible. The information on actual income of the
graduate and the enforcement of payments is crucial. This issues become
problematic, when the graduate decides to migrate to another country. Therefore,
HCC are only in the initial phase of the development and only few investors
actually decided to use it;
_ Graduate tax √ public instrument, which works in the same direction as HCC, but
some substantial differences exist. In this case, state finances schooling, but collects
a special tax on graduates √ as a given percentage of their income. This tax is levied
on all the graduates, so - contrary to HCC - this instrument is mandatory, and also
the repaying period is the whole productive life of an individual (in the case of
HCC the repaying period was written in a contract). Graduate tax shares the same
advantages and drawbacks of HCC, but in the case of migrants the enforcement of
payment becomes virtually impossible.
_ Income-contingent loans √ also public instrument, that works as the combination of
a human capital contract and a graduate tax. It is a voluntary, so only interested
students can join. In the case of income-contingent loans, the beneficiaries pay the
given percentage of their income, but the repayment period is limited. The
graduates stop to repay the loan when the value of the loan has been completely
reimbursed or when the maximum repayment period expires. The incomecontingent loans have the advantages of the previous two instruments (i.e. decrease
risk for the students), but do not share their weaknesses (i.e. the tendency to hide
the real income is minimal). Not surprisingly, this is the most popular instrument
used in a number of countries. The most interesting case is ≈Credito Universitario∆
program in Chile √ the graduates pay up to 5% of their income until a fixed amount
is repaid (Palacios, 2003).
_ Direct funding schemes √ models in which state or the private entity pays for the
education or subsidiaries it4. This models include several instruments as:
_ Direct public funding of educational institutions √ a traditional solution applied in
most of the OECD countries. This instrument is heavily criticized, as the
educational institutions do not respond or react too slowly to the needs of the labor
markets, employers and students. Moreover, the funding of tertiary studies at
public universities implies that the main beneficiaries would be those individuals,
who come from the wealthier and better-educated families. Therefore, the need for
introduction of complimentary instruments has been stressed in the literature
4 The expectation that the student would repay costs of education is also present in this schemes, but the form of
repaying is indirect √ through fiscal system.
(McPherson and Shapiro, 2000).
_ Vouchers √ in this case, individuals receive the special entitlements to study, and
their educational choices are followed by the funding, usually coming from the
state. These are instrument that empowers the students, giving them the right of an
autonomous choice of the educational path and of the educational institution
(provider). Moreover, vouchers are believed to lift the liquidity constraints, creating
a ≈critical mass∆ needed for the further development of private suppliers of
educational services. They definitely increase the competitiveness of the providers
on the market, however it is not certain whether this competition would be more
cost-, or quality-driven. Some authors stress that there exists a serious threat that
the usage of vouchers would lead to the shift from more expensive (but high
quality) courses to less expensive (and with inferior quality) training . Nevertheless,
vouchers are considered as a very popular and universal instrument, utilized by
many countries (e.g. Paraguay, US, Spain), but also by private sector, especially by
employers. For instance, Ford Company in UK has developed a special Ford
Employee Development and Assistance Program, active from 1989. Ford employees
can receive vouchers that are used to finance further training and education
(Oosterbeek and Patrinos, 2009).
_ Tax deductions √ this instrument is applied in order to lower the cost of schooling
for the individuals or companies. It consists of two forms: in the first one, a
company is allowed to deduct training expenditures from the tax bill. In many
cases, this instrument is used to stimulate the training of older workers. For
instance, in the Netherlands firms can deduct 40% of the costs of training
expenditures of the employees aged 40 and over. However, the empirical analysis
shows that this instrument is not very efficient √ the companies simply postpone a
training of workers slightly younger than 40, in order to take advantage of the tax
deduction (Leuven and Oosterbeek, 2004). In the second form, an individual (i.e.
worker) can deduct the training costs from own income tax. The empirical studies
have demonstrated, that exists a clear evidence for the stimulation of human capital
accumulation through tax deduction: ≈a 10 percentage point increase in the tax
deductibility rate of training costs increase training participation by 0.8 percentage
points∆ (Leuven and Oosterbeek, 2006, p. 29).
2.3.3 Conclusion: What Role for the State in Stimulation Lifelong Learning?
Life-long learning programs have been traditionally financed by the workers
themselves, sometimes with the cooperation of their employees. However, the current
situation √ the gradual decrease of traditional ≈students∆ in the higher education in
Western Europe, due to the demographic changes in population composition √ implies
that changes in the state policy are needed. It seems unreasonable why the state should
finance formal tertiary education programs only, while leaving aside the support for the
postgraduate, often part-time courses and on-job training. As the number of traditional
beneficiaries, enrolled in tertiary education programs, is bound to increase in a
foreseeable future, a shift in the focus of educational policy towards the support for
part- time study programs is is needed and recommended.
How the EU member states should stimulate the development of Lifelong learning?
The direct extension of direct funding schemes, used in tertiary education, to the parttime and lifelong learning programs seems unlikely, as the situation of the national
public finances in Europe is uncertain. Therefore, the plausible and realistic alternative
is to offer cost-recovery schemes, especially the instruments such as income-contingent
loans (ICLs) and Human Capital Contracts (HCCs). Those should be used in
combination with voucher-like instruments, that would target the most disadvantaged
groups. This combination of instruments can lead to the situation in which ≈individuals
are responsible for their training, carry an important part of financial burden but do not
have to pay for it up-front (and the) government provides resources through a system
that promotes efficiency in the education market∆ (Palacios, 2003).
References
Barro, R.J., Lee, J-W., (2010), A New Data Set of Educational Attainment in the
World, 1950√2010, ≈NBER Working Paper∆, No. 15902, Cambridge, MA.
INE, (2011), Unemployment rates by level of education attained, sex and age group,
Instituto Nacional de Estadística, data avaliable at: http://www.ine.es.
Leuven, E., Oosterbeek, H., (2004), Evaluating the effect of tax deduction on training,
≈Journal of Labor Economics∆, Vol. 22, No. 2.
Leuven, E., Oosterbeek, H., (2006), The responsiveness of training participation to tax
deductibility, working paper, Amsterdam.
McPherson, M., & Shapiro, M. O. (2000). Financing lifelong learning - Trends and
patterns of participation and financing in US higher education. Higher Education
Management, 12(2), 131 - 156.
Oosterbeek, H., Patrinos, H.A., (2009), Financing lifelong learning, ≈Empirical
Research in Vocational Education and Training, No. 1/2009, p. 25-43.
Palacios, M., (2003), Options for Financing Lifelong Learning, ≈World Bank Policy
Research Working Paper∆, No. 2994, World Bank, Washington D.C., March 2003.
participation and financing in US higher education, ≈Higher Education Management∆,
Vol. 12, No. 2, p. 131 √ 156.
2.4 Institutional Variety of LLL in HE
Author
Susan Prösel, DAA Job Plus
2.4.1 Preliminaries
The process of institutionalization of higher education supporting the Bologna aims is a
fundamental milestone in the implementation of the European agreements. Following
approaches to the theory of institutionalism, institutions are seen as determining social
and political outcomes. Institutions are fixing rules and strategies, construct references
and allocate the concerned persons. In the process of establishing the goals of European
and national education policy, institutions of higher education are important factors
with the responsibility for the development of curricula, modules, courses and
structural and organizational frame works.
≈To make Europe the most competitive and dynamic knowledge based economic area∆
(European Council, Lisbon conference 2000).
The developed European societies, encountering problems of decreasing population and
ageing workforces on one side and high international competitive pressure with
sensitive financial markets on the other hand are in need of highly qualified employees
and experts The European Community is promoting and facilitating higher education
and Lifelong Learning as well as supporting the development of study forms in HE to
better meet the needs of students/learners referring to the conditions of their different
lifecycles., thus enhancing participation in study- and Lifelong Learning programmes
and their outcomes.
2.4.2 Influences on the Institutions of Higher Education (HE)
On the background of the above named societal developments and anticipated
economically conditioned changes, the institutions of HE in Europe are involved in
some fundamental changes referring to the organisational and substantive structures of
their study offers in initial, postgraduate and continuous study programmes.
As more students - under different conditions in their life cycles and out of diverse
reasons - will start a study such as e.g. professionals, employed people, parents and - in
an increasing degree √ older professionals with long experiences and in need of
supplementing or updating their knowledge and professional skills, or people ≈just∆
interested in some study fields; the institutions of HE have to adapt their study
programmes and organizational structures to meet equity in education, provide
knowledge and to ensure the sustainability of the institutions in HE themselves.
2.4.3 Factors of Change and the Need of Part Time Study Programmes
Additionally a lot of surveys, e.g. the last social survey of the German Students'
Services 2010, describe the ≈typical∆ student to be a 50% student. More than a quarter
of all German students are de facto part time students (this fact is reported from other
European countries as well). The typical image of the carefree fully funded full-time
student is no longer valid for some time already.
These conditions challenge the institutions of HE to develop and establish study forms
or programmes which satisfy these conditions. The further development and
establishment of e.g. part time study programmes therefore is a fundamental task for
the institutions of HE in Europe. Not only as an essential part of the Lifelong Learning
programmes which are referring to the needs of all students regardless of gender,
origin, age or other social discrimination items, but in the same moment creating a
needed solution to already accomplished developments.
2.4.4 Changes in the Institutions of HE
In Germany like in most of the European countries higher education, in the meaning of
academic training, in full or part time form, was since recently mostly provided by state
approved universities.
Only since the late 70s the former ≈academies∆ or ≈engineering schools∆, providing
higher education in the meaning of higher professional education, were replaced by
universities of applied sciences with different professional orientations.
These institutions were in the classical tradition of academic education and ≈opened∆
only slowly and only under external pressure to new ideas and student groups. Their
tenacious willingness to change is still evident today and the reason for some
unnecessary obstacles on the way to a more market- and demand- oriented programme
structure.
Like in other European countries e.g. in the UK with its long tradition in private
funded universities, the gap was filled by other, also by private institutions of HE, e.g.:
the first private university in Germany, the ≈Universität Witten/Herdecke∆, which was
founded in 1983. Today there are 100 state approved private institutions of HE
including 10 private universities.
Private institutions of HE have a different self-image and a greater institutional
independence to establish new study forms for their clientele: e.g. part time studies for
employees, although the first distance learning university, the ≈Fern-Universität
Hagen∆, founded in 1974, was a state university.
Due to the Lisbon convention in 1997 and the following Bologna process and due to
reductions of government spending on education following the various economic crises
of the last decades, the process of change took on speed and depth, including
undergraduate studies as well as graduate, postgraduate studies and Lifelong Learning
programmes, changing all institutions of HE on a systematic level seen from structural,
organisational, legal, financial and political aspects.
The developments focus on flexible, permeable and accessible study forms facilitating
international exchange and the possibility to expand and renew existing qualifications
for a lifetime; requirements which can be met by the provision of Part Time studies.
In 2004, ≈a team of researchers conceived a research project that aimed to explore the
value of designing a typology of higher education institutions in Europe. The starting
point of this research project was the assumption that the strength of the European
higher education system lies in the diversity of its institutions.” (see References:
≈Institutional Profiles: towards a typology of higher education institutions in Europe∆)
A result of this research project was the development of the ≈U-Map∆ (see References)
presenting a European classification of higher education institutions; identifying six
dimensions to classify and group. Among others one classification dimension is the
involvement of the institution in Lifelong Learning. The selection of this dimension
stresses the meaning of the inclusion of adult learners in institutions of HE and dealing
with resulting problems like: recognition of non-formal learning and degrees and the
offer of study programmes matched to the specific (temporal) situation of this clientele.
In some instance the results of this project are a reinforcement of the findings of the
ProParti project.
2.4.5 Contributions of the ProParti Project
During the partnership of the ProParti project several examples of institutions of HE
and their programmes have been introduced and visited on site, so to get to know
different kinds and respective approaches of offered and implemented study
programmes; corresponding to a future-oriented institution in HE. As part-time
learning programmes represent a highly important part of this much needed offers, the
focus was on the introduction of different kinds and types of part-time learning
programmes.
Their experiences and approaches can be seen as exemplary for the situation most of the
institutions of HE in Europe are facing today. (see the progress report form from2010
and the minutes of the 4th and 5th partner meeting in Hamburg and Vienna).
Austria
In Austria the Fachhochschule Technikum Wien has developed several part time study
programmes (4 BA, 10 MA) and two distance learning BA study courses. The number
of students in these part time programmes compared to the full time students is nearly
balanced (1500 √ 1300). Additionally to courses for continuous professional
development the distance learning programmes are offered as career parallel courses to
enhance and facilitate professional development.
Poland
In Poland due to the socialistic past the institutional development carries different
traits. In addition to the state universities there is a broad market for private
universities and other institutions of HE. At about 2 millions Students 0,66 million
Students study at private institutions of HE. Half of these students at institutions of
HE study part-time. Seen from a historical perspective those private institutions are
mostly very ≈young∆ focusing their offers on well asked study programmes like
≈marketing∆. The education system, referring to public universities and institutions of
HE, is facing the problem of big infrastructural differences between urban and rural
areas, as well as an inadequate adaptation to the needs of the modern labour market
(which is one of the reasons of the success of the private institutions). To succeed in
the market prestigious universities like the University of Economics Krakow have
developed and implemented new non-degree study programmes in part time, e.g.:
_ paid short term programmes (Public International Law, International Negotiation
etc,)
_ guest lectures of foreign professors, financed by Erasmus scholarship
_ summer schools.
These, although occasional insights may as well be taken as outlines of the institutional
landscape of a post-socialist society facing the requirements of a globalised world in
post-industrial Europe.
UK
Planning a part time study programme means focusing on the desired students
(clientele) and their needs in a flexible and adaptable fashion. The institutional
developments in the UK provide a clear picture of this: The Leeds Metropolitan
University presented solutions for this task which are also presenting the experience of
an institutional system that is ≈international-proofed∆ by a long term experience in
international markets as the Commonwealth (which had the additional advantage of
also being a common language area). The Leeds Metropolitan University students
studying part time represent various target groups that might be interested in part time
learning from the point of age, work situation, care environment or temporal aspects.
One important issue for the planning and development of part time courses is to create
a coherent curriculum matching the student»s needs. If this problem is not satisfyingly
solved completion becomes a big challenge as well as funding. At LMU full time MA
programmes record a declining number of UK students because they would need a
second study loan.
Financial Aspects
The financial aspects show another interesting point for the planning and
implementation of part time study programmes. Universities and institution of HE
must position themselves in international markets to stay competitive and to survive as
institutions. The more the institutions are getting competitive the more there is the
need of developing and providing distance learning courses. Distance learning with an
increasing number of international students on the other hand force the institutions to
develop suitable curricula taken into account the travelling needs (and costs) of such an
international clientele. A lot of the part time students √at LMU especially students of
international business - are even sent by their employers. They sometimes achieved
significant positions in their jobs but there is no possibility to accredit this
circumstance. The inclusion of the recognition of professional experiences and
competencies is a task that must be considered by the planning of a part time study
programme. As reported at the LMU future requirements for the planning and
implementation of programmes in a part time learning form can be seen in the
demographic differences between part time and full time students as well as in the
feminisation of workforce in management jobs, making it necessary to provide specified
part time learning forms best suitable for their needs. (Combining e.g. different
learning modules in different time periods, including work based learning and even
including work as a structural part of the programme).
Social and Communicative Aspects
Another point was named to be seen as crucial for the success of a part time learning
programme with distance or e-learning modules: building up an online community of
support for the students and together with the students because a well settled online
community can help to reduce or avoid drop outs. A large part of the experiences of
Leeds Metropolitan University can be taken as an example for a proven and well
accepted programme already rather good prepared for the challenges of an international
competitive market with new target groups. In this way this institution of HE
represents a kind of role model for other European institutions of HE having to prepare
part time study programmes.
The two last meetings of the ProParti project in Hamburg and Vienna illustrated a
number of other aspects of the requirements for the institutions of HE, willing to
establish successful part time study programmes.
Germany
The Hamburger distance learning university of applied sciences √HFH - presented some
e-learning tools which have been successfully implemented: working on OLAT (an
open source Learning Management System), with Forums, Wikis and Chats or Virtual
classrooms in Adobe Connect. E-learning requirements were said to be: simple
navigation/usability, focus on added value for the students (like using multimedia,
digital provision of material, support different types of learner), blended learning and
tutoring as compulsory part of the curriculum. Besides these aspects of contents,
curricula and structure of supply, the aspect of quality assurance and -control was
clarified, emphasizing the indispensable need of surveys, advanced reporting and
quality guidelines. The FHW, as an example of a relatively young institution of HE
which had been founded to be able to respond to the need of students and learners,
showed that the establishment of a part time study programme is not only dependent
on adaptation to the needs but on the other hand on a well planned budget structure
and on extensive market analysis of the competitors. The questions of funding for the
students, of enrolment fees, cost of materials, technical structure and staff is
fundamental for the success of an institution on the quite difficult market of HE.
Austria II
In Vienna the Fachhochschule Technikum Wien as well as the University of Applied
Sciences Vienna presented some didactic aspects that should be taken in account in
implementing part time study programmes such as tutoring, on-line communities,
quick feedbacks and social networks (alumni) to prevent and decrease the number of
early drop-outs (usually in the first two semesters). Internships as compulsory part of
the curriculum are seen as didactical necessity and are common to all part time
programmes. Future developments and challenges for the institutions of HE were said
to be integrating work based learning in the study programmes and in combining social
media components with the study contents to better be able to meet the
students/learners needs.
2.4.6 Summing Up
Summing up the experiences of the meetings it can be said that after the start of part
time studies in the late 60s and 70s part time study programmes are gaining more and
more prestige and appreciation and they become more numerous.
In the beginning there was a design of full time programmes organized in a part time
manner, since then more flexible versions have been brought up so the system as a
whole gets more flexibility through the establishment of part time programmes or by
developing new offers like dual courses, short course training, continuing professional
development, private based course programmes in further education on high level etc.
The different experiences can be taken on one side as good practise and on the other
hand they support the aim of the project, to provide a ≈list of requirements∆ that can be
useful for institutions in HE willing to establish part time study programmes.
2.4.7 Prerequisites for Part Time Study Programmes
Additionally to the practical experiences the development of those part time study
programmes have been the object of studies and surveys for a rather long time.
Universities or other kind of institutes have occupied themselves in the discussion of
optimal structures, organisational forms as well as in questions about legal and temporal
aspects for the establishment of the programmes.
As a result there are some shared points: The respective part time studies have to fulfil
some fundamental requirements:
_ they have to be up-to-date by the scientific and technological standards;
_ they must be relevant so to meet the specific needs of the labour market;
_ and they must be functional, so institutions and target groups can make use of them
under the conditions their every-day life.
2.4.8 Factors to Take Care Of
From the experience of the already implemented study programmes some points can be
filtered out as reference points:
_ financial problems. The financing of studies for ≈non-traditional students∆ being
e.g. 30 years and older, must be clarified.
_ problems with time-management, the time spent on studies must be met by
respective organisational conditions to avoid intolerable prolongations and drop
outs.
Offers should focus on:
_ Flexibility in duration and on the determinants of the acquisition of ECTs
_ balanced structure of methods of learning like: on-site-, self-, blended or distancelearning
_ ≈tailored∆ study programmes (even individually tailored)
_ modularization of the programme
_ recognition of previous, academic as well as of a defined cluster of job-related
performances like a master's certificate etc.-
_ dual studies that integrate the workplace as a place of learning
_ work based learning
These kind of prerequisites support and facilitate the ≈normal∆ as well as the new
student groups to study the programme of her/his choice not only as an initial study or
post-graduate study but also as continuous, or even as an interest based study and most
of all: to the desired and necessary conditions.
2.4.9 Most Needed: Support of Motivation, Use of Methods
More than in full time study programmes part time students (referring to not interest
based studies) are focused on a successful completed study course to get a job or to
keep a job. Their motivation and personal interests, especially in continuous study
programmes in HE are driven mainly by motives of promotion and advancement.
