Tertiary Professional Education Development and Challenges OECD Country Report Discussion Introduction Praha, November 29, 2006 Michal Karpíšek Sdružení škol vyššího studia

Tertiary Professional Education2 Content Historical overview Key problems of TPE Proposals of the OECD examiners Topics for discussion

Tertiary Professional Education3 History of diversification 1990HE Act introducing Bc programmes 1991experiment of 15 schools 1996introduction of tertiary professional schools in School Act 170 schools, 30 thousand students 1999introduction of non-university sector of higher education by a new HE Act 39 private HE non-university institutions 2 public HE non-university institutions 2004a new School Act including tertiary professional education

Tertiary Professional Education4 Tertiary professional schools

Tertiary Professional Education5 Key problems Underrepresented growth of tertiary and higher professional education Insufficient diversification to allow expansion up to 50 % participation target Unclear mission and position of different sectors of the tertiary education system Vague characteristics & parameters corresponding to different mission

Tertiary Professional Education6 Key problems (cont’d) Limited influence of external stakeholders on long-term strategy & study offer Network of too many too small tertiary professional schools (TPS) Questionable impact of private non- university HE institutions on diversification

Tertiary Professional Education7 OECD review team proposals: Systematic Diversification Promote mostly growth of tertiary and higher professional education Earmark new places in these sectors till 2010 Incorporate tertiary professional education fully into the tertiary education system Specify roles, outputs and links within the National Qualifications Framework University Colleges of Professional Studies

Tertiary Professional Education8 University Colleges of Professional Studies New institutes within existing HE institutions Clear mission focusing on professional education Bachelor programmes Tertiary professional education Life-long learning Transfer of a part of the capacity of tertiary professional schools Increase involvement of external stakeholders (regions, business & industry,...) Staff requirements reflecting the mission + experienced academic staff of “mother” HEI

Tertiary Professional Education9 Supporting Policies Review of general academic career development policy Adjust accreditation system & criteria – terminate the Accreditation Com. for TPE Review the network of TPS Promote transferability of credits Simplify management structure, review role of internal/external stakeholders Diversify fees - level & attractiveness

Tertiary Professional Education10 Topics for discussion Need for specific TPE strategy Proposed quantitative development of tertiary & higher professional education Public promotion and status of TPE Mission & objectives of TPE Preservation of professional orientation & values New target groups for TPE – need of new methods, approaches, mode of delivery, transferability

Tertiary Professional Education11 Topics for discussion Institutional arrangements: Coexistence of University Colleges within academic environment – coherence of values Other ways of concentration of network Opening space for TPE delivery – framework and requirements Interaction with secondary education development – policy, profile, capacities Promoting life-long learning by accumulation of credits, recognition of prior experience & learning in TPE