Presentation Sofie Cabus during EADTU Event: MID2018 in Maastricht, the Netherlands

1. Continuing professional
development and
workplace learning:
implications for higher education.
Dr. Sofie Cabus KU Leuven HIVA

2. Overview
• Introduction
• Widen participation in higher education & catching former
dropouts
• Providing lifelong opportunities for all
• Final remarks
2

3. Importance of
education for society
3
Education may serve as a tool to become a
well-informed civilian, who can critically
reflect on traditions and values, and who
is able to participate in democratic voting.
People invest in their human capital in
order to become a productive employee,
who contributes to the society, for
example, by being actively involved in
organizations that produce products and
services, and by paying taxes on wages in
order to maintain the social security
system.

4. Importance of education over the lifecycle
• Lifelong learning on European
Agenda for over 15 years
• Lifelong participation “from
the cradle to the grave”
• Adult education (25+) &
workplace learning
• EADTU (eBologna)
1. Widen participation in
higher education
2. Catching former dropouts
3. Providing lifelong
opportunities for all
4

5. Overview
• Introduction
• Widen participation in higher education & catching former
dropouts
• Providing lifelong opportunities for all
• Final remarks
5

6. Widen participation in higher education &
catching former dropouts
• A/ Continuing education for well-qualified graduates
• Continuing professional development (CPD) and continuing
medical education (CME), e.g. revalidation of health
professionals
• B/ Initial education for disadvantaged groups
• New Migrants
• Vocational students & dropouts
6

7. A/ Providers of continuing professional
development & workplace learning in healthcare
7 Source: Own computations based on EU LFS 2012.

8. A/ Systems of quality improvement in
healthcare in selected European Countries
Country Revalidation Peer review Both
Austria 1 1 X
Belgium 0 1
Croatia 1 0
Cyprus 1 0
Czech Republic 1 0
Denmark 0 1
Estonia 0 0
Finland 0 1
France 1 1 X
Germany 1 0
Greece 1 0
Hungary 1 1 X
Iceland 0a 0
Ireland 1 1 X
Italy 1 0
Latvia 0a 0
Lithuania 0a 0
Luxembourg 0 0
Netherlands 1 1 X
Norway 1 0
Portugal 0 0
Romania 1 0
Slovak Republic 0a 0
Spain 0 0
Sweden 0 0
Switzerland 1 0
United Kingdom 1 1 X
8

9. Widen participation in higher education &
catching former dropouts
• A/ Continuing education for well-qualified graduates
• Continuing professional development (CPD) and continuing
medical education (CME), e.g. revalidation of health
professionals
• B/ Initial education for disadvantaged groups
• New Migrants
• Vocational students & dropouts
9

10. B/ Initial education for new migrants
10

11. 11

12. B/ Initial education for new migrants
(Migrant Integration Policy Index, MIPEX, year 2014)
12 Source: http://www.mipex.eu

13. B/ Initial education for new migrants
• MOOCs4inclusion project (Colluci et al., 2017)
• Source: http://www.moocs4inclusion.org/
13

14. Widen participation in higher education &
catching former dropouts
• A/ Continuing education for well-qualified graduates
• Continuing professional development (CPD) and continuing
medical education (CME), e.g. revalidation of health
professionals
• B/ Initial education for disadvantaged groups
• (New) Migrants
• Vocational students & dropouts
14

15. Barriers to participation of vocational
students in higher education
(Cabus, Nesseler, De Witte, 2018)
15
Characteristics Competences Study choice

16. Barriers to participation of vocational
students in higher education:
characteristics & competences
• Characteristics: Vocational education and training tracks typically
consist of more vulnerable/disadvantages youth
• Ability clustering, grade retention and segregation
• Only 1 in every 16 disadvantaged student does better than pre-
determined based on socio-economic factors (OECD)
• Competences: ROA identifies labour market pressure on vocational
students to perform better: need for autonomous vocational graduate
that is able to deal with technical change (e.g. car industry)
• However, among those who participate in HBO:
• 1/5 ever experienced dropout
• 1/3 needed additional support (lwoo) in pre-vocational tracks
(vmbo)
• Final exam score in vmbo +/- 6.5/10
16

