Innovation in Academic Training in Europe – How the Common Points of Reference from NICE are being

Used

Sif Einarsdóttir6th NICE Conference in Bratislava – May 28, 2015

NICE partners location 2

From the Global to the Local

Use of NICE Common Points of Reference

3

NICE Common points of reference - CPR

NICE 1 Handbook (2012)

NICE Professional Roles

NICE Core Competences

NICE Curriculum (Framework)

Fruitful methods of teaching, learning and assessment (Collection)

NICE 2 Handbook (2015)

NICE Memorandum

European Competence Standards

4

NICE Core Competences – developing local programmes 5

Jyväskylä University of Applied Sciences, Finland

• modified the counsellor education based on the NICE Core

Competences for students starting 2013 (Jukka Lerkkanen,

Newsletter 2, 2014).

• made plans how to apply the new NICE standards to the continuing

education program (Seija Koskela, Newsletter 3, 2015)

NICE Core Competences - developing local programms

The Danube University Krems, in Austria

has undertaken a revisions of its post-graduate study program

based on the Nice Competences

(Monika Petermandl, Newsletter 3, 2015)

6

NICE Core Competences - developing local programmes

Vytautas Magnus University, Lithuania

enriched courses as an outcome of comparison

with the NICE core competences in relation to the

professional roles. Used the CPR´s quite extensively.

7

NICE Core Competences - developing local programmes

VIA University College, Denmark

Have made revisions of the curriculum for the Diploma

programme in relation to quality assurance of the education

(Rita Buhl & Randi Boelskifte, Newsletter 3, 2015)

8

NICE Core Competences - developing local programmes

University of Amsterdam, Netherlands

First master level course on coaching psychology

launched, developed with regard to NICE

competences (Tim Theeboom, Annelies E.M.

Van Vianen and Bianca Beersma, Newsletter 3, 2014)

University of Ljubljana, Slovenia

NICE professional roles, and competences used in the

Modular training of lifelong career counsellors

(called MUKS) (Andrej Kohont)

9

NICE Core Competences – developing new programms

University College of Lillehammer and University College of Buskerud and Vestfold, Norway

Have established a new MA program. Experts from Denmark, England, Finland, Iceland and Germany were invited for consultation (Torild Schulstok, Peter Plant & Peter Weber, Newsletter, 2, 2014).

10

NICE Core Competences – developing new programs

Szent István University and Eötvös Loránd Science University, Hungary

planning to re-establish BA programs NICE peer learning event for curricular development conducted.

Other BA programs have joined in.

HdBA Mannheim, Germany and Jagiellonian University Poland, Malmö University, Sweden

The new European Standards describing the three cycles of higher education are being applied in this work already.

11

NICE Core Competences – developing new programs

University of Faroe Islands

Used the competences and curricular framework to design a new MA program and communicate about modular development with teachers recruited from the Nordic/Baltic VALA network.

12

NICE Core Competences – regional applications

At the University of Padova a post-graduate course has been designed based on the reflections done in NICE, ESVDC, the Life Design International Group and the University Network on Counselling of 30 HEIs in Italy (Laura Nota and Lea Ferrari, Newsletter 2, 2014)

The NICE curriculum framework was introduced in a network meeting of 16 Spanish universities to discuss competences and training curricula (Luis M. Sobrado Fernandez, Newsletter 2, 2014)

A network of 15 CGC programs in the Nordic and Baltic countries –VALA, used the NICE competences to systematically compare the programs to prepare joint module development and future vision, (Sif Einarsdóttir, Newsletter 2, 2014).

13

NICE Core Competences – regional and international applications

The Core Competences were used to re-write the Scottish Bench-mark Statement for CGC education issued by the Quality Assurance Agency for Higher Education and to redesign the program at the University of the West of Scotland. (Graham Allen & Janet Moffet, Newsletter 2, 2014).

CPR´s were used in the re-evaluation of the MA program at CanterburyChrist University in England and for cross- referencing to national professional bodies standards in the UK (Poster presented at theIstanbul NICE conference, 2013).

University of Bordeaux use Core Competences to develop international modules to jointly implement with other universities (Jacques Pouyaud, Newsletter 2, 2014).

