NESET - Network of Experts working on the Social dimension of Education and Training, 2020
The growing use of micro-credentials is an outcome of the changing nature of the labour market an... more The growing use of micro-credentials is an outcome of the changing nature of the labour market and of growing uncertainty as to what work will look like in the future. Fewer ‘jobs for life’ now exist, and employers demand flexibility and quick reactions to changing circumstances. Micro-credentials are particularly useful in this situation, as they allow for tailored, quick and accessible skills (re)development.
The main objective of this report is to provide a background analysis that will inform the European Commission with regard to the development, provision and recognition of micro-credentials. This will feed into a wider consultation and analysis for a European approach to micro-credentials. The report focuses on the higher education sector, but where relevant, it also extends to other sectors.
The report finds that the common characteristics shared by the majority of currently available micro-credentials are that they are acquired after a relatively short period of learning, are expected to be relevant in the labour market, and may recognise the development of wider transversal skills. Despite these shared characteristics, micro-credentials differ in terms of their modes of delivery, content, providers, the possibility of receiving credits, the time period for learning, objectives, usefulness, prerequisites, assessment and validation process, integration and stackability options, as well as in the types of certificates received. For micro-credentials to become better integrated into higher education systems, they must be well designed and understandable to all interested parties. Having easily accessible, informative and comparable information can create greater trust and transparency with regard to micro-credentials among stakeholders. The study suggests a list of critical information items that should be provided for micro-credentials operating within the framework of a European approach.
This report defines student-centred learning and teaching as an overarching approach to designing... more This report defines student-centred learning and teaching as an overarching approach to designing higher education processes, which is founded on the concept of student agency. Student-centred learning and teaching primarily concerns the capability of students to participate in, influence and take responsibility for their learning pathways and environments, in order to have a transformative learning experience and thus achieve the expected learning outcomes.
The report achieves two main objectives. First, it maps notable real-world practices of student-centred learning and teaching – namely, those practices with proven potential to contribute to the quality and inclusiveness of higher education. Second, by reviewing recent, top-level academic research on the subject, it puts into context the practices that have been mapped. As a result, the report suggests a list of 10 mutually reinforcing core elements, all of which should be implemented to have a fully functioning student-centred learning and teaching ecosystem.
The report also provides a self-assessment tool that enables higher education institutions to assess the existence and effectiveness of student-centred learning and teaching elements within their own institution.
In his famous People, States and Fear Barry Buzan called security an "essentially contested conce... more In his famous People, States and Fear Barry Buzan called security an "essentially contested concept" that, according to Richard Little, "contains an ideological element which renders empirical evidence irrelevant as a means of resolving the dispute." 1 The present paper, by critically assessing the points raised in the chapter National Insecurity: Threats and Vulnerabilities from the above-mentioned Buzan"s book, discusses two salient theoretical cleavages of the field: the width of the concept of security and the objectivity/subjectivity of threats.
The present thesis analyzes the empirical problem: despite very similar initial positions, the th... more The present thesis analyzes the empirical problem: despite very similar initial positions, the three Baltic States have developed different sectoral patterns of foreign direct investment (FDI) in the period 1991-2007. While Lithuania has attracted a significantly larger share of FDI in manufacturing, Latvia and Estonia, on the other hand, have specialized in FDI in financial and business services. Analysis is based on a theoretical approach to economic relations borrowed from economic sociologyeconomic substantivism -which tells that economic activity is always embedded in wider social, institutional, cultural and political context. By using various methods (analysis of statistical data, party programs, legal documents and media) and data from various sources the thesis analyzes the influence of the prevailing skills, political stability and political ideology on the types of attracted FDI. The thesis has two main findings. First, the prevailing skills do indeed have an influence on the sectoral patterns of FDI in Lithuania and Estonia. In Lithuania, prevailing skills are conducive to FDI in manufacturing, while in Estonia they are conducive to FDI in financial and business services. Second, the political ideologies of the parties in government have an influence on the type of attracted FDI in all three Baltic States. However, only in Estonia government FDI policies are supported by a high level of political stability.
Studentų mokslinė draugija Lietuvos politologų asociacija G e r i a u S i ų r a š T o d a r b ų a... more Studentų mokslinė draugija Lietuvos politologų asociacija G e r i a u S i ų r a š T o d a r b ų almanachas 2008 m.
