EU – US ATLANTIS PROGRAMME

Short-Cycle Higher Education in

Europe and the United States:

Addressing Social and Economic Needs

Snejana Slantcheva-DurstUniversity of Toledo3rd International Conference:SHCE in the U.S. and Europe: The Power of Life-long LearningAmsterdam, The NetherlandsJune 16-19, 2010

The Project – an Opportunity to Collaborate in a Transatlantic Consortium of 4 Institutions:

2 US Partners:

2 European Partners:

University of Toledo

ToledoOhio

Owens Community

College ToledoOhio

International University

College Dobrich Bulgaria

National Innovation &

Expertise Centre for Lifelong Learning

AmsterdamThe

Netherlands

SUPPORTED BY:

ATLANTIS Programme

EU-US Cooperation in Higher Education and Vocational Training

Result of an agreement on higher education and vocational training between the European Union and the United States of America signed in June 2006 for the period 2006-2013. The program is designed and funded jointly by the European Commission and by the US Department of Education.

It aims at promoting understanding between the peoples of the European Union and the United States of America and improving the quality of their human resource development.

ATLANTIS Programme: Main Actions

• Transatlantic Degree action, supports partnerships towards setting up joint study programs - including joint/double degrees;

• Excellence Mobility Projects, supports student mobility within

successful consortia;

• Policy-oriented measures, addresses comparative higher education and vocational training issues, and promotes dialogue on recognition of qualifications and accreditations; collaboration, dissemination of information, and exchange of best practices.

Short-Cycle Higher Education Programs and Qualifications

Programs of 2 years or less, classified as ISCED 5B programs that provide both direct labor market entry and access to 1st cycle degree programs, principally (but not exclusively) those that are occupationally-oriented.

Main Functions of Short-Cycle Higher Education

1. To respond to increasing demand for higher education;

2. To contribute toward greater equality of educational opportunity;

3. To respond to the growing need for a diversified range of qualified manpower;

4. To generate and facilitate innovational practices not often accepted by universities;

5. To decentralize and regionalize higher education.(Kintzer, 1980)

In Europe: The importance of SCHE - recognized in the Bologna Process Under “pure” Bologna interpretation, set in the QFEHEA and its

Dublin Descriptors, what we call SCHE degrees in 2010 are part of the 1st cycle, and not something detached from it

These credentials are not trade certificates or other diplomas classified as “postsecondary-but-not-tertiary” (ISCED 4)

Bologna has sharpened the differences, so that some countries offer both SCHE and trade diplomas, and some do not offer SCHE at all but have both trade diplomas and full 1st cycle degrees in their credential portfolios

In the United States:

The importance of 2-year institutions, mostly community colleges, has grown tremendously in the last several years, receiving unprecedented interest at the national level, in light of:

Economic crisis and the need for skilled professionals in a knowledge-based economy;

Need to raise educational attainment nation-wide in order to remain globally competitive;

Needs for regional initiatives and community invigoration.

• The number of awarded Associate Degrees grew by 30% in the last 10 years

In the United States:

1,045 public, 107 private non-profit, and 533 private for-profit SCHE (two-year) institutions offer the 2-year Associate’s degrees – the first post-secondary degree:

AA – Associate of Arts

AS – Associate of Sciences

AAS – Associate of Applied Sciences

37% of all students in the US are educated in these institutions Four-year institutions also offer Associate’s degrees.

Each of the project partners identified a critical policy area related to SCHE to focus on:

Bulgarian partner: recognition and quality assurance of SCHE programs and qualifications.

US partners: partnerships between SCHE, HE institutions and industry;

Dutch partner: the contribution of SCHE to life-long and life-wide learning systems.

Project Achievements:

- established a viable informal network of people interested and involved in SCHE created through participation in conferences - plans to turn this network into an international network for SCHE

These issues are at the core of our THREE project objectives:

Objective 1:

To stimulate discussions and exchange of best practices and experience in these three critical policy areas concerning SCHE

Brussels

Bulgaria

Boston Vancouver

- issued reports and publications

in the US & Europe, and

through our websites

Objective 2:

To provide a forum for international exchange of ideas and best practices through the organization of three international conferences in those critical policy areas:

- organized by:

- attended by 70 people from 12 countries

International University

College Dobrich Bulgaria

1st International Conference: June 15-16, 2009, Golden Sands, Bulgaria

SCHE in Europe and the US: Recognition and Accreditation of

Short-Cycle Higher Education Programs in Europe and the US

-organized by:

-attended by 135 people from 6

countries(and 6 US

states)

