Mladi in mobilnost:
stanje, trendi in prihodnost
Alenka Flander
CMEPIUS
A. FLANDER; Mednarodna valorizacijska konferenca v okviru Programa VŽU KREPITEV UČINKOV MEDNARODNE UČNE MOBILNOSTI Ljubljana, 8. december 2011
Mednarodna učna mobilnost v Sloveniji
• STANJE (število vključenih, kakovost mobilnosti,
vpliv na razvoj kompetenc)
• TRENDI (vidik delodajalcev, umeščanje mobilnosti
v širši izobraževalni kontekst)
• PRIHODNOST (program po 2014)
MEDNARODNA UČNA MOBILNOST
(VŽU) - letno
• več kot 1800 študentov in diplomantov na
praks ali študij za povprečno 4 mesece;
• več kot 260 mladih (dijakov) na prakso za
povprečno 2 meseca;
• skoraj 700 učencev in dijakov na druge šole za
povprečno 1-2 tedna
• okoli 1.500 pedagoških in strokovnih
delavcev ter profesorjev (vključno z mentorji iz
gospodarstva) poučuje ali se uposablja za povprečno 5-10 dni.
MEDNARODNA UČNA MOBILNOST
(VŽU) – skupno od leta 2000 dalje
• več kot
11.200 študentov in mladih
delavcev
6.000 učencev in dijakov.
skoraj 9.500 učiteljev, profesorjev ter
• več kot
•
drugih strokovnih
delavcev
Kakovost priprave
(samoocenitev Erasmus študentov in Leonardo mladih delavcev, N=399)
q_2*$Kakovost_priprave Crosstabulation
Kakovost pripravea
V katerem programu
ste sodelovali?
Erasmus
Leonardo da Vinci
SKUPAJ (oba programa)
Odstotki so izračunani na osnovi odgovorov (N=399)
a.Skupina
slaba
22,8%
šibka osnovna
13,7%
26,0%
dobra
odlična Skupaj
24,0%
13,4%
20,9%
10,2%
21,7%
29,8%
17,5%
22,2%
12,6%
24,6%
25,9%
14,7%
100,0%
Vpliv
mednarodne mobilnosti na kompetence
% odgovorov, da je bil vpliv mednarodne učne mobilnosti na kompetence "velik" in "zelo velik"
79.2
77.3
73.1
67.8
64.8
študij (N=167)
68.6
praksa (N=232)
61.3
58.8
55.7
50.5
49.6
44.9
40.4
42.9
39.9
35.7
Osebnostne
Jezikovne
Strokovne
Medkulturne
Socialne
Sposobnost
Podjetniške
Karierne
kompetence
kompetence
kompetence
kompetence
kompetence
kritičnega
kompetence
kompetence
mišljenja
Vpliv “podpornih” aktivnosti na
razvoj kompetenc študentov
Kakovost informacij pred
odhodom, priprave in
podpore med mobilnostjo
Oblika priprave, motivacija
Kaj o mednarodni učni mobilnosti
mislijo delodajalci in kakšne kadre
iščejo?
A. FLANDER; Mednarodna valorizacijska konferenca v okviru Programa VŽU KREPITEV UČINKOV MEDNARODNE UČNE MOBILNOSTI Ljubljana, 8. december 2011
Kompetence, ki jih slovenskih delodajalci iščejo pri zaposlovanju (N=144):
odgovornost
zanesljivost
sposobnost iskanja in uporabe informacij
sposobnost prilagajanja znanja novim situacijam
kooperativnost
iniciativnost
sposobnost reševanja problemov
sposobnost prilagajanja spremembam
vestnost
jezikovna znanja in spretnosti
sposobnost obvladovanja stresa
analitično mišljenje
sposobnost odločanja
sposobnost slediti navodilom
sposobnost komunikacije z ljudmi iz drugačnih kolturnih okolij
tolerantnost
sposobnost povezovanja
pripravljenost potovati v tujino zaradi dela
ambicioznost
vztrajnost
uslužnost, ustrežljivost
poznavanje drugih držav in kultur
pripravljenost preseliti se v tujino
0%
zelo pomembno
10%
pomembno
20%
30%
40%
manj pomembno
50%
60%
ni pomembno
70%
80%
90%
100%
Najpomembnejše kompetence, ki jih po mnenju delodajalcev prinaša
mednarodna mobilnost(%)
25.00
23.50
19.70
20.00
15.00
11.50
10.00
8.70
9.80
9.30
10.40
7.10
5.00
0.00
izboljšanje znanja
tujih jezikov
prilagodljivost
dvig samozavesti
podjetnost in
spoznavanje spoznavanje novih strokovna znanja vzpostavitev
samoiniciativnost drugih kultur in
oblik dela
s podrocja študija stikov s tujimi
okolij
študenti/podjetji
Komu bi delodajalci dali prednost pri zaposlovanju (v %)
80
70
60
50
40
30
20
10
0
vsi delodajalci (%)
mala in srednja
podjetja (%)
kadrovski delavci (%) delodajalci, ki so tudi delodajalci, ki sami delodajalci s področja delodajalci s področja
sami študirali in delali niso študirali in delali v izobraževanja (%)
izobraževanja, ki so
v tujini (%)
tujini (%)
tudi sami
študirali/delali v tujini
(%)
kandidatu, ki je bil kot študent na daljši izmenjavi v tujini
kandidatu, ki je bil kot študent na daljšem praktičnem usposabljanju v podjetju v tujini
oba sta enako dobra kandidata
Komu bi delodajalci dali prednost?
