1. haphe.eurashe.eu 1 BFUG - WG on SD & LLL Vienna - 3 April 2014 Presenter NameEvent Name Prepared by Anthony Camilleri (KIC Malta), Ulf Ehlers, Nicole Graf, Raimund Hudak (DHBW, Germany), Michal Karpisek (CASPHE), Stéphane Lauwick (ADIUT) HAPHE EU Validation Seminars PHE Definition and Characteristics Framework February - April 2014

2. haphe.eurashe.eu 2 BFUG - WG on SD & LLL Vienna - 3 April 2014 Presentation to the BFUG’s WG on SD&LLL A short presentation of the initial survey –Method –Findings Presentation on the aims of the project –Characterize –Harmonize  to define a set of quality criteria (a Framework) Discussion on two aspects of PHE: your input needed! –LLL: is PHE better suited than Academic HE to provide LLL? –SD and HE: has PHE a special mission to engage in SD?

3. haphe.eurashe.eu 3 BFUG - WG on SD & LLL Vienna - 3 April 2014 What is PHE?

4. haphe.eurashe.eu 4 BFUG - WG on SD & LLL Vienna - 3 April 2014 Differences between PHEI & AHEI

5. haphe.eurashe.eu 5 BFUG - WG on SD & LLL Vienna - 3 April 2014 Differences between PHEI & AHEI

6. haphe.eurashe.eu 6 BFUG - WG on SD & LLL Vienna - 3 April 2014 Classification of PHE Systems SystemDefinitionCountries Unitaryall types of Higher Education are offered by the same institutions, with significant crossover between ‘professional’ and ‘academic’ activities Partial- Unitary professional HE is provided within specialized institutions located within universities France and Slovenia Binary / Dual academic HE is provided by universities, and professional HE is provided by specialist institutions Lithuania, Estonia, Czech Republic, Malta, Netherlands, Finland, Portugal, Denmark and Germany Mixeddual systems which do not have a clear-cut distinction between universities and other institutions Flanders and Poland

7. haphe.eurashe.eu 7 BFUG - WG on SD & LLL Vienna - 3 April 2014 What level? Country PHElevel EQF5EQF6EQF7EQF8 BE(FL) CZ DE DK EE FI FR HR IE LT MT NL PL PT SI

8. haphe.eurashe.eu 8 BFUG - WG on SD & LLL Vienna - 3 April 2014 PHE & Research There are no restrictions on research funding in DK, FR, IE, LT, MT, NL There are difficulties in obtaining research funding in BE(FL), DE, EE, FI, PT, SI Research isn’t considered as part of the default role of PHE Institutions in CZ, HR* & PL* * = an institution may apply for research funding if it applies for the status of a ‘research institution’

9. haphe.eurashe.eu 9 BFUG - WG on SD & LLL Vienna - 3 April 2014 PHE & Research We observed a trend towards increased research involvement by Institutions Research focuses on Innovation, Technology Transfer, Applied Research & Development

10. haphe.eurashe.eu 10 BFUG - WG on SD & LLL Vienna - 3 April 2014 Are PHE & AHE equivalent? Full equivalence of PHE and AHE, with automatic transition between cycles and profiles Easy transition between profiles and cycles, with bridging programmes used to prepare students for access Difficult transition between profiles and levels – while bridging programmes exist they are extremely demanding, and form a considerable barrier to access to the next cycle. No transition possible – in some countries it is not possible to transfer between profile and cycle, particularly from Level 7 to Level 8 of the EQF.

11. haphe.eurashe.eu 11 BFUG - WG on SD & LLL Vienna - 3 April 2014 DEFINITION & CHARACTERISTICS OF PROFESSIONAL HE

12. haphe.eurashe.eu 12 BFUG - WG on SD & LLL Vienna - 3 April 2014 Process Analysis of Research 3 meetings of a drafting group, bringing together different external stakeholders each meeting 15 validation interviews with key national actors Work in progress Final check amongst partnership

13. haphe.eurashe.eu 13 BFUG - WG on SD & LLL Vienna - 3 April 2014 Definition of PHE A distinct form of Higher Education  particularly intense integration with the world of work in all its aspects (including teaching, learning, research and governance)  at all levels of the EQF. Its function is to diversify learning opportunities, enhance employability, offer qualifications and stimulate innovation, for the benefit of learners and society. The intensity of integration with the world of work is manifested by a strong focus on application of learning.  combining phases of work and study  a concern for employability,  cooperation with employers,  the use of practice-relevant knowledge and use-inspired research. Definition of Professional Higher Education