Part time study offers do have to refer to some additional requirements to be attractive
for the students:
_ - they have to take the employability of their students into account
_ - they have to integrate different kinds of learning to support and motivate the
study process because the possibilities of distraction are often job-based and must
be taken into account.
To support and facilitate motivation and endurance part time study programmes usually
use a mixture of methods like: competence based learning as well as integrating work
based learning, technological enhanced learning, as well as distance learning based on a
mixture of self- and blended learning and enhanced by tutored learning phases.
2.4.10 Flexibility of the Organisation
Besides the use of a great variety of learning methods to improve the motivation of the
students part time study programmes have to adapt their organisational forms to the
needs of their students. Accordingly they use e.g. personal study plans, tailored
courses, block delivery, off campus provision and short cycle programmes.
2.4.11 Regional Networks
As the pressure of usability is rather high in part time study programmes, the providers
of these programmes have to focus on good relationships with employers and other
respective and involved stake holders in the region. Alumni surveys therefore have a
higher priority than in full time study programmes and are used to optimize the
contents and organisational structures. The integration of the institutions of HE in
regional and other networks is an important part of motivating the students by offering
them contacts to employers and additional placement chances and simultaneously give
important feedback for the institutions from practice.
2.4.12 Part Time Studies in Lifelong Learning? Some Prerequisites
Lifelong Learning not only aims at studies that are directly or indirectly related to the
job √ at what point of the professional life whatsoever √ but refer also to people who
want to study out of personal motives, even just for the fun of accumulating
knowledge. (Currently the terminology of Lifelong Learning embraces many concepts √
including initial education for disadvantaged groups, continuing education and training
for well-qualified graduates, and post-retirement opportunities for cultural enrichment
√ and is subject to considerable local, regional and national interpretation).
Education on a high level is the basis for equity and participation in a knowledge based
society and it ensure the consistency and coherence of democratic systems and is
indispensible. Whether career related or based on personal motives the institutions of
HE should allow and support Lifelong Learning programmes in the named way.
The University of Kent (as one of the many examples) offers undergraduate, graduate
and postgraduate courses as part time programmes. The courses are targeted on
professional as well as on personal development and even courses ≈just for the fun of
learning∆. The organisational forms are ranging from ≈day schools∆, ≈open lectures∆ to
≈summer schools∆.
Universities and other institutions of HE have to grasp the opportunity to address
Lifelong Learning centrally in their mission and strategy as part of a wider definition of
excellence. Although there still is (and may be shall exist further on) a rather high
complexity of Lifelong Learning concepts they should be acknowledged and explored as
a key aspect of developing the contribution of universities to a culture of Lifelong
Learning.
2.4.13 Requirements
The requirements for the provision of non-degree or postgraduate Lifelong Learning
programmes in the institutions of HE that are personally motivated (out of what
personal motives whatsoever) are not so different from those in ≈vocational oriented∆
part time study programmes.
On one hand the usual programmes must be prepared for this kind of clientele
including post secondary students, adult learners, professionals who seek to up-grade
skills for the workplace, senior citizens taking advantage of their increasing longevity
to pursue cultural interests; e.g. they must accept auditors and on the other hand those
programmes should be organised in a part time learning form as well and facilitate
learners with non-academic qualifications, enabling them to transfer the non-degree
study into a degree study as well.
The promotion of these groups of learners requires the same additional support
referring to the support of the learning processes and motivation. The clientele in
Lifelong Learning programmes illustrates another very important point that has to be
taken into account: the teacher. Teachers and tutors in part time study programmes
have to have additional qualifications especially competencies for the building and
maintaining of social relationships and other communication skills. The picture of a
teacher only as a conveyor of knowledge is no longer valid. The teacher has to become a
partner, a tutor, a moderator a manager, supporting and guiding the process of learning
and education.
2.4.14 HIS Study 2011
The latest edition of the German ≈Hochschul-Informations-System GmbH∆ (HIS) is
dealing with extra occupational and dual study programmes in Germany. In the
summary it defines some fields of action on structural and political level to support the
development of HE which are underlining and expanding the findings of the ProParti
project:
1. Information and Consulting √ programmes should be published on a broad scale
2. Transfer management √ to prevent early drop out, students should acquire
competencies to study. Institutions have to take part in this process and
integrate the students in the values and prerequisites of studying. e.g. by
facilitating self-reflective activities
3. Planning the development of the institution and profiling the institution
4. Establishing extra-occupational BA programmes
5. Establishing information portals and databases for the use of students,
employers etc.
6. Implementation of permeability at the institutions of HE
7. Financing and funding √ Financial public support has to be adjusted to the new
learner groups
8. Re-organisation of certification √certificates below the level of academic
graduation should be standardized to facilitate the integration in study
programmes
9. Development of competencies by facilitating dual study programmes √
personnel development can be expanded as operational further training strongly
supported by the company at an institution of HE
10. Facilitating networks √ Networks between institutions of HE and companies, or
networks of companies, networks of institutions of HE and providers of
continuous education can cooperate and support each other»s activities and
needs in education and further training.
The societal, economic, technical and scientific developments and the need to be and to
remain competitive on international high-demand markets are the challenges for the
future of Europe as an economic and cultural area it»s consistence and coherence and
the quality of life of his citizens √ the institutions of higher education in their variety
of private and public universities, universities of applied sciences, continuing training
providers, technical schools and colleges are the important partners in this processes.
They already have started the needed developments and even if there is still a lot of
work to do e.g. in the recognition of qualifications, in the permeability of accesses to
study, in financing institutions and students and even in the promotion of Lifelong
Learning, some good work is already done and can be taken as good practices for future
developments.
2.5 Pedagogical Developments in Part-Time Studies
in Europe 2011
Authors
Jayne Mothersdale, Brian Whittington, Leeds Metropolitan University
≈The European stage is set for lifelong learningº.Widening access to higher education
is not about introducing less qualified students, but rather about supporting all learners
(with different motivations and interests) with the potential to benefit both themselves
and society through participating in higher education∆ (EUA, 2008). The challenge is
to learn from good practice, and to consolidate and meet the diversified needs of
learners in global and increasingly digitally literate societies.
Through well designed accessible programmes of learning and accreditation, part-time
study opportunities have the potential to significantly contribute to the life-long
learning and inclusion agendas.
This section of the project report takes a comparative look at the rich tapestry of parttime pedagogies supporting full undergraduate honours degree programmes as they
currently exist and as they have been described, in the participating nations. In
thinking about pedagogic approaches we have undertaken a literature review, spoken to
many course leaders and have received information from the participating organisations.
Our focus is on accredited part-time bachelor level programmes as they exist at this
point in time and excludes other levels, including short accredited and non-accredited
courses. As the Higher Education Funding Council for England (HEFCE) note in their
report on part-time degree study (HEFCE, Part-time first degree study: Entry and
completion, 2009), the diversity of, and flexibility found, in part-time provision make
the data difficult to accurately capture and interpret. This report is no exception.
2.5.1 Introduction
Part-time study in Higher Education is not a new phenomenon in Europe and it is
already playing an important role in delivering the lifelong learning agenda. However,
there has historically been substantial variation in the type, level and density of such
opportunities in different nation states. At a European level it is recognised that parttime study needs to grow in order for us to service the expansion of higher level skills
essential in the workplace ( (Sastry, 2007), (Leitch, 2006), (ET 2020, 2009)), by
providing flexible opportunities for:
_ Constant up-dating of skills
_ Development of new knowledge
_ Supporting portfolio careers
At an individual level the motivation to study part-time is diverse. Career
development, to enhance chances of promotion, and to support a career change are all
cited both anecdotally and in the relevant literature, e.g. (Yorke, 2008) as are the more
intrinsic motivations of studying for leisure and pleasure. For many, regardless of
background and personal circumstances, part-time study is their only route to a degree
and graduate employment. This is often the case for example with:
_ Mature people with employment and caring responsibilities
_ People with disabilities restricting attendance and participation
_ Those living in remote communities
_ The unemployed
_ Those less qualified and in full time employment
_ Where the debt of full-time study is prohibitive
_ Young mothers
It is clear that the potential for part time H.E. is therefore significant. Hefler and
Markowitsch (Hefler, 2009) present a useful typology illustrating the range of student
circumstances and motivation to study part-time, but we know that they are not an
homogenous group and that there is no such thing as an «archetypal student».
Typically though, students have to:
_ Find the motivation and time to attend class and/or engage with the necessary
learning activities
_ Study course material independently
_ Complete assignments and set work
and to do so alongside work, social and family commitments. An investigation into how
successful part-time students cope with study was undertaken by Kember et. al.
(Kember, 2005) and concluded that students who were successful in finding the time
to complete part-time courses do so by adopting three mechanisms: sacrifice, support
and negotiation of arrangements. They go on to suggest that all three mechanisms
operate in four domains; work, family, social and self. Of these, work was recognised
as the most inflexible domain. In the family, identified as the most important domain,
all three mechanisms were used to facilitate study. With regard to the other domains,
time to study was commonly found by sacrificing social activities; and the self-domain
was important in establishing motivation and self-determination.
Our concern here is to explore part-time pedagogy. We were interested in the nature of
the pedagogy employed with part time students, and the extent to which they have
emerged to respond to the particular needs of those students. We identified a range of
pedagogies that have developed across Europe and whilst making no claim that this is a
comprehensive account of such pedagogy, it provides examples of attempts to tailor
teaching and learning approaches and the organisation of provision to the perceived
requirements of those studying on a part time basis. It also gives insights regarding the
motivation to study part-time, the causes of attrition and how students cope with the
demands of part time study. There are also reflections on the impact of this pedagogy
on curriculum design.
2.5.2 Part time Pedagogy
It quickly became apparent that across Europe there is a definite blurring of the line
between full and part-time study. An exchange with colleagues in Austria summed up
the developing flexibility of provision. When asked whether their students mainly
studied full time or part time they responded: ≈Full time or part time? Mostly any
time!∆
2.5.2.1 The Case of the UK*5
In the UK, there is a long history of part time Higher Education. The notion of part
time study has traditionally been defined in relation to an a priori model of full time
study: typically an 18 year old undergraduate student studying exclusively for 3 years
for a Bachelors degree. In reality this has been an idealised picture of the UK
undergraduate experience which, since the expansion of Higher Education in the late
1960»s, has given greater access to a proportion of those from social classes for whom
some form of employment, during non term time at least, has been an economic
necessity. The further significant expansion and increased access of the 1990»s has
produced a full time student experience more typically involving systematic
employment during term time and around the demands of study.
Whilst the experience varies, not least with individual socio economic circumstances
and institution - (it is «more typical» of undergraduates attending post 92 universities
for example) √ this reality has been part of the progressive erosion of the distinction
between full and part time study. However, until recently the distinction has been
sustained by the structure of public funding and the consequential design of part time
study. With full time programmes defined as an intensity of study over a defined
limited period, part time programmes were designed to be less intense over a longer
period √ for many years a common model simply allowed a 3 year undergraduate degree
programme to be taken over six years, with only a marginal overlap with otherwise full
time employment or other commitments, typically involving evening attendance. The
intensity and duration of the student experience defined the relative entitlement to
either full or part time public funding, both for the individual student and the
institution, sustaining a distinction in financial support consequently embedded in the
design of curriculum delivery, despite the changing reality of student circumstances.
The development of more flexible structures of attendance (day and half day, weekend,
block/intensive) and credit accumulation; of ICT which has made flexible learning
resources a reality for full and part time students; and recent substantial increases in
student fees which have highlighted for more students the need for a source of income
whilst studying - all these are gradually eroding the distinction. In a report
commissioned in 2008 (by John Denham then the British government Secretary of
State for Innovation, Universities and Skills) Christine King (King, 2008) highlighted
the resulting anomaly in the student support system:
5 Variations in policy reflecting devolved government decisions in Scotland are recognised but not referenced in this
report.
≈Full time students increasingly work part time to fund their studies. They choose work
which fits in with their studies and make pragmatic choices about modules of study and
attendance at classes to combine both work and study. Such students are eligible for full
student support. Part-time students, on the other hand, choose study which fits around their
working and family life and make pragmatic choices about course which can be accessed
locally and conveniently to them. Such students are only eligible for part-time student
support.∆
King identified:
≈Increasingly younger students are choosing to study part time so that they can earn while
they learn. Almost 10% of PT students are under 21 and there has been an increasing
number of young applicants at the Open University since variable fees were introduced.∆
The British Government announced this year changes to part time funding entitlements
designed to mitigate the impact of this evident anomaly. (See also Appendix I for some
examples of current working definitions of Full and Part time students / programmes).
Example: The Open University
The Open University is the largest single deliverer of part-time education within HE in
the UK and has perhaps the most sophisticated offering of part-time provision. Central
to its transparent and flexible learning framework is the facility for students to enrol
on and to study discrete single modules for institutional credit or as part of an
integrated award including honours degrees. The effective and embedded use of the
Credit Accumulation and Transfer (CATS) mechanism means that learning
achievement is more transferable √ across awards, institutions and (with ECTS) across
national HE systems.
The success of this approach is seen in the relatively steady growth in the number of
entrants to its part-time first degree programmes since 2002 to approximately 25,000
students at its peak in 2006 -07. This is against a backdrop in the rest of the UK HEI
sector of declining numbers of entrants to equivalent part-time first degree programmes
since 2002/03 √ dropping significantly in 2006-07 from 13,600 in 2005-06 to 12,000
part-time students . (HEFCE, Part-time first degree study: Entry and completion, 2009)
Institutional Experience
In a small scale research study (see appendix 3) into the part-time undergraduate
Business and Management market in relation to Leeds Business School, Professor Jim
Stewart et.al (Stewart J., 2008) was able to draw some tentative and indicative
observations:
_ There is a need to appeal to individuals as well as to employers in the part time
degree offer.
_ The major market is likely to be limited to reasonable travel distances to the
campus.
_ Even where quality of learning and teaching is satisfactory, surrounding factors
such as course administration and timetabling can have a negative impact of the
student experience.
_ Flexibility and choice in both content and delivery is valued by both students and
employers. In terms of delivery, «intense modules» (modules are taught over a one
week period every 6-8 weeks) were received well by students.
_ Joint/combined awards e.g. Business and Management, are valued and are more
likely to be more attractive to both students and employers.
_ Work based learning and assessment is valued by both individuals and employers.
_ There may be opportunities for developing more collaborative work based learning
courses and awards with single or consortia of employers.
_ Fee levels did not seem to be a barrier to attracting students6.
_ Design, delivery and support for part time courses and students needs to be much
more tailored and dedicated to the particular needs of part time study.
_ Emerging and currents issues in Business/Management education such as leadership,
globalisation, corporate governance and international trade could be more focused
in context and titles of courses.
_ Generalist rather than specialist or function based content and named awards are
probably more attractive to both individuals and employers e.g Business and
Management rather than Business and HRM.
_ An exception to the above would be collaborative work based degrees with single
large or consortia of employers where functionally and/or sector focused content
and named awards may be more attractive.
These findings are both consistent with the literature already referenced and provide
further insights into the student experience useful for design, delivery and support of
part time programmes.
Part time Learning Models
From our general consideration of the range of part time learning modes common in the
UK, we provide a simple typography below.
(a) Full-time programmes taken part time
This is where the full-time course has simply been lengthened in overall study
time and delivered on two evenings during the week. A typical three year
honours program will take the student six years to complete in recognition of
the other demands on their time. No special consideration has necessarily been
given to the specific pedagogic or support needs of such students. It is simply a
full time programme with a part time mode of attendance. As (King, 2008)
6 The study was completed before the recent increase in fees.
recognised this is «the poor relation» to full time study, the experience being
second class and disadvantaged.
Such a course is most likely to be self funded and studying for the degree will
not necessarily be the exclusive or defining activity for the student, unlike for
full time students. Within the UK, because of the public funding model»s
preferential treatment of full time provision, the focus of student number
planning in institutions has been on the «bread and butter» full-time campus
based courses where funding has been historically more secure. Unless
associated with a professional qualification and a buoyant vocational market,
part-time routes have been relatively small scale additional offerings.
(b) Day Release / Block part time courses
These are similar to those programs outlined above in all aspects excepting
attendance would be for weekly afternoon and evening sessions (rather than
two evening sessions) and/or block study (regular intensive periods of
attendance typically for a weekend/ week); and it is common for the employer
to fund or part-fund the study and to provide time off from work to attend.
There may be «tailored» versions of this whereby a course has been specifically
designed to either meet the needs of the employer and/or those of the student
constituting a specific market demand. They are in that case dedicated part time
programmes in design and delivery. However, it is not unusual for students
even on dedicated programmes to comment in course review and evaluations
that «they feel like the poor cousin of the full time courses» and that «weekend
and evening courses can be desolate experiences» (King, 2008), with the
necessary services such as student support and administration unavailable,
personal tutors who had «gone home for the day» and campus restaurants which
were shut.
(c) Individual Programmes of Study (IPOS)
More flexible student-centric schemes such as IPOS, allow students to map
their individual program of study across range of module pathways. The study
of a number of modules can be undertaken at a pace of the students choosing √
though delivery, and therefore attendance on these modules, is determined by
University timetabling and not student availability, demand or need. IPOS
students sit in with full-time students but at a part-time rate of attendance and
at the convenience of the HE Institution. Such schemes often more effectively
facilitate access to programmes through the accreditation of prior learning
(formal and non formal) often offering multiple entry points and exit points
with formal credits and/or recognised awards. It can be attractive to institutions
as it increases class sizes and improves efficiencies.
(d) Distance and e-Learning
The provision of HE degree courses through these modes of delivery within the
UK has largely been the domain of the Open University and private providers
such as International Correspondence Schools Ltd (ICS), Kaplan and the RDI who are underwritten by the elite Russell Group Universities including
Warwick and Birmingham as well as more vocationally focused University
partners such as Sunderland, Sheffield Hallam. They offer University
accredited degree level programs that have the same formal status as those
studied on a University campus. On enrolment students become a student of
the relevant University with all the benefits associated with that status. They
are invited to attend their university to collect their certificate at their
graduation ceremony. These providers specialise in allowing people to study a
wide range of degree programs in their own homes √ typically through using
well produced distance learning material received through the mail and more
recently through the use of technology, including e-mail, the internet and
virtual learning environments. The profile of students studying on these
courses tends to be the non-traditional 18 year olds in that they are unable, or
don»t wish to, study in the traditional manner but who have appropriate
University entry qualifications, or equivalent, and can include students younger
than 18 who are capable of studying at a higher level. Such programmes boast
sophisticated pedagogic approaches designed in appreciation of the needs of
their part-time learners. Course material is prepared and published well in
advance of delivery leaving the focus of the tutor on the facilitation of learning
activities, feedback and student support. Structured on a modular format,
students are able to study at their own pace as defined by them and not a fixed
timetable defined by the institution or in accordance with traditional University
calendars. Study can take place at any time in a 12 month calendar enabling
«fast tracking» when compared to a face to face equivalent part-time programme
√ which would typically take twice as long as the full time equivalent.
Further, regular running of the modules on a rolling basis allows study to be
paced to fit around need, giving the student the flexibility to choose when they
study which module and, often, in which order. In addition, exit routes are
clearly indicated offering a transparent and easily accessible ladder of awards:
_
_
_
_
_
_
Honours Degree √ 360 credits (18 modules)
Ordinary Degree √ 300 credits (15 modules)
Diploma of Higher Education √ 240 credits (12 modules)
Certificate of Higher Education √ 120 credits (6 modules)
University Undergraduate Certificate √ 40 credits (2 modules)
University Undergraduate Associate Certificate √ 20 credits (1 module)
Fee payment is similarly flexible √ students can pay for each module at a time,
as they study it rather than paying in advance for a complete programme or year
of study.
Through changes in funding policy and advancements in technology, other
Universities within the UK are now rapidly growing their «flexible» provision
in competition. Using a range of technologies, virtual learning environments
and digital materials new programmes are being designed requiring new
teaching and learning strategies and pedagogic approaches incorporating
communities of practice, collaborative and constructivist learning. (See
Appendix 1). Use of integrated on-line discussion boards support synchronous
and asynchronous communication with peers and tutors. Increasingly, study
can be anywhere in the world, at a time and pace to suit the student.