Komu bi delodajalci dali prednost?
50%
50%
45%
45%
40%
40%
35%
35%
30%
30%
25%
25%
20%
20%
15%
15%
10%
10%
5%
5%
0%
kandidatu, ki je bil na praksi
v tujini
oba sta enako dobra
kandidata
kandidatu, ki je brez
mednarodnih izkušenj,
vendar z delovnimi
izkušnjami doma
0%
kandidatu, ki je bil na študiju
v tujini
oba sta enako dobra
kandidata
kandidatu, ki je brez
mednarodnih izkušenj,
vendar z delovnimi
izkušnjami doma
Umeščanje mednarodne učne
mobilnosti v širše cilje učnih
programov in institucij
A. FLANDER; Mednarodna valorizacijska konferenca v okviru Programa VŽU KREPITEV UČINKOV MEDNARODNE UČNE MOBILNOSTI Ljubljana, 8. december 2011
Kakovost informacij pred mobilnostjo
povezanih z učnim procesom
Kakovost_informacij_povezanih_z_učnim_procesom Crosstabulation
Kakovost_informacij_povezanih_z_učnim_procesoma
Nisem dobil
nobenih
informacij
slabe
šibke
ustrezne
dobre
V katerem
programu ste
sodelovali?
odlične
Erasmus
(N=249)
10,70%
7,40%
13,10%
30,40%
22,80%
15,60%
Leonardo da Vinci
(N=150)
11,60%
6,80%
11,80%
27,00%
24,50%
18,40%
11,00%
7,20%
12,70%
29,20%
23,40%
16,60%
Skupaj
Skupaj
100,00%
Odstotki so izračunani na številu odgovorov.
a. Group
Kakšna je bila kakovost informacij, ki ste jih pred odhodom prejeli glede navedenih vsebin?
• Namen študija/prakse (učni cilji, vloga/vključenost v študijske programe, itd.)
• Načini kako bo študij/praksa v tujini ovrednotena (v kreditih ali kako drugače)
• Prispevek študija/prakse v tujini k oceni diplome (če je to mogoče)
• Vaša odgovornost glede študija/prakse v tujini (akademske zadeve, pravila obnašanja, itd.)
Strateško umeščanje ciljev
mednarodne učne mobilnosti - primer
Education Abroad Student
Learning Goals
Academic or Professional
Development. Articulates
cross-cultural view of intended
academic / professional
field. The student understands
how his/her intended field
(academic/ professional) is
viewed and practiced in different
cultural contexts.
Personal Development. The
student demonstrates personal
growth in self-direction, selfknowledge, and strategies for
growth.
WSU’s Strategic Goals
Strategic Goal 2: Provide a
premiere education and
transformative experience that
prepares students to excel in a
global society.
Foundation for Strategic Goal 3:
Lead in relevant local, national,
and global outreach and
engagement.
Strategic Goal 2: Provide a
premiere education and
transformative experience that
prepares students to excel in a
global society.
Six Learning Goals of the
Baccalaureate
Specialty (Goal 6). Hone a
specialty for the benefit of
themselves, their communities,
their employers, and for
society at large.
Self in Society (Goal 5).
Employ self-understanding
and interact effectively with
others of similar and diverse
cultures, values, perspectives,
and realities.
Vir: http://ip.wsu.edu/education_abroad/outcomes-program-assessment/wsu-learning-goals.html
Spremljanje učnih učinkov
Academic or Professional Development
Articulates cross-cultural view of intended academic / professional field. The student understands how his/her
intended field (academic/ professional) is viewed and practiced in different cultural contexts.
Novice
Intermediate
Advanced
Host Culture
Comparative
Beginning 1
Beginning 2
Developing 1
Developing 2
Expanding 1
Expanding 2
Shows surface understanding Shows some understanding and
of how the host culture views appreciation of how the host
and practices their intended culture views and practices the
academic / professional field. student’s intended academic /
professional field.
Shows a deep understanding
and appreciation of how the
host culture views and
practices the student’s intended
academic / professional field.
Minimal reflection on
similarities and differences
between academic /
professional knowledge
domains in the host and U.S.
culture.
Articulates thoughtful, detailed
reflection on similarities and
differences between academic /
professional knowledge
domains in the host and U.S.
culture.
Includes reflection on obvious
similarities and differences
between academic /
professional knowledge
domains in the host and U.S.
culture.
Reflection: Now that you have been abroad, explain how your academic field is viewed and practiced in a different
cultural context(s). Vir: http://ip.wsu.edu/education_abroad/outcomes-program-assessment/education-abroad-learning-outcomes.html
Host Culture
Comparative
Personal Development The student demonstrates personal growth in self-direction, self-knowledge, and strategies for growth.
