Mobility and Skills: Introduction

Marek Frankowicz, Bologna Expert, Poland

Bologna Seminar „Competences for the Future”Warsaw, 23-24 October 2009

2

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

3

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)

4

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

5

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

6

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)

7

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

8

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

10

Skills-mobility-HEI feedbacks:

VIRTUOUS or VICIOUS Circle?

Mobility

Skills/Students

Staff

Institution/Organization /

T & L /

11

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”

…………………………………

3

12

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

3