Radisson Blu Latvija Hotel, Riga 10 - 11 May 2012 - Banku Augstskola (BSF), FLLLEX project consortium and the Danish Rectors' Conference ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
22nd Annual Conference
Radisson Blu Latvija Hotel, Riga
10 – 11 May 2012
An event organised by EURASHE in co-operation with the
Banku Augstskola (BSF), FLLLEX project consortium and the Danish
Rectors’ Conference – University Colleges Denmark (UC-DK).
CONTENTS 1. WELCOME WORDS ............................................................................................................. 2 2. CONTEXT AND RATIONALE ................................................................................................. 3 3. CONFERENCE PROGRAMME .............................................................................................. 5 4. HOST AND PARTNERS ......................................................................................................... 9 5. PRESENTATION OF THE SPEAKERS ................................................................................... 11 6. SPEAKERS’S ABSTRACTS ................................................................................................... 23 7. TRAVEL INSTRUCTIONS .................................................................................................... 35 8. OTHER USEFUL INFORMATION ........................................................................................ 40 1|Page
1. WELCOME WORDS Dear colleague It is my pleasure to welcome you at this 22nd Conference of EURASHE, in the beautiful capital of Latvia, which is the venue for our annual gathering, this time organised in cooperation with the Banku Augstskola, otherwise called the BA School of Business & Finance of Riga. In the year that the European Commission put their focus on the theme of ‘Active Ageing’, we are combining in this conference the topics of Lifelong Learning with healthy ageing and other aspects of what is called the Welfare Society. The combination of these two topics is rooted in our firm belief that education is not only firmly embedded in the wellbeing of citizens but also one of the main pillars of society. In the plenary sessions, distinguished speakers will no doubt provide the broader background of this link, but I would certainly also like to draw your attention to the opportunity given to you to interact with the workshop presenters who will inform us of latest research results, and to learn from grass‐roots experiences about the challenges of the present Welfare Society, and the solutions offered by Lifelong Learning provisions. We are able to do so in this conference, as it is also the culmination event of a groundbreaking project on lifelong learning, coordinated by an institutional member of EURASHE, and involving a cross-section of our membership. The FLLLEX project, as it is known, is presenting here its final report and will give hands-on experience to both practitioners and institutional managers. In the two parallel conference tracks, which will in the end come together in a panel discussion, we are offering you a mixture of presentations of project results and interactive sessions, which will enable heads of institutions and programme directors to exchange opinions with experts in the two topics, of Lifelong Learning and the Welfare Society, and to participate in a debate on the place of continuous education in the Welfare Society. We are guaranteeing you once again a challenging EURASHE conference. Sincerely yours, Professor Andreas G. Orphanides President of EURASHE 2|Page
2. CONTEXT AND RATIONALE The 22nd EURASHE Annual Conference will bring together leaders in the field of Professional Higher Education for a comprehensive overview of both related themes. The Conference will be held in Riga (Latvia) on May 10-11, 2012 at the Radisson Blu Latvija Hotel. The Conference is hosted by the Banku Augstskola (BSF) in partnership with the FLLLEX project consortium. The Conference is traditionally a meeting of EURASHE’s members, outside experts from a range of academic fields and stakeholders to construct a unique range of educational experiences of relevance to professionals from all geographical regions and sectors of the European Higher Education Area (EHEA) and beyond. This conference will look at two features which are crucial for today’s developments in Europe, namely Lifelong Learning and the Welfare Society. Lifelong Learning is hailed by many European member states as an instrument to address the problem of a decreasing working population and to undercut the need for an increasingly better educated labour force. “At first sight Lifelong Learning may be regarded as an inclusive part of professional higher education, which has always been closely linked to the professional life of its students and alumni. In reality, it is not so evident that institutions cover the entire learning life span of a student.”, explains Klaas Vansteenhuyse (Leuven University College – BE, coordinator of the FLLLEX project). “The conference will present the results of a European funded project initiated by EURASHE about the impact of Lifelong Learning strategies on professional higher education (FLLLEX). The project has investigated how national governments attempt to implement European strategies into their national legislation. This in turn should strongly influence the (professional) higher education institution, which are generally funded by that same government. Results from our project show that national and European strategies are only implemented in varying degrees. The project further aims to aid institutions in assessing the relationship between their strategy to incorporate lifelong learning within their institution in response to the needs of learners and businesses. This tool will be demonstrated at the conference, along with results of surveys among learners and employers. The project’s final publication will be made available to all participants of the conference.” The EURASHE Annual Conference 2012 will also explore and address the challenges brought up by another thorny topic: the Welfare Society. It is no coincidence that the European Commission has adopted the theme of ‘Active Ageing’ as the topic in focus for 2012. Indeed, in most European countries since the previous century the states structures have included a "social contract" between the state and its citizens: the State takes responsibility for the health and education of its citizens, supports the weak and assists the old. And in return, the citizens work for the state, either directly or through taxation. Various political systems and differences in economic resources have resulted in different models and standards for the provision of services, but the basic construction of a "Welfare Society" has remained in focus, and in most European countries the growing economies after the 2nd 3|Page