Novice
Intermediate
Beginning 1
Beginning 2
Developing 1
Developing 2
Generally relies on what is readily
Includes some self-directed and independent
available. On occasion takes initiative or risks; learning and/or effort to take initiative or risk. May
limited effort to seek mentors or resources.
seek mentors or resources to complement those
readily available.
Sets general goals and/or may use one or
more strategies.
Sets clear goals and uses various strategies; may
adjust them based on experiences.
Sometimes receptive to feedback from others;
may look back on experiences and own
Learns from feedback and consequences; may use
approach to learn from them, though may do reflection to increase learning. Recognizes own
so casually or infrequently.
progress in some areas; occasionally revisits /
reprioritizes goals and strategies.
Advanced
Expanding 1
Expanding 2
Increasingly self-directed and independent
learner; takes initiative, including reasonable
risks; finds and fully uses appropriate mentors
and resources.
Intentionally sets goals and chooses strategies;
identifies common threads in own learning and
adjusts strategies.
Learns from feedback, consequences,
mistakes, and successes; uses reflection,
analysis, and application to increase
learning. Recognizes own progress and
accomplishments; regularly revisits /
reprioritizes goals and strategies.
Occasionally thinks about own beliefs, values, Considers own beliefs, values, or identity; aware of Examines own beliefs, values, identity, and
identity; budding recognition of personal
personal strengths and limitations.
priorities; recognizes personal strengths and
strengths or limitations.
limitations; deepens understanding of self or
Copes adequately with common stresses and has vision of future self.
Tries to cope with stresses, with variable
adjusted culturally in familiar situations and
success. Making cultural adjustment in one or interactions.
Copes adaptively with stresses and has
more areas of everyday life, especially in lowadjusted culturally; becoming bi-cultural.
risk situations.
Integrates two or more aspects of experience
abroad – personal, social, academic, professional, Integrates diverse aspects of experience abroad
Shows emerging awareness of ways that
community; at times considers personal or social
– personal, social, academic, professional,
different aspects of experience abroad –
implications of what is learned.
community; explores personal and social
personal, social, academic, professional, or
implications of what is learned.
community – may connect.
In kaj nas čaka po 2014?
A. FLANDER; Mednarodna valorizacijska konferenca v okviru Programa VŽU KREPITEV UČINKOV MEDNARODNE UČNE MOBILNOSTI Ljubljana, 8. december 2011
Predlog EK za nov program
2014 - 2020
Key Action 1: Learning mobility of
individuals (63%)
3%
Key Action 2: Cooperation for
innovation and good practices
(25%)
2% 2% 1%
4%
Key Action 3:Support for policy
reform (4%)
Operational grants to National
Agencies (3%)
25%
Administrative expenditure (2%)
63%
Jean Monnet Initiative (2%)
Sport Action (1%)
Predlog višine sredstev
po sektorjih 2014-2020, v primerjavi s sredstvi
VŽU 2007-2013 (v mio EUR, EU-27)
Erasmus for All
Erasmus Higher Education
(including tertiary VET)
2007-2013
programmes
*
585
Average year
2014-2020
1100 – 1150
% Increase
Concentration
85 %-95 %
Students, staff, joint
programmes, masters, strategic
partnerships, knowledge
alliances
17%
Students, staff, capacity
building in particular in
neighbourhood countries
Erasmus Higher Education International dimension
(heading 4 funding)
260
Erasmus Training (VET and
adult learning)
330 of which
60 for adult
learning
500 – 540 of which around
110 for adult learning
overall, around
80 % for adult
learning
Erasmus Schools
180
250 – 275
40 % -55 %
Staff, strategic partnerships, IT
platforms
Erasmus Youth
Participation
150
190 – 210
25 % — 40 %
Young people, staff, strategic
partnerships, IT platforms
304
* Regroups activities funded in 2010 covering EU27 indexed 2017.
50 % — 60 %
Students, staff, strategic
partnerships, sector skills
alliances, IT platforms
ZATO JE NUJNO:
• Zagotoviti ustrezno kakovost
•
•
učne mobilnosti
programe učne mobilnosti organizirati kot del
večje celote
Zagotoviti podporo, pripravo in spremljanje
• Ovrednotiti (refleksija) učinke po vrnitvi domov (tudi
generične kompetence!).
• Zagotoviti priznavanje, vključno z neformalnim
in
priložnostnim učenjem
… TER …
SE ZAVEDATI, DA …
je mednarodna učna mobilnost lahko KAKOVOSTNA
le, če je prepoznana kot ena
od strateških
usmeritev izobraževalnih organizacij,
vključena v njihov proces internacionalizacije in z dobro
definiranimi kriteriji kakovosti ter umeščena v njihove
institucionalne, kot tudi izobraževalne
(akademske) cilje.
Hvala za pozornost in …
… skupaj se potrudimo dati mladim
priložnost, za KAKOVOSTNO
mednarodno učno izkušnjo!
alenka.flander@cmepius.si
A. FLANDER; Mednarodna valorizacijska konferenca v okviru Programa VŽU KREPITEV UČINKOV MEDNARODNE UČNE MOBILNOSTI Ljubljana, 8. december 2011