DIMENSION II DEVELOPING TALENTS, SKILLS AND COMPETENCIES REFLECTING REGIONAL NEEDS
Strategies, policies and mechanisms for developing talents, skills and competencies which reflect regional needs
Embedding regional aspects in teaching and learning can bring benefits to regional communities as well as to the UAS. Teaching and learning contribute to regional communities through occupational trainings, “engaged” teaching courses for students (e.g. service-learning), internships, work-integrated / work-based learning and co-creation of the new curriculum with community / regional representatives including people from business and NGOs. UAS can align study programmes with regional needs and opportunities. The regional actors can participate in study programme design (That is in line with ESG 1.2). The regional actors can be involved in study programme delivery (e.g. lectures from business, mentoring, internship, guest lectures, supervisor of thesis etc.). Development of regionally oriented skills and competencies can include public lectures, professional education and adult learning provision, capacity building, continuing education programmes, clinical programmes, practical education for citizenship, etc. (and universities / academies of the Third Age). The regional economy can be also stimulated by reskilling and upskilling regional human resources as well as by participation of UAS in schemes promoting the training and placement of high-level graduates in businesses.
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II.1. Offering study programmes in accordance with regional interests and opportunities
UAS offers formal study programmes and it should consider their links to regional interests or opportunities. How relevant is an offer of study programmes to the region and how are regional stakeholders involved in the teaching and learning process at your UAS?
II.1.1. do study programmes offer address regional needs, interests and opportunities?
According to ESG 1.2. UAS should offer study programmes (which leads to degree) that match regional needs, interests and opportunities. If study programmes have at least some purposeful connections with regional needs, you should take them into account. It is not necessary to achieve 100% match. Consider if it is relevant for your UAS / region.
Example of level 5: All or almost all study programmes offered by UAS address (at least in some parts) regional needs, interests and opportunities.
Example of level 3: The majority of study programmes offered by UAS address (at least in some parts) regional needs, interests and opportunities.
II.1.2. are regional stakeholders involved in UAS education and training policy-making?
Please consider that the question is focused specifically on UAS learning and teaching policies and that UAS should invite key regional stakeholders into the process of the development of such policies. They could represent public as well as private sectors (important employers, regional representatives, etc.) You could also provide a qualitative description of the involvement and types of stakeholders who are/were involved. This question is focused on strategic decision-making regarding education and training.
Example of level 5: Key regional stakeholders are involved into the process of learning and teaching policy substantially.
Example of level 3: Key regional stakeholders are involved into the process of learning and teaching policy to a limited extent.
II.1.3. is the UAS addressing in regional labour market needs and opportunities?
This question asks specifically if UAS study programmes respond to regional labour market needs or if UAS study programmes through graduates, are creating a regional labour market.
Example of level 5: All or almost all study programmes offered by UAS responds to / create regional needs and opportunities.
Example of level 3: Most of the study programmes offered by UAS responds to / create regional needs and opportunities.
II.1.4. do you know the impact of your study program on the region?
What proportion of students are employed in the region after graduation (as employers or entrepreneurs). If you don´t know exactly, try to estimate. Please consider the situation of graduates just after graduation. Provide information when you measure. (Info about region for discussion). Do you track your students and what they do in the region (1-5 years after graduation)?
Example of level 5: Your UAS has a well-developed system for tracking the students after graduation and most of the students (i.e. more than 75 %) stay work in the region.
Example of level 3: Your UAS has some systems for tracking the students after graduation, however, there are multiple areas for further improvement. Approximately half of graduates works within the region.
II.2. Encouraging participation of regional actors in design of study programmes
The regional actors can enrich the design of study programme design.
II.2.1. are external actors, including those from region, involved in design of study programmes?
External actors, including those from the region, can play important role in study programme design. They can enhance the relevance of teaching and contribute important and interesting insights.
Example of level 5: Most of the study programmes were designed in (close) cooperation with external actors, including those from the region.
