Revised Erasmus Plan 2024
Our Erasmus Plan
In our ever-evolving, interconnected world, we face formidable global challenges that touch upon our economic structures, international relations, and overall societal stability. Climate change stands out as one of the most critical threats to humanity, necessitating unprecedented levels of global cooperation as highlighted by UN Secretary-General António Guterres. Concurrently, Norway and Europe are navigating a shifting demographic landscape, marked by an aging population which results in a dwindling economically active workforce. This shift has profound implications for our economies, welfare systems, healthcare, and infrastructural needs.
This era of rapid digital and technological transformation brings with it a wave of automation, digitalization, and artificial intelligence, opening doors to unprecedented opportunities for fostering a sustainable future. However, capitalizing on these opportunities requires a concerted effort in reskilling and upskilling the existing workforce and ensuring our educational system is responsive to the emerging competency demands. Yet, this promising landscape is not without its challenges, as we observe heightened geopolitical tensions and conflicts, signaling a shift towards regionalization and nationalization. Additionally, we are witnessing growing divides between different ethnic groups and a decrease in understanding and acceptance of our diverse backgrounds.
In response to these challenges, it is imperative that we promote a global perspective, nurture cultural awareness, and encourage an appreciation for diversity. The solution lies in establishing strategic partnerships between educational institutions across borders, sharing knowledge, facilitating cultural exchange, and cooperating to empower our society with the necessary skills and education to drive positive change.
Our world is at a crossroads, facing geopolitical crises and environmental challenges that demand swift and collective action. As the largest public higher vocational college in Norway, Fagskolen i Viken is uniquely positioned to play a pivotal role in advancing the higher vocational education sector in the country. We are at the forefront of sectorial development, setting standards for other higher vocational schools, and committed to sharing our knowledge for the betterment of the wider sector.
Together, we are dedicated to tackling the challenges of our time, promoting global competence, and driving positive change, with international mobility and cooperation being central to our mission.
Objectives and activities:
Objective 1: Tripartite Collaboration for Internationalization
At Fagskolen i Viken, we embody the spirit of working life. Our model is rooted in the synergy between the private and public sectors, our students, and our institution. A core principle guiding our operations is ensuring that “our students can directly apply their acquired knowledge and create value in their workplaces immediately after graduation, with no additional training required.”
Annually, we collaborate with companies to review and enhance our study programs, ensuring that our educational offerings are of the highest quality and aligned with the evolving needs of both the private and public sectors. This approach equips our students with relevant, up-to-date skills essential for the workforce, forming the bedrock of our educational programs.
Incorporating internationalization into our tripartite collaboration is a priority, as we strive to meet the growing demand from employers and students for international experiences, seamlessly integrating these opportunities into our educational programs to accommodate the diverse work-life circumstances of our student body. In order to provide the best possible opportunities for our students and to ensure that the international experience gained meets the company’s needs, we will work with the companies drawing on their experience and international contacts.
One initiative could involve introducing practical work modules, enabling students to gain international experience, thereby enriching our tripartite collaboration model for internationalization. We have successfully implemented this approach in several of our programs, and we aim to expand it further in collaboration with students and employers.
For those unable to travel, we offer alternative avenues for international exposure, such as short-term mobility initiatives, or ‘Internationalization at Home’ programs, where students can engage with international experts or faculty members with international experience. This inclusive approach ensures that the benefits of internationalization are accessible to all, regardless of their ability to travel.
Given that the majority of our students come from vocational backgrounds and often pursue their studies part-time, providing international experiences can be challenging. Many juggle full-time jobs and family responsibilities, dedicating evenings and holidays to their studies. Nonetheless, through ongoing dialogue within our tripartite collaboration framework, we are committed to tailoring mobility opportunities to suit the needs of both employers and part-time students, ensuring maximal participation and mutual benefit.
Activities:
Review study plans through the three partite collaboration, and ensure that we include international mobilities where applicable.
Encourage employers to give their staff (our students) time off to join on an international mobility opportunity.
International Mobility for Work-Based Learning: Facilitate international work placements for students, ensuring clear learning outcomes aligned with their vocational training, and providing support before, during, and after the mobility.
Recognition of Learning Outcomes: Establish mechanisms for recognizing and validating skills and knowledge acquired during international mobility, in consultation with employers and relevant authorities.