World War have also led to expansions of the range or level of public responsibilities. However, the Welfare Society is now more challenged than ever. Not only are we all facing economic recession and increased global competition, but we are also in the middle of a unprecedented change in the demographic balance, especially with a fast growing percentage of elderly and a just as rapidly decreasing labour-market-active population. For all actors in the public or semi-public sector this means that in a very near future fewer professionals will have to better educate our children and students, nurse our sick and disabled, support the outcasts and assist the old. This development also challenges the H.E. institutions that educate these professionals. We have to prepare our students for a future where basic knowledge and skills will have to be on par with-job-innovation and an extensive use of IT-based solutions in all fields. Yet, while the primary partners for institutions to talk to when it comes to lifelong learning seem to be the businesses, the web of our society is much broader than that. Stefan Delplace, secretary-general of EURASHE makes that point: “Many other organisations contribute to our welfare society. This aspect as well needs skilled employees. The connection to Lifelong Learning also seems obvious here. Schools, hospitals, social and health care, cultural organisations, they all cover aspects of our European societies beyond the pure economic needs. While it may be daring to discuss these elements in the midst of a financial crisis, EURASHE members have the responsibility to train future professionals for this sector as well.” Stefan Delplace Secretary General EURASHE 4|Page
3. CONFERENCE PROGRAMME
Thursday, 10 May 2012
Venue: Radisson Blu Hotel Latvija
EURASHE ANNUAL CONFERENCE Day 1
08.30 - 09.30 Registration of Conference participants
09.30 – 10.15 Opening of the conference
Welcome by Andris Sarnovics, Rector, BA School of Business and Finance,
(LV) host of the Conference
Andreas G. Orphanides, EURASHE President, Rector of European
University Cyprus (CY)
Lauma Sīka, Deputy State Secretary of Ministry of Education (LV)
Keynote speakers’ session
10.15 – 11.00 Lifelong learning, social innovation and the welfare society
Joeri van den Steenhoven, Young Foundation (UK), member Lisbon Council
11.00– 11.30 COFFEE BREAK
11.30 – 12.45 A normative theory of the welfare state and its inherent dilemmas
Jørn Henrik Petersen, Centre for Welfare State Research, University of
Southern Denmark (DK)
- Couch discussion with both keynote speakers
Interviewer: Michal Karpíšek, Executive officer of the Czech Association of
Schools of Professional Higher Education (CZ)
12.45 - 14.15 LUNCH
14.15 - 18.00 4 sessions on 2 tracks:
14.15 - 15.45 Session 1a: Lifelong Learning and National and EU policy
- FLLLEX: introduction and results of a project on Lifelong Learning
Klaas Vansteenhuyse, Head of the International Office at KHLeuven,
Project coordinator FLLLEX (BE)
5|Page
- From Policy to Practise – Higher Education Institutions and Lifelong
Learning
Richard Thorn, Director, Flexible Learning and Research at Institutes of
Technology (IE)
- View on policy proposals from a country perspective,
Lauma Sīka, Deputy State Secretary of Ministry of Education (LV) and
Patrick Leushuis, Sr. Policy Advisor Higher Education & Labour Market,
Ministry of Education, Culture and Science (NL)
- Discussion with participants and panel
14.15 – 15.45 Session 1b: Healthy ageing
- Demographic change and Healthy Ageing: one of the grand societal
challenges of Europe and an opportunity for Universities of Applied
Sciences
Joost Degenaar, programme Director Healthy Ageing, Hanze UAS,
Groningen (NL)
15.45 – 16.15 COFFEE BREAK
16.15 – 17.30 Session 2a: A self-evaluation tool for Lifelong Learning
- Assessing institutional strategies for life-long learning: a self-assessment
with stakeholders’ views.
Josep Grifoll, Technical Director for Quality Assurance at the Catalan
University Quality Assurance Agency (ES) , Board Member ENQA
- How to use the FLLLEX tool in your institution
Margriet de Jong, Project coordinator FLLLEX, KHLeuven (BE)
- Developing Lifelong Learning Strategies, Business Plans and Actions
George Ubachs , Managing Director of EADTU (NL)
16.15 – 17.30 Session 2b: Welfare technology – use of technology in developing and
defending welfare society in Europe
- Anthony Lewis Brooks (Aalborg University), Leading researcher/innovator
on Welfare Technology (DK)
- Towards a creative society: ludic engagement designs for all
Eva Petersson Brooks (Aalborg University), Leading researcher in the field
of Non-formal Learning (DK)
20.00 - 21.30 Welcome reception (for guest and conference participants)
6|Page
Friday, 11 May 2012
Venue: Radisson Blu Hotel Latvija
EURASHE ANNUAL CONFERENCE Day 2
09.00 - 09.30 Registration of Conference participants
09.30 - 11.15 Session 3a: Results from the Lifelong Learning projects
- Typologies of Lifelong Learners in Professional H.E. and their relevance for
LLL strategies of Higher Education Institutions
Sigrid Nindl, Head of the Consulting Department 3s Research Laboratory,
Vienna (AT)
- Using FLLLEX results in developing a HEI’s LLL strategy
Gökay Özerim, EU-Expert, Yaşar University University (TR)
- Impact of Lifelong Learning on Professional Higher Education in Europe: a
review of findings from the FLLEX-Radar for self-assessment
Rob Mark, Head of Centre for Lifelong Learning, University of Strathclyde
(UK)
- Institutional Experience using the FLLLEX-Radar;
Oran Doherty, Work Based Learning Facilitator Letterkenny Institute of
Technology (EI)
- Developments in Equity Research in Europe
Anthony F. Camilleri, EQUNet project coordinator (MT)
09.30 - 11.15 Session 3b: Welfare society: contributions from higher education
A Forum and exchange of expertise for project coordinators in the fields of the Welfare Society and
of Lifelong Learning
- An interdisciplinary masters course and further education in Ambient
Assisted Living
Maxine Saborowski & Ingrid Kollak, Alice Salomon Hochschule -
University of Applied Sciences, Berlin (DE)
- Practice based research on chronic disease management
Tessa Avermaete, KHLeuven – Educating chronic patients towards self-
management: a challenge for the 21st century
11.15 - 11.35 COFFEE BREAK
11.35 – 12.15 Andreja Rauhvargera, Secretary General of the Latvian Rectors’ Council (LV)
7|Page
12.15- 12.45 Panel Discussion
Interviewer: Lars Lynge Nielsen, former President of EURASHE, Head of
Internationalisation at University College Lillebaelt, (DK)
Panellists:
- Jens Vraa-Jensen, Chair of Standing Committee for Higher Education and
Research at Education International / European Trade Union Committee
for Education
- Madara More, LLL-student at BA School of Business and Finance and
founder of Social Business Wooly World, manufacturing of sustainable
toys.