With the more recent expansion of private Higher Education organisations,
encouraged by the current Government, these approaches are evident in market
specific areas such as Law, Accounting, and Business Studies (e.g. BPP, part of
the US Apollo Group, University of Phoenix).
A local example:
A robust Instructional design has been adopted for all modules on the on-line
Business and Management Degree within the Faculty of Business and Law at
Leeds Metropolitan University. The underlying pedagogic module adopted by
the course team follows Salmon»s five-stage model (Salmon, 2000).
Figure 2.3: Salmon»s Five-Stage Model (Salmon, 2000)
The online induction module intends to achieve stages one and two of the
model (Access and Motivation, and Online Socialisation) to ensure a focussed
and in-depth initial engagement of the students prior to beginning the courses
credited modules. The development of an online community is designed to
support and encourage students as they progress through the course. The course
modules take students through stages 3, 4 and 5 of Salmon»s model
(Information Exchange, Knowledge Construction, Development) and are
constructively aligned in accordance with Biggs»s Theory (Biggs, 1999), by
linking online activities with Learning Outcomes.
In developing the programme, to accommodate the e-learning mode, the CDT
has paid attention to the grouping and sequencing of modules to ensure a
balanced workload and an appropriate mix of knowledge, skills and assessment.
The programme facilitates the engagement, learning and motivation of a
student, ensuring that at any one time they have a reasonable workload in
respect of the demands of each module.
A list of design principles in the development of the pedagogic approach to the
course delivery has been established (See Appendix I).
The assessment strategy is designed to ensure that the learner is motivated to
engage with the learning, by ensuring a direct relationship between learning
and assessment and ensuring a range of assessment forms. Application is a
feature of assessment within modules with the extensive use of case studies,
research tasks and the requirement for project work embedded. All assessments
are submitted online, and feedback and marks are delivered online.
Attrition has been very low and student feedback very supportive.
The advantage of University study includes access to the infrastructures and
services and on-line students can access round the clock support and library
facilities. However, unlike private providers universities find it challenging to
adapt institutional systems to meet the student needs (offering flexible
payment terms on a module by module basis for example). And academic
calendars remain with September and January starts for each semester of
teaching √ meaning that modules have to be studied in order, sequentially and
if the student misses the first opportunity to study it they have to wait a full
academic year for the opportunity to study it again. That said study pattern
recommendations are becoming more flexible whilst retaining the caveat that
«part-time study usually requires a reduced study load». There appears still to be
some tension here.
2.5.2.2 Insights from other EU States √ Some Case Examples
Part time H.E. has been less evident in other EU States, particularly in traditional
Universities where the full time model is still dominant. Part time H.E. is more evident
and more common in institutions whose educational output more directly reflect the
needs of the labour market e.g. Universities of Applied Science, Fachhochschule and
their equivalents.
(a) Austria
The Fachhochschule Technikum Wien (a University of Applied Sciences
established in 1994) offers a range of programs on full and part-time basis √
often running in parallel affording additional flexibility. To take the Business
Informatics degree by way of an example, the professionally orientated course
has been designed to integrate a work placement (internship / practicum) of
between 6 and 20 weeks. Exemptions are given for relevant experience in the
field and the placement is assessed on a pass/fail basis by the employer.
Teaching and learning strategies include problem based learning, project based
learning and blended learning with a focus on employability and
internationalisation.
An instructional design for the part-time blended mode of learning (50% face to
face and 50% distance or «e» learning) would look as follows:
_
_
_
_
_
_
_
Five visits to the University per year
Final exam on campus or on distributed site
Two days induction/orientation on campus
Seven weeks on-line
Two days on campus and Exam (PART 1)
Seven weeks on-line
Two days on campus and Exam and resit (PART 2)
The timetable is fixed for two years.
The course team indicated some of the key lessons that have guided their
organisation of the learning:
_ the early part of the course is the most difficult for the students as they
become aware of and adjust to the demands of the programme
_ for students experienced in the specific field of work, but without relevant
formal qualification, a pre-course programme is essential
_ the highest drop-out rates occur near the beginning of the course, and so
the pace of learning is designed to be less demanding at the start. As a
consequence, attendance is stable from Easter
_ Regular tutor contact with students is crucial as are clear deadlines and
expectations regarding assessments
(b) Poland
Within Poland there has been an increase in the participation of adults (as
identified as the over 25»s) in formal learning activities and the typology that
best describes what motivates learners to study was developed by Houle
(Houle, 1961, republished 1988) and identifies:
1. Goal-oriented learners using education to achieve clear-cut objectives
2. Activity-oriented (social) learners who take part mainly because of the social
contact. As Houle states ≈Their selection of any activity was essentially
based on the amount and kind of human relationships it would yield.∆
3. Learning-oriented learners seek knowledge for its own sake.
In the public funded Universities there are approximately 6,000 public funded
full-time places for students attaining the highest entry grades. Students of
similar age group and aspiration who are unable to meet the entry requirements
for full-time programmes can study the same courses, over the same period of
study but on a self-funded, part-time basis (16,000 places). Attendance would
typically be on Monday √ Thursday between 1500hrs and 2100hrs or at the
weekends. These students would be taught separately to the full-time students
because of the funding rules, and would receive approximately 80% less face to
face contact than their full-time counterpart.
An academic explained: ≈Part-time study is perceived as an emergency solution or
a compromise if you cannot access a «real» study programme. It is a matter of
societal value∆.
In the non-public sector part-time education a case study on Tischner European
University (included in the project documentation) illustrates how an
institution has adapted courseware, tools, support and pedagogy to meet the
market need and how this is reflected in their mission statement: ∆Recognising
needs, creating possibilities∆.
(c) Germany
Entry requirements and procedures in Germany are the same between State and
privately owned universities. Students without the entry requirement (Abitur)
can study at University if they have:
_ A relevant apprenticeship
_ Certain vocational qualifications
_ Sufficient relevant experience
The Deutsche Angestellten-Akademie (DAA, the German College for
Employees) is particularly focused on pedagogic teaching and learning
strategies with a clear target audience of unemployed, employed adults on
vocationally based «on the job» courses at tertiary and postgraduate
(professional) level. Distance and e learning is featuring increasingly as a
successful delivery medium and whilst full-time courses are offered, part-time
provision is carefully considered.
At the Hamburger Fernhochschule (HFH) a private university which markets
itself as offering ≈degrees in shorter duration∆, circa 25% of the students do
not have their Abitur and have an average age of 34 (2010). The university
makes a lot of use of distance /e learning and students would typically study
beside the job √ creating an apprenticeship leading to a degree. Typically
motivated to meet an employer»s need and/or to retrain, circa 40% of the
students would be sponsored by their employer and this is expected to rise over
the next few years. Further, companies want to use university study as an
integral part of an employee»s personal development planning.
The approach to distance learning comprises:
_ printed self study packs/CD ROMs ( to become part of the «self-studying
concept»)
_ internet/VLE access √ discussion boards and on-line seminars supporting
the development of learning communities, discussion and collaboration.
_ on-site seminars at study centres (many of which may be aboard)
_ student counselling via email and telephone
The pedagogy is based on delivery over 7 √ 8 semesters, each semester lasting 6
months √ using the whole year and not constrained by the usual academic
calendar. 80% of the time is spent on self-study of between 15 and 30 hours
per week. This would include study of the distance learning material,
engagement in the e-learning and in the production of coursework. The main
purpose if for students to:
_
_
_
_
_
acquire content
be trained in scientific methods and operations
develop job related work methods
acquire and develop problem solving skills
integrate and apply learning.
The remaining 20% of time is seminar time offered face to face or on-line.
Attendance is voluntary and aims to provide:
_
_
_
_
_
additional exercises
opportunity for discussion
deepening understanding/developing skills
presentations
general advice.
It supports the printed material and nothing more in terms of content is given.
This represents 60 -70 hours per semester which equates to approximately 6 -7
weekends. Any more than this it is felt, would impinge on the student»s job;
any less will hinder the student»s personal development, learning and
motivation to study. At HFH circa 35% of students are not able to meet these
demands √ largely because of job and family commitments. Consequently, it is
felt, retention is poor with the majority of those students who drop out doing
so in their first year of study. Counselling support focuses on this period with
study skills, material on «how to study at a distance» and «remedial» classes in
math providing additional help.
Fees include all the materials, marking & feedback, attendance at the seminars,
the examinations, support and correction of the thesis by experienced tutors,
individual support in modules and use of the on-line campus and e-learning
software. They are payable by monthly instalments over the term of the degree
with up to 18 months additional studying time at no additional charge.
Flexibility is ensured through timetabling enabling a «step on and off» approach
and well designed user information including clear module descriptors enabling
students to choose and select modules to study on-line (See IPOS approach in
the UK).
2.5.3 Discussion
From this limited range of cases/countries it is not possible to draw firm conclusions
regarding the opportunities available for part time H.E. courses in Europe. However,
despite these limitations, and the differences between the cases, it is possible to discern
the common issues with which they are attempting to resolve in developing viable part
time H.E.
2.5.3.1 Flexibility
Where part time provision has been most common (as in the UK) often delivery has
been designed for, and at the convenience of, the institution with their focus on full
time timetables, room and staff availability and not with the students» needs at the
centre.
Where this is still the case part-time study programmes do not offer the real flexibility
that they purport to. They often require significant personal sacrifice on the part of the
student and at worst, manifest a lack of consideration in curriculum design and/or
difficulties resulting from internal restrictions imposed by general University policy
and organisation (e.g staff employment contracts, assessment, learning and teaching
strategies, estate management systems etc.). Government financing structures may also
sustain incentives to focus curriculum, policy and organisation upon full time students.
Too often feedback from part-time students confirms that institutions are not
sufficiently geared up to deliver a full student learning experience with student
refectories, childcare facilities and student support services often closed when they are
on campus. (Yorke, 2008)
There is however some evidence from all countries visited of an increasing awareness
of these issues, and some progress in designing a more effective student experience
involving both employer/Work Based Learning consideration and the use of ICT and
VLE»s in the form of e-learning.
2.5.3.2 Entry Routes
There is growing evidence of entry to higher education by those not able to satisfy the
conventional and formal credentialist criteria (e.g High School Matriculation,
Baccalaureatte, A levels). Whilst these still dominate the requirements for entry to full
time academic degree / diploma courses in traditional universities, it is becoming more
common for potential students to be allowed to demonstrate their capacity to succeed
on HE programmes with reference to informal and non formal learning. This appears
most evident where vocationally oriented programmes emphasise the importance of
relevant experience in a field of practical / professional activity, which may not have
been previously subject to formal assessment. It is also a significant feature of the work
of those focussed on the issue of access and widening participation to national systems
of Higher Education. Whilst marginal in terms student numbers entering full time
mainstream degree programmes across the sector, there is evidence at least in the UK of
the more systematic use of accreditation of prior (experiential) learning (APL / APEL) in
student selection and of its greater prominence in recruitment of part time students
who are less likely in general to have the formal credentials to satisfy traditional entry
requirements √ particularly if they have gone straight into employment from school
education. Some will also have some formal accredited education which, whilst not
specifically relevant to the award for which they wish to study, may be given general
credit as evidence of their capacity to benefit from and succeed on the new award
programme, facilitating their acceptance onto the programme. More specifically relevant
accredited education may be considered as a basis for exemption from some of the new
programme. The recognition of prior experiential or accredited learning can be
empowering and instil confidence in continued study.
The development across Europe of national Qualification Frameworks has helped to
highlight the question as to how far students have the opportunity to gain entry, exit
and re entry at different (award) points on the formal qualifications ladder. Whilst not
in itself a system stimulated by the demand for part time HE, if taken alongside the
European policy encouraging lifelong learning, it provides both a clear context and
structure within which the debates can take place about returning to study / retraining;
about continuing professional development; about commitments by students to
programmes of more limited duration; about the progressive accumulation of credit
towards an award over a longer timescale; and about the appropriate curriculum and
organisational design which best facilitates these.
2.5.3.3 Fees
Part-time study programmes tend to be either privately funded or funded by a
student»s employer, at least in some part. Some employers, particularly where there is
synergy with the individual»s job of work and/or development needs, may stand the
full cost including study time. Others may give time off to attend class and/or home
study. Understanding these relationships is important when designing such courses √
and it may be that the same course needs to be delivered in a variety of modes in order
to meet the needs of the different markets.
Clearly those not in work will not be able to get contributions from the workplace;
however there may be fee waiver, discount or scholarship schemes within the
university and or grants from a number of agencies.
However, differential (and sometimes discriminatory) state funding policies regarding
part time (as opposed to full time) programmes may adversely affect fee waiver,
discount, and scholarship support in institutions. Part time students supported by their
employer are also more vulnerable to the often more volatile economic fortunes and
sometimes abrupt changes in staff development / training policy of that employer.
2.5.3.4 Funding of Institutions and Students
National funding policies for Higher Education vary considerably. However, in so far
as this is a function in part of being subject to, or responding differently to the same or
similar developments over the past fifty years, some parallels may be drawn, at least for
western European states. The shared experience and debate which has come into more
stark relief in the last twenty years is how to accommodate √ financially, socially,
politically and organisationally √ the ≈massification∆ of Higher Education. Driven by
the dominant convention, crystallised in the Lisbon Declaration, that the economic
future of Europe rests on it being the most successful knowledge based economy in the
world, it is clear that high value products and services which are the anticipated source
of that success depend upon a highly educated and skilled expanded labour force. The
current variations between states in financial support to HE institutions reflect their
different responses to date to the question of how they finance the production of that
labour force: the rate at which they move from an elite to an expanded, more socially
accessible system; the extent to which they move from defining HE as a ≈social∆ to
≈private good ≈; the degree to which they allow , encourage or construct a more market
based competitive system in the sector; and how far they switch the burden of finance
to the «individual who benefits» through tuition fees. As part of this convention, the
EU lifelong learning policy recognises that the rapidity of innovation and change will
necessitate significant and possibly serial changes in knowledge and skill for individuals
at an advanced level of learning. This is not possible through the traditional structure
of HE which was created in an era when, limited postgraduate activity apart, a single
period of advanced study (degree / diploma) for a relatively small proportion of the
working population was seen as sufficient to service the needs of the economy. The
anticipated pattern of systematic updating, continued professional development,
retraining and career change prescribes an unprecedented expansion of part time HE,
which may necessitate more fundamental reconsideration of where and how such
provision is to be financed.
Various initiatives for example in the UK, to encourage part-time students have been
evident in the past including:
_ 1999-2000 √ Fee waivers for PT students who qualify for social benefit payments or
who become unemployed
_ 2000-2001 √ Mature students Access Bursary Fund
These, whilst helpful to support students at the economic margins, are likely to be
inadequate to deal with the scenario above.
2.5.3.5 Design of Curriculum, Delivery and Support Facilities
The central requirement in this regard is to focus on the particular needs of the part
time student and to design accordingly. It is clear from the experiences referenced
above that there is sufficient understanding of the needs and conditions confronting
part time students for this to be possible. It is also clear that the circumstances
constraining designers √ institutional organisation, corporate policy, funding patterns,
contractual limitations, relative priorities √ rarely allow them to fully reflect these in
design and delivery. However, there are some examples which we have referenced that
suggest that it is possible to do so. These are cases where innovation is seen as a future
mainstream experience (e.g. «e» learning delivery) or where the dominant market (both
in demand and funding) is part time. There is some evidence to suggest that the
blurring of the full and part time distinction, and the shifting nature of economic
requirements may enhance the importance of non full time HE, elevating it as a design
priority for many HE institutions.
It is encouraging that examples of good practice from which to learn do exist e.g.
provision organised around «Centres for Adult Learning» ( City Lit - UK) and others
within a Life Long Learning centres such as the one at Leeds University (UK). This
provides specialist support, services and programmes to mature undergraduate part-time
and full-time students at the University. In addition to running their own part-time
certificates, Foundation Degrees and Honours Degrees, they also act as a home for
mature and part-time undergraduates across the institution and are committed to
providing a «first-class student experience».
2.5.4 Conclusions
Whilst none of them propose that they have anything to say about appropriate
pedagogy for part time HE, there is no doubt that a Lisbon Declaration that emphasises
the need for a continually upgrading workforce, an EU Lifelong Learning policy that
demands ongoing professional development, and a Bologna Process that strains towards
mutual recognition of outcomes, all have profound implications for the design, delivery
and organisation of part time provision in HE. These initiatives have yet to stimulate in
the member states a similar level of collective initiative towards the transformation of
part time opportunities that has been generated with regard to national HE structures
and the articulation of quality assurance.
Arriving at a single definition of part-time study, when it is ostensibly described as a
function of learning hours per week against national funding criteria, has proven
problematic. Equivalence of vocational training and academic degrees is still being
debated and issues around part-time study continue to get lost amid these discussions.
A European pedagogic forum focussed on the development of part time provision
would be welcome.
The EUA Charter on Lifelong Learning (EUA, 2008) calls for «evolution and not
revolution» and a continued discourse arguing that the issue is «not about lifelong
learning provision being different in nature to the provision of education to traditional
students», rather that the key challenge to expanding the range of learners, and that it is
a «strategic issue requiring universities to develop and establish systems for fair
assessment and validation of all forms of prior learning and to provide relevant, creative
and innovative programmes».
From our brief and relatively limited experience in this project, it is difficult not to
respond to this laudable aspiration by suggesting that we need to quickly get beyond
stating the obvious if we are to make any real impact on the issue. It is clear that online learning is emerging as delivery mode or blend that can successfully address some
of the organisational and delivery challenges and perhaps focus on the assessment of
learning outcomes rather than length of study would facilitate LLL and advancement in
PT pedagogy?
References
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Appendix A
Lifelong Learning in Higher
Education √ Typology Trial
National Report on Austria
Authors:
Stefan Humpl, Thomas Meyer, Sigrid Nindl, 3s Unternehmensberatung
A1 Preface
In the following text I will try to draw the situation of lifelong learning (LLL) in
Higher Education (HE) in Austria. This situation cannot be described easily: There are
some specific study programmes designed especially for the needs of learners beyond
the initial education phase. But still some of these programmes are open for learners
within the initial education due to administrative and other circumstances. On the
other hand we do face learners beyond the initial education phase in study programmes
definitely not designed for them √ which shows also the need for such study
programmes concerning demand of learners.
The example of Universities of Applied Sciences: The most important lifelong learning
study programmes in Austria can be found within the Fachhochschul-sector
(Universities for Applied Sciences), which was founded about 15 years ago. We can
find up to now appr. 300 study programmes (Bachelor- and Masters-degree) within this
sector, about 40% of them being designed especially for the needs of learners beyond
their initial education. Due to the fact that these study programmes are defined in their
length of provision (3 years for Bachelors and 1-2 years for Masters) as well as their
number of credit points (180 for Bachelors, 60-120 for Masters), not all of the students
do really fit into the definition ≈learners beyond their initial education∆. In fact, the
average age of students in so-called ≈career-parallel∆ study programmes was dropping
significantly in the last years. Also the aspect of employment parallel to the study
programme changed significantly: While in the beginning (mid- and end-90s) most
students had a full time job parallel to their study programme, we nowadays face more
and more students with part time jobs, no jobs (no employment or unemployment),
parallel full time study programmes and so on. Especially the fact that the structure of
study programmes changed into the Bachelors-/Masters-system (following the Bologna
declaration) there are also a lot of students who join a second or third Masterprogramme directly after finishing the first one.
