Catholic University College Limburg

1. Catholic University College Limburg Campus OLB

4. Hasselt

5. Some interesting Belgian facts • 30.514 km² surface • 10.239.085 inhabitants • 335,5/km² very high population density • 58% Flanders 32%Wallonie 10% Brussels • 8,7% non Belgian 25,8% Brussels 60% non EU • 79% Catholic Church • 23% younger than 18 • Active population (age 20-64) 6.104.028 58,6% • Unemployment rate 8% less age 25 10%

6. Welcome to Flanders

7. Education in Flanders

8. Nursery and primary education

9. Secondary education

10. Tertiary education

11. Changing structures Law on structures Association Bachelor / Master Law on Flexibilisation credit system modularisation of the system

12. Bachelor - Master New structure Profession oriented Academic Bachelor (180 ECTS) Bachelor (180 ECTS) Master (60 ECTS)

13. Flexibilisation Profession oriented bachelor Masters Bridging programme

14. ASSOCIATION KULeuven and KHLim

16. MDA GEZ HB IWT LER SAW

17. Merger 1995 Transformation Higher Education 9 small institutions 6 Departments (faculties) 6 000 Students 480 FTEs (650 staff) Tasks (by law) Education Scientific Research Community Service Arts Campuses Hasselt Diepenbeek Genk Member of the University Association Catholic University Leuven Who we are

18. 6 Departments (faculties) Commercial Sciences & Business Administration Health Care Industrial Sciences and Technology (Engineering) Media and Design Academy Social educator and Special Education Teacher Training

19. Department Social Agogical Sciences • Bachelor orthopedagogy (Social Educator/Special Education) • Regular 3 years day training • STUWER • They work with : mental, physical, sensorial…disabled people in (semi)residential settings and ambulant; youth in trouble and at risk youth prevention; youth with educational difficulties, drug/alcohol abuse problems, working with immigrants, learning problems, children, adults or old people in social need, poverty,….

20. Social challenge • Scientific and technological development. • Labour market asks for flexible employees. • Availability of the social educator increases. • Student focused education. • Learn how to learn. • Education of competences

21. Basic values • Empowerment • Emancipation • Dialogue • Christian identity

22. Social educator EXPERT IN DAILY LIFE BEING THERE, ACTING AND REFLECTING

23. Social aid/Professional intervention context O client Pedagogical/caring (concerned) surroundings

24. Framework of the education

28. Practice

29. Special activities Creativity week Nature week Reflection days International project

30. Important actual evolutions in care: • Empowerment • Inclusion • System support : P.A.B. (Personal Assistance Budget)

31. International collaboration : Romania, South-Africa, Morocco, Turkey, ….

32. www.khlim.be/saw/

33. STUWER PROJECT • Start : 2001-2003 AASSAW-project : getting more migrant students interested in studies social educator

34. Prolonging of the project 2004-2007 • Stimulating adults going studying again • Special program for workers, other ways of learning

35. Principles • STUWER translated as "launching pad", • Dutch : Studeren en Werken (study and work), of which Stuwer is an acronym. • It is a launching pad that helps along adult learners, with a specifically designed programme and a set of individualised study and life environments which will enable the learner to obtain a regular bachelor degree. • The study experience is composed of independent work and independent learning • In order to be allowed on this course the adult learner has to be over 25 years old, with work or life experience

36. In the course programme the students combine work and study in the field of the special educator or working as a employee. • The STUWER student does not follow the rhythm of the regular programme. • They have working sessions every two weeks, at Thursday evening, during 4 hours each time. • Various needs and requirements within the target group of prospective students

37. At this moment we support 3 routes in the STUWER programme. • STUwer-strand: for adult learners who need retraining. The main focus lies in study work. • stuWER-strand: for working adults who want to widen their horizon and focus on the profession of special or social educator • CVO -strand: for the special target group of adults with a so-called 'CVO- social educator degree". These students enter the course with a EQF Level 5 Degree.

38. The universities and university colleges in Flanders do not really have centres for continuous learning yet. • Obviously there are courses for graduate students, but the adult learner as such is a rather new target group in most higher education institutes. • The adult learner cannot be treated as any 18-year old undergraduate

39. The learner profile is a worker of at least 25 or older, who has not yet obtained a degree (Bachelor) in special/social education, but who does have work and life experience. To comply with the general conditions for enrolling this course are very important: • Works in the field of special/social education or is willing to start in that field • Having Dutch mandatory, both oral and written • Must be willing to study and work on an independent basis • A diploma of secondary education is mandatory for enrolment (legal requirement) or a assessment test

40. Other Grundtvig project 2003-2005 How to reach

41. Partners • Sweden : Solleftea • Spain : Melide (Galicië) • Spain : Ibi (near Alicante) • Italy (only one year) • Belgium • More information : www.khim.be/saw

43. List the difficulties and problems of his/her own institution (ie. under the framework of the project: what is the estimated level of integration of immigrants and the risks/potential for marginalization) • Low level of education /marginalization • Ambition to go studying in higher education in social sciences is low (too good social services system ???) • Language problems : (marriage and migration problem : dwelling with the tap open ?) • Financial problems of the immigrants : computer at home ? • Finding a job : high level of discrimination on the workfloor/racism ………problems with immigrant youth in trouble, criminality, polarization of different culture groups : autochthons versus immigrants

44. Describe the use of ICT in your institution (learners, teachers, staff) who ICT is or not a way to make easier/better the process of learning. • High use of ICT for communication between students, teachers, by email, school website, …. • One computer class with 24 pc’s and library with about 30 pc’s for students and staff rooms with about 15 pc’s. (for a total of 1200 people on the campus) • Most of the students have pc at home or laptop • Development of a wireless network at the campus • Learning environment : Toledo (Blackboard) • http://bb.khlim.be

45. Expectations • Learning about each culture and educational goals in working with adult students. • What are the advantages and disadvantages of virtual learning environments and how can you use it for optimalization of the learning process. • How can ICT help with distance learning with adults who have problems with mobility to the school (work, family,….)