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ENUCE

ENUCE. E stonian N etwork for U niversity C ontinuing E ducation. Ülle Kesli ulle.kesli@ut.ee. ENUCE. was established in 30 January 2001 in Tartu as an informal and voluntary union of 8 Estonian universities. Members in 2006. Estonian Academy of Arts

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ENUCE

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  1. ENUCE Estonian Network for University Continuing Education Ülle Kesli ulle.kesli@ut.ee

  2. ENUCE was established in 30 January 2001 in Tartu as an informal and voluntary union of 8 Estonian universities

  3. Members in 2006 • Estonian Academy of Arts • Estonian Academy of Music and Theatre • Estonian University of Life Sciences • Tallinn University • Tallinn University of Technology • University of Tartu

  4. ENUCE acts through • meetings twice a year (the leading role is rotating) • e-mailing list for sharing information and holding discussion • common activities that are agreed on for each year (task forces with appointed leaders and responsible teams for certain time)

  5. Aims • To promote the idea of important role of the UCE in Estonian Universities through • co-operation among universities' management and academic staff • joint conferences and seminars • To enhance staff development in • open and distance teaching • adult and continuing education • joint courses and publications • To facilitate joint activities focused on the development of Quality Assurance Systems in UCE • To facilitate links between UCE and society

  6. Possible areas of cooperation • Exchange of information • Research in UCE • development of UCEproject managers and teaching staff • Participation in working out legal acts regulating UCE • Publications on UCE Evaluation of UCE management systems • Mutual recognition of qualifications • Joint courses

  7. Pros & cons of informal network Pros • informal cooperation requires less formalities and bureaucracy • lower level participation • lower costs Cons • no leader to keep the network active (rotating leader has other responsibilities, lack of time, etc) • network cannot lead the projects • lower influence in decision-making process

  8. Quality assurance More attention to the • motivation of academic staff • skills of teachers and administrators • curricula and continuing education programmes

  9. Motivation of academic staff • for developing • continuing education courses • courses for adults • ICT based courses • using new methods • financial and technical support in development phase of e-courses • support in tutoring • etc

  10. Skills of teachers and administrators • courses for • teachers • administrators • programme leaders • support staff • customer-oriented attitude

  11. Curricula and continuing education programmes • composing and development phase • programme leaders (responsible for the development and management) • advising councils (representatives of employers, students, professionals, academics) • balance between • lessons and independent work • theory and practical skills • requirements for the • study materials • handouts

  12. Thank you! ulle.kesli@ut.ee

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