University of Toledo

ToledoOhio

Owens Community

College ToledoOhio

2nd International Conference: October 15-16, 2009 – Toledo, USA

SCHE in Europe and the US: Europe: Educational Partnerships for Economic and

Community Development

3rd International Conference: June 16-19, 2010, Amsterdam, the Netherlands

SCHE in Europe and the US: The Contribution of SCHE to Life-Long and Life-Wide Learning Systems

-organized by:

-attended by 102 participants from 11 countries

National Innovation &

Expertise Centre for Lifelong

Learning,Amsterdam,

The Netherlands

Objective 3:

To lay the grounds of a feasibility study on transatlantic collaboration in the development of dual/joint SCHE degrees, or in exchange of students and faculty amongst institutions.

OCC and UT partners visited with International

University College’s 2-year

culinary program

- Strong relationship with Perimond College, whose representative visited Toledo in May of 2010

- The two institutions are preparing an application for a new FIPSE grant in student and faculty mobility, with partners also including Helmo in Belgium, and Mesa Community College in Arizona

The Judith HerbCollege of Education

SCHE Programs

SCHE Programs

in the Netherlands and Europe

Our Vision…

Our Plan…

Higher Education Program, College of Education

Faculty with experience and know-how:• in preparing college and university administrators• in collaborating with community colleges and other higher education institutions and organizations world-wide

Offering two kinds of degrees:- Master’s Degree in Higher Education- Ph.D. Degree in Higher Education

Policy and Administration

Module1 in the United States

2 weeks in October6 institutions and

organizations3 states

Module 2 in 2 European countries?

2 weeks in Octoberseveral institutions and

organizations

Our Plan…

Program for each of the two summers:

Module 1 (in the USA)

1. Knowledge component

2. Knowledge-to-practice component

3. Networking

4. Social and cultural emersion

Module 2 (in Europe)

1. Knowledge component

2. Knowledge-to-practice component

3. Networking

4. Social and cultural emersion

Our Program…

1. Knowledge component:

- through lecture and discussion sessions, invited speakers and faculty, impart theoretical knowledge that stands as foundation to:

Professional Competencies Leadership CompetenciesResource Development:Fundraising, Entrepreneurship, Enrollment Management, Marketing and PROrganizational Strategy:Strategic Planning, Learning Environments for Student Success, Culture and Climate, Human Capital, Assessment, Managing ChangeAdvocacy:Legislative, Community, Board, Internal

CommunicationCollaborationProfessionalism

2. Knowledge-to-theory component:

- through work-shops, institutional visits, observation of best practices and direct contact with those who are involved, impart practical know-how:

Professional Competencies Leadership CompetenciesResource Development:Fundraising, Entrepreneurship, Enrollment Management, Marketing and PROrganizational Strategy:Strategic Planning, Learning Environments for Student Success, Culture and Climate, Human Capital, Assessment, Managing ChangeAdvocacy:Legislative, Community, Board, Internal

CommunicationCollaborationProfessionalism

3. Networking:

- through visits with SCHE institutions and programs, establishing lasting relationships and opening opportunities for exchange and collaboration projects;

4. Social and Cultural Emersion:

- through direct involvement in customary life activities and traditional events, and exposure to the spirit and culture of the local community

Travel days

Ohio and Michigan 1. Toledo Area: Owens CC, University of Toledo, WCCC/Monroe CC 2. Cleveland Area: Lakeland CC, Cayahoga CC (Tri-C) 3. Columbus Area: Sinclair CC, OACC and OBOR

Day 1 Day 2 Day 3 Travel Day Day 4 Day 5 Travel Day Day 6 Day 7 Travel Day Washington DC Area: AACC and Community Colleges

Day 8 Day 9 Day 10 Travel back home

Professional Competencies Prof. Comp: Theory-to-practice

Leadership Leadership: Theory-to-practice Networking Social and Cultural Emersion

Our Promise…

Professional Development Track

Academic (Credit Transfer) Track

Module 1 (in the USA)

Two Weeks Stackable Certificate 1 Equivalent to 2 three-credit hour

courses at the UT Ph.D. Higher Education Program

Module 2 (in Europe)

2 Weeks Stackable Certificate 2 Equivalent to 2 three-credit hour

courses at the UT Ph.D. Higher Education Program

International Leadership

Academy Completion Diploma International Leadership

Academy Completion Diploma +

12 credit hours transferred to UT’s Ph.D. Higher Education

Program

Snejana Slantcheva-Durst, Asst. Prof.Judith Herb College of EducationUniversity of ToledoToledo, Ohio, 43606USAsnejana.slantchevadurst@utoledo.edu

Thank you!