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The Changing Landscape of EU Higher Education and Implications for CPD

This article discusses the evolving landscape of higher education in the European Union, with a focus on student-centered learning and the implications for continuing professional development (CPD) in higher education. It explores the challenges and opportunities posed by digital technology and personalized forms of education, as well as the role of CPD in meeting these demands. The paper also examines the recommendations made by the high-level group on the modernization of higher education and offers insights into the future vision of education in Europe.

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The Changing Landscape of EU Higher Education and Implications for CPD

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  1. The changing landscape of EU higher education, student-centred learning and some implications for CPD YiouliPapadiamantaki – University of the Peloponnese - IMEP WP2

  2. Unlike England and Ireland that have introduced explicit CPD policies since 2003/04 in continental Europe CPD in higher education is still in its infancy. • CPD has gained popularity in certain countries (Holland, Lithuania). • To a large extent it is an issue dealt through accreditation processes (i.e. by subject/field of study) and of the institution involved.

  3. However CPD is addressed in the EU higher education policy in the framework of the • Modernisation agenda of higher education • Challenges posed to european higher education by the increased use of digital technology and personalised forms of education • student-centred learning and teaching and learning processes • Bologna process - Yerevan Communique

  4. http://bologna-yerevan2015.ehea.info/files/YerevanCommuniqueFinal.pdfhttp://bologna-yerevan2015.ehea.info/files/YerevanCommuniqueFinal.pdf The high level group on the Modernisation of Higher Education has made the following recommendations to the Commission ….. 7

  5. Contextualchangesin highereducation • Technologyhas matured/isbecomingmoreeasyto use / internetis widespread / ‘computers’are in everyone’s hands • Thereissocialacceptanceof technologyfor‘everything/anything’ • MOOCs+online degrees =it’spossibletodo HE • online,evenbyhighranked traditionaluniversities • Theopen universitiesoftheworldhavetrained countless academicand support staff 3

  6. Mainchallenges inHigher Education • Challengeswithregardtoexcellence in teaching • Largestudentnumbers- low studentstaffratios /personalisedlearning • Challengeswith regardtoeducationandinnovation • Researchandinnovation- deliveringhighqualityeducation byinvolving studentsinresearch • Challengeswith regardtoinclusiveness • According toEU2020goalseducationisnotexclusiveanymore. Makingeducationaccessibleformanymorestudents. • Solutionsrequirerethinkingandredesigningcampuseducation-> new modesofteachingandintroducingICTbasedlearning

  7. Wheredowewanttogo?=avisionofthefuture Educationthat is on-demand self-paced location-flexible relevantto life/careernow&in future globalandlocal personalisedto learning place/style/speed affordable highvalue-added andina wide rangeofsubjects!

  8. Development ofavision • Personalizedteachingandlearning,puttingthe students withtheirambitionsand talentsatthecentre,withindividuallearningarrangements. Learningtools and learninganalyticswithpersonalizedfeedbackmake thispossible. • Smallscale andintensiveeducation,lookingforabalancebetweeneducationforqualifications,socializationand personaldevelopment.Allthis together isBildung. Smallerscale ismade possible bylearningcommunities. • Richlearningenvironments relatingtoresearchandprofessional employment, involvingthestudent • Opennesstolearners through flexible,inclusivestructuresand methods thattake highereducationtostudentswhenand wheretheyneed it.Educationis not exclusive.Morethan50pct. Of anage cohortfollowsa form ofhighereducation • networkededucationandmobility,wherestudentscanlearnacrossnational, sectoral andinstitutionalboundaries. • Enhancingstaffqualityintheframework of systemic change

  9. Theuniversityoftomorrow • Threecomplementaryeducationalsegmentsare emerging: • Blendedandonline mainstreameducation • Blendedandonlinecontinuouseducation • Non-degreeeducationandonline open • educationandMOOCs • Moreopen,moreproductive,moreefficient

  10. Although a concrete EU policy regarding formal CPD in higher education has not been formulated (yet) , the Commission has been funding numerous studies on the modernisation of higher education and what is perceived as a changing pedagogical landscape. The proposals put forth by think tanks and groups of experts include the following recommendations

  11. Overarchingrecommendations 1. At Europeanandnational/regionallevels,allpoliciesandprocesses(including legislation,regulation,funding,qualityassurance, ITinfrastructures,pedagogical support forteachers)mustbe alignedto preventconflictingactionsand priorities. Thesepoliciesandprocessesshouldsupport andpromoteinnovationinpedagogies and agreater useoftechnology.Avision forchangeshouldbeexpressed through nationalstrategies. 2.Acommonagendashouldbeagreedbetweenthestakeholdersinhighereducation thataddressesthechallengesofthepresentas wellasshapinga roadmapforthe future.This agenda shouldallowsufficient flexibilitytodevelopconcreteactions,particularlyatnationaland regionallevels.

  12. Recommendationsaboutcurriculumdesignanddelivery All countriesshouldputinplacemeasures tosupportuniversitiesintheirinnovation inpedagogies(includinglearningdesignandassessment)and ingreater useof technology.Establishingdedicatedagenciesat nationallevelhas provena powerful meansof drivingchange Buildingonthestrongexistingbaseof digitaleducation,Europeanand national metricsshould beestablishedtorecordthetypologiesandextentofonline,blended,andopen educationat institutionalandnationallevels, helpinguniversities to compareand monitortheirprogress. Nationalgovernmentsshouldconsiderrequiringcertification ofuniversityteaching practice,bothinitialandcontinuing(CPD),andthatinnovationinpedagogyanduse of technologyshouldbe a corepartof thiscertification. Thisraisesthe profileof teaching.

  13. RecommendationsaboutQualityAssurance Nationalgovernmentsmustreviewtheirlegislative andregulatoryframeworksand practicesforqualityassuranceandaccreditationinhighereducation(including recognitionof priorlearning)toensure thattheyencourage, anddo not impede,the provisionof moreflexibleeducationalformats,includingdegreesand otherECTS- bearingcourses thatarefullyonline. NationalQA agenciesshoulddeveloptheirownin-houseexpertiseandestablishprocessesthatrecogniseandsupportnewmodesofteachingandlearning.They shouldevaluate institutionsontheiractivesupportof innovation(orimportantly,the lackof it),anditsimpact onthequalityofteachingand learning. ENQA and otherrelevantEuropeannetworksshouldsupportthesharingofgood practicebynationalQAagenciesinthedevelopmentof criteriaon therecognitionof newmodes of teachingandlearning.

  14. Recommendationsabouthighereducationfunding Governmentsshouldconsiderprioritisinginnovationintheir fundingapproaches,in ordertoinvestcontinuouslyinmodernisingtheirhighereducationsystemsand stimulateearly uptakeof innovationand newpedagogies. Tobeeffective andsystemic,this fundingshouldstrengthen theenablersof innovationatthesystemlevel,includingleadershipforinstitutionalchange,professionaldevelopmentofteachers,andthesupport of evaluationandresearch evidence.Collaborationshouldbestimulated. Governmentsshouldstimulatehighereducation institutionsto assess thecosts andbenefitsofblendedandonlineeducation,inorderto maximisetheireffectiveness inmakinguseof newmodesofteachingandlearningfordegreestudies,aswell as forcontinuingeducationandopeneducation.

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