Example of level 3: Some of the study programmes were designed in (close) cooperation with external actors, including those from the region.
II.2.2. are current / recent requirements of external /regional actors / partners incorporated into programmes?
This question focuses on updating study programmes according to current/recent requirements of external / regional actors.
Example of level 5: Your UAS has a well-developed system for updating all or almost all study programmes according to current / recent requirements of external / regional actors. Your UAS monitor the external / regional actors’ needs and, if necessary, updates the study programme quickly / immediately.
Example of level 3: Your UAS has some systems for updating most of the study programmes according to current/recent requirements of external / regional actors. Your UAS monitor the external / regional actors needs’ occasionally and, if necessary, updates the study programme.
II.3.Delivering programmes in partnership with regional actors
This sub-dimension is focusing on the active participation of the regional actors in teaching and learning (including internships and work-based learning (WBL). Work-based learning is an educational strategy that provides students with real-life work experiences where they can apply academic and technical skills and develop their employability.
II.3.1. are RDI activities / topics of students defined by regional actors?
The regional actors can propose research, development and innovation topics of students’ thesis or study projects. Are the topics of that (projects, practical works, thesis) articulated by regional stakeholders?
Example of level 5: Your UAS has a well-developed system for cooperation with regional actors on the definition of students’ thesis or study projects. Most of the students’ RDI activities are defined in cooperation with regional actors.
Example of level 3: Your UAS has some systems for cooperation with regional actors on the definition of students’ thesis or study projects. Some students’ RDI activities are defined in cooperation with regional actors.
II.3.2. do students have access to work-based learning, e.g. experiences of internships, apprenticeships, dual education, simulation etc.?
UAS students should have deep experience in the world of work, and it should play an important role in their study programmes.
Example of level 5: Regionally work-based learning, internships, or apprenticeship cover at least 50% of the learning time of all or almost all students. Count all work-based activities together.
Example of level 3: Regionally work-based learning, internships, or apprenticeship cover at least 50% of the learning time of many students. Count all work-based activities together.
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II.3.3 are professional specialists (from the region) involved in teaching?
Try to estimate the frequency of regional professionals, specialists and industry experts teaching / actively contributing to the study programmes you provide.
Example of level 5: Most or all study programmes at your UAS encompass professional specialist teaching (regionally embedded).
Example of level 3: Some study programmes at your UAS encompass professional specialist teaching (regionally embedded).
The teaching staff at UAS can benefit from close connections with the world of work. Consider the proportion of lecturers at your UAS who also work outside of your UAS in regional business or public sectors? E.g. they can be employed at UAS in parallel with their other work, or they can have their own businesses. Professional experience of staff can be deepened by use of mobility tools. short study visits etc.
II.3.4. do members of teaching staff have current / recent professional experience?
Example of level 5: All or almost of teaching staff have professional experience outside of UAS.
Example of level 3: The majority of the teaching staff have professional experience outside of UAS.
II.3.5. are regional actors involved in the design of the assessment of students?
Regional actors can be part of designing of assessment methods of your students.
Example of level 5: The regional actors are involved in the design of assessment for all study programmes.
Example of level 3: The regional actors are involved in the design of assessment for half of the study programmes.
II.3.6. do regional actors actively participate in assessment processes to confirm student’s professional competencies?
Regional actors can participate in assessment of portfolios / other student outcomes. They may assess students’ seminar work and final thesis. They may be members of (final) assessment panel. They may assess the level of professional competencies of students.
Example of level 5: Regional actors assess the professional competencies of all your students.
Example of level 3: Regional actors assess the professional competencies of some of your students.
II.3.7. do learning outcomes reflect professional best practices?
All UAS learning outcomes should reflect the best current practices from the world of work. It means general learning outcomes of UAS, intended study programme learning outcomes and learning outcomes on the level of courses.
Example of level 5: Your UAS has a well-developed system for reflecting current professional best practices in re-design of learning outcomes. All or almost intended learning outcomes reflect current professional best practices.
