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Mobility and Skills: Introduction
Marek Frankowicz, Bologna Expert, Poland
Bologna Seminar „Competences for the Future”Warsaw, 23-24 October 2009
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Learning outcomes for better employability and personal development.
Lifelong learning & Qualifications frameworks (EQF, NQF)
Mobility - one of „Bologna keywords”. „20% by 2020”. Important in EU policy (EC Green Paper)
Introductory remarks
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Target group Academic staff Administrative staff Students
Host institution University Enterprise Other
Length Long term (1 semester
or more) Middle term (1 to 12
weeks) Short term (up to 1
week) Type
Physical Virtual
Many dimensions of mobility (organized, academic)
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The information provider The lecturer The practical teacher
The role model The on-the-job role model The role model as a teacher
The facilitator The learning facilitator The mentor
The planner The curriculum planner The course planner
The resource developer The resource material creator The study guide producer
The assessor The student assessor The curriculum assessor
The twelve roles of the teacher
PM Harden & JR Crosby (2000)•How to promote student mobility
•How to use mobility for own personal development
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Very important for mobility: appropriate organization of studies Modularization Flexibility (elective courses, individual study paths etc.)
„Mobility/flexibility window” If possible: at least one semester free of compulsory courses Students may choose
ERASMUS mobility Internships „Internationalization at home”
Flexibility windows
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Opportunities+ New experiences which can be
useful in home country+ Learning tolerance and openness+ Learning about other cultures+ Promotion of one’s own country
and culture+ Acquiring more autonomy and
independence+ Facilitated access to the labour
market+ Improved language competences+ Participation in unique courses /
programs
Problems- Financial problems- Language barrier- Alienation- Brain drain- Losing own culture - Recognition problems- Lack of tutor/mentor/advisor
Example 1: Opinions of PL students on ERASMUS mobility (2006)
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PROCERTU – Professional Certification of Academic Tutors Project objectivesProject objectives
To discuss the profile and missions of the academic tutor To build an academic tutor job profile To work on the role of the tutor To train tutors To gain European recognition for the skills of tutoring professionals in
work-linked training
Academic tutor job profile Includes competences important for students mobility Tutors’ competences may be improved through their mobility
Example 2: LdV project PROCERTU
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Projects TEMPUS „Super-JEPs” (1999-2002)
„Pol-EDDA” Project (2009-2011) „Multidimensional” groups
Positions (top administrators, low level administrative officers, academic teachers, )
Institutions (geographic spread) Domains (sciences, humanities etc.)
„Multidimensional” programs of visits Plenary meetings in host institution F2F meetings „Internal” meetings
Example 3: Large-scale staff mobility:
PL experiences
New ERASMUS multilateral project „TEACAMP” (2009-11) Analysis of existing practices in partner institutions Teacher Virtual Campus development Curriculum content and teaching/learning scenario
development Virtual research for comparative analysis Quality assurance and TeaCamp evaluation TeaCamp exploitation TeaCamp dissemination
One of main objectives: to improve VM competences of students and academic staff
Example 4: Virtual mobility
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Skills-mobility-HEI feedbacks:
VIRTUOUS or VICIOUS Circle?
Mobility
Skills/Students
Staff
Institution/Organization /
T & L /
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Mobility - SWOT analysis
Strengths
Favourable political climate
Experiences of mobility programs (Erasmus, LdV, Erasmus Mundus)
……………………………………
Weaknesses
Problems with recognition of skills
Organization of academic year
…………………………………
Opportunities
Coupling mobility with emerging needs for new skills
Shift to learning outcomes
…………………………………
Threats
Brain drain
Treating mobility as objective „per se”
…………………………………
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What kind of skills can be developed through mobility for different target groups: teachers, students, university administrative staff?What are the demands on skills arising from labour market developments and how can universities support students in developing them?How do skills impact on mobility and vice versa? How does mobility impact on the different learning methods to contribute to skills development ? How does skills development through mobility contribute to the development of higher education institutions?Do we have the necessary “instruments” in place to support and enhance skills development through mobility?What are the roles and challenges of universities as regards mobility and skills?
Points for discussion
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