The example of Courses at Universities: The Austrian university-sector is offering
additionally to the usual full time study programmes so called ≈university courses∆
(Universitätslehrgänge, Lehrgänge universitären Charakters), which are specifically
60__Appendix A
designed for learners beyond initial education mainly. These university courses started
in the 1970s and 1980s and faced a real ≈boom∆ since the 1990s. Some of these
university courses had been designed together with European or international
universities, to develop the level of MBA»s in Austria. Others had been designed to
develop specific professional competences in specific vocational fields. And others had
been designed to provide a specific diploma for a specific vocational group (to seal off
against other professional developments). Nearly all of the programmes had been seen
as an additional source of income for universities, because they all are combined with
tuition fees, but usually no public funding. There is no centralised quality control,
only little information on the whole supply of university courses, the courses are
changing very quickly and also the knowledge about different types of students is low
(because there is nearly no centralised data available on this sector).
The example of Full Time Study Programmes at Universities: Many students at
Austrian universities are attending full time study programmes, but being at least part
time employed at the same time due to their social circumstances (their need of
financial resources to keep a basic living standard). This group has definitely very
different needs concerning the provision of education within the full time study
programmes; some of them are working in the same professional field as the study
programmes, others work in totally different sectors; some of them have daytime jobs,
others are working in the services-sector at evenings or weekends; some have
additionally family care duties, while others are studying to keep up a live style in
their social classes.
61__Appendix A
Figure A1.1: Basics of the Austrian HE-System
62__Appendix A
A1.2 Universities
The responsible entity for the university sector is the Federal Minister of Education,
Science and Culture (Bundesminister/in für Bildung, Wissenschaft und Kultur). The
federal provinces have no direct competencies for university matters.
For the universities, a new control system comprising three-year performance
agreements and global budgets between the universities and the federal authorities
supplements the control system. The activities of the Federal Ministry regarding
administration are essentially limited to legal supervision, negotiating the performance
agreements and a three-year global budget, receiving the performance reports, as well as
controlling and monitoring.
1The Federal Minister has set up university councils (≈Universitätsräte∆) as selfadministration bodies, bound by no instructions, as additional implementing bodies.
Their main function is planning and supervision. A Science Council (Wissenschaftsrat)
has been set up to advise the legislator, the Federal Minister of Education, Science and
Culture and the universities. It has to assume functions of providing political advice.
A1.3 Universities of applied science (≈Fachhochschulen∆)
In May 1993 the National Council adopted the Fachhochschule Studies Act
(Fachhochschule-Studiengesetz) with the goal of creating a broader basis for higher
education in Austria and of harmonizing the Austrian education system with those of
the EU countries. Fachhochschule degree programs are degree programs at university
level which serve to provide a scientifically founded training for specific professions.
They are tailor-made to specific job profiles.
The main goals are:
_ to ensure practice-oriented training at university level;
_ to communicate the skills needed for solving the tasks of the respective
occupational field in line with the state of the art and practical requirements;
_ to promote the permeability of the educational system and the flexibility of
graduates regarding various occupations.
Fachhochschule degree programs may be provided by the federal authorities and other
legal entities under public and private law. A degree-program provider may maintain
one or several institutions which are in charge of operating the degree programs. The
Fachhochschule Council accredits the degree programs. Fachhochschule degree
programs are accredited for a maximum of five years. Then, they will pass through an
internal and external evaluation procedure and must apply to the Fachhochschule
Council for an extension of their accreditation. At that point, there may be changes
regarding contents and methodology of the degree program in question.
The Fachhochschule degree programs are offered on a broader regional basis than the
university programs. Some of the institutions are also found outside of major cities.
63__Appendix A
A1.4 Private Universities
In addition to the state-run universities there have been private universities in Austria
since the year 2000. The legal basis for them is the University Accreditation Act
(Universitäts-Akkreditierungsgesetz). Post-secondary studies or university-type
educational institutions run by private providers may be recognized by the state.
The Accreditation Council (Akkreditierungsrat) has been set up as the central organ for
accrediting private universities. It is responsible, in particular, for decisions on the
accreditation of private universities (this includes the accreditation of institutions, as
well as the accreditation of new degree programs at already accredited institutions) and
the supervision of already accredited private universities (this supervisory function
ranges from the Accreditation Council»s mere right of information to the withdrawal of
the accreditation).
The Accreditation Council puts the statutory requirements into more specific form by
issuing guidelines on the requirements for application, standards for accreditation, etc.
The Accreditation Council consists of eight members having expertise in the
international university sector, which the federal government appoints √ four of whom
at the proposal by the Rectors' Conference. When the Council»s members are
appointed, women must be considered in adequate numbers. As a matter of principle,
the term of office is five years.
The Chairperson and the Deputy Chairperson are appointed by the Federal Minister
from among the Accreditation Council members. Their term of office is three years. It
is admissible to be re-appointed for only one consecutive term of office.
The Accreditation Council takes its decisions by voting procedure. A decision of the
Accreditation Council is only reached if a minimum of five members support a motion.
The Accreditation Council is subject to the supervision of the Federal Minister of
Education, Science and Culture.
The status of students at private universities and their representation is governed by
the 1998 Union of Students Act (see Chapter 6).
Private universities decide autonomously on the collection of possible tuition fees.
64__Appendix A
A2 Market / Audience
During the last years the participation of so-called ≈non-traditional students∆ in HE
raised significantly. This is the result of two parallel developments: On the one hand
the growing need of qualification update in modern labour markets, on the other hand
the possibilities of taking part in higher education due to changing regulative
circumstances (availability of career parallel study programmes in Universities for
Applied Sciences etc.).
Figure A2.1: Development of part-time studies (≈Fachhochschulen∆ √ University for
Applied Sciences)
Fields of study
VZ: Full-time, BB: Part-time, ZG: Target group specific, Gesamt: All
350
300
250
200
150
100
50
0
VZ
199 199 199 199 199 199 200 200 200 200 200 200 200 200 200 200
4/9 5/9 6/9 7/9 8/9 9/0 0/0 1/0 2/0 3/0 4/0 5/0 6/0 7/0 8/0 9/1
5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0
10 20 25 28 31 34 43 63 87 93 88 87 112 139 150 169
VZ+BB
2
5
6
8
8
BB
6
6
8
9
12 14 18 19 25 32 44 48 60 79
1
4
4
ZG
12 15 18 22 29 35 50 61 63
4
4
4
1
2
3
3
5
4
Gesamt 10 20 33 39 46 55 67 93 124 134 136 150 194 240 276 315
Figure A2.2: Developement of part-time studies (≈Fachhochschule∆ √ University for
Applied Sciences) in relation to full-time studies
VZ
2009…
2008…
2007…
2006…
2005…
2004…
2003…
2002…
2001…
2000…
1999…
1998…
1997…
1996…
1995…
(VZ+BB)+BB
1994…
180
160
140
120
100
80
60
40
20
0
65__Appendix A
A3 Admission Criterion √ Admission Fees
In Austria there is only little tradition in the recognition of prior learning. In most
cases it is necessary to proof a matriculation examination (finalising upper secondary
full time school) to have the right to take higher education courses. Since the
Fachhochschul-act in 1993, which opened the pathway to Fachhochschulen
(Universities for Applied Sciences) for persons without matriculation examination, still
only a small proportion of students in this sector is attending higher education without
matriculation examination.
In the late 1990s the matriculation examination in ≈second chance schools∆ had been
established and is now one of the major innovations in formal adult education. Yearly
appr. 2.500 persons finalise their matriculation examination through this pathway, but
only few of them join higher education afterwards.
In Austria universities can usually be attended without paying admission fees, some
universities for applied sciences have admission fees of about EUR 370,- per semester.
The private HE sector in Austria is very small, only about 5.000 students will attend in
private universities, where admission fees are √ compared to other HE possibilities in
Austria √ relatively high.
The special university courses for adult learners (Universitätslehrgänge) are allowed to
take admission fees, most of them seem to be relatively moderate (between 2.500 and
5.000 Euro per semester). Especially university courses in partnership with
international universities, which lead to an MBA title, are more expensive.
A3.1 Universities
Admission to a degree program requires the following:
_ The general university entrance qualification;
_ (If necessary) The specific university entrance qualification for the chosen study
course;
_ Knowledge of the German language;
_ Proof of artistic aptitude in case of arts studies;
As a matter of principle, compliance with the general university entrance qualification
for bachelor's and diploma degree courses is provided by the secondary school-leaving
examination (Reifeprüfung/Matura).
Persons who did not take the secondary school-leaving examination have the possibility
of taking the university entrance qualification examination
(Studienberechtigungsprüfung) for a specific study course and/or a group of studies. In
addition, graduates of a skilled-workers' training can take the so-called
≈Berufsreifeprüfung∆. It replaces the secondary school-leaving examination in the
traditional sense and provides the title for admission to all studies.
66__Appendix A
Finally, the general university entrance qualification is also obtained by completing
studies at a post-secondary educational institution, for which the required work output
amounts to a minimum of 180 ECTS credits (corresponds to a minimum three-year
duration of studies).
The admission requirement for art studies is the successful passing of an admission
examination, as proof of the artistic aptitude; the secondary schoolleaving examination
is required for only a few studies. A minimum age of 17 years is required for enrolling
as a degree-program student, or 15 years in exceptional cases when studying
instruments.
Proof of the general university entrance qualification for master's degree programs is to
have completed a relevant bachelor's degree program or an equivalent to it. For doctoral
programs it is necessary to have completed a relevant master's degree program or
diploma program or an equivalent.
Whenever an applicant has obtained a foreign admission title, its equivalency to one of
the aforementioned Austrian admission titles must be reviewed. In many cases,
equivalency has been determined by multilateral and/or bilateral agreements, such as,
for example, for a major part of the secondary school leaving certificates of European
states on the basis of the Convention on the Recognition of Qualifications Concerning
Higher Education in the European Region (≈Lisbon Recognition Convention∆) of 1997.
In all other cases, equivalency must be decided on a case-by-case basis; if necessary,
supplementary examinations may be required as an admission condition.
Specific university qualification means that in addition to the general university
entrance qualification, proof must be given that the study-specific admission
requirements are met, including the right to immediate admission to a degree program,
as they exist in the country issuing the document that is proof of the general university
entrance qualification. If, for example, the existence of a limit on the number of
students (numerus clausus) is an admission requirement for a specific degree program,
an applicant having a secondary school-leaving certificate from that state must prove
the existence of a limit on the number of students in order to be admitted to the
respective degree program in Austria. As far as Austrian secondary school-leaving
certificates are concerned, supplementary examinations may have to be taken for
specific subjects in the degree program, in accordance with the University Entrance
Qualification Degree (Universitätsberechtigungsverordnung).
Proof of the general university entrance qualification for master's degree programs is to
have completed a relevant bachelor's degree program or an equivalent to it. For doctoral
programs it is necessary to have completed a relevant master's degree program or
diploma program or an equivalent.
Whenever an applicant has obtained a foreign admission title, its equivalency to one of
the aforementioned Austrian admission titles must be reviewed. In many cases,
equivalency has been determined by multilateral and/or bilateral agreements, such as,
for example, for a major part of the secondary school-leaving certificates of European
states on the basis of the Convention on the Recognition of Qualifications Concerning
Higher Education in the European Region (≈Lisbon Recognition Convention∆) of 1997.
67__Appendix A
In all other cases, equivalency must be decided on a case by case basis; if necessary,
supplementary examinations may be required as an admission condition.
Specific university qualification means that in addition to the general university
entrance qualification, proof must be given that the study-specific admission
requirements are met, including the right to immediate admission to a degree program,
as they exist in the country issuing the document that is proof of the general university
entrance qualification. If, for example, the existence of a limit on the number of
students (numerus clausus) is an admission requirement for a specific degree program,
an applicant having a secondary school-leaving certificate from that state must prove
the existence of a limit on the number of students in order to be admitted to the
respective degree program in Austria. As far as Austrian secondary school-leaving
certificates are concerned, supplementary examinations may have to be taken for
specific subjects in the degree program, in accordance with the University Entrance
Qualification Degree (Universitätsberechtigungsverordnung).
A3.2 Fachhochschule
Admission to a Fachhochschule degree program requires the following:
_ the general university entrance qualification or a professional qualification in the
respective field (in this case by additionally taking the examinations in the general
educational subjects required by the degree program);
_ knowledge of the German language;
_ successful completion of the admission procedure required for the degree program.
The secondary school-leaving examination (Reifeprüfung/Matura) is always satisfactory
proof of the general university entrance qualification for Fachhochschule bachelor's
degree programs and Fachhochschule diploma degree programs.
In the Fachhochschule sector a university entrance qualification examination
(Studienberechtigungsprüfung), a vocational school-leaving examination
(Berufsreifeprüfung) or completion of a study course at a post-secondary educational
institution also provides the admission title in the sense of a general university
entrance qualification, as is the case with universities (see Chapter 3.2.2).
Successful completion of a relevant Fachhochschule bachelor's degree program or an
equivalent to it is proof of the general university entrance qualification for
Fachhochschule master's degree programs.
68__Appendix A
A4 Mode of Attendance
Generally, universities don»t pay attention to the mode of attendance. Although, there
is a differentiation between regional conurbations and rurally regions. In the bigger
cities, the courses are normally conducted during the evening and/or weekends. In
rurally regions the courses are usually conducted during weekends and as block
courses.
We also have special modes of attendance in Austria.
_ distance study (Ferdinand Porsche- ≈Fachhochschule∆)
_ ≈Fachhochschulen∆ which are offering studies in the fields of tourism and
construction try to extend the courses to their students during the off-season.
These FH»s are located in the major tourist cities Salzburg and Innsbruck. The
system isn»t really working, because there is no typical off-season anymore..
A5 Target Award and Duration
Since Bologna, the Austria higher education system is based on the distinction between
undergraduate and graduate studies.
A5.1 Universities
Bachelor's degree:
_ Bachelor of Art BArt (Bakk. art.)
_ Bachelor of Arts BA (Bakk. phil.)
_ Bachelor of Law (Bakk. iur.)
_ Bachelor of Science BSc (Bakk. rer. nat.)
_ Bachelor of Science BSc (Bakk. techn.)
_ Bachelor of Social and Economic Sciences BSocEcSc (Bakk. rer. soc. oec.)
_ Bachelor of Theology
_ Bachelor of Veterinary Medicine
_ Bachelor (for individual studies)
Master's or Diploma degrees:
_ Doctor of Dentistry
_ Doctor of Medicine
_ Master of Art
_ Master of Arts
_ Master of Law
_ Master of Science
_ Master of Science
_ Master of Social and Economic Sciences MSocEcSc (Mag. rer. soc. oec.)
_ Master of Theology ThM (Mag. theol.)
69__Appendix A
_ Master of Veterinary Medicine MVM (Mag. med. vet.)
_ Master (for individual studies)(Mag.)
Doctoral degrees:
_ Doctor º (additional indications to be determined by the university) D (Dr.)
_ Doctor of Philosophy (see Chapter 3.2.3) PhD (PhD)
A5.2 Fachhochschulen
_ Bachelor of Arts (FH) Bakk. (FH) √ BA (FH)
_ Master of Science (FH) Dipl.-Ing. (FH) √ MSc (FH)
_ Master of Arts (FH) Mag. (FH) √ MA (FH)
Upon completion of an undergraduate programme (Bachelorstudium at universities;
Fachhochschul-Bachelorstudiengang; Studiengang at university colleges of education;
180 ECTS credits), a bachelor»s degree (designation: ≈Bachelor of/in ...∆) is awarded.
Upon completion of a graduate programme (Masterstudium at universities comprising
120 ECTS credits or, respectively, Fachhochschul- Masterstudiengang comprising 60 to
120 ECTS credits), a master»s degree (designation: ≈Master of/in ...∆) is awarded.
In the fields of engineering, the designation of the master»s degree can also be
≈Diplom-Ingenieur/in∆. Recipients of these diploma degrees from the old system or a
master»s degrees from the new system (including the ones awarded in both cases by the
universities of applied sciences) are entitled to enrol in doctoral degree programmes
(Doktoratsstudium) at universities.
A doctoral degree (Doktorgrad with the designation ≈Doktor/in∆) is awarded after a
course of study consisting of 120 ECTS credits; the academic title of ≈Doctor of
Philosophy∆, abbreviated as ≈PhD,∆ is awarded after a research-intensive course of
study consisting of 180 to 240 ECTS credits.
In addition to the degree programmes (ordentliche Studien) described above, there are
non-degree programmes (außerordentliche Studien) consisting of certificate university
programmes for further education (Universitätslehrgänge) and individual courses in
scientific subjects, both at universities, certificate university of applied sciences
programmes for further education (Lehrgänge zur Weiterbildung) at universities of
applied sciences, and certificate university college programmes for further education
(Hochschullehrgänge) at university colleges of education.
Students of compulsory lower schools who have completed additional schooling in the
form of apprenticeships as skilled workers also may take a vocationally based
examination acknowledged as equivalent to the higher secondary school leaving
certificate (Berufsreifeprüfung). Admission to diploma degree programmes in the arts is
based on aptitude ascertained by admission examinations. Admission to university of
applied sciences diploma degree programmes may also take place upon the basis of
previous vocational or technical experience and qualifications of applicants. In some
70__Appendix A
fields of study (in particular human medicine and dentistry, and university of applied
sciences diploma degree programmes) admission is based on a selective admission
process.
A degree programme may be divided into stages (Studienabschnitte). The length of each
stage of the degree programme as well as the areas of study (Fächer) and content
required are articulated in curricula that distinguish between required subjects
(Pflichtfächer) and electives (Wahlfächer). Each stage concludes with a diploma
examination (Diplomprüfung). University of applied sciences diploma degree
programmes and some diploma degree programmes at universities include an internship
or practical training.
In some fields of study (in particular university of applied sciences bachelor degree
programmes and study programmes at university colleges of education) admission is
based on a selective admission process.
Areas / Modules of study (Fächer / Module) are laid down in curricula. As a rule, two
substantial bachelor»s papers or projects (Bachelorarbeiten) must be completed in the
process of completing degree programme requirements. University of applied sciences
bachelor degree programmes and some bachelor degree programmes at universities
include an internship or practical training. The programme concludes with a bachelor»s
examination (Bachelorprüfung).
It is to say, that Austria has to face a lack of flexibility in the provision of education.
The development of Modules could be an important step in the right direction.
71__Appendix A
A6 Student Profile
Figure A6.1: Adult education in Austria 2007
Adult education in Austria 2007
Total
Characteristics
(25 bis 64 Jahre)
Formal education
in 1.000
in 1.000
4.561,8
189,5
4,2
Men
2.272,5
100,1
4,4
Women
2.289,3
89,4
3,9
25-34
1.079,9
123,6
11,4
35-44
1.377,1
48,0
3,5
45-54
1.182,2
(14,2)
(1,2)
55-64
922,6
(3,6)
(0,4)
Compulsory school
853,5
(8,8)
(1,0)
Apprenticship
1.842,3
25,5
1,4
Vocational school
630,1
(9,8)
(1,6)
Grammar school
657,4
87,8
13,4
University, Fachhochschule
578,6
57,6
10,0
Employed
3.231,5
95,4
3,0
Unemployed
190,2
(11,0)
(5,8)
Not Employed incl. Persons in Childhood Leave
1.140,2
83,1
7,3
Austria
4.143,6
170,5
4,1
Non-austrian nationality
418,3
(19,0)
(4,5)
Close
1.490,5
84,8
5,7
Middle
1.142,2
46,1
4,0
Thin
1.929,1
58,6
3,0
East
1.965,8
88,9
4,5
South
962,5
42,3
4,4
West
1.633,5
58,3
3,6
Total
in %
Gender
Age
Highest level of education
Status of employment
Nationality
Populousness
Place of residence
A7 Purpose / Motivation
Work accompanied students
complete their studies in addition
to a full or part-time job. The
courses are either held in the
evenings or in the weekends, which
constitutes enormous pressure for
the students. What are the reasons
why they decide to complete such a
study and what do they expect
from it for their careers? Which
opportunities and career
advancements do the studies imply?
What implications do these
expectations and attitudes have on
the universities? The answers to
these questions are essential for
universities of applied science as
well as universities as they need to
adjust their learning opportunities
accordingly; the number of work
accompanied students is
continuously increasing.
