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.

Higher education for learning and skills development 4.0

Higher education for learning and skills development 4.0 by Raimund Hudak, Anna Frankenberg, Version 2017, EURASHE_AC_LeHavre_170330-31_pres_HUDAK-FRANKENBERG.pdf (0.8 MB) -

To be prepared for digitization, it is obligatory to combine the understanding of theoretical foundations with the ability to develop practical solutions and products. Mediation of hybrid qualifications and skills is on the rise. Work society is in constant change. Consequently, the education sector has to change constantly in order to adapt to those changes. Therefore, a close link between HE and the world of work (enterprises) is getting more and more important focusing at the development of PHE. Changed societal demands and values play also an important role in both the world of work and PHE – individual development is vital. So how can the expectations from an individual, the world of work and from education be understood and met today? How can these three important players (students, PHE institutions and enterprises) come together in times of 4.0? A big step to solve the issue is tried by the Erasmus+ project “Boosting European Exchange on Higher VET/PHE and Employer Involvement in Education Structures”. The BEEHiVES project is designed to address cooperation and collaboration barriers and best practices in the strategic partnership triangle – HVET/PHE institutions, employers/labour markets and students – to contribute to the development of skills relevant to labour market needs and equip students with the knowledge and skills relevant for their long-term employability, entrepreneurship and personal development. What are the key topics that need to be changed to become a PHE 4.0 institution? How should the collaboration between the three stakeholder groups (PHE, World of work and student) be strengthen in order to be effective towards the constant changes and needs of 4.0. The best practice of cooperation within the strategic partnership triangle so far is the Cooperative State University Baden Wuerttemberg, with their dual study system combining theory and practice throughout a study programme. Important are the set policies by the state government´s education laws to implement enterprises as partner companies and students in the commission for quality assurance and expert commission of the DHBW, as well as being members of the Senate.

Green Skills for Sustainable Development: the SUSDEV project

Green Skills for Sustainable Development: the SUSDEV project by Marek Frankowicz, Stefan Ignar, Version 2017, EURASHE_AC_LeHavre_170330-31_pres_FRANKOWICZ-IGNAR.pdf (2.2 MB) -

The main objective of the Erasmus+ Capacity Building SUSDEV project is to enhance the role of Higher Education Institutions in ensuring sustainable development of industry and society, support of national “green policies” in Russian Federation and Kazakhstan and promotion of “green culture” by means of Lifelong Learning. Specific objectives are: development of modules to foster green skills for different target groups and qualifications levels, enhancement of access of target groups to open education resources, promotion of LLL, enhancement of green culture and continuing education through training of teaching staff, external stakeholders and public administration.The project consortium wishes to synthesize - In one project - four important strands of higher education modernization, related with both EHEA priorities and national needs: -1.Curricular reform based on learning outcomes and introduction of qualification frameworks - 2.Development of lifelong learning and increased role of universities as “LLL integrators” -3.Development of new teaching and learning methodologies and support tools, including Open Educational Resources - 4.Increased importance of “green skills” in education and work. The project consortium wishes to combine “four in one”: to promote green skills through lifelong learning channels and using new IT possibilities, starting from results of previous projects concerning curriculum development and sectoral qualifications frameworks for three complementary subject areas conditioning better quality of life (ecology, food sciences and land management).