Challenges Facing Professional Higher Education in Central and South-Eastern Europe
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The document outlines various challenges facing professional higher education (PHE) in Central and South-Eastern Europe, highlighting issues such as lack of active barriers, insufficient recognition of PHE’s value, and the need for alignment with regional development strategies. It emphasizes the necessity for PHE institutions to empower themselves, enhance cooperation with stakeholders, and respond effectively to labor market needs. Recommendations include personalizing learning environments, improving student placements, and modernizing teaching methodologies.
Challenges Facing Professional Higher Education in Central and South-Eastern Europe
- 1. Challenges Facing Professional Higher Education in Central and South-Eastern Europe Results or the first year of the PROCSEE Project Presented to the Croatian National Committee on PHE Excellence Zagreb, 8th May 2017 procsee.eu #procsee
- 2. Available from: https://procsee.eu/outputs/pcs/ This presentation summarises the following report:
- 3. PHE is a sector full of latent potential Observation 1
- 4. The sector faces few active barriers Observation 2
- 5. PHE is caught in a cycle of middle-expectations Observation 3
- 6. PHE suffers from a multiplicity of aims Observation 4
- 7. PHE has few champions Observation 5
- 8. PHE misses (the tools) for a narrative Observation 6
- 9. PHE misses tools for efficient continual improvement Observation 7
- 10. Insufficient recognition of the value of a ‘sector’ with its own ‘voice’ Observation 8
- 12. Challenges faced in Various Sectors of PHE
- 13. Alignment of PHE with Regional Development Strategies PHE Institutions need to: • be empowered not only to respond to regional strategies, but also to fully participate in their development • map and mobilise their own capacity and potential to contribute to regional strategies and more generally to the needs and opportunities arising for the region (population, industry, society, environment), and then deeply embed this aspect throughout their institutional mission and strategies • significantly develop their capacity for knowledge exchange in all its forms • enhance the flexibility of all their activities, in particular those of programme design, development and teaching, curriculum, so as to respond to regional learning needs more effectively and more promptly
- 14. Promotion of PHE in responding to skill shortages PHE Institutions need to: • Implement measures to increase the confidence of PHE Institutions to fully embrace and according to their professional profiles, rather than drift towards academic higher education • Ensure strong recognition of the impact of PHE on society and the world of work, of the quality of programmes offered in PHE and of the qualifications issued by PHE institutions (in particular as it relates to transfer between academic and professional HE) • Develop and strengthen cooperation between all educational actors and stakeholders, at every level of institutions • Increase the flexibility of PHE in response to labour market needs, both in terms of the degree of changes to the overall offering and the curricula embedded within it, as well as to the speed of implementation of changes.
- 15. Organization and Monitoring of Student Placements in the World of Work PHE Institutions need to: • Describe structures for collaboration which clearly define the specific roles and obligations of all stakeholders involved in the placements • Integrate the voice of students, particularly in the evaluation of placements and in the analysis of their impact • Ensure that all processes linked to placements (content, preparation, realization, feedback and impact) are adequately quality controlled • Better understand the needs of employers, in order to have realistic expectations regarding the type of placements that can be provided
- 16. Personalization of Learning Environments within Professional Higher Education PHE Institutions need to: • Design personalised learning environments which are both learner-driven as well as oriented towards the requirements of the world of work, • Modernise methodologies and teaching frameworks, and • Develop new methods to assess learners’ progress within a flexible, personalised and technology supported learning environment
- 18. 18 Download the presentation from https://www.slideshare.net/anthonycamilleri DOI: https://doi.org/10.6084/m9.figshare.4982888 [email protected] Thank-you for your attention