Figure A7.1: Hierarchy of needs
73__Appendix A
A8 Learning Location
A8.1 Examples
A8.1.1 Distance Learning
The distance-learning program is primarily provided for employed persons, persons with care
commitments and persons in regions remote from universities interested in studying.
Handicapped persons may also benefit from this type of studying, since limited mobility is
not as important as in the case of conventional programs requiring student presence.
On the basis of a cooperation agreement with the Fernuniversität Hagen (Germany) it is
possible for students of that university who live in Austria to receive subject-related and
social guidance and counseling at the distance-learning center of the University of Linz and
its offices in Bregenz, Vienna and Steyr.
There are also the distance-learning programs of the Open University (United Kingdom)
which are also monitored by the distance-learning centers and must be pursued in the English
language.
The European Association of Distance Learning Universities (AADTU) offers the most
important institutional framework for European cooperation in distance learning. It offers
Austrian students access to another 15 distance-learning facilities at 60 EuroStudyCentres in
Europe.
Distance learning may also be set up with Austrian universities. Furthermore, distancelearning units may be offered for every study program. The use of the new media is of
central significance in this connection. The University of Linz, for example, has been offering
law studies with multi-media support as a distance-learning program since the winter
semester of 2001.
A8.1.2 E-Learning and new media-based learning
The experiences with media based courses were reported consistently positive by the
students. The quality criteria «tutorial support», «didactical design», and «learning success» were
especially highlighted. Concerning the wishes all five criteria seem to be of great importance.
Despite the overall positive experiences with media based teaching there exist highly
differentiated wishes to learning with PC and internet.
The comparison between media based teaching and classroom teaching shows clearly, that
according to the students the criteria «didactical design» and «support of the individual
learning» are better fulfilled in media based courses. For new media the flexibility of learning
is emphasized. The students also state that the advantages of the classroom teaching lie in the
core aspects «communication and cooperation», «tutorial support» and «learning success».
74__Appendix A
Most important for students is the personal contact to other students and the performance of
group exercises. Regarding the individual conditions of the learner influences of age and
gender could be found. Younger students (up to 20 years) seem to experience more «support
of the individual learning than their older colleagues. Women judge more positively than
men do. Female students assess the «support of the individual learning» higher than male
students and rate their «learning success» to be higher. Meanwhile women think that the
quality criteria «didactical design», «tutorial support», «support of the individual learning» and
«learning success» are more important than men do. Considering the requirement framework
of the organisation differences in both experiences and wishes of the students between
different educational institutions could be found.
Students from universities rate the «support of the individual learning» higher than students
from other colleges (Fachhochschulen). Furthermore the university students give more
importance to the didactical core criteria «tutorial support» and «support of the individual
learning» than other college students. In terms of the different scientific disciplines of the
universities it was possible to verify differences in the students» experiences in the quality
criteria «communication and cooperation», «support of the individual learning and learning
success. Students of the medical science evaluate the «communication and cooperation»
essentially lower than the other scientific disciplines, but at the same time rate the «support
of the individual learning» higher than the students of all the other sciences. The «learning
success» of social science students is rated higher than it is by other students. Further there
are differences between the scientific disciplines in regard to the students» wishes. The
«tutorial support» and the «support of the individual learning» seem to have a greater relevance
to medical science students than to students of other sciences. On the other hand the
«communication and cooperation» with other students is less important to them compared to
students from other scientific disciplines. Likewise it was possible to find differences in the
experiences between diverse departments of colleges. The «didactical design» of media based
courses is assessed higher by students of an economical-language oriented college compared to
students from technical oriented colleges. Students from social-economical colleges rate
«communication and cooperation» lower than other students. The «support of the individual
learning» is judged to be higher in economical-language oriented and technical-natural science
oriented college departments compared to the students» opinions in social-economical and
technical economical colleges. In respect to the final degrees it was possible to verify that
students who are heading for a bachelor»s degree rate the «tutorial support» higher than
students in diploma or masters programs. The «communication and cooperation» is perceived
higher by students in a bachelor program and a teacher training compared to students in a
diploma or master program.
Students in a PhD program rate the «support in individual learning» clearly higher than all the
other programs. When it comes to wishes bachelor students give more importance to
«communication and cooperation» than diploma or master students do but at the same time
students in a bachelor program and a teacher training rate the «support of the individual
learning» lower than students of a diploma or master program. When checking the conditions
that have to be fulfilled for media based teaching to be fun it could be seen that a clear
structure of the course and the learning material as well as the influence of the teaching
75__Appendix A
person are the strongest predictors. In addition the «learning success» is important for the fun
factor in a media based course, which means mainly the acquirement of expert skills.
Conclusion
Students think that both media based teaching and classroom teaching have their advantages.
Therefore the combination of the two methods can lead to a quality improvement. The
transition to a more flexible learning and the online supply of learning material are
experienced as important assets of eLearning. Meanwhile personal contact to other students
and the teacher as well as working together in a group should be preserved as aspects of
successful classroom teaching.
76__Appendix A
A9 Funding Sources
A9.1 Universities
The state is obliged to provide the universities with funds. The responsible Federal Minister
enters into a performance agreement (Leistungsvertrag) with every university for a term of
three years (first effective in 2007). The university provides the draft of the performance
agreement, which is subject to negotiation. 20% of the budget is determined by indicators.
The statutory budget regulations of the federal authorities are not applied. The university
budget of the federal authorities √ just like the total federal budget √ is decided by
Parliament upon proposal by the federal government in the form of the annual federal budget
act.
20% of the total budget for all universities is allocated in line with a formula, based on
performance indicators and indicators for the objectives of society. 80% of the total budget is
distributed among the different universities on the basis of negotiations of their performance
agreements. The following criteria are applied: requirements, demand, performance and
objectives of society. In the future, the three-year global budget of the individual universities
will thus comprise a formula-based budget and a negotiated budget (basic budget). The
universities submit their proposals for the performance agreements, which are based on the
substance laid down by law. This form of funding will enter into force as of the budget for
the year 2007.
In addition to state funding, the universities have additional funding sources. Since they have
become fully fledged legal entities, they may acquire property, conduct research on a
commission basis, etc., and they can use this income for meeting their tasks as universities.
Moreover, a large part of the money available to the Fund for the Promotion of Scientific
Research, which is fed from the federal budget, is allocated to the universities. Last but not
least, the universities can use the tuition fees as their own income.
77__Appendix A
A9.2 Fachhochschulen
One characteristic feature of the universities of applied sciences sector is the system of mixed
funding based on the standard cost system. The federal government bears the costs per study
place, provided that the catalogue of established criteria is complied with. The costs for
buildings, investments and a part of the running costs are borne by the provider of the
Fachhochschule degree program (usually the governments of the federal provinces, regional
and supraregional territorial authorities or other public and private institutions assume part of
the costs).
The different funding systems are hardly connected to the competition between universities
and ≈Fachhochschulen∆ for governmental subsidies. Actually the Austrian HE-System hast to
face big disaffection of their students and their staff. Frequent points of criticism are the
deficient funds and dissatisfaction with the implementation of the ∆Bologna-Process∆.
Adult education also plays a role in this context. As explained, universities are gaining profit
through their ≈university courses∆. In February 2010, the ≈Rektorenkonferenz∆, a meeting of
university»s principles, announced that they wouldn»t implement further part-time bachelorprogrammes. The reason is simple to describe: bachelor-programmes are direct competitor to
the profitable university-courses. So the situation of funding plays an important role in the
discussion of LLL and part time studies in Austria.
78__Appendix B
Appendix B
Part Time Studies - A survey of the
situation in Germany
Author
Susan Prösel, DAA Job Plus
Part I
B1 Historical development
The development, the meaning and the offering of part-time studies in Germany is an issue
with a long story of pros and cons discussions. Up to now, as the inquiries for this over-view
show, the issue is insufficiently documented or scientifically studied by official institutions
in the Higher Education field. Institutions such as the Federal Ministry of Education and
Research (BMBF), the ≈Hochschulrektorenkonferenz∆ or the ≈Kultusministerkonferenz∆
admit the meaning of part-time studies especially referring to the Bologna Process, but in the
same moment cannot provide current studies or documentations, statistics etc. Part-time
studies are not a prime subject in the German educational landscape.
The discussion started in the middle of the sixties and got strong impulses out of the so
called ≈Studenten Revolte∆. One of the first institutions to cover the field of distance
learning was the Fernuniversität (Distance University) in Hagen, founded in 1974. This
University nowadays is the largest University in Germany, even if some fields of study e.g.
medical science, are not included. This University provides every kind of academic degrees,
BA, MA, Diploma and has the right for promotion and post-promotion. Additionally the
Fernuniversität in Hagen offers part time studies for professional and personal continuing
education. It is interesting that more than 35 years after the founding of the Fernuniversität
in Hagen the discussion about the pros and cons of part- time studies is still going on and
still with the same arguments, and still there is no real improvement concerning an offering
of part-time studies that gives students the opportunity to study what they like and where
they like or near to their places of residence. Very slowly, since the shock of the first OECD
study ≈PISA∆ in 2000, policy and public in Germany start to acknowledge and accept the
necessity of changes in the HEI, including part time studies.
79__Appendix B
B2 Relevance of Part Time Studies in Germany
Why are part-time studies an important issue for the future?
Future societal developments are dependent on the economic growth of Germany. Economic
growth derives from the facilitation and promotion of education and sciences. Human
resources and tailor-made facilitation in education and studies are the focus of all strategies of
education, not only in HE. How Germany will handle the societal, technical and educational
challenges will deeply affect Germany»s performance as a leading economical and educational
player in the global context.
Universities and other institutions of HE have to face some fundamental societal problems:
_ demographic changes (diverse developments typical for industrial countries in their postindustrial phase as):
_ less population in general
_ more older people
_ less qualified or skilled workers, students etc. /(brain drain)
_ globalisation, more international competition and, connected to that point, increasing
demands for international competencies and qualified human resources.
Germany is in an urgent need of better qualified people in general as well as of specifically
trained people of high excellence. So the Universities and other institutions in HE have to
develop their structure, programmes and organisational forms to better serve the needs of a
broader clientele as, at the same time, run programmes for excellence. In regard to the
decreasing population, HEI in Germany have to develop attractiveness and special profiles to
be able to take part in the international competition for international students and to make
them stay in Germany as skilled and qualified scientists, workers etc. One of the possible
solutions adapting to these needs in many ways, is a nation wide implementation of Part
Time studies.
Additionally to the named societal problems the traditional ways of career planning,
circumstances of life planning, values, economic strains, conditions of the job market have
changed dramatically in the last decade. A successful professional career e.g. is no longer
dependant only on a fast, full time study. The job market nowadays welcomes young skilled
workers with work experience alongside an academic training.
The named societal developments open additional fields of action for HEI, especially
concerning the aging workforce and their professional continuing education.
The typical student of today is different to his predecessors in sight of
_ age
_ professional experiences before the start of his studies
_ expectations of studying being a specific period of life
_ family obligations
_ style of habitation
_ choice of study location
80__Appendix B
To sum up:
Many studies confirm that Germany is undergoing fundamental changes, and that
educational and scientific needs have to adapt to these conditions. The question is: Why is
the latest study about part-time studies in Germany dating back to 2001? Why is it that
officials in the Federal Ministry of Education and Research and of the
≈Kultusministerkonferenz∆ (assembly of all German Ministers of Culture (including
education and research) admit that this is an insufficient documented and developed issue?
B3 Actual Problems of Part Time Study Offers in
Germany
To answer these questions it is necessary to analyse the German situation. One part of the
answer certainly is dependent on the educational system and its significance in Germany.
Even if employers welcome skilled workers with a BA, Ma or Diploma and work experience,
up to now a large part of the public appreciates a successful finished full time academic study
and a diploma as the prior achievable level with a high societal status. Other forms still are
regarded as an ≈emergency solution∆ or a compromise if you can»t afford (meant not only
economically) a ≈real∆ study. This is the reason why students often try to attend full time
study programmes even if their situation doesn»t facilitate such kind of study form. The
public estimation is a matter of the societal value system and changes are rather tenaciously
done.
Another part of the answer is to be seen in the manifold offers of part-time studies. The
following programmes are available in Germany:
_ distance learning
_ online studies
_ dual studies
_ extra/intra-occupational studies
_ full time part time studies
_ studying alongside the job
These items show, that the term ≈part-time∆ can be used in different ways. It can be seen as a
self-contained study offer and it is used as a description for the organisational structure of a
study offer. So the students really have to look for the most suitable choice. These
programmes are offered simultaneously, so interested people often are confused and if they
don»t get professional help or educational consultancy, they give up. The result is that
students often are studying full-time, trying to get around, but if they don»t succeed, they
give up.
Not only are there diverse offers but there are also numerous providers of part-time study
programmes. Some of them are private institutes; some of them have a rather dubious and
not really transparent origin. So students are quite helpless facing this situation and looking
for a study to profit on it for a life time. These points can be seen as additional reasons for
this sort of neglect of part-time studies in Germany. The shown developments promote on
81__Appendix B
one side the need of part time study programmes and on the other side some restraints and
barriers are pointed out. So to complete this survey it is necessary to define the term ≈part
time study∆ and to have a closer look at the sector of part-time study offers.
B4 Definitions
What can be understood as a part-time study?
Studying part time at first is concerning another time planning, meaning not to study the
whole week. Seminars activities etc. take place only half a day, on two or three work days or
at the weekends. The standard study time, (4, respectively 8 or 10 semesters for BA degrees
or 8 -9 semesters for a MA degree or a Diploma) is expanding adequately.
B4.1 Character of Needs
Furthermore part-time study is about financing and about compatibility.
A study of the HIS (Higher Education Information System Institute) of 2008 shows, that
21% of the students, who started their studies in 1999√2001, dropped out. This fact is
alarming because as shown above, Germany is in an urgent need of qualified people and
skilled workers. 16 % of the students that quit their studies without completion named
economic difficulties in financing their studies and lacking compatibility with a job, another
10% named family obligations as a reason for their drop-out. Compatibility for the students is
to have the possibility to adjust private responsibilities with career plans or with continuing
studies to maintain their jobs. As very often, referring to the shown societal developments,
students have children during or at the beginning of their studies, and students are older
than in former days, because an increasing number of students is using the first year after
their final examinations for an international experience, a social year or for job experience.
Often this job (or several others) is kept during their study time. Compatibility is an
important reason for another target group too: for people already on the job and for older
people to keep up their job standards. The fact to have got a job in spite of the very tense
situation on the job market forces people to look for supporting strategies to keep the job.
They need alternative educational offers for continuing education or an additional study to
get conveyance so they are looking for a part time solution. The next target group in need for
that kind of offers are people who have to care for family members being old or disabled (or
are chronically ill or disabled themselves). There is another reason for part-time studies: a lot
of people nowadays need more flexibility in time, location and in the target award.
This can be shown in an interesting example:
In many study programmes the number of drop outs declined noticeable after the
implementation of Bachelor programmes. Obviously the implementation took out the sting of
stress of other people»s (or one»s own) expectations, concerning the completion of a once
started study programme. They don»t want to be seen as a looser or they don»t want to blame
82__Appendix B
their family, because very often those students come out of families who actually can»t afford
to support a study. After the implementation of the Bachelor programmes students now see,
that if they had decided for the wrong study programme, that there still is another
opportunity: to go for a Master study programme.
This example demonstrates that the possibility of choice, more flexibility in creating the own,
tailor made study programme, supports distinctly the motivation to finish the studies the
better if there is an additional possibility to proceed in one»s own learning pace and to be able
to prolong the study if it is necessary without being exmatriculated. One last target group
that can be identified are the people who are looking for the opportunity to study, even if
they don»t have the formal requirements e.g. the Abitur (final secondary-school
examinations).
This concerns a widely discussed problem in Germany: who will get what kind of access to
which level and under which conditions and administrational costs. On one hand this
discussion can be traced back to the already mentioned societal value system; on the other
hand it actually is a main educational problem and triggers the capacities of an educational
system. To provide accessibility and transparency means to provide facilitation, consultancy
and a concise credit point system. The last was not used in Germany in former days and had
to be implemented during the last decade and it still is not smoothly functioning.
This point completes the list of requirements for an up to date part time study offer:
affordability, compatibility, flexibility, accessibility, transparency and a close linkage between
theory and practice. This is of a special meaning for all the people studying extra-occupational
part time or alongside their jobs.
To sum up: the situation in Germany and the societal developments are constructing a perfect
market for Part Time offers. There is a need for a broad panel of offers and the most
important pre √ condition is a professional support and consultancy.
B4.2 Character of Offer
Meanwhile in Germany, referring to the ≈Hochschul Kompass∆ of the
Hochschulrektorenkonferenz, you can find 246 undergraduate part-time study offers, 138
offers of Universities of Applied Sciences and 108 offers of Universities. 7 Universities and
ca. 37 Universities of Applied Sciences are listed. For graduate studies there are 370 offers.
For these studies the number of engaged Universities is much higher, going up to ca. 32. This
is certainly due to judicial conditions and resources of staff and organisation.
Additionally there are quite a lot of private HE institutions such as Universities, Universities
of Applied Sciences as well as Academies for Art and Music. There are 83 state approved HE
institutions such as: 9 private Universities, 73 private Universities of Applied Sciences
without the right of promotion, and 1 private University of Music and Art. There are
institutions without state approval and private institutions that are certified. There are some
labels of certification. Out of a total of 2 mill. students in Germany in 2007, 2 percent are
83__Appendix B
studying at a private HEI. The main study field for part time students are social studies,
economics and some engineering studies. It is remarkable on the other hand that one of the
most named reasons for dropping out is the work load that is required in some full time
study programmes, such as engineering, economics, and natural sciences.
Students who study part time legitimate their studies primarily with the better linkage of
theory and practice and the applicability of the studies for their planned careers or jobs.
Looking at the allocation of the offers, excluding Berlin, the institutions are focused on nonurban surroundings (or small to medium sized cities), so to better be able to provide
education near the places of residence of their clientele. The offering of part time study
programmes is seen by the HEI as a chance to enhance the often very tight public budgets
because they can take fees for the programmes which usually is not allowed in state
institutions. This can be misused by some institutions, because, if they offer programmes
which are sought after, they can take high or sometimes exaggerated prices. The market for
HE is a competitive one and most of the institutions therefore offer the possibility of
financing the fees. This can be done with a credit, offered by associated Banks, and re-paid in
a monthly rate or after a certain pre-fixed time. Sometimes it is possible to get a studentship.
Students accept the fees, because with a job, monthly rates are affordable. They can look for
the best conditions to make their choice on the market.
The possibility to raise funds for their financing is seen as one of the advantages in the
competition with the state institutions by the private institutions. Funding gives private HEI
the opportunity to attract interesting or well-known personnel by paying above the general
pay scale. This adds attractiveness to the institution.
So in perspective of the lack of a vivid official debate about part time study it seems that the
sector is prospering without being recognised. This states the necessity for more
documentation and further research about the issue of part-time study as an important factor
of the educational sector in Germany.
B5 Facts for Success of Part Time Study
Good Practice
The above already mentioned study of 20011 which actually is one of the most cited
contributions to this point, names some important conditions for successful Part Time
studies:
_ consultancy before the start of the study programme
_ coordinated schedules
_ a smart combination of contact hours and self/distance learning
_ flexible examination organisation
_ the possibility to prolong the studies without being removed from the register of students
84__Appendix B
These factors are seen as good practice examples that show how a successful study structure
has to be and that it can be transferred to the field of HE in general as part of a re-structuring
of the educational system in Germany.
B6 Developments for the Future
The study of the ≈Bavarian Atate Institute for HEI Research and HEI Planning∆ concluded
that Part Time study offers do not have to be a general offer for every institution in the HE.
The implementation of Part Time studies has to be adapted to the specific kind of institution,
the field of study and the local and personal situation of the student. The structure of the
offers has to be very flexible and orientated at the students needs and at the specific area. A
needs assessment is recommended as an implementation tool.
