In the plans for 2020, each work package has both a focus on content and a focus on community building. The focus on content for each work package was established together with the entire zone team and input was collected from our contribution to the SURF Education Days and the 24-hour session of the Acceleration Plan in November 2019. In addition, the work packages are distinguished by different perspectives. Work package 1 deals with the content of required competences, work package 2 with educational design, work package 3 with the process of collaboration with the business community and work package 4 with knowledge innovation. The focus on community building also consists of various elements: 1) Community building between directly involved institutions in the zone and institutions outside of the zone during a work conference in June 2020, 2021, and 2022; 2) Informing institutions outside the zone about developments in coordination with Acceleration Plan communications advisor; 3) Validating, sharpening, and enriching outcomes with the zones Professional development, Flexibilisation, Digital educational resources, and Evidence-informed educational innovation with ICT.
In addition to the four work packages described above, in 2020 we will also work on a new work package: work package 0 “Job market inventory”. This is an inventory of stakeholders who are involved in policy making concerning digitalisation on the job market. These stakeholders are, for example, government agencies, interest groups, and research institutes.
Work package 0: Inventory of the job market
Stakeholders on the job market: Taking inventory of (national and international) stakeholders who are concerned with digitisation issues on the job market. These stakeholders are, for example, government agencies, interest groups, commercial parties, and research institutes. We also study the digital literacy requirements that have been drawn up for secondary education.
- Which stakeholders are involved?
- How do you stay informed of developments in that sector?
- Which method do you use for this?
- What are best practices in higher education with regard to the cooperative relationship with such a stakeholder?
Result: In 2020 there will be insight into: 1) stakeholders involved in digitisation issues on the job market, and 2) methodologies to keep up-to-date with developments in a sector.
Work package 1:Future-proof competence profiles
Competence profile with regard to digitisation:
- Validating and enriching exemplary methodologies with existing frameworks for competence profiles.
- Expanding the exemplary methodologies with three international cases of future-proof competence profiles in higher education.
- Translating developments in the sectors of higher education in the coming years into the required competence profiles. The required competencies and the current competences will be compared. In 2020, we will start with the sector Economy.
Around the summer of 2020, three universities will have established mandatory competences for all of their curricula. We process these competencies in a toolkit.
- There is insight into a possible competence profile that has been tested in the sector Economy of the Association of Universities of Applied Sciences (VH).
- This competence profile is in line with/builds on the digital literacy as defined for secondary education.
- A start has also been made on a systematic approach on the basis of which education sectors can screen their competence profiles for the necessary digital professional competences. It should also be possible to use this system when setting up new courses.
Work package 2: Qualifications for the digital job market
Applicability in other sectors: Using the results of 2019, we will examine whether the methods found can also be applied in non-IT environments in order to arrive at a suitable educational offer.
This leads to insight into proven interventions in the field of education that help shape the connection between the profile and the demands of the job market. The characteristics are translated into a step-by-step plan to shape education for current and new target groups in all sectors.
Student experience: The student experience is measured in four cases.
Current and new examples (national and international) are followed.
Result: Insight into proven interventions to shape education to match the demand of the job market and a first inventory of student experience.
Work package 3: Front-runner companies
Expansion of cases: Front-runner companies, who innovate faster than ‘the heartbeat of education’ concerning knowledge development and application, are tempted to enter into sustainable cooperation with higher education as partners. To this end, four new cases are collected and analysed.
Result: There is a broader insight, from more and different sectors, of how knowledge of front-runner companies is integrated into higher education. Conditions for a sustainable cooperation have been collected.
Work package 4: Co-innovation
Conditions for collaboration to make innovation possible:
- The characteristics of 2019 will be translated into conditions aimed at sustainable co-innovation aimed at digital transformation.
- Validate, tighten and enrich conditions.
- Conditions are ready for use in new testing grounds.
- Co-design or follow up new testing grounds for learning environments focused on co-innovation in the light of digital transformation.
- Follow the development of existing case studies.
- Explore the opportunities for regional hubs.
Result: Conditions for co-innovation and 1 or 2 living labs.
To see how the plans for 2020 fit in with what was implemented in 2019 and what is envisaged for 2023, we have made a plateau planning for each work package. For all work packages, 2019 was the year for a first inventory of subjects on the theme of the work package. These results will be expanded and validated further in 2020, and in some of the work packages the theme will also be studied from a different perspective.