14. haphe.eurashe.eu 14 BFUG - WG on SD & LLL Vienna - 3 April 2014 PHE Characteristics Framework Aim of the project: harmonise approaches to PHE in Europe  a set of key characteristics were defined. To reinforce the role of PHE within overall HE provision in order to: –Better interconnect education, the labour market, research and innovation –Accelerate the development of professional education –Improve coordination and collaboration amongst actors in the sector A framework to define multidimensional characteristics of PHE Quality indicators = the core criteria for each characteristic. Defining Characteristics of Professional Higher Education

15. haphe.eurashe.eu 15 BFUG - WG on SD & LLL Vienna - 3 April 2014 PHE Characteristics Framework The framework consists in 5 dimensions describing PHE –Policy and Strategy: How is PHE embedded and represented in the overall strategic framework and policies of higher education institutions? –Teaching and Learning: How is teaching and learning influenced by the specific characteristics of PHE? –Research: How is Research integrated as part of a sustainable PHE, recognising that it might differ from level to level and is not implemented in all institutions yet? Defining Characteristics of Professional Higher Education

16. haphe.eurashe.eu 16 BFUG - WG on SD & LLL Vienna - 3 April 2014 PHE Characteristics Framework CharacteristicsDescriptionCore Criteria Policy and Strategy How is PHE embedded and represented in the overall strategic policies and framework of higher education institutions. Policy and Strategy Integration Integration of the world of work into policy and strategic frameworks Institutional policies and strategies are defined in collaboration with the world of work. Objectives and OutcomesMain objectives in relation to the outcome of PHE PHE specifically focuses on enhancing job related skills and competencies with a view to raising employability of students. The emphasis is on learning outcomes and profession-oriented research. Regional IntegrationEngagement with its regionsPHE is strongly embedded in regional partnerships with the world of work.

17. haphe.eurashe.eu 17 BFUG - WG on SD & LLL Vienna - 3 April 2014 CharacteristicsDescriptionCore Criteria Teaching and Learning How is teaching and learning influenced through the specific characteristics of PHE. Methods of Curriculum Development Curriculum development refers to - methods of learning - design and development of curricula - learning objectives and outcomes. Curricula developed by academia in collaboration with stakeholders, in particular with the world of work. Curricula are aligned to the future needs of the practice and employment context based on evidence. The Content for Teaching and Learning The content comprises - working methods, - a syllabus and other materials, - assignments and assessments given to the students in their study programs. The learning content is productively integrating theory and practice through examples, case studies, problem- & project-based learning, latest research or trends and references from both perspectives, the world of work and the academia. The Learning Methodology The learning methodology comprises - the learning design - the assessments needed to achieve the learning outcomes. The world of work is strongly represented in the learning design through reflection of theory on the practice, the creation of situated learning environments. Both formative and summative assessments should reflect the nature and methodology of the specific PHE learning environment.

18. haphe.eurashe.eu 18 BFUG - WG on SD & LLL Vienna - 3 April 2014 CharacteristicsDescriptionCore Criteria Teaching and Learning How is teaching and learning influenced through the specific characteristics of PHE. Learning Environment The learning environment refers to the surroundings and conditions in which learning takes place The learning environment includes experience within Institution as well as outside, in the world of work. Significant practice phases and/or job experiences serve to reflect theory in a practical context. Programme TeamThe programme team refers to all persons involved in the design, delivery and assessment of learning, including visiting lecturers, professionals and support staff At the programme level, the team shows appropriate balance of academic background and relevant experience from the world of work.

19. haphe.eurashe.eu 19 BFUG - WG on SD & LLL Vienna - 3 April 2014 CharacteristicsDescriptionCore Criteria Research How is Research integrated as part of a sustainable PHE, recognising that it might differ from level to level and is not implemented in all institutions yet? Research Agenda The research agenda is the scope of the research activity The research agenda is informed by the world of work in order to meet the needs of society and of enterprise. Research Process Academic and practical or applied research Researchers seek input from the world of work and value stakeholders’ requests and contributions. The research process respects the nature of the inputs and can include various types of research activities and scholarship, as appropriate to the EQF level. Research Outputs and Outcomes The expected result of research The research outputs are likely to include licenses, patents, professional masters and professional doctorates. Research outcomes aim to be relevant to the world of work.

20. haphe.eurashe.eu 20 BFUG - WG on SD & LLL Vienna - 3 April 2014 Discussion about the Definition & Characteristics Framework of PHE  With special reference to the Social Dimension of (P)HE  raises the employability of students  participation of stakeholders  a comprehensive learning methodology  the research agenda meets the needs of society and of enterprise  With special reference to LLL  raises the employability of students / adults not mentioned  a potential lever for developing RPL not mentioned