In the named study1 Marion Schick titles “Das Teilzeitstudium ist tot. Es lebe das flexible
Studium∆ (Part Time Study is dead √ Long live the flexible study). Flexibility concerning the
institution as well as the study field and the situation is one of the main focuses of the
article, but there are recommendations for some more fundamental changes in the field of
HEI.
_ Up-dating of full time study offers
_ Regular done needs assessment to be able to adapt to the specific situation ofthe students
_ HEI should revise their offers and structures and adapt them dependant on the analysed
conditions. Eventually full time offers have to be changed intro part time offers as well
_ There are many ways and possibilities to differentiate the traditional full time study
programme. Fully structured part time studies are not always necessary. In implementing
some changes in the organisational structures of part time study programmes, which have
shown to be functional, an improvement for every kind of study programme can be done.
_ better scheduling (to avoid overlapping of seminars and events);
_ alteration of teaching methods and contact hours;
_ revision of curricula;
_ adaptation of opening times in the institutions;
_ providing child care;
_ establishment of some part time studies;
_ More flexible study conditions and regulations in general;
_ The system of bloc examinations is a problem in part time study offers; Institutions
should expand the number of study certificates and implement a credit point system
_ Better toothing of theory and practice in all study offers.
Facing the challenges of the societal technical and cultural future in Germany, promoting
part-time studies can only be one part of changes and developments that have to be initiated
to support and ensure Germany»s role as an industrial and educational player in the
international competition. To support the developments there are two basic issues the
German government set into action the last years: The national report of the German
government, following the first World Summit on Sustainable Development, WSSD, 2002
85__Appendix B
in Johannesburg and the ≈Guidelines for Sustainability∆, following the start of the UN
World Decade for ≈Education and Sustainable Development∆ 2004 √ 2014. The issues
concern the strategies for Lifelong Learning. They support enhance, broaden and augment
distinctly the education system at large.
To sum up, the strategies are focused on:
_ facilitation systems (e.g. educational saving)
_ transparency and accessibility
_ recognition of informal learning
_ regional learning networks including companies
_ individualisation/modulisation
_ promotion of continuing educational/vocational training for older employees
_ development of a system of consultancy in high quality.
This list seems to be a copy of the list that was shown as a pre condition for a successful parttime study offer. Part-time study seems to be fit for up-to date educational developments.
The combination of part time study offers in the described flexible way and Lifelong
Learning strategies might possibly promote and create an educational system which is able to
facilitate HE that suits the needs of the students as well as the needs of societal and
economical developments
Part II: The Hamburger Fernhochschule
The HFH is one of the biggest private Universities of Applied Sciences in Germany. More
than 8.500 students are attending the study offers. All study offers are organised as distance
learning courses and present a balanced system of self-learning and contact hours. The HFH
provides more than 40 regional based Study Centres in Germany and Austria. Students so
have the possibility for contacts near their places of residence. Students can start every year
on the fist of January or the first of July. 1997 the HFH was officially approved by the
Senate of the City of Hamburg. Since this year is has expanded the offer continuously.
Meanwhile the HFH offers accredited study programmes in three departments: Economics,
Engineering and Health and Social Management. The study instructions and contents have
been written by more than 850 authors and ca. 900 lectures are working for the students
during the contact periods. Usually they are professors or assistant professors with a long
professional experience in their specific fields. 2.500 students already completed successfully
their studies.
86__Appendix B
References
Marion Schick, in: Beiträge zur Hochschulforschung , Heft 3, 23. Jg. 2001, Hrsg.:
Bayerisches Staatsinstitut für Hochschulforschung und Hochschulplanung, München 2001.
Dr. Mareike Hennings: Indikator im Blickpunkt: Das Teilzeitstudium, Hrsg.: CHE Centrum
für Hochschulentwicklung, Gütersloh, 2006.
Dr. Hans-Jochen Brauns, Private Hochschulen in Deutschland. Eine Bestandsaufnahme,
Hrsg.: WiSo Institut für Wirtschaft und Soziales GmbH, Berlin 2003
Ulrich Heublein/Robert Schmelzer/Dieter Sommer Die Entwicklung der
Studienabbruchquote an den deutschen Hochschulen. Projektbericht, Hrsg.: HochschulInformations-System GmbH, Hannover, 2008.
Bericht zur Realisierung Der Hochschulstrukturreform. Beschluß der
Kultusministerkonferenz v. 01.03.1996.
Online References:
http://www.bmbf.de-pub-GUS_2005_ges_engl.pdf
http://www.bmbf.de-pub-bufi_2008.pdf
https--bildungsministerin.info-pub-strategie_lebenslanges_lernen_blk_heft115.pdf
http://www.bmbf.de-pub-lebenslanges_lernen_oecd_2003-pdf
http://ec.europa.eu-education-lifelong-learning-policy-doc-policy-synthesis_accc_de.pdf
http://www.esd-world-conference-2009.org-fleadmin-download-ESD_abschlussdoku_d...
http://www.berlin-sciences.com/download/masterplan_wissen_schafft_berlins_zukunft.pdf
http://hertie2.hertie-school.org-binaries-addon-208_hsog_che_symposium_final.pdf
http://www.destatis.de-jetspeed-portal-cms-Sites-destatis-Internet-DE-Content-PublikationenFachveröffentlichungen-Bildung...
http://www.hamburger-fh.de
http://www.hs-kompass2.de
87__Appendix C
Appendix C
Teaching Adult Learners √ Selected
Aspects of Non-Degree Postgraduate
Studies in Poland
Author
Romana Paszkowska, Cracow University of Economics
Adults to a much greater extent than children are autonomous and self-directed. They have a
lot of experience and once they decide to come to the class-room they want to learn
something new in relation to functioning and solving problems in their varying social
environments. Adult learning must therefore, as stated by Gibb, be organized as an active,
problem-centered and experience-centered process (Gibb 1960)
Society today puts a pressure on adults to change their professional specializations in step
with changes in global economy and society. Since the assumption of today»s world is that
changes are inevitable and continuous and happen at increasing rate, the demands on adults to
adjust and be flexible are very clearly expressed. Thus adults who want to be competitive on
the job market should develop the lifelong learning ability and ideally not be too much
dependant on trainers and institutions in the process because this reduces their flexibility.
Lorensten (1995) stated that to keep along with the demands of the society, adults must be
able to focus on learning both in organized learning environment and in non-traditional
contexts. They must especially learn to learn to be able to gain greater flexibility in their
educational development along with learner autonomy and self-direction.
To achieve this, the meta-goal several aspects of adult education need to be specified,
described and analyzed. Among the most important ones are considerations how adults
acquire knowledge and skills (educational psychology approach), what reasons they declare for
entering educational path, what the culture-specific perceptions towards adult education are,
what institutional opportunities are available to adults in a country, and what teaching
approaches, methods and techniques best fit learners» and trainers» operating within specific
educational environment. Finally, it might be interesting to analyze the advantages and
shortcomings of the above pedagogical issues.
According to Malcolm Knowles» (Knowles 1972) model of adult education the basic features
of adult learning process is the perception of the learner being more autonomous, i.e.
independent of teachers and organized didactic process. Adult learner also possesses life and
professional experience which to a great extant affects the learning process by providing
opportunities towards application of theoretical knowledge acquired. Another characteristic of
adult learner»s pedagogy deals with the fact that mature learners are most prone to acquire
88__Appendix C
knowledge and skills which are directly useful for their professional careers or meet their
interests. While children learn mostly things which teachers expect them to and parents
praise for, adult learners tend to concentrate on issues and competences which are directly
connected with solving their professional problems, offering them self-development or
helping them meet the requirements of the changing reality. Knowles» assumptions
significantly affect any didactic process. If adult learner»s experience is considered to be a
vital element of educational process, any course syllabus should take under consideration the
opportunity for experiences exchange among the participants. Thus methodology should
involve teaching techniques which would enable participants to confront their life
experiences with the course content. The vital element of adult learning process that should
be stressed and underlined is the importance of applicability of the knowledge acquired
during the course.
The majority of adult learners have intrinsic motivation, which has broad consequences on
the educational process. That is why, if only possible, it is worthwhile to involve the learners
in the course planning process and match the course content with their immediate needs and
goals. Adult learners need to be aware why they decided to participate in the trainings; they
prefer to learn by experience, they often identify learning with problem solving and are most
successful when directly interested in the matter studied. (Miko˘ajczyk 2011)
According the David Kolb (Kolb 1984) who is the author of the experience learning theory,
the process of learning occurs as a constant modification of earlier experiences by experiences
following after them. The new ideas are not imprinted on the blank space, but involve into
reactions with earlier experiences and modify them. Kolb with co-operation with Roger Fry
based his famous experiential learning methodological model on Lewinian concept of four
elements: concrete experience, observation and reflection, the formation of abstract concepts
and testing in new situations.
Figure C.1: Kolb»s model of experiential learning (Kolb 1984)
Learning cycle can start at any of the above points and can be approached as a recurring
pattern, but Kolb claims, that the learning process begins most often with a student
experiencing a particular situation. After that, upon reflecting upon his experience, he tries to
89__Appendix C
realise and understand the relation of cause and effect, in order to predict under what
circumstances the same stimulus would lead to the same reaction. Logically, in this pattern
the next step would be the understanding of the general principle under which the particular
instance falls. When this is done, according to Kolb, the next stage should be based on the
application of action in new circumstances, but within the same model of generalization.
Experiential learning has been criticized on various grounds. The reservations concern
insufficient attention to the process of reflection, inappropriateness of its application to all
situations, not taking into account different cultural experiences and conditions (Anderson
1988), weak empirical support (Jarvis, 1987) and problematic relationship between the
learning process and knowledge. Jarvis (1987) questions the assumption that «Knowledge
results from the combination of grasping experience and transforming it.» (Kolb, 1984) on the
ground that Kolb does not take into account various ways of knowing and neglects the
complexity of the notion. However, Tennant (1997) claims that « the model provides an
excellent framework for planning teaching and learning activities and it can usefully
employed as a guide for understanding learning difficulties, vocational counseling, academic
advising and so on.»
One of the most popular forms of adult education in Poland are the non-degree post-graduate
studies. To be able to enroll on the courses applicants must have at least Bachelor Degree.
The series of courses last from one to four semesters in the form of lectures, classes and
workshops which take place at weekends, usually 2-day sessions every 2-3 weeks. Along with
standard programmes focused on specific branches of disciplines, higher education
institutions offer very specialist sets of courses, which attract candidates from various parts
of the country. Most non-degree post-graduate courses are fee-paying and after completing a
research project, graduates receive a certificate of completion which usually gives them better
opportunities on the job market.
Short analysis of the aims and expectations of Polish post-graduate students combined with
methodological issues and assessment of the strong points and shortcomings of this
educational offer is based on information and data gathered at three institutions: Krakow
Business School where four interviews with study programme supervisors were conducted
and Ma˘opolska School of Public Administration, both affiliated with the Cracow University
of Economics in April- May 2010. Additionally a report based on research conducted at the
private Tischner European University in Krakow In January 2009 within realization of the
EU Project «Competently towards the future» was carefully analyzed. It published results of
225 CAWI surveys (Computer Assisted Web Interviewing). The number all ex-post-graduate
students surveyed reached of 17,7% and 37 interviews with graduates in 5 focus group
interviews were analysed.7
One of the most interesting issues of the study was to specify reasons for enrolling on the
non-degree post graduate programmes. Hefler»s and Markowitsch»s (2010) typology of
7 EU institutional development project ≈Kompetentni ku przysz˘ości∆ carried out at Tischner European University in 20082010.
90__Appendix C
participation patterns based on a life course based approach indicates five main reasons for
entering further education: «completing», «returning», «transforming», «reinforcing» and
«compensating». Out of the first three education-focused approaches, «transforming» seems to
be most common among Polish post-graduate students who by taking up additional education
effort prepare themselves towards a change of the occupational field. Often this is caused by
their having completed too general field of education, the dislike of their jobs, necessity to
move to another location, or a new job opportunity at hand. Out of the two remaining ones,
that are work-focused, «reinforcing» is aimed towards entering education for higher level
qualifications than individually achieved earlier and «compensating» indicates formal
education undertaken to meet individual aims not covered by the occupation, professional
progress being the side effect only. The study shows that «reinforcing» is definitely the most
typical approach among Polish non-degree postgraduate students. Some of them focus on
progressing in the current field by at least one step on the educational level (MBA, MPA8),
others on adapting, i.e. making one step in the current field, parallel to the one possessed,
not relevant to the field. Several concentrate on specializing - completing a programme as
specialization of their general major study programme, though there are a few that treat the
post-graduate studies as a process of peaking √ completing the programme designed for
experienced professionals in the field.
Among the most clearly expressed expectations Polish post-graduate students indicate
practicability and applicability of the content and methods to life and work though at the
same time over 70% Tischner European University graduates indicated the acquired
theoretical knowledge useful for their jobs. This discrepancy shows that only after
completing the studies students are able to appreciate the elements of more generalized and
theoretical approach presented in the courses. The post-graduate students expect also focused
content of course programmes and versatility of methods and training techniques, both
factors apparently lacking in their earlier degree education. Surprisingly they show very high
expectations regarding the development of generic skills, such as responsibility, creativity,
analytical thinking, etc. The students and graduates do not seem to realize these skills cannot
be built up during short post-graduate studies and should be incorporated throughout the
education process and early socialization.
While talking with post-graduate programmes directors about the problems they face while
organizing and delivering the courses, and later conducting assessment and analyzing its
results they indicated three most serious issues:
_ the limitations in feasibility. There is an apparent discrepancy between very high
students» expectations, also raised by course promotion and advertisements, and the
realistic possibilities to realize the programmes within time limits. Some students
complain of not covering some issued deeply enough, while others √ that the programme
syllabi are too narrow and should cover a broader selection of material covered.
8 In Poland MBA and MPA are degrees that are not considered to be part of the formal state-approved BA-MA-PhD √
habilitation degree system.
91__Appendix C
_ difficulty to match the students» expectation of the programme practicability with the
academic character of the post-graduate studies. Some students confuse post-graduate
studies with occupational courses at higher levels.
_ difficulties in hiring appropriate trainers who have hands on experience, sound theoretical
background, academic background and good teaching abilities and skills.
The short study of Polish non-degree post graduate university programmes shows that
students expectations match well Knowle»s and Kolbs» theoretical assumptions concerning the
specificity of adult learning. That»s why experiential learning, problem-based learning, taskbased learning, action learning and learning-by-doing approaches are so popular among the
students and graduates. They not only focus on acquisition rather than learning and give the
students a sense of achievement but are also personally enriching since they promote
maturity, autonomy, responsibility, team-work and offer opportunities for «learning by
doing». Still their greatest advantage is that they prepare students for their professional
activities and in result stimulate their career opportunities. What»s more they often offer
mature learners the elements of education which they missed during earlier, more traditional
stages of their education.
However it cannot be denied that experiential learning methodology has strong limitations:
it»s time-consuming and difficult to apply in big groups. This is an important factor in case of
limited number of contact hours, limited resources available and tough market conditions
resulting in accepting a significant number of students to a course. One should not forget
cultural and emotional barriers. Cultural barriers may be experienced on the part of both
trainers and students. It is sometimes difficult for more traditional lecturers to see the
reasons for attempting to change their usual way of working. They find it hard to meet
sometimes conflicting expectations of the students. Students» cultural mindsets and
educational traditions may make the application of experiential learning very hard, if not
impossible. Some students feel abandoned and disappointed if given more learning space and
encouraged to exercise their autonomy. Financial and organizational limitations may also be
faced. They may restrict students» and teachers» creativity. Some trainers, especially the
younger ones, complain that when applying experiential learning approach they find the lack
of predictability of the results quite stressful, both on the personal level and with respect to
meeting the educational goals. If treated superficially and in too fundamentalist way,
experiential learning might eliminate the ≈academic∆ component from curricula and turn
universities into vocational schools.
92__Appendix C
Conclusions
Significant popularity of non-degree post-graduate studies in Poland has been observed over
the last twenty years. They form the most market-oriented, flexible and efficient academic
educational offer available. Most higher education institutions offer non-degree post-graduate
studies to meet the demands of job markets and additionally treat them as means of raising
funds for other project. While this form is less dependent on formal ministerial regulations it
can successfully fill the discrepancy between the formal academic degree education which
traditionally follows rather theoretical approach to education and specific job requirements
focused on practical approach to knowledge and skills. Despite its shortcomings and
application difficulties mentioned earlier, experiential learning methodology seems to be best
suited for meeting the expectations of post-graduate students.
93__Appendix C
References
Anderson, J.A. (1988) Cognitive styles and multicultural populations, Journal of Teacher
Education, 39 (1), pp 2-9).
Brookfield, S.D. (1983) Adult Education and the Community, Milton Keynes Open
University Press.
Boud, et al. (eds.) (1985) Reflection, Turning experience into learning, London, Kogan Page.
Gibb, J.R. (1960) Learning Theory in Adult Education. In: Knowles, Malcolm S. (ed.),
Handbook of Adult Education in the United States. Chicago, Illinois, pp.54-64.
Hefler, G., Markowitsch, J. (2010) Formal adult learning and working in Europe: a new
typology of participation patterns, in: The Journal of Workplace Learning, Vol. 22, Numbers
1-2, pp. 79-93.
Houle. C. (1980) Continuing Learning in the Professions, San Francisco, Jossey-Bass.
Jarvis, P. (1987) Adult Learning in the Social Context, London, Croom Helm.
Jensen A. A., Jaeger, K., Lorentsen, A. (1995) Intercultural Competence, A new Challenge
for Language Teachers and Trainers in Europe, Aalborg Univeristy Press.
Knowles (1972) Modern Practice of Adult Education. The Andragogy versus Pedagogy.
Association Press, New York.
Kolb, D.A. (1984) Experiential Learning, Prentice Hall, Englewood Cliffs, N.J.
Kolb, D., Fry, R. (1975) «Toward an applied theory of experiential learning∆, in: C. Cooper
(ed.) Theories of Group Process, John Wiley, London.
Lorensten, A (1995) Introducing New Approaches to Adults» Learning of Intercultural.
Competence. In Aarup Jensen et al. (ed.) Intercultural Competence. A New Challenge for
Language teachers and Trainers in Europe, Volume II The Adult Learner. Aalborg: Aalborg
University Press 1995.
Losy absolwentów Wyższej Szko˘y Europejskiej im. ks. J. Tischnera w Krakowie √ research
project completed as part fulfillment of the EU institutional development project
“Kompetentni ku przysz˘ości∆, Kraków 2009.
Miko˘ajczyk K. (2011) Jak się uczą dorośli, czyli co powinien wiedzieć trener o specyfice
kszta˘cenia uczestników szkolenia in: E-mentor 2 (39), http://www.ementor.edu.pl/artykul/index/numer/39/id/831.
McCall, I. Cousins, J. (199ó) Communication Problem Solving, The Language of Effective
Communication, John Wiley & Song, Chichester, N. York, Brisbane, Toronto, Singapore.
Tennant, M. (1997) Psychology and Adult Learning , London: Routledge.
94__Appendix D
Appendix D
Spanish Experience in Part Time
Study Programmes:
Master of Secondary Education
Teacher (MSE) in Universitat Jaume I
in Castellon
Author
Maria Reina Ferrandez-Berrueco, Universitat Jaume I Castellón
D1 Introduction: General Description of the Programme
The Master of Secondary Education Teacher (MSE) is a one course year master. It was
verified by the ANECA (National Quality Agency) in 2009 and start its first promotion in
the course year 2009/2010. So we are now in the second year of it. Its global structure is
common to all the universities in Spain since government regulates 52 from the 60 ECTS.
In Universitat Jaume I, it has a basic structure in four sections. The first one is general and
compulsory for all the students. Here, they learn about learning process and personality
development; Processes and Contexts in education and about relationships among Society,
family and education (20ECTS).
Second section is the specialization one. Here, students learn about the different modules
they can teach with this specialization, the different specific teaching methodologies applied
to these modules, and educational research as innovation and evaluation process (24ECTS).
