Page 48 - A Handbook for Academia, Industry and Policymakers: Reinforcing the Innovation-Employability Nexus in the Mediterranean

48 REINFORCING THE INNOVATION-EMPLOYABILITY NEXUS IN THE MEDITERRANEAN REINFORCING THE INNOVATION-EMPLOYABILITY NEXUS IN THE MEDITERRANEAN 49

Student-centred learning and teaching is an overarching approach to learning and teaching establishing a shared vision for a course, providing with academics and professionals to qualify
that is founded on the concept of student agency modelling and mastery experiences, challenging students in IT fields while giving them practical
Figure 7 and encouraging students, personalising attention skills so that graduates can immediately
and feedback, creating experiential lessons that contribute to the Information and Communication
transcend the boundaries of the classroom, and Technology sector in Palestine. Employers not
PEDAGOGICAL promoting ample opportunities for reflection, only have a strong interest in contributing to
INNOVATION
STUDENT thus maximising students’ intellectual and the relevance and quality of curricula, but they
OWNERSHIP &
AGENCY personal growth. also have a strong incentive to contribute more
INNOVATIVE fully to strengthening training and education for
INVOLVEMENT IN INTERACTIVITY TEACHING sustainable development. Employers’ input and
GOVERNANCE METHODS Role of industry
STRUCTURE involvement in curriculum review has several
Many benefits have been linked to student- advantages:
REAL-WORD
RELEVANCE centred learning. It is generally considered to • Employers have a good grasp of where the
PERSONALISATION improve teaching and student learning42. It
INVOLVEMENT IN field is moving and what skills graduates need,
GOVERNANCE fosters transversal skills, critical thinking, and especially when it comes to the specific skills
STRUCTURE active citizenship, and is thus considered to
INDIVIDUALITY ANYTIME & desired by industry in the region
COMPETENCY ANYWHERE
- BASED better prepare graduates for the current and • Often, lecturers have not been deeply involved
future labour market and society. Student- with industry, thus the involvement of industry
PRIOR KNOLEDGE centred learning has recently been connected to representatives in curriculum development
SUPPORTIVE IS TAKEN INTO
AND INSPIRING CONSIDERATION achieving the SDGs43. and review supports HE staff to have a clear
LEARNING
ENVIROMENT understanding of what the labour market
FLEXIBLE There are different ways of involving industry in
CURRICULUM requires
curriculum development and review processes
HIGH QUALITY POSITIVE MOBILITY • Involving industry in curriculum development
TEACHING RELATIONSHIPS (see Table 3, for examples). Recognising the is a starting point for developing deeper
value of external input into the curriculum, the
RECOGNITION relationships
TRANSFERABLE initiative BitPal establishes competence centres
CREDITS
QUALIFICATIONS
FRAMEWORK
DIGITAL Ways of engaging employers in curriculum development/review
TECHNOLOGIES
Table 3
ACTIVITY DESCRIPTION STAKEHOLDER TIME
teaching, stifling student growth and discovery • An increased sense of autonomy in the learner
in favour of getting through the curriculum or • An interdependence between teacher and Survey Share survey with a targeted number of Low
preparing for exams. Learning opportunities and learner employers. Leverage the survey to receive input on
required skills and knowledge for a specific job
teaching methods need to evolve to close the so- • Mutual respect within the learner-teacher profile. A survey is fast but will not replace rich
called skills gap (see Chapter 3: Skills) and match relationship qualitative data from a face-to-face discussion.
the changing needs of students and employers. • A reflexive approach to the teaching and
This required change does not only involve new learning process on the part of both the teacher Share workplace Work with employers to create real-life workplace Medium
problems that can be adapted for a classroom
curricula, but also the shift to a student-centred and the learner problems for activity. Classroom activities are greatly enriched
pedagogy away from the teacher-centred classroom when they represent realistic workplace problems.
learning and teaching that considers students Student-centred teaching involves creating activities
as passive recipients of information, without dynamic relationships between teachers,
considering the need for them to construct their students, and a shared body of knowledge to Participate in a Invite business representatives to a focus group or High
meeting discussion to review competencies
focus group or
own knowledge and thus actively participate in promote student learning and personal growth, meeting to discuss covered in a curriculum. Ask them for feedback to
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the educational process . A student-centred as shown in Figure 7. From this perspective, necessary skills ensure that key skills and industry trends are
addressed.
learning and teaching approach, on the other instructors are intellectual coaches who create (high level)
hand, is an overarching approach that focuses on teams of students who collaborate with each
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student agency and involves : other and with their teacher to master bodies Participate in a Ask technical specialists to work with curriculum Very high
• The reliance on active rather than passive of information. Lecturers assume the traditional full curriculum developers to identify the skills, knowledge, and
learning role of facilitating students’ acquisition of key development/review behaviours required for occupations.
• An emphasis on deep learning and course concepts but do so while enhancing process (in-depth)
understanding students’ personal development and attitudes
• Increased responsibility and accountability on toward learning. They accomplish these goals by Programme A more long-term approach is to integrate industry Medium
representatives in the programme advisory board.
the part of the student advisory board