2013 Workshop LO: Rationale by EURASHE, Version 2013, EURASHE_ws_LO_131213_rationale.pdf (0.4 MB)

2013 Workshop LO: Programme by EURASHE, Version 2013, EURASHE_ws_LO_131213_programme.pdf (0.4 MB)

2013 Workshop LO: Evaluation summary by EURASHE, Version 2014, EURASHE_ws_LO_131213_evaluation_summary.pdf (0.5 MB)

2013 Workshop LO: Report by EURASHE, Version 2014, EURASHE_ws_LO_131213_report.pdf (1.1 MB)

Linking theory and practice with Work Based Learning (WBL) supporting documents by Oran Doherty, Version 2013, EURASHE_ws_LO_131213_pres_DOHERTY_supporting.rar (1.9 MB) - You can find enclosed all the documents needed for the recognition of prior learning at the Letterkenny Institute of Technology.

2013 Workshop LO: Portfolio by EURASHE, Version 2013, EURASHE_ws_LO_131213_portfolio.pdf (1.5 MB) - Portfolio of EURASHE Community of Practice Workshop on Learning Outcomes within PHE Context:
- Rationale
- Programme
- Guidelines for the Working Groups
- Speakers
- Organisers
- Travel Information
- Workshop Evaluation Form

Outcomes of teaching: Methods of teaching and student assessment (Experience of Lithuanian Colleges) by Danute Rasimaviciene, Version 2013, EURASHE_ws_LO_131213_pres_RASIMAVICIENE.pdf (2.8 MB) -

Overview of the teaching practices in Lithuania University Colleges, trying to implicate the student by as many means as possible, for an active pedagogy.

Labourmarket and learning outcomes (The Flemish case) by Irene Hermans, Version 2013, EURASHE_ws_LO_131213_pres_HERMANS.pdf (1.2 MB) - The higher education system in Flanders is divided in professional higher education (PHE) and academic higher education (AHE). In 2003, it implemented the Bologna Declaration, with the bachelor-master structure, increased flexibility etc. University Colleges (PHE) can be associated to AHE to allow its student to pursue their education up to a PhD; Similarly, vocational education and training Schools (VET) can be in an alliance with a university college. A new programme at level 5 is now developed : an Associate Degree programme in tune with demands of the labourmarket.
Professional Bachelors use the Learning Outcomes (LO) to become more transparent to the labour market. There has been an evolution from competence to learning outcomes, and now on constructive alignment (2012).

Linking theory and practice with Work Based Learning (WBL) by Oran Doherty, Version 2013, EURASHE_ws_LO_131213_pres_DOHERTY.pdf (1.2 MB) -

Recognition of Prior Learning (RPL) involves awarding an applicant recognition in the form of initial or advanced admission to a programme, credits within a programme or exemption(s) from element(s) of a programme or an award. It started in 2006 in the Letterkenny Institute of Technology (LYIT). Between 2006 and 2008, 387 employees completed portfolio in Customer Care, Computer Applications, Training and Support, Human Resources Managment and Communications. You can find the different document to apply to different types of recognition here.
From 2010 LYIT also developed the work based learning (WBL), when an employer and higher education institution come together to set up a programme, which allows employees to reach qualifications with less classes than a full time programme.
The challenges are numerous, from convincing the teachers to limited resources but LYIT now knows what is needed for a successful cooperation with employers and is ready to face new challenges regarding internationalisation or going online.

Learning Outcomes and Labour Market - Communication Curriculum Design in Information Technology at the Salzburg University of Applied Sciences by Gabriele Abermann, Version 2013, EURASHE_ws_LO_131213_pres_ABERMANN.pdf (6.1 MB) - At the Salzburg University of Applied Sciences the curricula are developed in a way that ensure their relevance to the labour market. They start by analysing the labour market. Once a need has been identified a job profile and its matching qualification profile are established. The profile is then broken down into skills and knowledge, according to which the learning modules and learning outcomes are defined. Finally, the ECTS credits are allocated. At each step, various stakeholders are involved (teachers, professionals from the field and graduates).