COHAB

1. COHAB Co-ordination and integration of highereducation and the labourmarketaround the South Baltic Sea By Martin Skude Rasmussen

2. The Project in brief • 3-year project • Total budget of 1.478.000 € • 7 partners in 5 countries • 6 associatedorganizations • 3 maincomponents • 2 educations – nurse and teacher

3. The background for of project • Lowlevel of mobilityaround the South BalticSea • Educationalmobility • Labourmarketmobility • A whish of improving the mobility

4. The importance of improving the mobility • Cultural, educational, and labourmarketcoherence of the BalticSeaarea • Greaterculturalunderstanding • Greatereducational integration • Economiccompetetivenesswithother regions – more flexiblelabourmarkets

5. How to improveeducational and labourmarketmobility? • First step • A need to find out whythere is a lowlevel of mobility

6. Component 3: Identification of barriers for mobility The followingactivitieswilltakeplace in Component 3: • Identification of barriers for mobility (primarilyeducational) • RecruiterSurvey for identification of myths and barriers (primarilylabour-market) • Comparative analyses of the region and the educationsinvolved in the project

7. Identification of barriers for mobility • Fourbarriers for mobility have alreadybeenidentified: • Curricula and educationalstructures • Lacking knowledge and preconceptions of culture and labour market conditions • Insufficient languagecompetencies • Logistics – travelling – (the creativelearning model) • Furtherinvestigationsinto barrieres for mobility

8. The creativelearning model • The parallel teachingconcept • Distant learning – E-learning (virtual platform) • Face to facelearning

9. Recruitersurvey • Will focuson the barriers and myths from the recruiter point of view • Necessary to knowwhatbarriers the recruitinglabourmarketorganizationsfocuseson

10. Comparative analyses of the region and educationsinvolved • An overall comparison of the countriesinvolved in the project (macrolevel) • In depthscomparisons of the educationalstructures and content of the teaching and nursingeducations (microlevel)

11. How to improveeducational and labourmarketmobilty? • Second step • Greater regional cooperation and understanding

12. StaffMobility and cooperation • The followingactivitieswilltakeplace in component 4: • Study visits for the staff in the projectgroups • Training of the staff in new technologies (parallel teaching) • Development of virtual courses for teacher and nursing students • Development of summer schoolcourse • Student expectationsurvey

13. StaffStudy Visits • Eachprojectgroupmemberwillparticipate in twostudy visits • Enhance the regional awareness of the staff • Facilitatehigherdegree of understanding and cooperationamong the staff

14. Training in New Technologies • Training in using and becomingfamiliarwith the parallel teachingequipment • Not only a technologicalchallenge!

15. Development of virtual courses • Duration of one semester • Buildon the findings in component 3 • Creation of learningobjectives • Enhance the regional awareness of the students • Enhance the professional skills of the students

16. Development of summer schools • Twoweeks of duration • One summer school for teaching students and one for nursing students • Intensive course – both professional and interculturalcontent • ECTS - credits

17. Student ExpectationSurvey • Whatexpectations do the students have to the outcomes of the virtual courses and summer school • Will beevaluated in component 5

18. How to improveeducational and labourmarketmobility? • Third step • Student mobility

19. Student Mobility • The followingactiviteswilltakeplace in component 5: • Virtual courseswillbetaught • Use of the creativelearning model - blended • Participation in summer schools • Student study visits • Quantitativesurveybasedonlearningoutcomes

20. Virtual Courses – parallel teaching • One teacher – different locations • Changingteachers • Professional as well as cultural – historiccontent • Bridge Building in the region • Enhancinglanguageskills – English as linguafranca

21. E-learning • Each student will have acces to a virtual learning platform • Geographically independent • Acces to shared information and learningobjectives

22. Summer Schools • One summer school per profession – 2 weeks • Livingwith students from the region • One class – one region • Breakingdown the curricula barrier • Enhancinglingusticcompetencies • ECTS - credits • The creativelearning model – face/facelearning, parallel teaching, and distant E-learning – blended learning

23. Student Study Visits • Kick off in the second semester of 2013 • Furthercultural and historicalunderstanding • Visit to localrecruiters and Universities • Enhancelinguisticcompetencies • Bridge Building the region

24. QuantitativeSurveyBasedonLearningOutcomes • Evaluation of the courses – from the student angle • Evaluation is basedon the learningoutcome

25. Main Points • Lowlevels of mobility – a whish to increase • Facilitateculturalknowledge and understanding • Breakingdownbarriers • The creativelearning model – students as well as staff

26. Thankyou for your attention!