- Gina Ebner, Secretary General of EAEA, EUCIS-LLL
12.45- 13.00 Announcement of the 2013 EURASHE Conference in Croatia
Closing of the conference - Andreas Orphanides, EURASHE President, Rector
of European University Cyprus (CY)
13.00 – 14.30 LUNCH
14.30– 17.00 2012 EURASHE General Assembly
Including Crosscutting Session on Policy
8|Page
4. HOST AND PARTNERS
BA School of Business and Finance in Riga
BA School of Business and Finance is one of the leading, self-
financing business schools in Latvia. It was founded in 1992 as
Banking College under the Bank of Latvia and in 1997 accredited
as Higher Educational Institution.
In 2007 BA School of Business and Finance celebrated its 15th
anniversary. It supports United Nations initiative and follows the
Principles for Responsible Management Education. On December
11 BA School of Business and Finance announced its decision to achieve Investors in
Excellence Standard (a national standard which is based on the concepts of Excellence and
the nine criteria of the widely used European Excellence Model (EFQM)). In 2007/2008 BA
School of Business and Finance has been recognized as one of 1000 world’s best Business
Schools!
Today it offers undergraduate, graduate and post - graduate programmes in Economics and
Entrepreneurship, Business Administration and Finance. The study processes have gained an
explicit international dimension. Graduates are nationally and internationally recognized
entrepreneurs, managers, consultants, experts and professionals.
The impact of LLL strategies on professional higher education (FLLLEX)
The FLLLEX project (jan 2010 –aug 2012) aims at identifying
challenges and implications of the incorporation of Lifelong
Learning (LLL) into European professional higher education
institutions (HEI’s). LLL opens up a multitude of new possibilities for
higher education institutions but the impact on the organisation as such remains
understudied. How flexible are those institutions when it comes to LifeLong Learning?
To address this question, a self-assessment Radar has been developed to support HEI’s in
setting out the lines for an institutional strategy for lifelong learning.
A starting point for such a strategy is to assess the role of professional higher education
within the broader landscape determined by the national policies and as perceived by the
stakeholders: lifelong learners, employers and other lifelong learning providers. FLLLEX
carried out a review study on Lifelong Learning Policy Implementation in FLLLEX Countries
and surveys among lifelong learners, employers supporting LLL and other providers of LLL.
In the conference documentation you will find the FLLLEX self-assessment Radar as well as a
brochure that summarizes the key findings of the project and resulting policy advice.
FLLLEX was initiated and is supported by EURASHE. The project consortium consists of a
representative sample of professional HEIs in 8 countries, together with the national
organisation representing them. ESU, Education International and Business Europe
represent stakeholders in the Advisory Board. The external evaluation is carried out by
Educonsult.
9|PageEuropean Association of Institutions in Higher Education (EURASHE)
EURASHE is the European association of Higher Education
Institutions (HEIs) that offer professionally oriented
programmes and are engaged in applied and profession-related
research within the Bologna cycles. Currently, more than 1,200
higher education institutions in 47 countries within and outside
the European Higher Education Area (EHEA are affiliated to
EURASHE. The Association is present mostly through National Associations of Higher
Education Institutions and individual institutions, such as Universities, (University) Colleges
and Universities of Applied Sciences, as well as through other professional associations and
stakeholder organisations active in the field of higher education.
EURASHE members operate within and across different national systems whether these are
unitary or binary, professional and/or academic.
The Danish Rectors’ Conference – University Colleges Denmark (UC-DK)
The Danish Rectors’ Conference – University Colleges Denmark (UC-DK) is also a partner of
this event. UC-DK is a policy-making and coordinating body of professionally-oriented higher
education at university college level in Denmark. It represents 9 institutions.
10 | P a g e5. PRESENTATION OF THE SPEAKERS
Opening Session
Work experience
State Secretary of Ministry of Education and Science of Republic of
Latvia (2000 - 2003), Vice Rector for Academic Affairs, Assistant
Professor at Graduate School of Information
Systems Management (ISMA) (2003 - 2006), Administrative Director at
BA School of Business and Finance (2006 - 2008), Assistant Professor at
BA School of Business and Finance (2006 - 2011), Rector at BA School of
Business and Finance (since 2011- up to present), Associate Professor at
BA School of Business and Finance (since 2011-up to present)
Education
Andris Sarnovics Physicists, teachers qualification (University of Latvia, Faculty of Physics
and Mathematics,
1989), Master’s degree in Public administration, cum laude (University
of Latvia, Faculty of Economics and Management, 2000), Doctor in
Management Science (Dr.sc.administr.) (University of Latvia, 2010)
Andreas G. Orphanides is the President of EURASHE, the Rector and
Professor of Humanities and Social Sciences of European University
Cyprus, ex-President and ex-Vice-President of the EQAR Board, and a
Member of the Rectors’ Conference of Cypriot Universities. He is also a
consultative member of both BFUG Board and BFUG, and a member of
the E4 Group. Professor Orphanides had/has served as the Assistant
Director of the Institute of Cypriot Studies at SUNY at Albany, as
Assistant Director of the Archaeological expedition in Cyprus of SUNY at
Albany, as Vice-President of ECSA-Cyprus, as member of the Ad-Hoc
Committee on Cyprus’ Higher Education, and as member of the
Preparatory Committee for the establishment of Open University of
Cyprus. He served at university administrative positions at all levels. He
has a significant research record, has published several books and
Andreas G. journal articles, as well as articles in daily Press, and has presented
Orphanides papers in several international conferences. Apart from his academic
and administrative activities, Prof. Orphanides has systematically been
working creatively with music composition and poetry. He created and
published four CDs, and he composed four major symphonic works,
over 25 songs (including the lyrics), and the anthems of two universities
(including the lyrics).
11 | P a g eSince 2011 working as a Deputy State Secretary of the Ministry of
Education and Science, responsible for EU affairs, policy coordination,
higher education and science.
Since 2006 working as a Deputy State Secretary on the Structural Funds
Issues and European Affairs at the Ministry of Education and Science of
Latvia and since 2002 – as a Director of European Affairs Department.
Has been participating in negotiations with European Commission on
programming documents for structural funds and ESF in particular for
two programming periods: 2004 – 2006 and 2017-2013. Has been
leading the structural funds programming process for education and
science sectors for the period of 2004 – 2006 and 2017-2013.
