EUROPEAN UNIVERSITIES CONTINUING EDUCATION NETWORK
WORKING GROUP 14
UCE AROUND THE WORLD
Report 1998
Introduction
The group was established to examine University Continuing Education around the
world to enable the European activities to be set within a global context. The group
considered the scale and nature of this task by assessing the general issues relating to
problems and obstacles, organisational aspects, case studies, related networks and
analysis. The group established the following goals:
1. analysis of representative organisations in the field of UCE outside the EU
2. collection of general ideas and views on UCE
3. collection of general ideas and views on topics of other working groups
Considering the size and nature of the task it was agreed that this work would
concentrate on Eastern Europe, Japan, China, USA, Asia, Africa, Australia, Israel and
Latin America. It was also agreed that it was important to examine the global
dimension of the identified good practices and the transfer of this knowledge into
Europe. This could be achieved by examining the transferability of the identified
good practices. The working group concluded that it should establish a framework
that would reflect the key themes of the other working groups. This would also allow
the analysis to be contained within the project boundaries. This framework was made
up of 10 areas as follows:
1. Use of information and communication technologies
2. Good practice documentation
3. Cost analysis
4. Continuing education networks
5. Strategic plans
6. Quality assurance
7. External involvement
8. Institutional resources
9. Impact of continuing education programmes
10.General perspective of continuing education
Survey of World-wide Activities
The group agreed that a questionnaire survey would be the best way to progress this
work and produced a pro-forma relating to the areas within the framework.
Use of Information and Communication Technologies
The working group recognised the importance of ICT generally in education and in
particular continuing education. Areas to be considered were Internet, email, CDROM, video conferencing etc. The balance of ICT programme delivery with
traditional methods and the role of ICT upon the learning experience of students
would also be included.
Strategic Plans
The level of commitment by university managers to continuing education programme
provision should be evidenced by this being included in institutional strategic plans
and the implementation of this strategy should be embedded within faculties, schools,
departments and programme levels.
Quality Assurance
The issue of quality and standards of continuing education programmes was also
established as an important parameter. In particular internal validation, accreditation
examination and annual reporting mechanisms were included in the survey.
Good Practice Documentation
The survey identified if institutional management handbooks detailing the guidelines
and preferred procedures were produced. Also if there was documentary evidence of
good practice regarding the implementation of continuing education.
Cost Analysis
The issue relating to cost and value of continuing education was included to establish
if any structures existed. This related to costing, finance and analysis.
Continuing Education Networks
Network issues related to membership and level in relation to international, national,
regional and local level.
The nature of the networks was also included and their relationship with industry,
education and community. The survey also determined if other education networking
projects existed.
Local Involvement
Issues relating to need and supply were also debated and the importance of proactively involving the users in the design of continuing education. In particular local
business, local community, local government and other user groups.
Institutional Resources
This area was established to extract information relating to resource issues relating to
staffing, space, equipment, support and funding. This would determine if continuing
education was integral or an add on facility.
Impact of Education Programmes
The issue of education provision with student experience and industrial need were
considered. In particular the effectiveness of continuing education programmes
importing new skills and knowledge compared with traditional education programmes
was also questioned.
General Perspectives
In this section general questions relating to definitions, roles, functions, provision etc.
were identified and comments invited.
Survey Summary
The results from the survey questionnaire were disappointing in that few returns were
received, nevertheless the following general comments were concluded.
Information and Communication Technologies
The majority of the sample were using ICT platforms to deliver continuing education.
The balance between ICT and traditional methods still favoured the traditional
methods. Comments on the use of ICT by students were positive and allowed the
learning to be taken to the learner.
Strategic Plans
Most of the sample stated that continuing education was involved in institutional
plans with delivery both centralised and at local level.
Quality Assurance
A small percentage of the sample used quality assurance mechanisms for their
programmes. Although continuing education that led to formal qualifications was
validated, quality assured and examined.
Good Practice Documents
No evidence was found of any institutional management handbook detailing
guidelines and procedures concerning the provision of continuing education
programmes. Some of the replies however stated that they had evidence of good
practice regarding the implementation of continuing education at their institutions.
Continuing Education Networks
All of the sample indicated that they were involved in some form of networking
activity. The majority of the networking was at national or regional level. The types
of networks related to Universities, professional bodies, industry, further education
and government.
Associations such as UCEA, REUA and IACEE were identified within this section
and would be used to develop this study further.
Local Involvement
This section related to involvement of users and others in the curriculum
requirements. All of the survey indicated involvement by either local business,
government, professional institutions or community sectors.
Institutional Resources
This section was not well answered and most of the sample missed the point of the
questions. Economic considerations however were the top criteria in this section.
Impact of Continuing Education
The replies relating to student impact focused on the currency of the qualifications and
benefit in the employment market. The market of continuing education programmes
covered a broad spectrum and age profile. The effectiveness of these programmes
were generally concluded as being of use to people in employment or who wished to
upskill and/or enter employment.
General Perspectives
Generally most of the sample concluded the continuing education formed an integral
part of lifelong learning and offered a new dimension and opportunity to learners.
There was no clear definition of continuing education or the role and function of this
activity although the opinion was that higher education had a key role to lead and
develop in this area.
Conclusion
As previously stated the returns received from the survey were disappointing.
However, many of the issues relating to continuing education world wide are common
with European Continuing Education.
The most advanced concepts and implementation were generally found in North
America and examples of best practice were also identified.
The survey should be extended and case study materials identified.
Year 3 Development
It is proposed that the survey should be repeated to gain additional base data. Also
case studies of good practice in Higher Education Establishments should be identified
and produced to inform European education.
The objectives for this final phase are as follows:
1. Identify best practice in non EC countries
2. Identify key areas requiring development from best practice
3. Compare accreditation and transferability of credits within a Pan-European matrix
4. Produce case study material and guidance notes based upon activities 1-3
Sam Allwinkle
Napier University
Edinburgh
Scotland