Catholic University College Limburg
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Transcript of Catholic University College Limburg
Catholic University College Limburg
Campus OLB
Hasselt
30.514 km² surface10.239.085 inhabitants335,5/km² very high population density58% Flanders 32%Wallonie 10% Brussels8,7% non Belgian 25,8% Brussels 60% non EU79% Catholic Church23% younger than 18Active population (age 20-64) 6.104.028 58,6%Unemployment rate 8% less age 25 10%
Some interesting Belgian facts
Welcome to Flanders
Education in Flanders
Nursery and primary education
Secondary education
Tertiary education
Changing structuresChanging structures
Law on structures
AssociationBachelor / Master
Law on Flexibilisation
credit systemmodularisation of the system
Bachelor - MasterBachelor - Master
Profession oriented Academic
Bachelor (180 ECTS) Bachelor (180 ECTS)
Master (60 ECTS)
New structure
FlexibilisationFlexibilisation
Profession
oriented
bachelor
MastersBridging programme
ASSOCIATION KULeuven and KHLimASSOCIATION KULeuven and KHLim
MDMDAAGEZGEZ
HBHB
IWTIWT
LERLER
SASAWW
Who we areWho we areMerger 1995
Transformation Higher Education9 small institutions
6 Departments (faculties)
6 000 Students
480 FTEs (650 staff)
Tasks (by law)EducationScientific ResearchCommunity ServiceArts
CampusesHasseltDiepenbeekGenk
Member of the University Association Catholic University Leuven
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
Department Social Agogical Sciences
Bachelor orthopedagogy (Social Educator/Special Education)
Regular 3 years day trainingSTUWER
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,….
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
Basic values
EmpowermentEmancipationDialogueChristian identity
Social educator
EXPERT IN DAILY LIFE
BEING THERE, ACTING AND REFLECTING
Social aid/Professional
intervention
client
O
context
Pedagogical/caring (concerned) surroundings
Framework of the education
1st Phase60 ECTS
2nd Phase60 ECTS
3rd Phase60 ECTS
Conducted learning:College - seminars
Guided learningCollege – seminars
Autonomous learningSmall groups – choice-issues
Assignment based learning
Problem based learningEx: conditions for school-entry
Project based learningConcrete projects
From awareness to basic skillscoaching
Insight / integration knowledge, skills and attitudes
Broadening and Deepening16 weeks of supervised practice
First year
Conduct learning
OGO
From acquaintance to basic behaviour
HC Lecture 5u
WC Seminar 5u
PR Methodology 7u
C Coaching 1u
ZW Independent work
21u
Total 40u
Second year
Guided learning
OGO/PGO
Insight
HC Lecture 8u
WC Seminar 9u
PR Methodology 8u
C Supervision 2u
ZW Independent work
13u
Total 40u
Third year
Autonomous learning
Project Based Learning
Broadening
HC Lecture 10u
P Project 4u
O Options 4u
C Supervision 2u
ZW Independent work
20u
Total 40u
Sept. Okt. Nov. Dec. Jan. Febr. Maart April Mei Juni
2BO 3BO 3BO 3BO 3BO
2BO 2BO 2BO 3BO 3BO 3BO 3B0
Intro= 15/09
2BO 2BO 2BO 3BO 3BO 3BO 2 3B0
START = 20/09
2BO 2BO 3BO 3BO 3BO 3BO 3B0
2BO 3BO 3BO 3BO
3GO 2GO 1GO
16 weeks 10 weeks 0.5 day/week
Practice
Special activities
Creativity week Nature weekReflection days
International project
Important actual evolutions in care:
EmpowermentInclusionSystem support : P.A.B.
(Personal Assistance Budget)
International collaboration : Romania, South-Africa, Morocco, Turkey, ….
www.khlim.be/saw/
STUWER PROJECT
Start : 2001-2003 AASSAW-project : getting more migrant students interested in studies social educator
Prolonging of the project 2004-2007
Stimulating adults going studying againSpecial program for workers, other ways of learning
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
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
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.
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
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
Other Grundtvig project 2003-2005 How to reach
Partners
Sweden : SollefteaSpain : Melide (Galicië)Spain : Ibi (near Alicante)Italy (only one year)Belgium
More information : www.khim.be/saw
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 /marginalizationAmbition 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
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 campusLearning environment : Toledo (Blackboard)
http://bb.khlim.be
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,….)