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Erasmus+ : the state of play

Erasmus+ : the state of play. David Hibler, British Council. www.britishcouncil.org/erasmus. Ambitions. simplify current education and training programme structure i mprove access and reinforce lifelong learning aspect simplify operation/implementation

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Erasmus+ : the state of play

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  1. Erasmus+ : the state of play David Hibler, British Council www.britishcouncil.org/erasmus

  2. Ambitions • simplify current education and training programme structure • improve access and reinforce lifelong learning aspect • simplify operation/implementation • broaden scope for structured partnerships (including between different sectors and with business) With the support of the Lifelong Learning Programme of the European Union

  3. Leonardo Edulink Comenius Youth in Action Alfa Grundtvig Tempus Erasmus Erasmus Mundus Erasmus+ 1 Learning Mobility Structure • + Specific activities: Jean Monnet Sport 2007-2013 3Policy support 2Cooperation 2014-2020 With the support of the Lifelong Learning Programme of the European Union

  4. Key Action 1: Learning Mobility (63%) • remains core element of programme • significant share of budget • aspiration to support c 4m (2m HE students) individuals, c 135,000 international • strong emphasis on mobility in HE • mobility within coherent institutional development strategy • quality as a criterion of funding (content, teaching and learning methods, recognition, preparation…) • Erasmus Masters student loan guarantee scheme With the support of the Lifelong Learning Programme of the European Union

  5. Key Action 2: Co-operation for innovation and good practice (28%) • Strategic partnerships, incorporating mobility between education establishments and other relevant bodies • large scale partnerships between HE and business (‘Knowledge Alliances’) – aim to increase Europe’s capacity for innovation • IT support platforms – includes e-courses and virtual mobility • capacity-building in third countries (focus on neighbourhood countries) to enhance quality, relevance and governance of HE – link to mobility – to incorporate other HE programmes of the EC With the support of the Lifelong Learning Programme of the European Union

  6. Key Action 3: Support for policy reform (4%) • support to activities which help develop and direct EU agenda for education, training and youth • support to specific policy agendas for thematic priorities (including modernisation, Bologna Process) • greater policy dialogue with third countries and neighbourhood countries With the support of the Lifelong Learning Programme of the European Union

  7. The Budget • c €15bn • 30+% increase on equivalent budget With the support of the Lifelong Learning Programme of the European Union

  8. Implementation: • emphasis on streamlining, simplification and performance-based allocation • reduction in types of activity, 75 to 11 (4 mobility, 4 co-operation and 3 policy support) • more flat-rate grants, especially for mobility • budget allocation for international dimension to follow demographic, development and policy priorities for EU external action

  9. Strengths of the new programme • significant budget increase • enlargement of geographic scope • integration of EU HE programmes • support for European Masters level degree mobility • simplification of administration and management • greater decentralisation • increased support for university-business co-operation

  10. What now (we think)? • Legal Basis to be adopted November • First Call in December – deadlines March (KA1) and April (KA2) • Allocation of budget by external instruments to be multi-annual (Yrs 1-4 and 5-7) • December 2013 Call may not include international element but joint degrees (as EM) will figure • Meanwhile the work of drafting implementation details goes on… www.britishcouncil.org/erasmus-benefits

  11. Questions? www.britishcouncil.org/erasmus

  12. Good Practice in International Work Placements John Reilly University of Kent, UK Bologna Expert Edinburgh and Manchester November 2013 With the support of the Lifelong Learning Programme of the European Union

  13. Pointers to good practice • and • Key responsibilities With the support of the Lifelong Learning Programme of the European Union

  14. Curriculum integration – • essential • whether the Placement is compulsory or optional With the support of the Lifelong Learning Programme of the European Union

  15. Different perspectives? • Students • HEI • Department • Placement provider - employer • Staff With the support of the Lifelong Learning Programme of the European Union

  16. Preparation • Guides – Procedures – Documentation for: • Students • Placement providers - employers • HEIs • Departments • Staff With the support of the Lifelong Learning Programme of the European Union

  17. Finding the Placement • Student initiative • HEI Placement office or Careers service • International partners and former Placement providers • National Agencies • International companies • Alumni • Placement agencies • Responsibilities and support • Student • HEIs • Department • Staff • Placement provider - employer With the support of the Lifelong Learning Programme of the European Union

  18. Approving the Placement • How? • Who? • When? • Formal record – where? With the support of the Lifelong Learning Programme of the European Union

  19. Contact with Placement provider • Student • HEI • Placement tutor • Shared and full details of all contacts – possibly • two institutional – academic and administrative • – two Placement providers – Manager and Mentor

  20. The Placement • Clear – shared - written description stating: • the expectations and requirements for the Placement • the intended Learning Outcomes – Generic and Subject Specific With the support of the Lifelong Learning Programme of the European Union

  21. Formal Agreement (Training agreement) • May have generic sections but should be specific to the individual student covering: • Detailed job description • Intended Learning Outcomes • Monitoring and Assessment plan • Arrangements for the award of Credits and Academic Recognition • Procedures for grievances and termination • Signed by three parties: • Student • Placement Provider • HEI With the support of the Lifelong Learning Programme of the European Union