Has been participating in developing implementing and monitoring
Lauma Sīka system for structural funds in Latvia and ESF in particular and leading
the development of implementing and monitoring system for structural
funds in the field of education and science.
Head of the Intermediate body ensuring functions of the Responsible
institution for the implementation and monitoring of structural funds
assistance in the field of education and science.
Keynote speakers
Joeri van den Steenhoven is currently working at the Young
Foundation (London, UK) as director of the Global Innovation
Academy. This academy trains professionals from ngo’s, government
and companies in social innovation. In other words, to help them find
new ways to tackle the social challenges of our time. Until last year he
was chairman and co-founder of Kennisland, a Dutch think tank which
promotes the knowledge society. There he designed and realised
many interventions for social change, in sectors like education,
government, ICT, creative industries, copyright, media and culture.
And he is an active actor in the public debate on innovation and
Joeri van den
higher education. Before founding Kennisland in 1999 Joeri was vice-
Steenhoven president of the Dutch National Union of Students and adviser with
the HBO-Raad, The Netherlands Association of Universities of Applied
Science. Today, Joeri is also a member of the Advisory Council of
Nuffic (Dutch organisation for international cooperation in higher
education) and a non-executive board member of the Lisbon Council,
a Brussels based think tank for a modern Europe.
12 | P a g eJørn Henrik Petersen was educated as an economist (Aarhus
University) in 1968. In 1969 he received Aarhus University’s gold
medal in economics. Affiliated with AaU 1968-1971. Assistant
professor, Odense University 1970. Ph.d. (lic.oecon) from Aarhus
University 1971. Professor of social policy at University of Southern
Denmark 1974. Dr.phil. (history), Odense University 1985. (Diss.: The
development of the Danish Old Age pension Scheme. The origins). He
has served as Danish representative to the group of independent
experts on social policy within the EU in the 70’s and as
member/chairman of several Danish commissions on social policy
themes. Presently he is chairing a project “The History of the Danish
Jørn Henrik Petersen Welfare State” of which three volumes have become published and
three others will be published before august 2014. The project is
financed by the Carlsberg Foundation.
Couch discussion with keynote speakers
Michal Karpíšek has been working as an Executive officer of the Czech
Association of Schools of Professional Higher Education (CASPHE) since
1994. He co-ordinated numerous projects with different European and
North American colleges and polytechnics focused on school
management, quality of education and teaching/learning methodology
and organisation including modular and credit structures. Due to its
focus on internationalisation, CASPHE became a member of EURASHE
soon after its establishment (1994). Michal Karpíšek has been a
member of Executive Council of EURASHE for 8 years and in 2007 he
was elected a Vice-President. Mr Karpíšek is currently member of
EURASHE’s Working Group on Employability (linked to Lifelong
Michal Karpíšek Learning). At the same time Michal Karpíšek is leading EURASHE
Working Group on Internal decision making, political coordination and
organisational development which aims at monitoring, execution and
implementation of the work programme under all 7 EURASHE
Priorities.
13 | P a g eSession 1a: Lifelong Learning and National and EU policy
Dr. Klaas Vansteenhuyse is project coordinator FLLLEX (2010-2012) at
KHLeuven - Leuven University College and head International Office at
KHLeuven - Leuven University College. He serves as Chair of the
EURASHE Working Group on Lifelong Learning & Employability. Further,
he is coordinator of ICoNS, a learning network on North-South
cooperation.
Klaas
Vansteenhuyse
Dr. Richard Thorn is a science graduate of Trinity College Dublin, holds a
Masters in Public Administration from The Institute of Public
Administration in Dublin and a Doctorate in Environmental Science, also
from Trinity College. He is a former President of the Institute of
Technology Sligo, a doctoral awarding higher education institution in
NW Ireland. He is currently running two national projects in Irish higher
education; the implementation of the 1st stage of the National Strategy
for Higher Education and a project to build capacity to deliver flexible
learning. He is the author of over 160 publications on higher education
management and policy and environmental science. He is also a
Richard Thorn published travel and adventure writer specializing in scuba diving. He is
currently President of the Irish Underwater Council – the National
Governing Body for sport diving in Ireland.
Patrick Leushuis is Senior Policy Advisor Higher Education & Labour
Market
He has broad experience as project leader of national programmes on
lifelong learning in higher education, flexible higher education for
working adults, recognition of prior learning, strategic alliances between
higher education institutes and business on co-creation in training and
Patrick Leushuis education, research and innovation.
14 | P a g eSession 1b: Healthy ageing
Programme director Healthy Ageing Hanze UAS Groningen since 2010.
Responsible for the development of all Healthy Ageing activities in
education and applied research within Hanze UAS and contact for
external partners. Coordinator Healthy Ageing for the 4 Universities of
Applied Sciences in the northern Netherlands.
From 2004 till 2010 director Staff Office for Education and Research at
Hanze UAS Groningen.
From 1992 -2004 Manager Education and Student Affairs, Faculty of
Technology; Program manager Educational Projects Hanze UAS.
Joost Degenaar
From 1981-1992 lecturer and coordinator within health care higher
education programmes.
Session 2a: A self-evaluation tool for Lifelong Learning
Josep Grifoll, economist. Since 1997 he is working in AQU Catalunya on
QA processes for programmes and higher education institutions. Since
2008 he is member of the Board of ENQA. He has been member of the
steering committee of EQAF (the European Quality Assurance Forum) in
2010 and 2011. He has experience in international QA projects and
processes within Europe, Latin America and South East Asia. At the
moment, he is working in a team of experts to develop the accreditation
of higher education study programmes in Bosnia and Herzegovina; and
representing ENQA in a capacity building project for the ASEAN
Josep Grifoll Countries. Before being involved in QA for Higher Education, he worked
at Nissan Motor doing job evaluations and in the Universitat Politècnica
developing systems to manage the PhD office.
Margriet de Jong (1971) earned a Master in Educational Science and
Technology and is currently staff member of the FLLLEX project team at
KHLeuven – Leuven University College.
