UCAS ASPIRA has a long tradition of LLL programmes and existing PHE programmes have grown from it. Main concept of UCAS is to have an individual approach to each student and to each company with collaboration in education. Through a wide number of LLL programmes (more than 300 which are certificated and numerous more which are trainings on demand, adapted for each client) additional experiences are built. Also, in such contacts business trends are recognized and from that information new study programmes and LLL programmes will be planed. Indeed, students of ASPIRA during a study have opportunity to build their competences for the specific employer by listening a seminars or LLLs of their interest, out of regular study program.
What was the challenge intended to be addressed? Why? What did work well? What did not work well? What have been the main achievements? How did you evaluate its success? What has been the change brought by this good practice?
Impact of the LLL to the competencies of the graduate students and their positioning in the labour market. A standard study curriculum does not manage to cover all the necessary knowledge and skills needed to meet the demands of the labour market. Therefore, LLL programs are simpler and legally easier to implement, and yet they provide specific knowledge and improve students' competencies, as well as competencies of future employees.
What are the enabling conditions (e.g. institutional, economic, social/cultural, regulatory) that needed to be in place or played a facilitating role for the good practice to be successful?
Basically, the most important factor is cooperation of entrepreneurs in determining specific skills expected from employees and informing PHEI. Institutions do not have any major difficulties in preparation and organisation of LLL programs, since they already implement study programs that are already complex in their contents and volume.
What are the challenges, barriers or limiting factors encountered? How have they been addressed?
The only constraint in application of this example of good practice is inactivity of the PHEI management and insufficient motivation of students to take part in the programs. Both could be easily removed using systematic approach and informing all relevant stakeholders in the educational process.
Feasibility & Sustainability
What are the elements that need to be put into place for the good practice to be sustainable (institutionally, socially, economically, etc.)? If applicable, indicate the total costs incurred for the implementation of the practice. What are the benefits compared to total costs?
Feasibility and sustainability depends on strategic orientation of the PHEI management towards economic needs and labour market needs for specific competencies of employees. Likewise, the entrepreneurs should actively participate in the program development and identification of knowledge and skills they expect their future employees to have.
Replicability & Upscaling
What are the possibilities of extending the good practice more widely? What are the conditions that need to be in place for the good practice to be successfully replicated in a similar context? What are the steps that should be taken/respected to ensure that the good practice is replicated / up-scaled, but adapted to the new context?
Replicability of the example of good practice is relatively easy, and it is based on constant communication with the labour market and development of LLL programs based on the feedback provided. It is also necessary to adjust the existing programs to the modern information.
What would have facilitated an earlier and/or bigger impact? What are the key features that should be kept in mind if this would have to be implemented again? What would you do differently if you could go back in time? What could have been done better?
Students and other clients are more satisfied with individual approach, and learning outcomes are better.