Bendrą Europos Sąjungos (toliau darbe -ES) ir Rusijos prekybos santykių nuotaiką puikiai nusako K... more Bendrą Europos Sąjungos (toliau darbe -ES) ir Rusijos prekybos santykių nuotaiką puikiai nusako Konstantin Korobchenko savo straipsnyje apie šių dviejų šalių (čia ţodis "šalis", ţinoma, vartojamas ne "country", o "party" prasme) ekonominius santykius. Anot jo, ES daţnai yra vadinama "ekonominiu gigantu", tuo tarpu Rusija greičiau gali būti vadinama "politiniu gigantu". Santykiai tarp dviejų "gigantų" maţame pasaulyje negali būti paprasti ir neproblemiški. 1 Ypatingą problemiškumą jiems didele dalimi ir suteikia skirtinga šių "gigantų" galios prigimtis bei nesugebėjimas konkuruoti toje srityje, kur kita šalis yra pranašesnė. Kai ES 2008 metais buvo tiek didţiausia prekių importuotoja, tiek didţiausia prekių eksportuotoja pasaulyje 2 , ji yra daţnai kritikuojama uţ politinį silpnumą ir į ją daţnai apskritai nėra ţiūrima kaip į pasaulio politinę galią.
NESET - Network of Experts working on the Social dimension of Education and Training, 2020
The growing use of micro-credentials is an outcome of the changing nature of the labour market an... more The growing use of micro-credentials is an outcome of the changing nature of the labour market and of growing uncertainty as to what work will look like in the future. Fewer ‘jobs for life’ now exist, and employers demand flexibility and quick reactions to changing circumstances. Micro-credentials are particularly useful in this situation, as they allow for tailored, quick and accessible skills (re)development.
The main objective of this report is to provide a background analysis that will inform the European Commission with regard to the development, provision and recognition of micro-credentials. This will feed into a wider consultation and analysis for a European approach to micro-credentials. The report focuses on the higher education sector, but where relevant, it also extends to other sectors.
The report finds that the common characteristics shared by the majority of currently available micro-credentials are that they are acquired after a relatively short period of learning, are expected to be relevant in the labour market, and may recognise the development of wider transversal skills. Despite these shared characteristics, micro-credentials differ in terms of their modes of delivery, content, providers, the possibility of receiving credits, the time period for learning, objectives, usefulness, prerequisites, assessment and validation process, integration and stackability options, as well as in the types of certificates received. For micro-credentials to become better integrated into higher education systems, they must be well designed and understandable to all interested parties. Having easily accessible, informative and comparable information can create greater trust and transparency with regard to micro-credentials among stakeholders. The study suggests a list of critical information items that should be provided for micro-credentials operating within the framework of a European approach.
This report defines student-centred learning and teaching as an overarching approach to designing... more This report defines student-centred learning and teaching as an overarching approach to designing higher education processes, which is founded on the concept of student agency. Student-centred learning and teaching primarily concerns the capability of students to participate in, influence and take responsibility for their learning pathways and environments, in order to have a transformative learning experience and thus achieve the expected learning outcomes.
The report achieves two main objectives. First, it maps notable real-world practices of student-centred learning and teaching – namely, those practices with proven potential to contribute to the quality and inclusiveness of higher education. Second, by reviewing recent, top-level academic research on the subject, it puts into context the practices that have been mapped. As a result, the report suggests a list of 10 mutually reinforcing core elements, all of which should be implemented to have a fully functioning student-centred learning and teaching ecosystem.
The report also provides a self-assessment tool that enables higher education institutions to assess the existence and effectiveness of student-centred learning and teaching elements within their own institution.
In his famous People, States and Fear Barry Buzan called security an "essentially contested conce... more In his famous People, States and Fear Barry Buzan called security an "essentially contested concept" that, according to Richard Little, "contains an ideological element which renders empirical evidence irrelevant as a means of resolving the dispute." 1 The present paper, by critically assessing the points raised in the chapter National Insecurity: Threats and Vulnerabilities from the above-mentioned Buzan"s book, discusses two salient theoretical cleavages of the field: the width of the concept of security and the objectivity/subjectivity of threats.
The present thesis analyzes the empirical problem: despite very similar initial positions, the th... more The present thesis analyzes the empirical problem: despite very similar initial positions, the three Baltic States have developed different sectoral patterns of foreign direct investment (FDI) in the period 1991-2007. While Lithuania has attracted a significantly larger share of FDI in manufacturing, Latvia and Estonia, on the other hand, have specialized in FDI in financial and business services. Analysis is based on a theoretical approach to economic relations borrowed from economic sociologyeconomic substantivism -which tells that economic activity is always embedded in wider social, institutional, cultural and political context. By using various methods (analysis of statistical data, party programs, legal documents and media) and data from various sources the thesis analyzes the influence of the prevailing skills, political stability and political ideology on the types of attracted FDI. The thesis has two main findings. First, the prevailing skills do indeed have an influence on the sectoral patterns of FDI in Lithuania and Estonia. In Lithuania, prevailing skills are conducive to FDI in manufacturing, while in Estonia they are conducive to FDI in financial and business services. Second, the political ideologies of the parties in government have an influence on the type of attracted FDI in all three Baltic States. However, only in Estonia government FDI policies are supported by a high level of political stability.
