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In een aantal landen is middels een eenvoudige vraagstelling onderzocht hoe de interactie tussen informatica opleidingen in het hoger onderwijs en het beroepenveld/vakgebied wordt aangekeken:
Italy The link between industry and education is not easy, and in Italy it's managed in a formal way, which is not very effective as far as I understand: the so-called social partners (trade unions and employers' federations) are involved, but they are more interested in policy issues than in contents. Paolo Schgör, AICA - Associazione Italiana per l'Informatica ed il Calcolo Automatico.
Hungary What our faculty is doing in this respect is to establish and maintain so called Competence Centers with leading IT companies focusing on key technologies. Such CCc were set up e.g. with Cisco for networking, Nokia for mobile informatics, Oracle for databases etc. These centers operate as technology transfer mechanisms between industry and our faculty. Professor dr. Dezső Sima, Obuda University.
Spain I guess that happens, at least in Spain, not in a continuous and formal way, but in a punctual form and in sync with special events, such as program curricula design, accreditation requests, audit controls, and the like. In certain, somehow exceptional cases, such as when deans or most faculty do come or are closely linked to the IT professions, then "professional alignment" becomes more ingrained and continuous than in the other more conventional and more common academic situations. Professor dr. Joan A. Pastor, Informatics, Telecommunication and Mutimedia Studies, Open University of Catalonia (UOC).
Australia University degrees need to be accredited. This of course depends on what the degree is. In teaching we need to achieve accreditation with the relevant teacher registration board, in medicine it is the same and so on. I am currently on an advisory board for an educational technologies post graduate certificate course that one university in Melbourne is developing. That board consists of academics (from a couple of universities), teacher professional associations, teachers, government representatives and acknowledged leaders in the field. The decisions of the board are not binding but our input is certainly important to the course developers. This qualification is not a registration degree. Professor Nicholas Reynolds, University of Melbourne.
Ireland Your description of the situation in the Netherlands sounds quite similar to the situation that arises here. I would say that most institutions here have some kind of occasional “advisory panel” (I have participated in three such, at Dundalk Institute of Technology, at Athlone Institute of Technology, and at Dublin City University). I have also sat on an evaluation panel for Chartered Engineering qualification status for NUI Galway on behalf of the Institute of Engineers in Ireland. The rigor with which the various colleges interact with Industry is nevertheless unclear. At Galway, they were very keen to hear what we had to say, as they wanted to retain the CEng qualification status. In Athlone, on the other hand, I got the impression that I was undertaking an exercise that the colleges processes required rather than wanted. Declan Brady, VP Professionalism and Skills at CEPIS and CTO at Fujitsu Ireland.
Denmark Since 2007 it has been mandatory for universities to set up user panels with external representatives. Universities must include employer panels in the development of education and engage in dialogue with panels of education quality and relevance. The University appoints one or more user panels, composed of external members. The members shall collectively have experience with and insight into education and employment areas, which provide access to education. The university guarantees a dialogue between employer panel and university education quality and relevance to society and involving the employer panel at the development of new and existing programs and by developing new teaching and examination forms. Employer Panel may issue an opinion and make proposals to the university on all matters relating to education. Advisory Panel will give its opinion on any matter which the university sends to the employer panel. University Act § 13 a, Denmark / Tony Franke, CEO ECDL Denmark.
Een eerste conclusie Deze internationale reacties bevestigen de indruk dat de vraagstelling in de meeste landen vergelijkbaar is met de Nederlandse situatie.
Verrassend is daarin de situatie in Denemarken, waar er voor universiteiten bij wetgeving de verplichting bestaat om middels panels het beroepenveld en de werkgever- en werknemersorganisaties te betrekken bij de ontwikkeling en evaluatie van onderwijsprogramma’s. Middels vervolgonderzoek zal gekeken worden of de Deense interactie tussen onderwijs en beroepenveld hierdoor anders is dan in Nederland en of het gebruik van deze panels heeft geleid tot een andersoortige afstemming met het beroepenveld/vakgebied dan in Nederland. |
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Hans A. Frederik
ALEXIS bv Erasmuslaan 5 NL 3584 AZ Utrecht +31 30 2520315 info(at)alexisbv.nl |