The third section takes place in a Secondary School (placement) and there, students have to
develop and put into practice all the theoretical contents they have learnt during the two first
sections (10ECTS).
The last section is the Master Thesis. Here, students have to develop a research dissertation
about any educational problem they have detected during the practicum. (6ECTS).
95__Appendix D
Specializations considered are:
_ Social Sciences and Humanities (here students can choose among Geography and History,
Ethics and Philosophy, and Economics.
_ Experimental Sciences and Technology (here they can choose among Technology and
Informatics; Physics and Chemistry and Natural Sciences (Biology and Geology).
_ Languages and Literature (here they choose among Spanish, Catalan and English)
_ Vocational education (only Administration is offered)
_ Music
_ Plastic Arts
_ Educational/professional Assessment
_ Mathematics
_ Physical Education
Other issues related to this programme, but not directly with teaching, are that this master
teaches in one year course, more than 300ECTS to 180 students and more than 70 faculty
and 28 Secondary Schools are involved.
D2 Which motivations do students have to join the
programme?
As this master programme is compulsory for secondary education teachers, all the people
that think that they can/like work as teachers now or in the future has to get this degree. It is
important to take into account that public education in Spain is held and funded by
government, and that all the staff working in it is permanent staff. So Secondary Teaching is
viewed often as a good work but vocation is not always directly related to it. Because of these
facts, this programme is probably the most demanded master in Spain (as an example I can say
that Valencia offers more than 1000 seats).
D3 What are the needs of the related labour market?
The first point to be taken into account is that everybody can/has to attend this master (from
hairdressers to doctors) if they want to teach in secondary/vocational education. So it is very
difficult to find a perfect unique solution.
The second point comes from history: the previous option to this master, the so-called CAP
(Pedagogical Adaptation Course) It consisted of 300 hours during two months including
theoretical teaching and placement. But there was no control at all about placement, and most
of times, students had some contact is a secondary school and a teacher signed the
accreditation. So, almost everybody could follow the course with no problem at all.
But now, it is a master, which includes 1500 hours of workload including 8 compulsory
weeks in the Secondary School (200 hours) under a strict control. It is not easy at all to share
96__Appendix D
this programme with an ordinary job, and some solution should to be considered in order to
guarantee the equality of opportunities.
D4 How does the funding framework look like?
Funding is regulated by government too. In this case, in order to facilitate the access to
everybody, taxes have to be the minimum by credit. Always the same independently from
the modality of the course (on-line, part-time, full-time).
D5 Specific pedagogical / didactical structures?
First solution in order to facilitate working students the access to this programme was to
establish a parallel programme based on tutorial assessment where physical attendance to the
modules were not compulsory. But two main problems appeared: The first one was that it
was too similar to the trend inherited by the CAP and it was very dangerous. Besides, it was
very difficult to assure that the level of exigency was exactly the same for both lines. The
second problem was directly related to the placement, because students had to stay for 8
weeks 5 hours per day (usually in the morning) inside the Secondary School, and it was
almost impossible for an ordinary worker to do it.
Because of that the solution adopted was addressed to ensure the same level of exigency as
well as to facilitate the attendance to the secondary school. Thus, since this course year, we
offer a Part Time programme group. We develop the same curriculum but in two years (see
figure 1). In this way, the workload is divided per 2. So, instead of 40 hours per week,
students of this group have 20, attendance to class is Friday afternoon and Saturday morning
(8 hours instead of 16) and placement is divided in two periods of 4 weeks, one each year.
Thus, students can carry out the placement in their holiday month.
Table D.1:
FULLTIME
PART TIME
ECTS
WORKLOAD
(hours per week)
ATTENDANCE
(hours per week)
60
YEAR 1
30
40
20
20
16
8
8
MODULES
All
General + placement
1
Specialization +
placement 2 +
Master thesis
YEAR 2
30
97__Appendix D
D6 How did the HE institutions react on the impact of
LLL on HE?
At least two main issues arise in this question: One from students» perspective that we can
call ≈Learning needs vs. Diploma needs∆ and other from university government perspective
that we can call ≈quality needs vs. funding needs∆. On crossing both issues (see figure 2), we
can find four possible focus that play at the same time.
Table D.1:
QUALITY NEEDS
FUNDING NEEDS
LEARNING NEEDS
Teachers
Society
DIPLOMA NEEDS
Students
University government
1. Academic staff involved in the master (Teachers from Secondary Schools and Master
Teachers) defends the quality and the actual lack of training in this educational stage.
2. Students defend their right to work and they need this diploma for working as soon
as possible. But at the same time, they have to pass a regional exam after the master in
order to work for public administration (secondary school is part of the public
administration), so they need the best training they can get in the lesser time.
3. University government is worried about funding, the more students they have the
more money they get. And the more Diplomas they give, the more money they get
from Public Administration (number of diplomas is one performance indicator used
for accreditation). They are afraid that maybe students go to another university if
they can get the Diploma in less time.
4. Society demands better trained teachers. Society has changed, but education is still
the same. It has no sense that for being teacher for primary school training period is 4
years, for secondary school, 1 year, and for University level: nothing at all. But, this
training, as a public training can´t be expensive, everybody has this right (as it was
mentioned above).
As result of all this internal fights, some developments were got. As you can see, Teachers
and University government were on contrary focus and it was difficult for teachers to
convince about the option of develop a two year programme when any student at any
university (even ours) could get the same diploma in one year. Finally, we were allowed to
make a trial for one year (course 10/11) and the good acceptance (about 40 students) and the
fact that we are the only university in all the region that offers this group, has changed their
mind (more than 37% of our students come from other universities, and this is not usual in
Spanish system).
98__Appendix D
D7 Strengths / Weaknesses
Main strengths:
_ Students are really satisfied with the group and learning
_ Many fulltime students changed to parttime because of workload (on being lower, it
allows them to do other activities or programmes)
_ This is a true handable option for people who have a fulltime work. One year programmes
(with or without attendance (fulltime/Online) force them to abandon or fail some
modules and repeat them the following year. For these people, getting the diploma in one
year only can mean a lower level.
Main weaknesses:
_ There are many typologies of works and not all can take the month of holidays in March.
_ People working also on weekends cannot attend theoretical modules
_ It is very difficult to find teachers who want to teach on weekends.
_ The second year of the programme has an added problem: the big group is disaggregated
into specializations, so it is not possible to maintain 14 groups with 2 or 3 students each.
D8 Possible Future Developments
Next course year we are going to implement the second year of the part time group. We have
not other option than seminars and tutoring planned appointments. We trust that as it is a
very small group, quality of work and learning will be good. Besides, these students have
proved they are really motivated since they recognized not to have time for getting the
diploma in one year (more than 15% of fulltime students are also working fulltime and have
real problems in placement and failing modules, but their strategy use to be pressure for
passing). Another possibility is to organize a ≈general specialization∆ to be offered on
weekends, thus we could maintain the big group. We cannot forget that many of the didactic
strategies are perfectly applicable to any module. For specific methodological strategies,
students could work on them during placement. But this option is not easy, because it should
be accredited by the National Agency (ANECA) and specialized teachers probably will not
agree.
99__Appendix E
Appendix E
A survey of the situation in Leeds
(2010)
Authors
Leeds Metropolitan University had some 170 under graduate courses registered on the 2010
on-line prospectus described as being available to study on a part-time basis. Of these 23.5%
were for non-degree programmes i.e. foundation degrees (FdA), Diplomas in Higher
Education (DipHE), Certificates (CertHE), HND»s and 3.5% were offered as a top-up degrees
only ie. H6. At PG level there were circa 250 part-time awards that students can enrol on
ranging Post graduate certificate, Post graduate diploma, and masters» degrees and
professional qualifications. For the purpose of this review the focus will be on undergraduate
degree programmes.9
The University was at that time divided into 6 Faculties:
_ Business and Law
_ Innovation North √ Broadcast, Multi-media, Games, animation; Computing & Information
technology; Music, Sound and Performance Technologies
_ Health √ (excluding medicine)
_ Arts and Society
_ Carnegie Faculty of Sport and Education
_ International √ Events Management; Hospitality & Retailing; Tourism & Entertainment;
Languages; Applied Global Ethics
Part-time study options within both the Carnegie and Innovation North faculties were
limited following recent significant decline in traditional part-time numbers. In part a result
of increased external competition by private providers - particularly hitting the computing
based programmes, and in part by internal timetabling or packaging of the part-time offer. For
economic reasons full-time (FT) and part-time (PT) students were combined into the same
teaching sessions and no special consideration given to the timetable. Part-time students
simply studied fewer modules per semester than their FT counterparts √ thereby taking twice
as long to complete their award. This merging of FT and PT students had the effect of
further reducing student numbers and effectively resulted in the killing of this mode of
attendance, such that it was, to a point where it is now used for emergency and exception
purposes only.
9 Source: On-line prospectus 2010.
100__Appendix E
To sustain part-time provision due consideration needs to be given to PT pedagogy,
timetabling and student experience and different funding models need to be explored - for
example in the case of teacher education, and part-time student loans more generally.
The Faculty of Business and Law (FBL) supported 4803 undergraduate students (including
off-site and international) on 37 degree courses of which 11% were part-time only (Table 1)
Table E.1: Course type by level and mode for FBL- 2009/10
PT only
UG
PG/Professional
4
40
FT only
11%
56%
18
12
49%
17%
FT & PT
Total
15
19
37
71
40%
27%
101__Appendix E
Table E.2: Gross Enrolments on UG Courses in FBL 2009 √ 10
ALL STUDENTS (Including EU Fundable and Exchange Students)
ACCHK
ACCOU
ACCWS
ACSIN
BABMS
*BABMT
BABWA
BABWF
BAHIB
BAJLN
BAMAM
BAMKT
BAPRM
BBHRM
BHBMT
BHLWC
BMNHK
BMNLE
BSIND
BUSCR
BUSST
BWHRM
CJUST
ECOFB
ERASU
GDLAW
HKMKT
HKSCM
HNDBU
IBBAM
IBBHM
IBIBU
LAWIN
LLBLW
PRELS
PREUL
SBUSA
BAH ACCOUNTING AND FINANCE
BAH ACCOUN WTH INFORMATION SYSTEMS
BAH BUSINESS & MANAGEMENT STUDIES
BA BUSINESS AND MANAGEMENT
BAH BUSINESS WITH ACCOUNTING
BAH BUSINESS WITH FINANCE
BAH INTERNATIONAL BUSINESS
BAH JOURNALISM
BAH MARKETING AND ADVRTSNG MGT
BAH MARKETING
BAH PUBLIC RELATIONS WITH MKTNG
BAH BUSINESS AND HUMAN RES MGT
BAH BUSINESS & MANAGEMENT
BAH LAW WITH CRIMINOLOGY
BAH BUSINESS & MANAGEMENT (HK)
BAH BUSINESS AND MANAGEMENT
BAH BUSINESS
BAH BUSINESS CREATION & ENTERPRISE
BAH BUSINESS STUDIES
BAH BUSINESS WITH HUMAN RES MGT
BAH CRIMINAL JUSTICE AND LAW
BAH ECONOMICS FOR BUSINESS
UGCRED ERASMUS - UNDERGRADUATE
GDIP LAW
BAH MARKETING
BAH BUSINESS & SUPPLY CHAIN MGT
HND BUSINESS AND MANAGEMENT
BAH BUSINESS AND MANAGEMENT
BAH BUSINESS AND HUMAN RES MGT
BAH INTERNATIONAL BUSINESS
BAH LAW WITH INFORMATION TECH
LLBH LAW
BAH PUBLIC RELATIONS
BAH P RELS WITH A EUROPEAN LANG
00000 STUDY BUSINESS ABROAD
TOTAL
* Statistical data on
is not collected for PT students unlike for FT counterparts, so is unknown.
FT
PT
Total
39
470
2
36
19
137
7
25
176
477
2
36
31
6
1
2
190
108
270
186
71
141
604
32
196
30
28
2
472
1
47
138
27
14
66
98
278
37
6
21
1
799
182
2
25
554
4803
1
2
159
108
269
185
71
137
596
32
62
25
2
469
1
47
135
27
2
66
12
6
31
1
1
4
8
134
30
3
3
3
12
98
278
37
6
21
1
761
181
2
4249
38
1
102__Appendix E
Case Studies
(Highlighted by shading in the table above)
BA Accounting & Finance (ACCOU)
FT = 470; PT =7
This course gives an understanding and knowledge of accounting and its place within, and
relationship to, the broader business environment. Graduates will have the skills to pursue
careers in finance and accounting, or in broader management roles that require knowledge of
accounting and an analytical approach to problem solving.
The course is recognised by the main professional accountancy bodies and leads to substantial
exemptions from many of their examinations:
_ Institute of Chartered Accountants in England & Wales - ICAEW
_ Chartered Institute of Management Accountants - CIMA
_ Association of Chartered Certified Accountants - ACCA
_ Chartered Institute of Public Finance and Accountancy - CIPFA
_ Association of Corporate Treasurers
_ Association of Accounting Technicians
It is also sufficiently flexible to provide a sound basis for a career in general management or
postgraduate study. Half of the modules in the final year are electives chosen by the student,
so they can choose modules to maximise professional examination exemptions, to pursue
areas of particular interest, or to broaden their studies.
A few years ago this course was run as separate provision in the evenings to a specific parttime cohort of students. It would deliver 8 modules per year over 3 years as per the full-time
programme. As numbers dwindled, the duration of study extended to 4 years √ allowing 6
modules per year to be studied and the separate provision was stopped. Like many other
programmes alleging to offer PT modes, today it uses the facility largely on an
exception/emergency basis e.g. to allow students who are re-sitting a module to attend class;
illness or other personal reason why the student cannot attend on a FT basis. Students
studying this mode will attend during the day and will fit in with the FT provision and
scheduling. In general the program is more popular with male students. It is not known if
students have a full-time job concurrently with study or not, but they would be typified as
students being 21-25 years old closely followed by a traditional undergraduate student on
their first cycle of HE award i.e under 21. Interestingly it appears to be more attractive to
females over 25 years old than to males in this age range.
103__Appendix E
BA Accounting & Finance (ACCHK)
FT = 39; PT =137
This is the same programme as the one described above but it is delivered in Hong Kong and
is only offered as a H6 Top-up programme over an 18 month, 3 semester period. The student
can gain ACCA professional body accreditation. It is operated on a «fly in fly out» basis with
Leeds Metropolitan tutors flying out and delivering lectures mainly in blocks comprising:
Friday evenings, all day Saturday and Sunday and Monday evenings. Student feedback
would suggest that this intensity can be challenging at times.
≈Students especially find the tight packing of 4 consecutive lectures (from Fri to Mon)
too
demanding. Once they cannot understand one part, they have difficulty
to follow the
others in the remaining days, especially for modules that demand a
good grasp of concepts
and clear linkage between each topic.∆
Focus group meeting 2010
Additional support is provided by local tutors.
≈Students think the local lecturer can help their study very much and the contents are highly
relevant to their workings∆.
Focus group meeting 2010
It is delivered to discrete part-time cohorts with no integration with full-time student groups.
Student entry onto the course is dependent upon them having the appropriate qualifications
stipulated in the progression agreement with the university and final degree results tend to
be slightly below the UK average √ with more clustering around the mean due to few weak
students and few exceptional students. It is understood that some financial support is given
from the Hong Kong Government.
Admission Type
Direct
200708
Applications
195
Offers
162
200809
Applications
85
200910
Applications
142
Offers
85
Student Performance - Non Continuation (%)
200708
200708
200809
Part-time
Part-time
Y2
7%
5%
Y3
1%
Y4
3%
Full-time &
sandwich
Y1
1%
200910
Full-time &
sandwich
200910
Part-time
1%
2%
Offers
141
104__Appendix E
BA Business & Management Studies and BA Business and Management
BABMS - FT = 19; PT =12
BABMT √ PT = 6
BMNLE √ PT = 30
The BA Business & Management (BMNLE) course is designed to give students a
comprehensive understanding of business and to develop students existing knowledge of
business and management. It gives the opportunity to evaluate the strategic and operational
problems facing international and multinational enterprises, to explore and apply management
theories and techniques to a range of business problems and to develop policies and strategies
within a changing environment.
The course is delivered part-time on-line by distance learning and the learning experience and
all the materials and are delivered through the University virtual learning environment (VLE)
supported by key course text books, supplementary reading and learning activities.
It is accessible to students» world-wide and the ethnicity statistics reflect this. It does not
particularly attract students with disabilities and the gender split is equally balanced.
Specific e-learning pedagogy has been adopted with specific instructional design informing
timetable, deliver and the learning experience. Part time considerations have been taken
onboard however the University academic calendar has to be adhered to. That said, a rolling
program of module start dates enables students to step on and off and, because of the
asynchronous nature of much of the e-learning delivery, students can access/study at a time
and location that is convenient to them. However a number of issues have been raised in the
Annual Monitoring and Review (2010/11) for consideration, two relevant ones being:
≈The decision to require students to purchase their own core text for this delivery in hindsight was
an error. Students found difficulty in obtaining the text, with a number having to wait a
considerable time for delivery from online suppliers. In response, for the next delivery (September
2011), the course fees will include core text and materials. The Faculty will arrange for despatch
and delivery to relevant students. This will necessitate an earlier closing date for applications
than with previous intakes to allow for this process to be undertaken in good time.∆
Course Leader Report, March 2010
≈The most pressing issue however relates to the role of Learning Support Advisor for the course.
There appears to be an ambiguity about the current staffing of the role. ºThis issue is now the
most urgent issue facing the course team.∆
Course Leader Report, March 2010
105__Appendix E
LLB Law (LLBLW) and GDIP Law (GD LAW)
LLBLW FT - 761; PT = 38
GDLAW √ FT =2; PT = 12
The LLB (Hons) Law is a 'qualifying' law degree. This means that it has been recognised by
professional legal bodies as fulfilling the academic stage of legal training should students
want to go on to qualify as a solicitor or barrister . For many this will be the first opportunity
to study law, therefore, the course is designed to give students an experience of the
substantive law areas whilst also learning the legal skills required for further study. Once
students have completed the course you are qualified to progress to the vocational stage of
training for solicitors and barristers. In addition to the compulsory subjects which make up
the qualifying law degree you may choose from a wide range of electives, or options, which
provide an opportunity to study, in detail, specialist areas of law ranging from intellectual
property to medical law.
The course structure conforms to the University model of a two Semester academic year with
four study modules in each Semester. Each module is based upon a notional total student
activity time, including class contact and private study, of 150 hours. This implies a total
student activity of 1200 hours per academic year which may be deployed in a variety of ways.
The course is offered in the following modes:
* 3 year full time three years of full time study
* 4 year part time four years of part time study
Exit points are available after successful completion of Level 1 (H4) or Level 2 (H5). Students
are awarded a Certificate or Diploma in Higher Education at the respective stages. However,
the specific needs of part-time students √ particularly in regards to flexibility, have not been
explicitly addressed. Very often comments on the unavailability of part-time students to
engage in learning activities such presentation preparations and group work, are heard at
course review meetings.
CRITERIA
CATEGORY
Market/Audience
Traditional undergraduate
BA Acc & Fin (ACCHK)
BA Acc & Fin (ACCOU)
X
Pre-employment postgraduate
Sponsored employed graduate
Independent employed graduate
X
School diploma or equivalent
X (top-up)
1st cycle award(degree/diploma
Admission criterion -- fees
X
nd
2 cycle award (masters)
Professional qualification
APL/ACEL/APEL
Full time
Part time (day)
Mode of attendance
X
Part time (evening)
X
Part time (weekend/bloc)
X
‘No time’ (distance/’e’ learning)
Target Award
Pre-degree/diploma
Degree/Honours Degree/Diploma
X Hons
X Hons
ACCA Excempt’s
X
Age (18 – 24, 24 – 60, 60+)
18-24
18-24
Qualifications
Diploma/HND
Standard Admissions
Employment
x
?
Social economic background
?
?