Studentų mokslinė draugija Lietuvos politologų asociacija G e r i a u S i ų r a š T o d a r b ų a... more Studentų mokslinė draugija Lietuvos politologų asociacija G e r i a u S i ų r a š T o d a r b ų almanachas 2008 m.
Bendrą Europos Sąjungos (toliau darbe -ES) ir Rusijos prekybos santykių nuotaiką puikiai nusako K... more Bendrą Europos Sąjungos (toliau darbe -ES) ir Rusijos prekybos santykių nuotaiką puikiai nusako Konstantin Korobchenko savo straipsnyje apie šių dviejų šalių (čia ţodis "šalis", ţinoma, vartojamas ne "country", o "party" prasme) ekonominius santykius. Anot jo, ES daţnai yra vadinama "ekonominiu gigantu", tuo tarpu Rusija greičiau gali būti vadinama "politiniu gigantu". Santykiai tarp dviejų "gigantų" maţame pasaulyje negali būti paprasti ir neproblemiški. 1 Ypatingą problemiškumą jiems didele dalimi ir suteikia skirtinga šių "gigantų" galios prigimtis bei nesugebėjimas konkuruoti toje srityje, kur kita šalis yra pranašesnė. Kai ES 2008 metais buvo tiek didţiausia prekių importuotoja, tiek didţiausia prekių eksportuotoja pasaulyje 2 , ji yra daţnai kritikuojama uţ politinį silpnumą ir į ją daţnai apskritai nėra ţiūrima kaip į pasaulio politinę galią.
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Papers by Mantas Pupinis
The main objective of this report is to provide a background analysis that will inform the European Commission with regard to the development, provision and recognition of micro-credentials. This will feed into a wider consultation and analysis for a European approach to micro-credentials. The report focuses on the higher education sector, but where relevant, it also extends to other sectors.
The report finds that the common characteristics shared by the majority of currently available micro-credentials are that they are acquired after a relatively short period of learning, are expected to be relevant in the labour market, and may recognise the development of wider transversal skills. Despite these shared characteristics, micro-credentials differ in terms of their modes of delivery, content, providers, the possibility of receiving credits, the time period for learning, objectives, usefulness, prerequisites, assessment and validation process, integration and stackability options, as well as in the types of certificates received. For micro-credentials to become better integrated into higher education systems, they must be well designed and understandable to all interested parties. Having easily accessible, informative and comparable information can create greater trust and transparency with regard to micro-credentials among stakeholders. The study suggests a list of critical information items that should be provided for micro-credentials operating within the framework of a European approach.
The report achieves two main objectives. First, it maps notable real-world practices of student-centred learning and teaching – namely, those practices with proven potential to contribute to the quality and inclusiveness of higher education. Second, by reviewing recent, top-level academic research on the subject, it puts into context the practices that have been mapped. As a result, the report suggests a list of 10 mutually reinforcing core elements, all of which should be implemented to have a fully functioning student-centred learning and teaching ecosystem.
The report also provides a self-assessment tool that enables higher education institutions to assess the existence and effectiveness of student-centred learning and teaching elements within their own institution.
The main objective of this report is to provide a background analysis that will inform the European Commission with regard to the development, provision and recognition of micro-credentials. This will feed into a wider consultation and analysis for a European approach to micro-credentials. The report focuses on the higher education sector, but where relevant, it also extends to other sectors.
The report finds that the common characteristics shared by the majority of currently available micro-credentials are that they are acquired after a relatively short period of learning, are expected to be relevant in the labour market, and may recognise the development of wider transversal skills. Despite these shared characteristics, micro-credentials differ in terms of their modes of delivery, content, providers, the possibility of receiving credits, the time period for learning, objectives, usefulness, prerequisites, assessment and validation process, integration and stackability options, as well as in the types of certificates received. For micro-credentials to become better integrated into higher education systems, they must be well designed and understandable to all interested parties. Having easily accessible, informative and comparable information can create greater trust and transparency with regard to micro-credentials among stakeholders. The study suggests a list of critical information items that should be provided for micro-credentials operating within the framework of a European approach.
The report achieves two main objectives. First, it maps notable real-world practices of student-centred learning and teaching – namely, those practices with proven potential to contribute to the quality and inclusiveness of higher education. Second, by reviewing recent, top-level academic research on the subject, it puts into context the practices that have been mapped. As a result, the report suggests a list of 10 mutually reinforcing core elements, all of which should be implemented to have a fully functioning student-centred learning and teaching ecosystem.
The report also provides a self-assessment tool that enables higher education institutions to assess the existence and effectiveness of student-centred learning and teaching elements within their own institution.