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Outcomes vs. Competences
2nd UNICA EduLab
Eötvös Loránd University Budapest
2015.12.03
Halász Gábor
ELTE/OFI
Are we really talking
about different things?
What we were
thinking about this
in the „CEDEFOP
leaning outcomes”
project
• Covering all European countries
• Covering all subsystems
• 33 country cases and 10 institutional cases
(department, program and classroom level analyses)
The linkage
„Learning outcomes are
always situated in educational
contexts, whereas competences
also refer to practices in the
workplace and in social and
personal practices. Learning
outcomes are validated by their
relationship to competences.”
(p.37)
The focus
„…policies enhancing the use
of learning outcomes
approaches require major
changes in the behaviour of
institutions and individuals. (…)
Behavioural changes require
support and time for adaptation”
(p.19)
The shift of focus
• How to move towards teaching and
learning led by competence-based
learning outcomes
• A shift of focus to
– implementation
– change management
– innovation diffusion
• Can universities as engines of
innovation enhance innovation
in their own teaching practice?
The approach of successful systems
• Multilevel strategies and actions
– National level
(e.g. implementing qualifications reforms, tuning
accreditation criteria, spreading best practices, awarding
innovative solutions, using international programs,
launching development interventions, supporting HR capacities)
– Institutional level
(e.g. defining program management standards, spreading best
practices, awarding quality teaching, developing human capacities)
– Department and program level
(e.g. effective program management, nurturing a culture of
innovative pedagogies, building partnerships, involving students)
• A rich repertoire of „soft instruments”
(incentives, capacity building, information sharing, media campaigns,
targeted research, pilots, international programs, awarding good practice,
alternative rankings, supporting partnerships etc.)
Some examples from
Hungary
• National level:
– Applying the NQF/EQF in HE
– The creation of a national education
sector innovation strategy
• Institutional level:
the launching of a capacity development
program in a regional agricultural university
• Department/program level:
– LeO research
– Project based learning in a
HE pedagogy MA program
Conclusions
• The use of competence based learning
outcomes requires partnership between HEIs
and the actors of the world of work
• The learning outcomes approach in program
design and implementation requires effective
program management and intensive
cooperation within the teaching team
• Achieving competence based learning
outcomes requires innovative pedagogy
enhancing practice-based learning
Conclusions (cont.)
• The use of learning outcomes requires
significant changes in the behaviour of people
and institutions
• This can be achieved only incrementally,
through a gradual process reaching an
increasing number of actors
• The process requires a change and innovation
friendly environment and sustained support at
national, institutional and departmental level
Thank you for your
attention