Rapidly changing labor markets, continuously shifting it markets and newly emerging demand on the side of students (no matter where and how) produce new expectations and learning patterns on the side ... read more
Rapidly changing labor markets, continuously shifting it markets and newly emerging demand on the side of students (no matter where and how) produce new expectations and learning patterns on the side of consumers of education.
Options for life-long learning have to be designed and marketized. The U.S. wave of MOOCs is just one solution, if at all. New forms of blended learning are emerging. Traditional organizations, like universities, have increasingly to compete with new players on education markets. The mix of qualifications to be gained while learning is shifting as well: instead of easily accessible basic knowledge, soft skills and transferable skills are in rising demand. The same can be said about extracurricular activities. And processes of Trans-nationalization endanger classical national education contexts and standards.
So what do we have to face in the next ten or so years in terms of "human capital" development? How will criteria like "excellence" be (re)defined? How can learning periods be reconciled with job requirements, and private life needs?
In this course, we will identify the basic causing factors and triggers for changing educational patterns. We will try to figure out differences between various clusters of sciences, like humanities, social sciences, and life sciences. And also between different societies, and generational cohorts.