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COHAB. Co-ordination and integration of higher education and the labour market around the South Baltic Sea By Martin Skude Rasmussen. The Project in brief. 3-year project Total budget of 1.478.000 € 7 partners in 5 countries 6 associated organizations 3 main components

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Cohab

COHAB

Co-ordination and integration of highereducation and the labourmarketaround the South Baltic Sea

By

Martin Skude Rasmussen


The project in brief

The Project in brief

  • 3-year project

  • Total budget of 1.478.000 €

  • 7 partners in 5 countries

  • 6 associatedorganizations

  • 3 maincomponents

  • 2 educations – nurse and teacher


The background for of project

The background for of project

  • Lowlevel of mobilityaround the South BalticSea

    • Educationalmobility

    • Labourmarketmobility

  • A whish of improving the mobility


The importance of improving the mobility

The importance of improving the mobility

  • Cultural, educational, and labourmarketcoherence of the BalticSeaarea

    • Greaterculturalunderstanding

    • Greatereducational integration

    • Economiccompetetivenesswithother regions – more flexiblelabourmarkets


How to improve educational and labour market mobility

How to improveeducational and labourmarketmobility?

  • First step

    • A need to find out whythere is a lowlevel of mobility


Component 3 identification of barriers for mobility

Component 3: Identification of barriers for mobility

The followingactivitieswilltakeplace in

Component 3:

  • Identification of barriers for mobility (primarilyeducational)

  • RecruiterSurvey for identification of myths and barriers (primarilylabour-market)

  • Comparative analyses of the region and the educationsinvolved in the project


Identification of barriers for mobility

Identification of barriers for mobility

  • Fourbarriers for mobility have alreadybeenidentified:

    • Curricula and educationalstructures

    • Lacking knowledge and preconceptions of culture and labour market conditions

    • Insufficient languagecompetencies

    • Logistics – travelling – (the creativelearning model)

  • Furtherinvestigationsinto barrieres for mobility


The creative learning model

The creativelearning model

  • The parallel teachingconcept

  • Distant learning – E-learning (virtual platform)

  • Face to facelearning


Recruiter survey

Recruitersurvey

  • Will focuson the barriers and myths from the recruiter point of view

  • Necessary to knowwhatbarriers the recruitinglabourmarketorganizationsfocuseson


Comparative analyses of the region and educations involved

Comparative analyses of the region and educationsinvolved

  • An overall comparison of the countriesinvolved in the project (macrolevel)

  • In depthscomparisons of the educationalstructures and content of the teaching and nursingeducations (microlevel)


How to improve educational and labour market mobilty

How to improveeducational and labourmarketmobilty?

  • Second step

    • Greater regional cooperation and understanding


Staff mobility and cooperation

StaffMobility and cooperation

  • The followingactivitieswilltakeplace in component 4:

    • Study visits for the staff in the projectgroups

    • Training of the staff in new technologies (parallel teaching)

    • Development of virtual courses for teacher and nursing students

    • Development of summer schoolcourse

    • Student expectationsurvey


Staff study visits

StaffStudy Visits

  • Eachprojectgroupmemberwillparticipate in twostudy visits

  • Enhance the regional awareness of the staff

  • Facilitatehigherdegree of understanding and cooperationamong the staff


Training in new technologies

Training in New Technologies

  • Training in using and becomingfamiliarwith the parallel teachingequipment

  • Not only a technologicalchallenge!


Development of virtual courses

Development of virtual courses

  • Duration of one semester

  • Buildon the findings in component 3

  • Creation of learningobjectives

  • Enhance the regional awareness of the students

  • Enhance the professional skills of the students


Development of summer schools

Development of summer schools

  • Twoweeks of duration

  • One summer school for teaching students and one for nursing students

  • Intensive course – both professional and interculturalcontent

  • ECTS - credits


Student expectation survey

Student ExpectationSurvey

  • Whatexpectations do the students have to the outcomes of the virtual courses and summer school

  • Will beevaluated in component 5


How to improve educational and labour market mobility1

How to improveeducational and labourmarketmobility?

  • Third step

    • Student mobility


Student mobility

Student Mobility

  • The followingactiviteswilltakeplace in component 5:

    • Virtual courseswillbetaught

    • Use of the creativelearning model - blended

    • Participation in summer schools

    • Student study visits

    • Quantitativesurveybasedonlearningoutcomes


Virtual courses parallel teaching

Virtual Courses – parallel teaching

  • One teacher – different locations

  • Changingteachers

  • Professional as well as cultural – historiccontent

  • Bridge Building in the region

  • Enhancinglanguageskills – English as linguafranca


E learning

E-learning

  • Each student will have acces to a virtual learning platform

  • Geographically independent

  • Acces to shared information and learningobjectives


Summer schools

Summer Schools

  • One summer school per profession – 2 weeks

  • Livingwith students from the region

  • One class – one region

  • Breakingdown the curricula barrier

  • Enhancinglingusticcompetencies

  • ECTS - credits

  • The creativelearning model – face/facelearning, parallel teaching, and distant E-learning – blended learning


Student study visits

Student Study Visits

  • Kick off in the second semester of 2013

  • Furthercultural and historicalunderstanding

  • Visit to localrecruiters and Universities

  • Enhancelinguisticcompetencies

  • Bridge Building the region


Quantitative survey based on learning outcomes

QuantitativeSurveyBasedonLearningOutcomes

  • Evaluation of the courses – from the student angle

  • Evaluation is basedon the learningoutcome


Main points

Main Points

  • Lowlevels of mobility – a whish to increase

  • Facilitateculturalknowledge and understanding

  • Breakingdownbarriers

  • The creativelearning model – students as well as staff


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