Example of level 3: Your UAS has some developed systems for reflecting current professional best practices in re-design of learning outcomes. Most intended learning outcomes reflect current professional best practices.
II.3.8. are regional actors involved in the internal / external QA processes of the UAS study programmes?
You should reflect if you involve regional actors in internal / external QA processes connected to study programmes.
Example of level 5: Your UAS has a well-developed system for the involvement of regional actors in the QA process of study programmes. The role of regional actors in internal/external QA processes is clearly defined and they are involved to a sufficient extent.
Example of level 3: Your UAS has some systems for the involvement of regional actors in the QA process of study programmes, however there are multiple areas for improvement. The role of regional actors in internal/external QA processes is defined partly and they are involved to a limited extent.
II.3.9. does your UAS deliver ‘broad entrepreneurial’ competences for graduates?
Entrepreneurial competences can encompass a broad range of various skill sets like technical skills, leadership and business management skills, and creative thinking, which a person can use adequately in the specific context. Because entrepreneurial skills can be applied to many different job roles and industries, developing your entrepreneurial skills can mean developing several types of skill sets. For instance, to be a successful business owner, you may need to develop your business management skills. To build and maintain successful project teams you might need to improve your leadership and communication skills.
Example of level 5: Your UAS has a well-developed system for delivering broad entrepreneurial competencies to regional graduates. There is little or no room for further improvement.
Example of level 3: Your UAS has some systems for delivering broad entrepreneurial competencies to regional graduates, there are multiple areas for further improvement.
II.4.Supporting Lifelong Learning on the regional level
Lifelong learning refers to further education provided to individuals and employers and may consist of reskilling and upskilling for labour market needs. It may be delivered through micro-credentials or entire study programmes.
II.4.1. do you encourage reskilling of individuals in the region?
Your UAS can play an active role in reskilling individuals in your region. Reskilling is the process of training people to do a different job. (E.g The receptionist will be replaced by a robot and she will be retrained as a nurse.) Reskilling means looking for people with ‘adjacent skills’, that are close to the new skills your company requires. It provides a lateral learning experience. The World Economic Forum estimates that over half of all employees (54%) will require ‘significant’ reskilling by 2022.
Example of level 5: Your UAS has a well-developed system for reskilling individuals in the region. There is little or no room for further improvement.
Example of level 3: Your UAS some systems for reskilling individuals in the region. There are multiple areas for further improvement.
II.4.2. do you encourage upskilling of individuals in the region?
Your UAS can play an active role in upskilling individuals in your region. Upskilling means equipping people with new skills for their current jobs. (Eg. The programmer can learn a new programming language).
Example of level 5: Your UAS has a well-developed system for upskilling individuals in the region. There is little or no room for further improvement.
Example of level 3: Your UAS some systems for upskilling individuals in the region. There are multiple areas room for further improvement.
II.4.3. are education and training activities (lectures, webinars, conferences…) for regional actors organized?
Your UAS can offer different educational activities focused on regional actors such as lectures, webinars, conferences or hackathons etc. outside of courses.
Example of level 5: Your UAS has a well-developed system for providing educational activities for regional actors. There is little or no room for further improvement.
Example of level 3: Your UAS has some systems for providing educational activities for regional actors. There are multiple areas for further improvement.
II.4.4. does the UAS lifelong learning offer match regional needs?
Your UAS should have evidence that your lifelong learning programmes match regional needs. This could mean organising a survey of regional skills needs and analysis of future regional market trends.
Example of level 5: Your UAS has a well-developed system for monitoring regional skills needs and including these in your Lifelong Learning offer. There is a little or no room for further improvement.
Example of level 3: Your UAS has some systems for monitoring regional skills needs and including these in your Lifelong Learning offer. There are multiple areas for further improvement. (eg. You do not organise survey of regional needs regularly for all your re/up skilling programs.)
