2009 11 study visit esmu slideshare

ESMU Study VisitValencia. June 2011

LEARNING OUTCOMES TROUGH CONTINUING EDUCATION.

The opinion of the postgraduate alumniMónica López-Sieben

[email protected] Director of Continuing Education Centre

Universitat Politècnica de València

| 2ESMU Study Visit

Valencia. June 2011

Lifelong Learning


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Lifelong Learning

Lifelong LLL is seeing as an indispensable mean for promoting social cohesion, active, citizenship, personal and professional fulfilment, adaptability and employability.

Lifelong learning facilitates free mobility for European citizens and allows the achievement of the goals and aspirations of European Union countries (i.e. to become more prosperous, competitive, tolerant and democratic).

It should enable all persons to acquire the necessary knowledge to take part as active citizens in the knowledge society and the labour market.

(Council Resolution of of 27 June 2002 on lifelong learning (2002/C 163/01)


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Lifelong Learning (in “length”)

Lifelong learning must cover learning from the pre-school age to that of post-retirement, including the entire spectrum of formal, non-formal and informal learning.

Lifelong Learning must be understood as all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competencies within a personal, civic, social and/or employment-related perspective.

(Council Resolution of of 27 June 2002 on lifelong learning (2002/C 163/01)


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Formal, non-formal & informal Learning (in “Width”)

Formal learning is the education field with structured learning objectives, learning time and learning support. This covers the educational offer known as “Compulsory Education” or “Accredited studies”

Non-formal learning is the education field when , although it is an intentional lerning and has structured objectives, time and-support , it is done outside the compulsory education and typilcally does not lead to certification.

Informal learning results from daily activities related to work, family life or leisure. It is not structured and usually does not lead to certification. In most cases, it is unintentional on the part of the learner.


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Can Universities deliver Continuing Edcation?

Art. 1: Fundamental University duties:d. … The spreading of the knowledge and culture t hrough the

continuing education and lifelong learning (LOU)University Act, 2001

Hovewer

Only a 15% reported that LLL had a high priority within the University as a whole

Beflex Project (EUCEN) 2007, 150 universities


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Spanish University Education SystemWorking LifeWorking Life

Secondary StudiesSecondary Studies

Graduate

240

ECTS

60

- 12

0

Master(University Diploma)

Continuing Education Short Courses

Master(State Diploma)

PHD Thesis

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University response to continuing education demand through the opinion of the alumni


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Gender and Age


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Nacionality


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Access Degree level and degree date


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Laboral Situation


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Degree level and Labour market


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Satisfaction


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COMPLIANCE OF EXPECTATIONS


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Key Factors in compliance of expectations


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COMPLIANCE OF EXPECTATIONS VS AGE

Satisfacción según la edad

Edad

Sat

isfa

cció

n

1. M

enor

de

25 a

ños

2. D

e 25

a 3

4 añ

os

3. D

e 35

a 4

4 añ

os

4. D

e 45

a 5

4 añ

os

5. A

par

tir d

e 55

añ

3,6

3,8

4

4,2

4,4

4,6


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COMPLIANCE OF EXPECTATIONS VS WORK SITUATION

Satisfacción según situación de desempleo

Desempleo

Sat

isfa

cció

n

No Sí3,6

3,7

3,8

3,9

4


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COMPLIANCE OF EXPECTATIONS VS DELIVERY

Satisfacción según Modalidad del curso

Modalidad del curso

Sat

isfa

cció

n

a distancia presencial Semi presencial3,7

3,8

3,9

4

4,1

4,2

4,3


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COMPLIANCE OF EXPECTATIONS VS YEAR OF DEGREE

Satisfacción según el tiempo transcurrido desde la titulación

Tiempo desde la titulación

Sat

isfa

cció

n

1. A

con

tinua

ción

2. D

e 2

a 4

años

3. D

e 5

a 7

años

4. D

e 8

a 10

año

s

5. D

e 10

a 2

0 añ

os

6. M

ás d

e 20

año

s

3,6

3,8

4

4,2

4,4

4,6


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CONCLUSIONS

There are two main student profiles : Students older than 35 with about 10-15 years of work

experience

Younger graduate students unemployed or with less work experience

The global quality of the programs is positive, relevant and professionally useful , but it has not covered the employment expectations for young students.

Need to build or coordinate employment procedures in the program value chain

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Thank you

Mónica López Sieben / [email protected]

2009 11 study visit esmu slideshare

Education

learning support

length lifelong learning

lifelong learning lifelonglll

learning outcomestrough

compulsory education

nonformal informal learning

employment expectations

university response