  22. Monitoring arrangements • Remember the student remains a student • Monitoring arrangements should be published and shared • Best practice suggests at least one visit (preferably two) if a full-year placement • Regular structured contact with student and Placement provider • All contacts documented however briefly With the support of the Lifelong Learning Programme of the European Union

  23. Evaluation – Assessment procedures • Must be published in advance • Should involve assessment of the Learning Outcomes related to the Placement • Indicate the role of the Placement provider in assessment • Include a structured written evaluative report from the Placement provider With the support of the Lifelong Learning Programme of the European Union

  24. Academic Recognition • Credits should be awarded if the placement is completed satisfactorily • Good practice is to award grades • Remember that, in the future, graduate and employer will expect evidence that Learning Outcomes for the placement have been achieved and recognised With the support of the Lifelong Learning Programme of the European Union

  25. Post Placement? • Feedback – Review – Share • Student↔Placement provider • Student ↔Placement tutor ↔Department • Placement tutor ↔ Placement provider With the support of the Lifelong Learning Programme of the European Union

  26. Staff Development? • Work Placements need professional management • HEI and Department should ensure that Placement tutors and administrative staff have effective training and staff development for work based learning and relations with Placement providers With the support of the Lifelong Learning Programme of the European Union

  27. Remember: • Quality commitment for Erasmus Student Placements With the support of the Lifelong Learning Programme of the European Union

  28. Quality commitment for Erasmus student placements • The sending higher education institution undertakes to: • Define the learning outcomes of the placement in terms of the knowledge, skills and competences to be acquired • Assist the student in choosing the appropriate host organisation, project duration and placement content to achieve these learning outcomes • Select students on the basis of clearly defined and transparent criteria and procedures • Sign a placement contract with the selected students • Prepare students for the practical, professional and cultural life of the host country in particular through language training tailored to meet their occupational needs • Provide logistical support to students – travel arrangements, visa, accommodation, residence or work-permits, social security cover and insurance With the support of the Lifelong Learning Programme of the European Union

  29. Give full recognition for satisfactory completion of activities specified in the Training Agreement • Evaluate with each student the personal and professional development achieved through participation in the placement The sending institution and host organisation jointly undertake to: • Negotiate and agree a tailor-made Training Agreement (including the programme of the placement and the recognition arrangements) for each student and the adequate mentoring arrangements • Monitor the progress of the placement and take appropriate action if required

  30. The host organisation undertakes to: • Assign to students tasks and responsibilities (as stipulated in the Training Agreement) to match their knowledge, skills, competencies and training objectives and ensure that appropriate equipment and support is available • Draw a contract or equivalent document for the placement in accordance with the requirements of the national legislation • Appoint a mentor to advise students, help them with their integration in the host environment and monitor their training progress • Provide practical support if required, check appropriate insurance cover and facilitate understanding of the culture of the host country With the support of the Lifelong Learning Programme of the European Union

  31. The student undertakes to: • Comply with all arrangements negotiated for his/her placement and to do his/her best to make the placement a success • Abide by the rules and regulations of the host organisation, its normal working hours, code of conduct and rules of confidentiality • Communicate with the sending institution about any problem or changes regarding the placement • Submit a report in the specified format and any required supporting documents at the end of the placement With the support of the Lifelong Learning Programme of the European Union

  32. QAA Quality Code section B10 – • – “Managing Higher Education provision with others” – required reading!! • – Provides a useful list of further reading • QAA Code of practice for Placement Learning • – still available - a valuable guide With the support of the Lifelong Learning Programme of the European Union

  33. THANK YOU

  34. International Work Placements: Good practice Case Study Sheffield Hallam University Simon Sweeney University of York, UK Bologna Expert Edinburgh and Manchester November 2013 With the support of the Lifelong Learning Programme of the European Union

  35. Work Placements at Sheffield Hallam • Established integral part of 4 year programmes • Home (UK placements) are majority but • International Work Placements obligatory in: • BA(Hons) International Business & Language • BA(Hons) Languages with International Business/Marketing/Tourism/TESOL • Typically between 40-70 students per year With the support of the Lifelong Learning Programme of the European Union

  36. Structure of Sheffield Hallam University Language Courses Year 1 SHU Year 2 COMPULSORY STUDY SEMESTER ABROAD SHU COMPULSORY WORK PLACEMENT ABROAD Year 3 SHU Year 4 With the support of the Lifelong Learning Programme of the European Union

  37. Good practice Pre-departure • Strong academic involvement for support and guidance in professional, linguistic and pastoral terms - also ensuring excellent application documents • Employability strand embedded in Programme • Coaching to help students apply for placements • Foreign language classes in Years 1-2, credit bearing modules • Language Courses Leader holds two information sessions in Year 1 and 2 with input from Final Year students • Academic & Professional advisors for all students in Years 1 & 2 With the support of the Lifelong Learning Programme of the European Union