She works within the KU Leuven Association (a partnership of KU Leuven
University and 12 Flemish University Colleges) since 2007, carrying out
projects on defining learning outcomes and competences and on
internships in academic curricula.
Through previous positions in the Netherlands (ROC Aventus, Radboud
University) and Switzerland (University of Zurich and private sector)
Margriet de Jong Margriet has a broad expertise in educational development, research
and quality assurance in both vocational and higher education.
15 | P a g eGeorge Ubachs is Managing Director of EADTU, the European
Association of Distance Teaching Universities with 30 institutional
members covering more than 200 universities. He is responsible for the
development and support of EADTU policies and execution of its goals
in lifelong open and flexible learning.
He is coordinator of international academic cooperation networks on
networked curricula (NetCu) and virtual mobility(EPICS) and business
models for lifelong learning (USBM). Chair of the EADTU Task Force
Quality Assurance and Virtual Mobility and coordinator of the TF Virtual
Libraries. George Ubachs is further leading the European movement on
QA in e-learning (E-xcellence) and coordinates the UNESCO Global TF QA
in e-learning.
George Ubachs
Before joining EADTU in 2002, George Ubachs has been working on
various European projects in the public and private sector
(MAECON/EAM Consultants) in the field of regional economic
development and social improvement and was coordinator of the
European Network of E2C-Europe (Cities for Second Chance Schools).
George Ubachs graduated at the State University of Leiden and Erasmus
University Rotterdam on Public Administration with specialization in
European Integration.
Session 2b: Welfare technology – use of technology in developing and defending welfare
society in Europe
Associate Professor Anthony Lewis (aka Tony) Brooks PhD was born in
Wales, UK. His doctoral dissertation reported the evolution of his body
of research titled SoundScapes that resulted in a family of international
patents, product, and a spin out company. SoundScapes was the catalyst
of national and European funded projects. The Danish project (1997-
2002) investigated potentials of SoundScapes’ gesture-control of video
games and creative expression as an alternative therapeutic
intervention to supplement traditional approaches for treating acquired
brain injury patients (stroke). The European projects (2000 – 2002) were
funded respectively by The European Network for Intelligent
Information Interfaces (i3net.org) and the European Commission
(Directorate General Information Society and Media). The latter, where
Anthony Lewis Brooks led the Swedish consortia, was a coordinated project under the
Brooks FP5 call "Elderly and Persons with Disability". Upon cessation of these
projects , in 2002, he was headhunted to be a leading member of the
team that originated the Medialogy education at Aalborg University
where he has since been coordinator, study board member, lecturer,
international representative, and is now Director of the SensoramaLab.
16 | P a g eAssociate Professor in Medialogy, Director of the Centre for Design,
Learning and Innovation (DLInnovation), and Head of the Architecture,
Design and Medialogy Department at Aalborg University-Esbjerg,
Denmark. Furthermore, she is the President of the International Toy
Research Association (ITRA). She has secured > 11 million € in external
funding in the arenas of learning, play, user-centred design, and
interactive media; focusing on the intersection between design,
learning, and innovation, where non-formal learning is the catalyst of
investigations influencing how media technologies transform learning
into joyful and collaborative achievements. Her research interest has
always been attached to trans-disciplinary teamwork. She has track
record in the evaluation of the use of technologies in different settings.
Eva Petersson
She is a frequent invited European expert (for example regarding
Brooks
Human Rights and Online Safety, European Commission, Information
Society and Media Directorate-General, and Games in Schools, Council
of Europe) and evaluator of European projects (for example within the
Framework Programme for Research, Techological Development and
Innovation). She is Vice Chair for Science, Innovation and Business (SIB)
Council on Well-being - specifically responsible for Education and
Professional Enhancement.
Session 3a: Results from the Lifelong Learning projects
Sigrid Nindl is Head of the Consulting Department of 3s, a consulting and
research company in Vienna, Austria, with a wide range of products and
services around the interface of education, training and the labour
market. 3s is project partner of the FLLLEX consortium.
Sigrid is Project Manager and Consultant in national and European
research and consulting projects in the context of Lifelong Learning and
with a focus on upper secondary VET and the tertiary sector – including
universities and universities of applied sciences (“Fachhochschulen”) in
Austria. Key fields of activities: quantitative and qualitative analyses of
labour market-needs; analysis of competition situation; pupil and alumni
census; consultancy of universities in developing curricula, which
Sigrid Nindl anticipate current and prospective labour market needs; analysis of
training/education needs; development of training/education strategies
in rural learning regions; adult education.
17 | P a g eMehmet Gokay Özerim (EU Expert/ Yaşar University- Turkey) has been
working and lecturing at European Union Research Centre of Yasar
University (Turkey) since 2008. He is a PhD candidate at European
Studies Department of Dokuz Eylul University (Turkey). In 2011, he was
awarded by Chevening Scholarship for his academic research period at
University of Oxford.
Following his graduation from the Department of International Relations
in 2004, he also worked in a non-governmental organization on
migration in Italy for around a year. His main fields of academic interest
are migration, lifelong learning and youth policies and multiculturalism
Gökay Özerim
in Europe. Beyond his academic studies, he has experience in planning,
training and management of EU Projects and project cycle management.
Rob Mark is currently Head of Lifelong Learning, University of
Strathclyde, Scotland which offers a wide range of vocational and
general interest programmes for mature adults. The Centre also
programmes targeted specifically at the needs of older learners ( 50+)..
Rob has worked right across the Education sector in schools, colleges,
universities and in the community and voluntary sector. His research
interests are located in the broad field of Education and Lifelong
Learning. He has worked on European-funded projects in a wide range of
areas including quality and learning, access to higher education, literacy
and community learning and policy and management of lifelong
Rob Mark learning. He is currently involved with a European Lifelong Learning
project looking at links between policy, practice and research in lifelong
learning.
