Big Data STEM Education: “The Skills Key”

Big Data STEM Education: “The Skills Key” by Maria Begoña Peña Lang, Version 2017, EURASHE_AC_LeHavre_170330-31_pres_PENA-LANG.pdf (0.1 MB) -

A research to ensure success in learning by developing and implementing BigData Education and Learning Analytics in STEM (Science, Technology, Engineering and Mathematics) Centers with monitoring both in the college stage, as in the corporative world. We believe that learning should be an uninterrupted continuous pathway through different stages of development of the person, from school to the company, passing through the University. Under this prior consideration, our primary objective will be to actively collaborate with all those agents who necessarily must intervene in this long journey, Lifelong Learning, thereby seeking to break the usual lack of communication between them. To achieve this objective, we intend to weave a powerful and effective network of synergetic connections that benefit the individual in both its academic and professional career, as well as the various agencies, institutions and companies that will give it impulse.

A broader perspective for the EHEA

A broader perspective for the EHEA by Hans Daale, Version 2017, EURASHE_AC_LeHavre_170330-31_pres_DAALE.pdf (0.2 MB) -

The ‘market’ for education providers at the higher levels is changing. That process has not ended yet... it just has started. Of course, there are the formal degrees in the European Higher Education Area. But since the introduction of the European Qualifications Framework in 2008 more and more member states are using a National Framework (NQF) for linking other types of qualifications to their higher levels. HE cycles can be linked automatically to them (levels 5 till 8 of the EQF), as formal education. But providers of non-formal qualifications can have them recognized by a ‘national coordination point’, looking at the learning outcomes at a certain level. The most interesting case is the position of VET providers, offering qualifications by using work-based learning. Those programs can be designed close to the actual needs of (dynamic) sectors of the labour market, based on certain types of professions. But the market for so-called Business Academies is also growing, offering tailor-made programs for companies. They are able to have more status by mentioning the NQF level on the diploma or certificate. Besides that, apprenticeships are being seen in several countries as a solution for growing rates of youth unemployment, stimulated by the government by having agreements with employers’ organizations. One of the consequences of these developments is the emergence of new types for diplomas, also international, at a level equivalent to 5 or higher of the EQF. What does this mean for Higher Education Institutions, like a UAS? Should they also shift their focus to the provision of non-formal education, by broadening their ‘port-folio’ of qualifications? In this breakout session, a glimpse into the future of lifelong learning...