Quality Assurance:
Implement quality assurance mechanisms for international mobility, ensuring that partner institutions and companies provide high-quality learning experiences.
Timing:
We will work on this objective consistently throughout the programme period. Through yearly reviews of our study plans and continuously working to incorporate relevant international experience for our students.
Measuring progress:
To track and measure progress on this objective we will regularly evaluate “how many students” take part in physical mobility or are being exposed to ‘internationalization at home’ as part of their studies; what mobility options are available for the various study programs; and which companies the students represent and what are the skills the students gain from taking part.
We will also identify and map the factors that prevent our students from gaining international experience through physical mobility in annual surveys. As part of the evaluation, it is of great importance that our students who are/have been participating in international activities provide insight which we can use to expand international possibilities to even more students. After completing a mobility period abroad, our students are obliged to provide us with insight through surveys and interviews as well as to share their experience. It will be necessary to evaluate the progress of this objective continuous inside the organization and provide management with important information to make strategic decisions for expanding our international cooperation to other study programs. Results of the evaluations will also form an important part of the annual tripartite study program review process.
Objective 2: Global Citizenship
In today’s globalized world, fostering a deep understanding of different cultures and a respect for diversity is paramount. Being a global citizen entails awareness of the wider world and recognizing one’s place within it, transcending geographical and political borders, and acknowledging our shared responsibilities and rights as members of humanity.
As an educational institution, Fagskolen i Viken plays a crucial role in providing opportunities for our students and staff to engage positively with diverse cultures and identities, challenging stereotypes and promoting a more peaceful, sustainable, and equitable world.
A global perspective and appreciation and understanding of cultural differences is paramount if we are to address global problems such as climate change, where companies work in global value chains or are exposed to multicultural people through immigration. It also directly answers to the sustainable development goal 17 “partnership” for the goals.
At Fagskolen in Viken, Global Citizenship not only refers to our individual understanding and appreciation of other cultures and identities, it also means that we will strive to use our footprint and competencies to have a positive impact on the world where applicable.
Activities:
Student and staff mobility: by being able to travel and learn from other cultures both socially and in an educational and/or workplace setting.
Global Citizen Week: Dedicate a week to global themes, presenting various cultures through events, food, music, and more.
Cultural events: put on various cultural events, movies and other activities with a theme that aids global citizenship.
Dissemination: everyone participating in mobility or Erasmus+ activities will have to share their experiences with colleagues, staff or student, either through a presentation, an article, or in other ways. This way, we try to ensure that those that does not have the opportunity to participate in mobility also get the opportunity to get exposed to global issues.
Skills for global benefit: Fagskolen in Viken aims to ensure that parts of the Erasmus+ mobility will have an international aid component by directly responding to SDG 1 “no poverty”, SDG 3 “good health and wellbeing” or SDG 4 “quality education”, for example by having students travel to institutions and areas where our students skills can give benefit to less fortunate institutions and societies.
Environmental sustainability: we will ensure that our Erasmus+ activities are as sustainable as possible for the environment, for example by choosing sustainable travel options where applicable. We are also reducing giveaways to global partners to a minimum, and rather donate the funds spent on merchandises to social causes related to our mobilities.
Timing:
We expect to see immediate results as attending students and staff will have a wider perspective as well as a personal international network. The effects on the organizational level will be developed during the programme period.
Measuring progress:
All students and staff taking part in any form of international activity will be sharing their experience and outcome through evaluations, travel logs and/or interviews posted in SoMe, local news papers, the schools intranet and webpages as well as oral presentations for fellow students and staff. In tracking and monitoring feedback we can measure progress and success as well as areas for improvement throughout the program period.
Amount of student mobilities
Amount of people participating in global week
Amount of dissiminations (presentations, articles, etc)
Student mobilitites with a social cause
Objective 3: Competence Development
We are committed to enhancing the quality of our programs through international mobility. By facilitating exchanges for our students and staff to institutions of higher quality and competence, equipped with different or superior resources, or facing unique challenges, we enrich our academic community, elevating the attractiveness and quality of Fagskolen i Viken. In addition to the competence gained in the field of study or area of work, we also recognize the value and effect of internationalization for personal development, cooperation skills, language skills, independence, creativity, and cultural awareness. These are also relevant characteristics for working life.
Activities:
- Staff and student Exchange Programs: Establish exchange programs for staff and students to learn from best practices at international institutions.