Oran Doherty is the Work Based Learning (WBL) and Recognition of Prior
Learning (RPL) Facilitator at Letterkenny Institute of Technology (LYIT),
Ireland. Oran specialises in developing WBL programmes with local and
national employers and also recognising & accrediting learning in the
workplace. Oran has delivered RPL and WBL training to Irish and
European institutes in recent years. He has represented Ireland in
various national and international RPL and WBL projects. Oran also is the
Oran Doherty LYIT representative in the FLLLEX project.
Anthony F. Camilleri is a tertiary education policy consultant. He holds
qualifications in law from the University of Malta, and was also active in
the Malta national students’ union and the European Students’ Union.
He works on topics related to Quality Assurance of Higher and
Vocational Education, Social Dimension of Education and Innovation in
Education. Currently Anthony runs the UNIQUe and ECB-Check
18 | P a g eAnthony F. certifications for EFQUEL, and is a senior partner at the Knowledge
Camilleri Innovation Centre.
Session 3b: Welfare society: contributions from higher education
Maxine Saborowski first studied social education, then philosophy,
pedagogy, and sociology, at the Ruhr-Universitaet Bochum and the
Darmstadt University of Technology. She did her PhD in philosophy at
the Free University Berlin and the Darmstadt University of Technology in
2010.
Maxine Saborowski is research associate at the Alice Salomon –
University of Applied Sciences Berlin, Germany. Currently, she is working
Maxine on developing a new Masters course in “Ambient Assisted Living (AAL)”,
Saborowski in collaboration with engineers, designers and researchers from the
humanities. Her research interests are social studies of science and
technology as well as the history of science.
Tessa Avermaete holds a PhD in Applied Biological Sciences and is
currently staff member research and innovation at the department of
Health and Technology (KHLeuven, Belgium). Current projects at the
department include both national and European research and
interventions in the area of chronic disease management, fragility
among elderly and stimulation of exercises using modern applications.
The research team consists of experts in the domain of health
Tessa Avermaete promotion, nursing, psychologists, medicines and nutrition.
Special Intervention
Andrejs Rauhvargers was born in Riga, Latvia and has a Ph.D. from the
University of Latvia. He is Secretary General of the Latvian Rectors’
Council and senior advisor of the European University Association (EUA).
Andrejs Rauhvargers is also author of a number other major reports and
publications on various aspects of international higher education such as
recognition, joint degrees, higher education quality assurance,
qualifications frameworks and others and has also been co-editor of
several volumes of the Council of Europe Higher Education series.
Andrejs In 2011 carried out a study and EUA published his report “Global
Rauhvargers University Rankings and their impact”.
19 | P a g eChair of working group and author of Bologna Process Stocktaking/
Implementation reports of the periods of 2005-2007; 2007-2009 and
2009-2012.
Panel Discussion
Born 1948, Copenhagen, Denmark. Holds an MA in Psychology from the
University of Copenhagen. Lars Lynge Nielsen joined EURASHE in 2004.
Previously he held a number of senior positions in the higher education
sector. He was a Professional Consultant at the Danish Ministry of
Education, Head of Offices in the Danish Refugee Council and in the
UNHCR, Rector at Funen National College for Social Education since
1995. In 2002 Lars was nominated as Denmark’s National Representative
Lars Lynge Nielsen in EURASHE Executive Council and in May 2004 was elected Vice
President of EURASHE. In October 2006 he was approved as Acting
President of EURASHE by the Executive Council. In April 2007 Mr Nielsen
was elected President of EURASHE, a post he held until 2011.
Jens Vraa-Jensen holds a M.Sc. in Geography from University of
Copenhagen, and has been employed by DM – the largest Danish Trade
Union in Higher education and research – since 1. January 1990. He has
been responsible for the international work of the union for the last 15
years. In this period he has represented DM at several World Congresses
and other international conferences and meetings in the global teacher
organisation Education International (EI). He is a member of EI’s
European Standing Committee for Higher Education and Research – the
last 6 years he has served as chair of the committee. He has been part of
the EI-delegations to conferences and seminars in UNESCO, OECD, CoE
etc. He has for short periods been guest teacher at Danish Universities –
Jens Vraa- Jensen latest on the development of the GATS-negotiations and the problems
related to trade, privatisation and the ongoing commodification of
Higher Education.
Born 1988, Latvia, Liepaja. Education 2011 – Now BA School of Business
and Finance MBA degree in Creative Industries Management; 2007 -
2011 BA School of Business and Finance Bachelor’s degree in Business
Administration; In April 2011 established Social Business Wooly World,
manufacturing of sustainable toys.
Madara More
20 | P a g eGina Ebner is Secretary General of EAEA (European Association for the
Education of Adults) and president of the European Civil Society Platform
on Lifelong Learning (EUCIS LLL). Before that, she worked as a language
assistant in England, a trainer for German and English at different adult
education institutes and as a pedagogical manager for a vocational
training institute in Austria. After moving to Brussels, she was a project
manager at EUROCADRES (Council for European professional and
Gina Ebner managerial staff) until changing to EAEA.
Closing session and other EURASHE representatives
Stefan Delplace became the Secretary General of EURASHE (European
Association of Institutions in Higher Education) in 2004, which he
represents in the Bologna Follow up Group and several of its working
and coordination groups, such as of the ‘Transparency tools”,
“International Openness of the Bologna Process”. He is also the
representative of EURASHE in the ‘E4’ Group (with ENQA, EUA, ESU),
which received mandates from the ‘Bologna ministers’ to harmonise
Quality Assurance through the creation of European Standards and
Guidelines for Quality Assurance, and has been a member of various
Advisory and Expert groups of the European Commission and of
stakeholders organizations in higher education (Cooperation with
Enterprises, Innovation, the construction of the Integrated Lifelong
Learning Programme, and the reform of the Jean Monnet programme,
and the AHELO project of OECD).
Stefan Delplace
Mr Delplace is a graduate of the University of Ghent (Languages and
Business studies), and spent some time teaching (in-service training for
companies, continuous education). He has run an international office of
a University College for over 15 years, before specializing in policy
towards and activities with partner countries of the EU (Tempus-Tacis &
MEDA), and more recently in the implementation of the Bologna
Process. Mr. Delplace is fluent in French, Dutch, English and German.