  38. Good practice Pre-departure • Year 2 Employability strand focuses on preparation, CV, cover letters, interview techniques, and cultural awareness. Discrete weekly sessions to provide support with the above. • Year 2 language assessment focus on TL and designed to reflect preparation for study abroad • Regular Language Society events involving returning students, prospective Work Placement students, Study Abroad students and incoming Erasmus students - enhancing cohort identity across different years • Learning Agreement/Contract between student/placement provider/Sheffield Hallam University With the support of the Lifelong Learning Programme of the European Union

  39. Good practice while abroad • Work Placement Officers in regular email/phone contact with students and company staff/work supervisor • Work Placement Officers visit once during each placement to interview students and work supervisor, to assess progress and compatibility with Learning Agreement • Work Placement coursework designed to encourage reflection on country, cultural and employment contexts, personal and professional development • Student receives Health & Safety induction • Students produce reflective diary and 3,000 word report for assessment, focusing on in-company role • Placement students encouraged to support Year 2 students with information about foreign country/city/placement company With the support of the Lifelong Learning Programme of the European Union

  40. Good practice post-placement • Final Year students encouraged to share experiences with Year 1 and 2 students – extracurricular activities, and sessions organised by Language Tutors • Students encouraged to maintain contact with placement provider for references, etc. • Languages Alumni often in contact with tutors and undergraduate students via Linkedin and Alumni events, networking possibilities, advice on graduate employment With the support of the Lifelong Learning Programme of the European Union

  41. Key recommendation to make good practice best practice • The entire placement year should be credit bearing and recorded in Diploma Supplement with 120 UK credits/60 ECTS • Students on 4 year Bachelor programmes should graduate with 480 credits/240 ECTS • This recommendation accords with Erasmus Charter for Higher Education (ECHE) and EHEA/Bologna principles and practice With the support of the Lifelong Learning Programme of the European Union

  42. A specific example of success • Kate Lewis - 12 month placement in France compulsory part of BA International Business and French has established French market from scratch for Thermal Transfer Solutions creating 15 new dealerships with potential £1.5m export business. • This is the power of language skills developed for the workplace With the support of the Lifelong Learning Programme of the European Union

  43. Overall success • SHU International Business and language undergraduates have one of the most internationalised student experiences available in the UK • Excellent links with companies, high-quality work placements, many multinational firms • Employability skills and career prospects fully enhanced • Graduates working in Europe, China, India, Australia, USA and Latin America • Language degree programme recruitment up 40% With the support of the Lifelong Learning Programme of the European Union

  44. Examples of Sheffield Hallam University Alumni • General Manager Latin America at BT (Brazil HQ) • General Manager at Regus (Sydney HQ, Australia) • Director for CEB (London) • Associate Director at Gardiner & Theobald (Copenhagen) • Senior Account Manager at Colt Technology Services (Paris) • Associate Director - International at Harper Dennis Hobbs (London) With the support of the Lifelong Learning Programme of the European Union

  45. With thanks to • Cristina López Moreno – Language Courses Leader at Sheffield Business School, Sheffield Hallam University • Rachel Bower – Senior Lecturer French and Business English, Academic Coordinator of University Language Scheme and Placement Officer (France) • Viv Thom – Education Developer QESS Sheffield Hallam University With the support of the Lifelong Learning Programme of the European Union

  46. InternationalWork Placements: The Academic Perspective The University of Bath and the academic Programme in Architecture A Case Study Dyfed Griffiths, Bologna Expert With the support of the Lifelong Learning Programme of the European Union

  47. Placement Learning: • International work placements: An academic Perspective The University of Bath With the support of the Lifelong Learning Programme of the European Union

  48. Relevance of Placement Learning to Architecture • The essential contributing component within the discipline of Architecture that determines the capability and competence for Practice, • To evolve a set of specific competences that contribute to the demonstration of the Graduate attributes appropriate to the academic award and progression to a higher qualification. • Determined by the requirement to meet the standards of a commonly held professional qualification, within which all Practice-based learning is a prominent component. • International placements may be variable by virtue of cultural and linguistic factors but their place within the overall experience and progression of the individual in an era of increasing International influence is significant. With the support of the Lifelong Learning Programme of the European Union

  49. The Institutional Agenda - The University of Bath • Part of the distinctive academic offering that the University promotes is based upon: • a rich heritage of partnerships supporting research and student placements; • an outward-facing approach attuned to evolving global agenda. • equipping students to meet the evolving needs of employers. With the support of the Lifelong Learning Programme of the European Union

  50. The Mobility Agenda & ‘Internationalisation’ • Enhancing the capacity for international engagement and leadership: • Increasing mobility and inter-cultural support for established and early career researchers will help to raise their international profile and expand their research networks. • Supporting collaborative bilateral and multilateral research opportunities, symposia and colloquia, will strengthen our international networks. • Extending opportunities for undergraduate and postgraduate mobility to enhance their employability in the global recruitment market and create the networks of the future. With the support of the Lifelong Learning Programme of the European Union

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