Masters (including MPhil, M Research etc)
Undergraduate credit points
Postgraduate credit points
CPD (points)
No award
Student profile
107__Appendix E
CRITERIA
CATEGORY
BA Acc & Fin (ACCHK)
BA Acc & Fin
(ACCOU)
Duration
No. of years
18 months
No. of semesters
3
Dependent upon need
No. of weeks
No. of credit points (ECTS)
Purpose/Motivation
180 cats
General education
Undergraduate award
x
x
x
x
x
x
x
x
Advanced education – postgraduate award
Professional qualification(u/grad)
Professional qualification (p/grad
CPD/career development
Interest/for its own sake
Re-skilling/re-training
Learning location
Campus
Work based
Distance
‘e’ learning
Blended
Funding Source
x
Central/local government
x
Individual
x
x
Dependent traditional (lectures/seminars face to face)
x
x
Interdependent (group work, work based, interactive)
Min group work
x
Independent (project work, research dissertation, ‘e’ learning
No
No
Company/employer
Other (specify)
Pedagogic Style
distance)
108__Appendix E
CRITERIA
CATEGORY
Market/Audience
Traditional undergraduate
GDip Law
(GDLAW)
Admission criterion -- fees
x
Sponsored employed graduate
x
Independent employed graduate
x
School diploma or equivalent
1 cycle award(degree/diploma
(LLBLW)
x
Pre-employment postgraduate
st
LLBH Law
x
x
2nd cycle award (masters)
APL/ACEL/APEL
Mode of attendance
Full time
x
Part time (day)
Part time (evening)
x
x
x
Part time (weekend/bloc)
‘No time’ (distance/’e’ learning)
Target Award
Pre-degree/diploma
Degree/Honours Degree/Diploma
x
x
Masters (including MPhil, M Research etc)
Undergraduate credit points
Postgraduate credit points
x
CPD (points)
No award
Student profile
Age (18 – 24, 24 – 60, 60+)
Qualifications
Employment
Social economic background
24-60
18-24
109__Appendix E
CRITERIA
Duration
CATEGORY
PxGDip Law
LLBH Law
(GDLAW)
(LLBLW)
No. of years
1 year ft, 2 years pt
No. of semesters
2
2
120
360
No. of weeks
No. of credit points (ECTS)
Purpose/Motivation
General education
x
Undergraduate award
Advanced education – postgraduate award
x
x
Professional qualification(u/grad)
Professional qualification (p/grad
x
CPD/career development
x
Interest/for its own sake
Learning location
x
Re-skilling/re-training
x
Campus
x
x
x
x
Individual
x
x
Company/employer
x
Work based
Distance
‘e’ learning
Blended
Funding Source
Central/local government
Other (specify)
Pedagogic Style
Dependent traditional (lectures/seminars face to face)
x
Interdependent (group work, work based, interactive)
Independent (project work, research dissertation, ‘e’ learning
distance)
x
x
Appendix F
Example University of Applied
Sciences Technikum Wien
Author
Peter Balog, FH Technikum Wien
111__Appendix F
112__Appendix F
113__Appendix F
114__Appendix F
115__Appendix F
116__Appendix F
117__Appendix F
118__Appendix F
119__Appendix F
120__Appendix F
121__Appendix F
122__Appendix F
123__Appendix F
Appendix G
Example University of Applied
Sciences Joanneum Graz
Author
Johannes Haas, FH Joanneum
125__Appendix G
126__Appendix G
127__Appendix G
128__Appendix G
Appendix H
Single Market Act 2011 √ Lever 2:
Mobility for citizens
Key action: Recognition of
professional qualifications
Author
Aleksander Surdej, Cracow University of Economics
As a result of Mario Monti»s ≈A New Strategy for the Single Market∆, as well as
the report ≈Delivering a single market to consumers and citizens∆, prepared by
Louis Grech, the European Commission has decided to develop an Action Plan for
elimination of the internal market shortcomings. The main aim of this new initiative
is to relaunch growth and strengthen confidence into the European economy. On 13
April 2011 the Commission released the official communication to the European
Parliament, the Council, the Economic and Social Committee and the Committee of
Regions that was called Single Market Act: Twelve levers to boost growth and
strengthen confidence "Working together to create new growth" [COM (2011)
206]. The second point mentioned in this document is devoted to the problem of
European citizens» mobility, especially in terms of their professional careers.
According to the EUROSTAT»s data, in 2009 only 5,8 million people was working in
another member state, which represents 2,5% of the EU working population.
Although the unemployment rate decreased year-to-year from 9,7% to 9,4%, across
the EU there is still more than 22,5 million unemployed.
Source: EUROSTAT, June 2011
Though, the Commission find that due to the regulatory barriers many highly skilled
jobs remain unfilled. The EC has mentioned two major factors that influence the
labour force mobility: one of them is a portability of the complementary pension
rights; the other one is a recognition of the professional qualifications. From the
EC communication:
130__Appendix H
≈The aim is to simplify procedures for the mutual recognition of mobile workers,
modernise the legislative framework, review the scope of regulated professions and
strengthen trust and cooperation between Member States. The creation of a European
professional card would particularly encourage the mobility of professionals, whilst
boosting confidence between the competent authorities of the Member States and
ultimately benefiting consumers and employers.∆10
Currently, the process of recognising professional qualifications is regulated by the
European Parliament and the Council Directive 2005/36/EC. This act represents
a top-down approach with a broad scope of the national qualifications systems (list of
all member states certificates and diplomas). One of the problem that this approach
might create is the transactional cost √ in this case everyone qualified to a particular
profession that wants to move for a job to another member state, needs to prove his
skills by translating national certificate.
Moreover, if someone acquires the professional qualifications before implementation
of the certification system or become qualified in the non-formal or informal learning
process, then the cost of qualifications» recognition could be even higher (in terms of
money, time, etc.). Therefore, the European Commission is promoting an idea of the
common European Qualifications Framework that should be coherent with the
national qualifications systems. As it is stated in the Commission proposal:
≈[W]hen it comes to non-regulated areas, it is important that efforts continue on
correspondence between national certification systems, via the European Qualifications
Framework, in order to facilitate qualifications comparability in the case of mobile
workers.∆11
Thus, the Single Market Act urges to prepare the legislation modernising the
system for recognising professional qualifications, that is going to be a key
action in the area of labour force mobility. This process is to be settled on a broader
basis of the EC flagship initiative: ≈An Agenda for new skills and jobs: A
European contribution towards full employment∆ that was published in
November 2010 [COM (2010) 682], as well as the evaluation of the Professional
Qualifications Directive from 2005, that is currently being carried out.
Furthermore, according to the ≈Agenda for new skills and jobs∆, the Commission is
working on the European Professional Card that should record the assets and skills
acquired by an individual in the course of his/her life. On 30 May 2011 the Council
(Competitiveness) in the conclusions on the priorities for relaunching the Single
Market announced that it is ready to examine the initiative of creating such
≈European skills passport∆12. The other key actions for the Commission in terms of
mobility within the flagship initiative ≈Agenda for new skills and jobs∆ are following:
10 http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2011:0206:FIN:EN:PDF.
11 Ibidem.
12 http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/intm/122331.pdf.
131__Appendix H
1. As of 2012, produce an ≈EU skills Panorama∆ to improve transparency for
jobseekers, workers, companies and/or public institutions. The Panorama will
be available online and contain updated forecasting of skills supply and labour
market needs up to 2020. It will provide:
a) up-to-date information on the top 25 growth occupations in the EU, and
on the top five 'in demand' occupations per Member State
b) an analysis of skills requirements based on the European Vacancy
Monitor
c) an analysis of skills mismatches and use of skills in the workplace,
through surveys of employers, learners and graduates
d) foresight analysis at sector level, based on the work of the European
Sector Councils' on Skills and Employment
e) CEDEFOP and Member States» projections.
Where relevant the Panorama will report on skills needs in particularly
important areas such as science, technology, engineering and mathematics.
2. By 2012, complete in all European languages the European Skills,
Competences and Occupations classification (ESCO), as a shared interface
between the worlds of employment, education and training.
3. In 2012, consider the possibility of presenting proposals to help reform the
systems for the recognition of professional qualifications, on the basis of the
evaluation of the Professional Qualification Directive.
4. In 2011, launch a New Agenda for Integration of third country nationals, to
provide improved structures and tools to facilitate the exchange of knowledge,
and the mainstreaming of integration priorities of the Member States in all
relevant policy areas.
5. In 2012, consider the possibility of presenting proposals to help improve the
enforcement of rights of EU migrant workers in relation to the principle of
free movement of workers.
Moreover, the Commission in cooperation with Member States will:
1. By 2011, propose a new benchmark on education for employability to
stimulate a new focus on preparing young people for the transition to the
labour market, propose a Council Recommendation on reducing early school
leaving, and set up a High Level Expert Group on improving literacy among
young people and adults.
2. By the end of 2010, launch an awareness campaign on how citizens can
benefit from EU social security coordination rules to move within Europe,
without losing their rights.
3. In the framework of the SME Performance Review, assess future skills needs
in micro and craft (-type) enterprises for a representative sample of EU
Member States, to better mainstream the needs of these enterprises in existing
EU policy initiatives.
132__Appendix H
4. As of 2011, support competences for sustainable development, and promote
skills development, in sectors covered by the Roadmap towards a resourceefficient Europe and by the new Eco-Innovation Action Plan.
5. As of 2011, support «knowledge alliances», i.e. ventures bringing together
business and education/training institutions to develop new curricula
addressing innovation skills gaps and matching labour market needs. The EU
Industrial PhDs in the framework of Marie Curie actions and the Erasmus
placement in companies will also be developed.
6. In 2011, propose a Council Recommendation on the identification,
recording and validation of competences gained outside of formal
education and training, including in particular a European Skills
Passport to help individuals record and present the skills acquired
throughout their life.
7. In 2011, present an analysis of the contribution of migration policies to labour
market and skills matching in line with the Stockholm programme. A policy
network to improve the education of migrants will be established to address
the educational achievement gap between migrant students and the
indigenous population at school.
8. By 2012, reform the European Employment Services EURES and its legal
basis, to develop its matching and placement capacity at the service of the
European Employment Strategy and to expand it to support Your First
EURES Job.
9. By 2012, propose an EU-wide approach and instruments to support
Member States in the integration of ICT competences and digital
literacy (e-skills) into core lifelong learning policies.
10. By 2012, present a Communication on the European policy for
multilingualism, proposing priorities in the education and training
systems, and a European language benchmark based on results of the
European Survey on Language Competence so as to achieve the "mother
tongue +2" Barcelona objective.
11. By 2012, develop in cooperation with Member States an action plan to address
the gap in the supply of health workers. The action plan will be accompanied
by a Joint Action under the Health Programme on forecasting health
workforce needs and workforce planning.
12. By 2012, map out and promote European centres of excellence within new
academic specialisations for tomorrow's job. The Commission will analyse the
best way to support mobility of students (European and international) towards
these centres of excellence.
Finally, the EC has recognised a problem of youth unemployed, particularly in the
case, when they left school without qualifications. Accordingly, the Commission is
going to propose a Council Recommendation on the promotion and validation of
non-formal and informal learning. These actions should go in a line with the
flagship initiative ≈Youth on the Move∆, established in September 2010 [COM
(2010) 477]. This initiative has proposed following key actions:
133__Appendix H
1. Promoting learning mobility
a) Set up a dedicated Youth on the Move website for information on EU
learning and mobility opportunities (2010): This website should give full
transparency to all relevant EU programmes, opportunities and rights
related to learning mobility for young people, and be progressively
developed, e.g. linking EU actions to national and regional initiatives,
providing information about funding possibilities, education and training
programmes across Europe (taking account of ongoing work on
transparency tools and the existing PLOTEUS portal), listing quality
enterprises providing traineeships and similar.
b) Propose a draft Council Recommendation on promoting the learning
mobility of young people (2010), addressing obstacles to learning
mobility at national, European and international level. This builds
on the feedback from the 2009 public consultation on the Green
Paper ≈Promoting the learning mobility of young people∆. Through
regular monitoring, a "Mobility Scoreboard" will benchmark and
measure progress in removing these obstacles in the Member States.
c) Develop a Youth on the Move card to facilitate mobility for all young
people (i.e. students, pupils, apprentices, trainees, researchers and
volunteers), helping to make the integration process of mobile learners
smoother.
d) Publish guidance on the European Court of Justice rulings on the rights
of mobile students (2010): This covers issues such as access, recognition
and portability of grants.
e) Propose a European Skills Passport (2011), based on existing
elements of Europass, to record in a transparent and comparable
way the competences acquired by people throughout their lives in a
variety of learning settings, including e-skills and informal and
non-formal learning. This should facilitate mobility by easing the
recognition of skills across countries.
2. Promoting employment mobility
a) Develop a new initiative: "Your first EURES job", as a pilot project
(subject to it receiving the required financial support by the budgetary
authority) to help young people with finding a job in any of the EU-27
Member States and moving abroad. Looking for a job abroad should be as
easy as searching in one's own country: our first EURES job" will provide
advisory, job search, recruitment and financial support to both young
jobseekers willing to work abroad and companies (in particular SMEs)
recruiting young European mobile workers and providing a comprehensive
integration programme for the newcomer(s). This new mobility
instrument should be managed by EURES, the European job mobility
network of Public Employment Services.
b) Create in 2010 a "European Vacancy Monitor", to show young people and
employment advisers where the jobs are in Europe and which skills are
needed. The European Vacancy Monitor will improve transparency and
information on available jobs for young jobseekers by developing an
intelligence system on labour and skills demand all over Europe.
c) Monitor the application of the EU legislation on freedom of workers, to
ensure that incentive measures in Member States for young workers,
134__Appendix H
including in vocational training, are also accessible to mobile young
workers, and identify, in 2010, areas for action to promote youth mobility
with Member States in the Technical Committee on the free movement of
workers.
The Commission set the schedule for legislative actions for all levers (instruments)
from the Single Market Act. The EC proposal of modernisation of the professional
qualifications recognition, according to the agenda, should be prepared in the 4th
quarter of 2011. According to the EC representatives, each instrument should gain
final approval from the European Parliament and the Council before the end of
2012.
Appendix I
Design Principles √ Online
Business and Management Degree
Authors
I.1 Resource Based
The importance of print-based resources and the value of textbooks is clear and core
texts have been identified and module guides have been devised to supplement the
texts. Supplementary material will be made available online and and/or in resource
packs. These might include videos of lectures and podcasts where appropriate. Web
seminars will be recorded and made available for later use. There will be an emphasis
on learners creating course content through the development of a course Wiki.
I.2 Student Focused
The development of learning activities have been applied √
_ Variety, the learner's attention is engaged with a variety of stimuli
_ Action, the learner has an activity to do
_ Application, the learner is encouraged to apply learning in another context
_ Interaction, the learner interacts with tutors and can change or comment on
content
_ Feedback, the learner is supported in reviewing and reflecting on what they have
done and understood
_ Evaluation, the learner contributes to enhancing learner design.
I.3 Collaborative
In the on-line environment the learner has the opportunity to interact with peers, in
directed and non-directed events (through discussion forums, web conferences, and
other ICT tools both inside X-Stream and outside) and also the tutor. Interaction is
centred on the learning activity and experience.
136__Appendix I
I.4 Constructivist
The student is expected to engage in constructing knowledge, based on content,
experience, dialogue with their tutor and peers and reflection in the learning process.
I.5 Constructive Alignment
The activities and objectives of the teacher and learner are aligned with the learning
outcomes. This will be made visible to the student through the use of the goals
function within X-Stream. Students will have to engage with the activities to
complete the assessment.
The primary role of the tutor is to facilitate learning within their subject area.
Students will normally be organised in groups of 15. Tutors will be available by email
and will engage in web conferencing as necessary to facilitate learning and provide
feedback.
Each module comprises of six units lasting two weeks each. Each Unit having the
following basic structure.
Figure I.1: Unit Structure
1. Unit 1 (weeks 1 and2) 1.1.1. Week 1 ‐Summary 1.1.2. Week 1 Lecture (ppt) 1.1.3. Podcast 1.1.4. Activities e.g. Reading Research MCQs Journal Wiki Past exam Case Reflective journal discussion Topic (moderated at specified times) 1.2. Week 2 – Summary 1.2.2. Week 2 Lecture (ppt) 1.2.3. Podcast 1.2.4. Activities 1.2.5. Web conference (Every Second week) 1.2.6. Journal 1.2.7. Course see iki © 3s Unternehmensberatung and ProParti Partnership
Appendix J
Full Time and Part Time
Programmes
Authors
Below is a table that gives examples of various definitions applied by public
organisations in the UK (2009):
Table J.1:
Full-time
Part-time
Institutional
Programmes consisting of more
definition (York St than 80 credits in an academic
John University)
year
Programmes consisting of 80
credits or less in an academic
year
Higher Education
Funding Council
definition
Programmes that involve a
minimum of 24 weeks of study
or placement per academic year
Programmes that involve less
than 24 weeks of study or
placement per academic year
Local Government
definition (Leeds)
or placement and require an
average of at least 21 hours of
study a week, per academic year
than 24 weeks of
study/placement or that require
less than 21 hours of study per
academic year
Student Discount
Railcard definition
(eligibility for
discount)
or placement and require an
average of at least 15 hours of
study a week, per academic year
than 20 weeks of study or
placement or require less than
15 hours of study a week, per
academic year
Appendix K
Typology Grid
Author
Stefan Humpl
Within the ProParti Partnership the partners agreed on a typology grid for the
description of different Part Time Study Programmes, which would fit into all
different systemic backgrounds within Europe. Hence, this typology grid somehow
had to stay on a quite superficial basis for describing study programmes (and would
therefore also fit for the description of full-time study programmes throughout
Europe as well). On the other hand, for developers of part time study programmes the
typology grid should also give a reflective insight into the different possibilities of
development within the systemic background. Some of the categories only will fit
within specific systemic borders, others will fit all over Europe.
Furthermore, the criteria and categories are not complete for the description of study
programmes. But within the group we agreed that these criteria and categories will be
the ones crucial for the different development possibilities of part time study
programmes. The categories show different characteristics within the criteria √ but the
borders between the categories are sometime floating, and in different part time study
programmes two or more categories are possible at the same time.
Market / Audience
_ Traditional (under)graduate
_ Pre-employment (under)graduate
_ Sponsored employed (under)graduate
_ Independent employed (under)graduate
_ Sponsored employed post graduate
_ Independent employed post graduate
Admission
_ -School diploma or equivalent
_ -First cycle award (degree / diploma)
_ -Second cycle award (masters)
_ -Professional qualification
_ -APL / ACEL / APEL
Mode of Attendance
_ -Full time
_ -Part time (day)
_ -Part time (evening)
_ -Part time (weekend / block)
_ -≈No time∆ (distance / e-learning)
139__Appendix K
Target Award
_ Pre-degree / diploma
_ Degree / Honours Degree / Diploma
_ Masters (including MPhil, MResearch, etc.)
_ Professional qualification
_ Undergraduate credit points
_ Postgraduate credit points
_ CPD (career parallel development) points
_ No award
Student Profile
_ Age (18 √ 24 / 24 √ 60 / 60+)
_ Qualifications
_ Employment
_ Social economic background
Duration
_ No. of years
_ No. of semesters
_ No. of weeks
_ No. of credit points (ECTS)
Purpose / Motivation
_ General education
_ Undergraduate award
_ Advanced education √ postgraduate award
_ Professional qualification (undergraduate, graduate)
_ Professional qualification (postgraduate)
_ CPD (career parallel development)
_ Interest √ for one»s own sake
_ Re-skilling / re-training
Learning Location
_ Campus
_ Work based (enterprise)
_ Distance
_ ≈E∆-Learning
_ Blended
Funding Source
_ Central / local government
_ Individual
_ Company / employer
_ Other
140__Appendix K
Pedagogic Style
_ Dependent traditional (lectures / seminars / face to face)
_ Interdependent (group work / work based / interactive)
_ Independent (project work / research dissertation / ≈e∆-learning distance)

Final Report

Transcription

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