'Institutional Planning for Flexible and Distance Learning ...
'Institutional Planning for Flexible and Distance Learning ...
'Institutional Planning for Flexible and Distance Learning ...
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‘Institutional <strong>Planning</strong> <strong>for</strong> <strong>Flexible</strong><strong>and</strong> <strong>Distance</strong> <strong>Learning</strong> -Contextualisation <strong>and</strong>Implementation’Ann Stokes, Richard Thorn <strong>and</strong>Mark Glynn,Institutes of Technology Irel<strong>and</strong>, Dublin
Layout Lifelong <strong>Learning</strong> <strong>and</strong> the European Union Lifelong <strong>Learning</strong> <strong>and</strong> Irel<strong>and</strong> The Institutes of Technology <strong>and</strong> Lifelong <strong>Learning</strong> Is it Working? Conclusions2
Lifelong <strong>Learning</strong> <strong>and</strong> the European Union Growing interest in LLL in EU since early 1990’s White papers in 1994 <strong>and</strong> 1995 Community Action Programmes By 2000’s LLL had become an organising theme Lisbon Strategy3
The 2000’s in the EU Lisbon Strategy The Memor<strong>and</strong>um on Lifelong <strong>Learning</strong> Making a European Area of Lifelong <strong>Learning</strong> a Reality Education <strong>and</strong> Training Work Programme 20104
The Targets <strong>for</strong> 2010 The share of low achieving 15 year olds in reading shoulddecrease by at least 20% The average rate of early school leavers should be nomore than 10% At least 85% of 22 year olds should complete uppersecondary education The total number of graduates in maths, science <strong>and</strong>technology should increase by at least 15%, while thegender imbalance in these subjects should be reduced The average participation of working adults, population inlifelong learning (age group 25-64) should reach at least12.5%5
ProgressPercentage of population aged 25-64 participating in education <strong>and</strong> trainingin the four weeks prior to the survey, 2000-20066
Education <strong>and</strong> Training 2020 – Strategic Objectives Making lifelong learning <strong>and</strong> mobility a reality Improving the quality <strong>and</strong> efficiency of education <strong>and</strong>training Promoting equity, social cohesion <strong>and</strong> active citizenship Enhancing creativity <strong>and</strong> innovation, includingentrepreneurship, at all levels of education <strong>and</strong> training New targets!7
EU Lifelong <strong>Learning</strong> Instruments <strong>and</strong> Bologna Process ECTS (European Credit Transfer System) BMD (Bachelor, Master, Doctorate) Diploma Supplement (part of EUROPASS) The European Qualifications Framework (EQF) EUROPASS The European Credit System <strong>for</strong> Vocational Education<strong>and</strong> Training (ECVET) European Quality Assurance Framework <strong>for</strong>Vocational Education <strong>and</strong> Training (EQARF)8
Where Does EU Policy on Lifelong <strong>Learning</strong> St<strong>and</strong>? Lack of workable <strong>and</strong> agreed strategies <strong>for</strong> implementation Lack of equitable financing system Underestimated resistance to change among mainstakeholders in traditional education More effective national initiatives Inadequate use of learning competences as a learningmethodology Implementing lll remains a challenge9
Lifelong <strong>Learning</strong> <strong>and</strong> Irel<strong>and</strong> 1995 – White Paper – Charting our Education Future 1998 – Green Paper - Adult Education in an Era of Lifelong<strong>Learning</strong> 2000 – White Paper – <strong>Learning</strong> <strong>for</strong> Life 2007 – National Skills Strategy 2008 – National Plan <strong>for</strong> Equity of Access to HigherEducation 2008-2013 20% of full time <strong>and</strong> 27% of total students to be mature by 2013 17% of students to be studying part-time/flexibly 30% of students to enter by non-st<strong>and</strong>ard entry routes10
Key Actions National Access Office Strategic Innovation Fund Back to Education Allowance Labour Market Activation Initiatives National Framework <strong>for</strong> Qualifications11
Why is it so Important in Irel<strong>and</strong>?Long Term Skills Imbalances12
