View
215
Download
0
Tags:
Embed Size (px)
Citation preview
TenCompetence@UNESCO-IHE implications and challenges
TENCompetence Lifelong Learning workshop, Utrecht, 23 April 2009
Erick de Jong Carel Keuls
2
Global Developments
We live in a rapid changing world
People have to learn and to adapt in order to cope with changed jobs, tasks and technologies
Massification of higher education
Grow of knowledge based economies
Expansion of information technology
3
Life Long Learning
Is needed:• to be kept up to date, or• to attain a new set of competences, or• to upgrade current competences to a higher level, or• to match competences on other job profiles, because current job is
not in demand any more.
Is needed for Continuous Professional Development (CPD)
The Personal Competence Manager is a tool to assist the learner
4
Implications of LLL for knowledge providers
Flexibility of choice
Modern didactic approaches
5
Problem based approach
professionals who have:
knowledge more clearly linked to their specific areas of application;
the ability to continue to learn throughout their career;
the ability to work in multidisciplinary teams;
the ability to effectively articulate and communicate their ideas
Life long learning
6
Current Master programmes UNESCO-IHE
Water Management
Water Science & Engineering
Environmental Science
Municipal Water & Infrastructure
Water Resources Management
Water Services Management
Water Conflict Management
Water Quality Management
Hydraulic Engineering- Coastal Eng. and Port Develop.
Hydraulic Engineering- Land and Water Development
Hydraulic Engineering and River Basin Development
Hydroinformatics
Hydrology and Water Resources
Environmental Science and Technology
Environmental Planning and Management
Limnology and Wetland Ecosystems
Water Quality Management
Water Supply Engineering
Sanitary Engineering
Integrated Urban Management
7
8
Regular and Tailor-made Short Courses - Examples
Project Management
Operations Management
Strategic Management and PPPs
Change Management
Urban Drainage in Developing Countries
Solid Waste Management
Water Transport and Distribution
Environmental Planning
Water Law and Institutions
Applied Modelling & MWR
Integrated Coastal Zone Management
Tailored
Specialized
Strategic
Managerial
Operational
Multidisciplinary
Cross-boundary
State-of-the-art
9
Online courses
Wetland Management
Wetlands for Water Quality
Public and Private Partnerships
Flood Modelling for Management
Water Transport & Distribution
Integrated River Basin Management
Water & Environmental Law and Policy
Integrated Coastal Zone Management
Cleaner Production & the Water Cycle
Eco-sanitation
SOMIS
www.unesco-ihe.org/education
10
MSc Education in Delft shifts towards joint MSc and research programs
with capable partner institutions worldwide
Increasing development and use of e-learning
Research and capacity building intensifies with partner institutions
Involvement with international and intergovernmental water sector
policy forums (N–S, S–S, S–N)
Greater involvement with the private sector
Immediate challenge - fellowships
Working in Partnership
12
‘Professional Competence model’ from Graham Cheetham and Geoff Chivers.
13
Staff training
• BTQ programme
• E-learning support
14
E-learning environment
Electronic learning platform
Modern fully equipped classrooms
Laptops for students
Infrastructure for
Innovative delivery
15
Without sufficient qualified professionals to manage water resources and to address water challenges any other investment is at risk
16
UNESCO-IHE specifics• Learners from developing countries
– Certification is crucial: diploma is ticket to a better future– Teacher oriented: they are, we are,
but they are and will be changing …
• Self reflection and self development planning are not ‘universal values’ (yet)
• We mainly provide formal education:– MSc, PhD programs and degrees– Diversity in (short) Courses
17
Life Long Learner: I want to learn!
formal learning
Competences/Digital Support
informal learning
Professional
associations
CoP’s, webcommunities
TenCompetence’s triggers … (1)
Professional domain
WATER SECTOR
18
TenCompetence’s triggers … (2)
(water) professional(water) professional education
How to match learning need and demand?
Topic based Grade requirements Unclear mix of
Cognitive/Skills/Attitude
Competence as base for the bridging
My Development Plan
My e-Portfolio
Sector Educational learning opportunities
1. Who is “the water professional”: what kind of jobs; tasks, responsibilities, skills, competence profile,
competences, etc.
2. What competence profile(s) and competences
are needed (in positions that UNESCO-IHE educates for)?
3. Can we deliver all competences? At all levels? If not, what competences do
we build and support?4. How are our educational offerings related to these
competences? What competence does each educational unit work
towards?
5. We work with learning goals …. How are they
related to the competence concept and what specific
competence and level?
6. When accepting learner orientedness of your
education, what does that mean for the flexibility that you offer? How far can and
should you go? 7. If UNESCO-IHE is only part of the life-long-learning track of a water professional, how can we optimise life-long-learning
offerings with other service providers?
19
TenCompetence’s triggers … (3)Questions:• Who is “the water professional”: what kind of jobs; tasks,
responsibilities, skills, etc.• What competences are needed (in positions that UNESCO-IHE
educates for)• Can we deliver all competences? At all levels? If not, what
competences do we build and support?• How are our educational offerings related to these competences? What
competence does each educational unit work towards?• We work with learning goals …. How are they related to the
competence concept and what specific competence and level?• When accepting learner orientedness of your education, what does that
mean for the flexibility that you offer? How far can and should you go?• If UNESCO-IHE is only part of the life-long-learning track of a water
professional, how can we optimise life-long-learning offerings with other service providers?
20
TenCompetence’s triggers … (4)
Two pilots at UNESCO-IHE
Flood Modelling for Management
and
Decision Support for River Basin management
• Teacher vs learner centered learning path
• Topic -> competence based UOL
• Enabling sharing of resources by participants
• Community support tools
Unfortunately only partly use and testing of tools
21
TenCompetence Infra/Tools(water) professional(water) professional education How to match learning
need and demand?
WebPDP:My Development Plan
Goal orientation/goal selection
Competence profiles
Competence X..N
Water Professional Community
Activities:Learning actions
Assessm
ents - Q
TI
Formal courses, trainings, etc
Informal expert support communities, learner communities, experience cases,etc
LearnWeb:Share my experience
Informal Learning
material repository
My e-PortfolioFormalLearning
material repository
ReCourse
22
Conclusions• The TenCompetence concepts and model of LLL fits with a future vision on
diminishing water illiteracy
• The TenCompetence infrastructure confronts you with basic educational, organisational and strategic business questions
• TenCompetence needs an application domain .. otherwise it is an empty container
• It provides new opportunities to develop and deliver learning services to LL Learners
• It could be an idea to team up with other providers of (water) professional learning services (e.g. associations, update course providers, etc.)
• What appears most difficult is the change of mindset in your own organisation, not the use of the tools… TenCompetence triggers that change!
23
Thank you!