Žarko Nožica is profesor and scientist. He obtained his masters and Ph.D
degrees at University of Zagreb. Mr Nožica has 25+ years of experience
in University (Croatia) and Industry environment (California, USA).
Previously he held a number of senior positions in the industry in the
USA: As Vice President he managed the Applications engineering
organisation In LEDA Systems, Inc. He was director of Corporate
applications engineering and methodology development organization at
Žarko Nožica
SONICS, Inc, Mountain View.
21 | P a g eMr Nozica was also a senior manager at Cadence Design Systems, inc.,
California.Positions in Higher education included: a member of the
faculty at the University of Zagreb, Pro-rector at the Polytechnic of
Zagreb, Dean at University College of Applied Computer Engineering. Mr
Nozica was intensively involved in envision, development of programs,
curricula and establishment of the new institutions in the field of Higher
professional education in Croatia. Mr Nožica is currently a member of
EURASHE’s Council and a participant of EURASHE Working Group on
promotion of further specification of mission, role and position of
professional HE and relevant profession-oriented Research,
Development & Innovation. He also represents EURASHE in BFUG
working group on Social Dimension. Moreover, he is also a member of
the Area Council for Technical Sciences in his home organisation the
Croatian Council of Universities and University Colleges of Applied
Sciences.
Mr Nožica is a member of the Advisory Committee of Croatian experts
on Bologna related processes.
Capt. Patrick Blondé is Master in Nautical Sciences. His first career was at
sea, sailing as a Captain in the merchant navy.
Afterwards he held various positions in the maritime industry, i.e. as
General Manager of Assiport, the umbrella promotion association of the
Port of Antwerp private sector.
In 2002 he was appointed General Manager of the Antwerp Maritime
Academy.
At the Academy he introduced the bachelor-master structure and
initiated scientific research. He was also in charge of various
international cooperation projects, for instance the establishment of
nautical training and education in Cambodia.
Patrick Blondé is judge at the commercial court and board member of
Patrick Blondé various maritime organisations, such as the Nautical Institute Belgian
Branch.
In the field of education he is vice-chairman of the Association of
Antwerp University & Colleges (AUHA) and of Flamenco. As a member of
the Executive Committee of VLHORA, chairman of Adinsa (Advisory
Group International Cooperation) and director of VLIR-UOS, he is active
in internationalisation and development cooperation.
22 | P a g e6. SPEAKERS’S ABSTRACTS
Keynote speakers
Title of contribution:
Lifelong learning, social innovation and the welfare society
Extract:
What Europe today is encountering is not just a crisis of our welfare
society. What we are seeing is the rough shocks of a fundamental
transformation towards a knowledge society. This transformation poses
many challenges to people, institutions and society at large. Among
them certainly are institutions of higher education. They have a crucial
role to play in tomorrow’s society. If they want to help present and next
generations all over Europe to have a prosperous life, two roles are
central for them. First, preparing and supporting people for change,
which means a lifelong learning. Second, helping to renew our welfare
Joeri van den
society and finding new answers to the social challenges of our time,
Steenhoven which means social innovation.
In his opening address Joeri van den Steenhoven will give his
perspective of the changes in society we see today and his views of
what higher education needs to do. But he is not just setting the stage.
From his own practice as a social innovator and educator he will
present possible strategies and approaches. Through that he hopes to
contribute to a lively debate on the role of higher education in a
changing society.
Title of contribution:
A normative theory of the welfare state and its inherent dilemmas
Extract:
The lecture develops a normative ideal typical theory of the welfare
state and discusses four inherent dilemmas or tensions:
Dilemmas or tensions following from the absence of role
reversibility;
Dilemmas or tensions concerned with the weakening of personal
responsibility (spontaneous humanity replaced by formal
Jørn Henrik humanity);
Petersen Dilemmas or tensions following from the individuals- difficulties to
behave in correspondence with the welfare state’s order of being;
Dilemmas or tensions between individual incentives and civic
23 | P a g evirtues.
Session 1a: Lifelong Learning and National and EU policy
Title of contribution:
FLLLEX: introduction and results of a project on Lifelong Learning
Extract:
The FLLLEX project has investigated how national governments attempt
to implement European strategies into their national legislation. Results
from our project show that national and European strategies are only
implemented in varying degrees. The project also aimed to aid
institutions in assessing the relationship between their strategy to
Klaas incorporate lifelong learning within their institution in response to the
Vansteenhuyse needs of learners and businesses. This resulted in the FLLLEX-Radar. The
main findings of the project will be presented
Title of contribution:
From Policy to Practice – Higher Education Institutions and Lifelong
Learning.
Extract:
With the exception of the northern European countries the track record
in respect of lifelong learning provision in Europe is, at best, average.
The paper examines the policy drivers underpinning lifelong learning in a
number of selected European countries. It identifies those drivers or
combinations of drivers that have resulted in better than average
Richard Thorn performance and identifies ways in which Institutions can use policy
‘hooks’ to develop institutional strategies for lifelong learning.
Title of contribution:
Flexible learning for working adults in higher education: results, lessons
learned and current developments in the Dutch approach.
Extract:
From the end of 2009 until the end of 2011 seven Dutch Universities of
Applied Sciences participated in a national program on lifelong learning
in higher education. In their projects these HEI’s further developed into
Patrick Leushuis institutes for lifelong learning, offering flexible learning pathways for
working adults, using recognition of prior learning, work based learning
and distance learning to tailor learning programs to their needs and
24 | P a g epossibilities.
Evaluation results indicate these UAS have successfully attracted more
working adults and increased their market share. Key success factors
that have been identified indicate that organizational developments are
crucial. Changes in organizational structure and culture and
development of specific staff competences proved to be crucial to make
investments in increased market orientation and co-creation with
(regional) businesses successful. Strategic alliances with business
partners become more meaningful and successful in an integrated
approach in which cooperation and co-creation on flexible learning for
working adults is combined with HEI’s expertise and services on
(applied) research and innovation.