In Germany CPR´s were used to develop a quality framework for counsellors

14

NICE Professional Roles – Reaching out to stakeholders

NICE roles and competences were introduced in an International conferences on Education of Career Counsellors in Slovakia (Stefan Vendel, Newsletter 2 2014).

The role of professionalism from NICE model was a focus of a talk in conferences with practitioners and policy makers in Finland (Rachel Mulvey Newsletter, 2 2014)

I use the NICE model or the NICE flower to help myself and listener (students and practitioners) to keep in mind how broad career guidance is (Rie Thompsen, Newsletter 2, 2014)

The NICE handbook has been used for reflections and discussions among CGC students in further training and among counsellors in Sweden (Anders Lovén, Newsletter 2 2014)

Two recent research reports from the Finnish Institute for Educational Research provide relevant background material for the NICE Social (Career) Systems Development Competences (Raimo Vuorinen, Newsletter 3 2015)

15

Summary of applications of CPR

Informal referents or benchmarks in development - Explicit relation to formal quality assurance procedures

Systematic use to model new program design – Selective use of relevant parts of model were improvements/change are needed

Core competences most often used, also curricular framework mentioned

Curricular framework helpful benchmarks but may not fit national, institutional conceptualization and qualifications frameworks

Collection of Fruitful methods of teaching, learning and assessment not used much yet – work in progress?• Collection from NICE members, started• Systematically related to the competence model• Comprehensive but more examples needed• Not yet readily assessable and coherently presented• Important foundation for future work and joint design of modules and collaboration in teaching

16

Evaluation of applications of CPR

The approach of developing core common competences seems to have been successful

Used in various ways as suitable each time at local institutions

Open and flexible enough to take historical, contextual differences and traditions into account

Clear contained model useful for communication – common language

Springboard for future collaboration, innovations in teaching and internationalization of programmes

17

Collaborative approach in the implementation of the NICE CPR´s

Peer – Learning Framework

Peer Learning – why?

Resources in the NICE community• Experience and expertise of in program development

• Professional ties

• Co-operative culture (Petermandl, 2014)

Peer – learning for quality development, perspectives• Organization and quality management

• Collegial counselling – peer supervision

• Education

Peer learning

“the acquisition of knowledge and skill through active helping and supporting

among status equals or matched companions” (Topping, 2001; 2005)

Peer Learning Group

Team Members

20

Mia Lindberg and Frida Wikstrand - Sweden

Lucy Hearne – Ireland

Margit Raimmo and Ande Magus - Estonia

Istvan Kiss - Hungary

Sif Einarsdóttir – Iceland

Peter Weber – GermanyS

Anda Zvigile - Latvia

Torild Schulstock - Norway

Andrej Kohont – Slovenia

Purpose and foundation of PL group work

Purpose• Create a framework to guide (NICE) colleagues in their co-operation when

developing program (s)

Foundation• Common Points of References (CPR) – NICE Handbook (2012) ECS and

Memorandum, NICE handbook (2015)

• NICE Network – connections, collaborative culture

• Case studies of peer learning activities among NICE members Hungary – development of BA programs

Mannheim – BA programs in general

University of Bordeaux- internationalization

(Norway – New MA program)

Peer Learning Framework - Guidelines

1. Preparation • Identifying and agreeing on the aim and objectives of the PLA• Deciding location, time and type of activity• Sharing of material, documents and relevant information

2. Implementation • Refining common goals and objectives• Building trust and collaborative relationships• Moderation of the PLA• Recording of the PLA• Deciding next steps (short and long-term outcomes) in the PLA

3. Evaluation and follow-up • Evaluating the outcomes of the PLA for members in the group• Follow-up on PLA after the event

22

Challenges in conduction Peer- Learning groups

Identifying and contacting possible PLA partners

Trust and collaboration of equals

Diversity

Language

Use of on-line technology

Time, follow up and sustainability

23

Summary and conclusion

The NICE journey has just begun

The destination is clear – Memorandum

A common vehicle has been built – CPR and collaborative culture

The path is unclear but is being paved -Knowledge alliance and Sustainable NICE

The fuel that keeps the engine running – need and willingness to improve programs and professionalise Career Guidance and Counselling

24

Thank you and bon voyage!

25