UNIVERSITY OF ZAGREB3 LUC Survey

Vlasta Vizek VidovićIvica Završki

University of ZagrebDubrovnik, May, 2007

SCM TEMPUS Lifelong learning in university context

SCM Tempus 3 LUC WHY LIFELONG LEARNING IN

UNIVERSITY CONTEXT?

External reasons: Globalisation of HED Democratization of education Demographic trends Sustainable development Meeting economic, social &

cultural needs of individuals Technological changes Labour market demands

Internal reasons:Need for new markets

Links with former students

Strengthening relations with business and community

Technology transfer

More resources for innovations

Positive public image

SCM Tempus 3 LUC TIME&SPACE COORDINATES

Pre-pre Bologna: adult education, continuous education, working & studying

Bologna process: Bologna declaration signitory in Prague (2001) Law on Science and Higher education (2003) National QA Agency (2004) Inversity level Implementation of three cycles in HED (2005) Lisabon agenda: National strategy for adult education (2005) Law on adult education (2007) Agency for adult education (2007) National qualification framework (draft 2007)

Integrated lifelong learning programs: Tempus

SCM Tempus 3 LUC UNIVERSITY OF ZAGREB

REFERENT MISSION

Connecting people, knowledge and information within the academic community as well as with the other social subsystems in order to create a society of knowledge, learning and tolerance.

BREAKTHROUGH 2001

3 LUC survey reactions:• all respondents give strong support to the third mission! • all respondents percieve LLL issue as important for university!

SCM Tempus 3 LUC UNIVERSITY OF ZAGREB

MANAGEMENT STRUCTURE

CENTRAL SERVICES

•IRO office•QA office•Financial department•Centre for postgraduate studies

Senate boards (19)

SCM Tempus 3 LUC

Percent of students in fields of study1%

11%6%

3% 7%6%

40%

26%

ARTS

BIOMEDICINE

BIOTECHNOLOGY

ENGENEERING

HUMANITIES

NATURALSCIENCESSOCIAL SCIENCES

INTERUNIVERSITY /INTERFACULTYPROGRAMMES

Number of students

BA/MA: 52,500 (F=54%)

Postgraduate: 5,850

STUDENT FACTS AND FIGURES

SCM Tempus 3 LUC POSTGRADUATE ACCREDITED

SPECIALIST PROGRAMS (60-120 ECTS)

Academic area/ N of faculties N of programs

Social sciences 7 (5) 50 Biomedicine 4 (3) 43 Biotechnology 3 (3) 13 Engineering 12 (8) 11 Humanities 3 (1) 2

Sciences 1 (1) 2 Arts 3 (1)

2

Centre for postgraduate studies 4

TOTAL 33(21) 127

SCM Tempus 3 LUC 3 LUC SURVEY RESULTS

respondents

Academic area

Constituents Number of respondents

Engineering

12 10

Social sciences 7 3 Biomedicine 4 2 Humanities 3 1 Arts 3 1 Biotechnology 3 2 Sciences 1 -

Total N %

33 18 (60%)

SCM Tempus 3 LUC TYPES OF LLL PROGRAMS

Programs N faculties N programs/ range

Range of participants

Postgraduate specialist programs (120 – 60 ECTS)

15 25(1-11)

10-60

CPD post-graduate short programs

9 193(1-60)

10-1000

LLL programs for diverse beneficiaries

10 83 (1-60)

20-500

• 5 faculties use external accreditation of CPD programs through Ministeries or professional associations

SCM Tempus 3 LUC ICT and APPROACHES TO

TEACHING/LEARNING

TEACHING/LEARNING N faculties

Traditional teaching 6 Modest use of IT 6 Blended teaching/learning 5 E-learning 1

SCM Tempus 3 LUC

INFRASTRUCTURAL SUPPORT

Organzational support N (faculties)

Specialized LLL/CPD unit at faculty level2

Specialized LLL/CPD unit at department level1

Central faculty administration 4

Department administration 1

Combined services: faculty & department 7

SCM Tempus 3 LUC COLLABORATION WITH OTHER

LLL/CPD PROVIDERS

Program organizers Staff as teachers

Staff as learners

Other constituents of UZ 6 3

Other HED institution 7 3

Other educational institution 5 1

Government bodies/institutions 5 4

Local communities 6 2

Other public institutions 4 2

Non-governmental organizations & professional associations

3 3

Business companies 4 3

SCM Tempus 3 LUC INTERNATIONAL CO-OPERATION

International partners Number of faculties*

o Foreign universities 7

o International professional associations 5

o International networks in HED 1

o EU projects (Cards, Tempus, Cost) 5

o International organizations 2

o Foreign business companies 1

o Other international projects 2

* 9 faculties declared international co-operation in CPD programs

SCM Tempus 3 LUC MANAGEMENT MODELS FOR

CONTINUING EDUCATION in EU

Internal External

Centralised

Decentralised

Location

CEE units

© Osborne, Thomas (2003) // Brennan (2005)

15 %

55 % 15%

4%

10%

3 LUC survey preferences:

•Decentralised model - 6•Mixed model - 12

3 LUC survey reality:

•CE units at faculties - 2•Planned CE unis - 4

SCM Tempus 3 LUC

THE ROLE OF LLL/CPD UNIT

Program accreditation 14 Marketing services 12 ICT support 12 Alumni networking 12 Awarding ceremonies and events 10 Student informations 11 Organizational & technical assistance 11 Enrolment and student evidence 11 Financial administration 9

Tasks requiring Number of 75%> engagement respondents

SCM Tempus 3 LUC LESSONS LEARNED 1.

Lack of strategic approach to LLL both at university and faculty level Lack of professional management & adequate infrastructure (3 faculties

with CPD units/staff) A very few CPD short postgraduate “refreshment” courses (eg.medicine,

civil engeneering, agriculture, psychology) – diploma, certificate driven Few LLL programs for wider public (eg. foreign languages, Croaticum, IT) Lack of interdisciplinarity (4 out of 127) Low visibility of CPD programs (in media, web pages, printed materials) Modest use IT resources (eg. for e-learning or data bases)

SCM Tempus 3 LUC

LESSONS LEARNED 2

Development of postgraduate specialist degree programs with formal accreditation International partnerships Wide participation in CPD programs organized by other

social/business agents Recognition of need for unversity staff development Positive attitude toward enhancement of LLL in

university context Preference for mixed organizational approach

SCM Tempus 3 LUC FUTURE CHALLENGES 1.

STRUCTURAL/NORMATIVE ISSUES

Strategy development at the university/ faculty level Development of organizational infrastructure Exploring flexible financial model Approaches to recognition of prior learning Flexibile pathways (between 3+2+3 structure and LLL/CPD) Implementation of quality culture into CPD/LLL Extending the use of ECTS credits to CPD/LLL

SCM Tempus 3 LUC

FUTURE CHALLENGES 2. PROCESS/OUTCOME ISSUES

Development of specific curricula for CPD/LLL : competence - based, tailor made, individual pathways Adapting teaching/ learning to mature students New approaches to assessment (eg. portofilio) CPD programs for university staff – specially for LLL International networking in LLL area Increasing the use of CIT Supporting research of LLL

SCM Tempus 3 LUC

”The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

Alvin Tofler