Why is it so Important in Irel<strong>and</strong>?c. 4% unemployment in 2006 to c.14% in mid-201013
Why is it so Important in Irel<strong>and</strong>Percentage of population aged 25-64 participating in education <strong>and</strong> trainingin the four weeks prior to the survey, 2000-200614
Key Actions National Access Office Strategic Innovation Fund Back to Education Allowance National Framework <strong>for</strong> Qualifications Labour Market Activation initiatives15
Per<strong>for</strong>mance16
What are the Gaps? Funding Participation levels Flexibility Progression Recognition of Prior <strong>Learning</strong> Legislation17
The Institutes of Technology <strong>and</strong> Lifelong <strong>Learning</strong> 1970’s to 1980’s 1990’s 'The principal function of a college shall, subject to the provisionsof this Act, be to provide vocational <strong>and</strong> technical education <strong>and</strong>training <strong>for</strong> the economic, technological, scientific, commercial,industrial, social <strong>and</strong> cultural development of the State withparticular reference to the region served by the college...'18
The Institutes of Technology <strong>and</strong> Lifelong <strong>Learning</strong> –the ‘Noughties2003 – The ‘Fottrell’ report2004 – OECD review of higher education2004 – Ahead of the Curve – Enterprise Strategy Groupreport2006 – Strategy <strong>for</strong> Science, Technology <strong>and</strong> Innovation2007 – National skills strategy19
The Institutes of Technology <strong>and</strong> Lifelong <strong>Learning</strong> –the ‘NoughtiesA ‘Mission Statement’Career focused educationPromotion of equality of access, transfer <strong>and</strong>progressionRecognise <strong>and</strong> give credit <strong>for</strong> priorPromotion of a research ethos aligned with thedevelopment of a national innovationIntegration of research <strong>and</strong> teachingDevelopment of learning communitiesGraduates characteristics20
From Strategic Intent to ActionStrategic Innovation FundEducation in EmploymentSupported <strong>Flexible</strong> <strong>Learning</strong>Supported <strong>Flexible</strong> <strong>Learning</strong>www.BlueBrick.ieCapacity building in each IoTCentral supportsPer<strong>for</strong>mance measurement system21
www.BlueBrick.ie22
Capacity Building in Each Institute Staff training <strong>and</strong> development Modification of internal business processes Promotion of the activity internally <strong>and</strong> externally Increased ef<strong>for</strong>ts to grow student registrations on parttime <strong>and</strong> flexibly delivered courses.23
Capacity Building in Each Institute24
Is it Working?The Number of Part Time Higher Education Students Expressed as aPercentage Change Between 2005/2006 <strong>and</strong> 2008/20092008/2009 2007/2008 2006/2007 2005/2006 % ChangeFull-Part-Full-Part-Full-Part-Full-Part-Full-Parttimtimtimtimtimtimtimtimtimtime54,464 15,025 51,572 15,909 52,842 14,544 52,229 15,200 4% -1%78% 22% 76% 24% 78% 22% 77% 23%25
Number of AwardsCumulative Special Purpose Awards fromall IoT's 2007-09 (July' 09) (excepting DIT)7060504030201002007 2008 2009Level 6 34 45 62Level 7 7 8 12Level 8 0 1 10Level 9 1 1 1Is it Working?26
Number of AwardsCumulative Minor Awards from all IoT's2007-09(July '09) (excepting DIT)25201510502007 2008 2009Level 6 8 16 21Level 7 1 1 2Level 8 1 2 19Level 9 1 3 3Is it Working?27
Is it Working?The number of educational offerings onwww.BlueBrick.ie At time of launch -260 – currently - >400Number of staff trained in flexible deliverymethods in the institutions in the system (For 2009 only) 1200 person days of training28
ConclusionsEU PolicyLifelong <strong>Learning</strong> in Irel<strong>and</strong>Strategic Intent to ActionIs it Working?29
‘From Fixed to <strong>Flexible</strong> <strong>Learning</strong> –Measuring System Change in Irish Higher Education'‘When you can measure what you are speakingabout, <strong>and</strong> express it in numbers, you know somethingabout it ... (otherwise) your knowledge is of a meagre <strong>and</strong>unsatisfactory kind; it may be the beginning ofknowledge, but you have scarcely in thought advanced tothe stage of science’. (Lord Kelvin, (1824-1907)30
Thank You <strong>and</strong> Questions31