Related to the lessons learnt announcements have been made recently
on future changes in Dutch government policy. Changes in the financing
system and changes in laws, rules and regulations will be made in order
to reinforce flexibility in the provision of training and education and
meet the demands of target groups in the labour market.
Session 1b: Healthy ageing
Title of contribution:
Demographic change and Healthy Ageing: one of the grand societal
challenges of Europe and an opportunity for Universities of Applied
Sciences
Extract:
Demographic change and Healthy Ageing is one of the grand societal
challenges of the European Union. 2012 is the European Year of Active
Ageing and solidarity between generations. The European Innovation
Partnership on Active and Healthy Ageing is launched and will influence
the European research programmes of Horizon 2020.
Healthy Ageing is also a hot topic in the north of the Netherlands,
because of a combination of increase of older people and shrinking
Joost Degenaar regions. In the Healthy Ageing Network Northern Netherlands, a triple
helix organization, knowledge institutes like the University Medical
Center Groningen, the research University Groningen and the four
universities of Applied Sciences, cooperate with companies and with
regional authorities. There is a real knowledge hub on ageing.
Hanze University of Applied Sciences Groningen had chosen Healthy
25 | P a g eAgeing as a strategic theme. Hanze UAS has a broad research portfolio
on Active and Healthy Ageing with a range from care, social work, sports,
entrepreneurship to medical technology and eHealth. The new focus is
on prevention, participation and lifestyle with important themes Physical
exercise, Food and contexts Labour and Living.
Healthy Ageing is a component in about 20 of our educational bachelor
and master programmes and there are also minor and excellence
programmes on Healthy Ageing.
UAS is partner in many regional, national and international research and
innovation projects. Hanze UAS responds to the needs of the region and
profiles itself with Healthy Ageing as a strong partner. The international
perspective is very important.
Session 2a: A self-evaluation tool for Lifelong Learning
Title of contribution:
Assessing institutional strategies for life-long learning: a self-assessment
with stakeholders’ views.
Extract:
In a context in which lifelong learning varies from country to country, not
only in its interpretation by Higher Education institutions themselves,
but specially on how lifelong learning is understood and used by
different actors; the proposed self- assessment tool, theFLLLEX-Radar, is
addressed to facilitate better connections between the institutions and
stakeholders.
A look at the aims of the FLLLEX-Radar gives a clear idea of what is
highlighted in the proposed approach:
- To provide food for thought, at different levels within Higher Education
Josep Grifoll institutions, on the future development of lifelong learning;
- To open dialogues with stakeholders and other groups of interest on
lifelong learning provision;
- Or to facilitate the identification of indicators on the impact of lifelong
learning.
The FLLLEX-Radar includes the use of different Focus Groups (students
and learners, teachers, labour market representatives, etc.). It is
designed to provide a broad space for debates and analysis; but the tool
is, at the same time, promoting the importance of lifelong learning
26 | P a g eamong different national sectors (employers and social representatives).
All of them are invited to give their opinion on the 4 different blocks of
the FLLLEX-Radar:
a) The analysis of the current context;
b) How is lifelong learning provision at the institution?
c) The expectations for the future;
d) And how quality assurance plays its role in the provision of lifelong
learning.
In conclusion, this is a self-assessment tool to be used to know where we
are and to figure out what are the expectations for the future; and not
recommended to be used in a traditional quality assurance cyclical
mode, or to rank the institutions according a certain set of standards.
Title of contribution:
How to use the FLLLEX-Radar in your institution
Extract:
This contribution will focus on how to use the FLLLEX-Radar (presented
in the previous contribution) carrying out a self-assessment on LLL , in
particular:
- How to prepare a self-assessment
- How to work with focus groups
Margriet de Jong - How to communicate the results of the self-assessment and the follow-
up within the institution and towards external stakeholders.
Title of contribution:
Developing Lifelong Learning Strategies, Business Plans and Actions
Extract:
Although lifelong learning is a concept broadly supported and strongly
recognised by universities, governments and the EU, it is still in the initial
phases of being implemented. Lifelong learning is not widely
implemented yet.
Most universities are not sufficiently prepared to deliver lifelong
learning. This can easily be explained when looking at their principle task
George Ubachs
and target groups. In general, universities are bound to their
conventional business models focussing on research and innovation and
educational programmes in the BA/MA structure. This is the right
strategy for the target group of traditional students. To reach a new
target group of LLL-students we need to develop new strategies and new
business models.
27 | P a g eThis explains for the most part the hesitation of universities to take the
next step in organising lifelong learning. The USBM consortium is
bringing together university strategies and business models for lifelong
learning that already fulfil the conditions for successful implementation.
Within EADTU, in a collaborative setting of Associations in distance
education, conventional universities and distance teaching universities
have worked towards institutional strategies and business models for
LLL.
The results are captured in 3 publications:
Showcases of University Strategies and Business Models for
Lifelong Learning
– a synthesis of the findings from questionnaires that have
been analysed in the USBM project.
Organising Lifelong Learning
– frames the central questions that need to be taken into
account when considering implementing lifelong learning.
On-line Lifelong Learning Implementation Guide for
Universities
– online guide that presents many of the lessons from
showcases and aims to provide useful information for
institutions to implement sustainable lifelong learning
strategies and business models.
Session 2b: Welfare technology – use of technology in developing and defending welfare
society in Europe
Extract:
A third-culture thinker1, Brooks’ research from 1985 originated a body
of research titled SoundScapes that has been a catalyst for investigating
specific Information Communication Technology (ICT) applied across
Welfare Society situations where potentials for development, wellbeing,
and life quality are questioned. Participants span ability, age, and
condition. Findings point to the need for next-generation strategies in
Lifelong Learning to optimally integrate ICT to support future service
Anthony Lewis industries predicted shortfall to address the changing demographics of
Brooks
1
John Brockman (1991) “…third-culture thinkers tend to avoid the middleman and endeavor to express their
deepest thoughts in a manner accessible to the intelligent reading public.” An artist “rendering visible the deeper
meanings of lives”. http://www.edge.org/3rd_culture/
28 | P a g eYou can also read