17. Barriers to participation of vocational
students in higher education:
study choice
• Study choice: Choice for HBO location (what to study and where
to study it) depends on:
• Supply of (field of studies in) HBO
• Travel distance (money, time, policy)
 Institutional barriers more prominent for disadvantaged
• Preferences, reputation, etc.
17

18. 18
Source: Cabus et al., 2018
HBO (orange bullets)
Source: Cabus et al., 2018
Distance to 3 nearest HBO locations

19. Barriers to participation of vocational
students in higher education
• Dutch policy on transition from vocational education and training
(MBO; ROCs) to Universities of Applied Sciences (HBO)
• Keuzedelen (Options in final year of MBO programs to attain
better access/preparation to higher education)
• Doorstroomprogramma’s (programmes that are implemented
in HBO in close collaboration with ROCs)
• In order to overcome travel distance and socio-economic
disadvantages associated with it, policy could consider Distance
Teaching in Universities of Applied Sciences. Initiatives?
19

20. Overview
• Introduction
• Widen participation in higher education & catching former
dropouts
• Providing lifelong opportunities for all
• Final remarks
20

21. Providing lifelong learning opportunities for all
21

22. Participation rates in lifelong learning for
employed population (2011-2016)
22 Source: Own computations based on EU LFS 2011-2016.

23. 23 Source: Cabus, Ilievat & Stefanik (2018)

24. Relationship between the probability of
computerization of jobs within a country and
inequality in access to lifelong learning by educational
attainment (Human Capital Inequality;HCI-index)
24
AT
BE
CH
CZ
DE
DK
ES
FI
FR
GR
HU
IE
IT
NO
PT
RO
SE
SK
UK
R²=0.3610
.1.2.3.4
HCI-index
.5 .55 .6 .65
Pr(Computerization)
Source: Cabus & Stefanik (2018)

25. Overview
• Introduction
• Widen participation in higher education & catching former
dropouts
• Providing lifelong opportunities for all
• Final remarks
25

26. Final remarks
• How to increase participation in higher education and lifelong
learning among the low-educated?
• Modes of provision of adult education or training
• Connection between workplace learning and higher
education institutions (facilitated by distance teaching)
• Systems of quality improvement
• Modes of production in organisations
• Routinized jobs vs. innovative production processes
• The organisation & policy of initial education, prevention from
dropout, and stimuli to enrol in higher education
26

27. References
• Cabus, S.J. & Stefanik, M. Good Access to Lifelong Learning for the
Low-Educated Accelerates Growth: Evidence from 23 European
Countries. KU Leuven Working Paper forthcoming in January 2019.
• Cabus, S.J., Ilievat, P. & Stefanik, M. On the Barriers to Participation
of Disadvantaged Adults in Lifelong Learning across 28 European
countries. KU Leuven Working Paper forthcoming in January 2019.
• Cabus, S.J. (2018). Goede toegang tot leven lang leren voor
laagopgeleiden versnelt de economische groei. Economisch
Statististische Berichten (Forthcoming in 2019).
• Cabus, S.J., Nesseler, C. and De Witte, K. (2018). Barrières voor
deelname aan hoger beroepsonderwijs. Th&ma Hoger Onderwijs
(Forthcoming in December 2018).
• Cabus, S.J. (2018) Levenslang leren in de Belgische
gezondheidszorg: aantrekkelijk, toegankelijk en doeltreffend?
Tijdschrift voor Onderwijsrecht en Onderwijsbeleid, T.O.R.B. 2018-
2019 Nr.1.
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28. Thank you! Know more?
Contact information:
Sofie Cabus
sofie.cabus@kuleuven.be
s.cabus@maastrichtuniversity.nl