- Online International Learning Opportunities: Expand 'Internationalization at Home' initiatives, including virtual internships and collaborative online projects with international partners.
- Internationalizing the Curriculum: Integrate international perspectives and case studies into the existing curriculum, through the experience of our staff from international visits.
- International Guest Lectures: Invite experts and teachers from around the world to give guest lectures and workshops, either virtually or in class.
- E-learning Modules: Develop e-learning modules in collaboration with international partners to expand the learning resources available for students and staff.
Timing:
We expect to see results and effects from this objective immediately and continuously throughout the program period.
Measuring progress:
Through continuous evaluation of our efforts in bringing internationalization into our institution we will be able to measure progress. Results can be measured and tracked through the yearly evaluation of ‘students’ satisfaction’ carried out by the Ministry of Education and Research, by the increasing numbers of students applying to study at our institution and the increasing retention. Once yearly staff appraisals also include scope for measuring success when it comes to evaluating increased competence and satisfaction for staff through international experience.
Objective 4: Institutional Development
Our vision is to evolve into an even more distinguished institution, renowned for its high competence and relevance in today’s globalized world. We aim to forge collaborations with institutions that can elevate us academically, professionally, and culturally.
Leveraging new competencies gained through these partnerships, we intend to enhance our institutional operations, incorporating innovative approaches such as Collaborative Online International Learning (COIL). This strategy will not only provide us with insights on global challenges and our role as an educational provider but also enrich our sectoral knowledge, teaching methodologies, and experiences within the international vocational education sphere.
Activities:
- Strategic Partnerships: Establish strategic partnerships with international educational institutions for knowledge exchange and collaboration.
- International Study Visits: Organize study visits to international institutions and businesses to provide staff with direct insights into global work practices.
- International Training for Staff: Promote staff mobility for training purposes, focusing on acquiring new skills and knowledge that can be transferred back to Fagskolen i Viken, with clear plans for dissemination and application.
- Capacity Building: Conduct training programs for staff to enhance their skills in working in an international environment and implementing international perspectives in teaching.
Timing:
We will see immediate results from this objective however, the institution will continuously develop throughout the program period as we implement our objectives and gain more international experience and collaborative partners.
Measuring progress:
By taking an active lead in bringing internationalization to Vocational Education in Norway and contributing in this way to lift the whole sector we are already able to measure success in this objective. Developing as an Institution is a continuous goal which will always be a priority for our school and a goal which will carry on after the program period is finished. The opportunities for funding through Erasmus+ will aid this process and play a huge part in our institution reaching our goal of developing and evolving as distinguished Institution through Internationalization. The success can be measures by the size of the school, the retention rate of our students and the numbers of graduates finding relevant employment, by the numbers of employees and the satisfaction of staff and students, by the numbers and success rate of international projects and collaborations.
Objective 5: Contributing to Shared Goals
Fagskolen i Viken is committed to contributing to the achievement of our school owner’s goals. As a regional development partner, we play a significant role in the international orientation of the workforce. We align with and support Viken County Municipality’s goals and ambitions for international cooperation, exchange, and learning.
By refining and articulating our objectives, we aim to create a comprehensive and responsive Erasmus+ plan that aligns with both our institutional values and the broader goals of the Erasmus+ program, fostering internationalization, competence development, institutional growth, and a commitment to shared societal goals.
Activities:
- Regional Collaboration: Strengthen collaboration with regional partners and authorities to promote internationalization in the workforce.
- Joint Projects: Develop joint projects with international and regional partners that address global and local challenges.
- Host events: host events through events such as Kongsberg Agenda and Arendalsuka to share knowledge and build networks.
- Sustainable Mobility: Encourage sustainable practices in international mobility, minimizing the environmental impact of travel and promoting eco-friendly accommodation options.
- Engagement with Regional Strategies: Align internationalization activities with regional development strategies, ensuring that mobility and cooperation contribute to the broader goals of Viken County Municipality.
Timing:
The regional structure of political strategies and objectives makes our contributions more like a part of a total than a separate attempt. In this perspective we will identify results on different levels throughout the accreditation period.
Measuring progress:
Measuring and evaluation of an integrated political progress differs from the above mentioned as they involve a wide range of organisations and businesses, parts of interest, and levels of administration as well as politics. We will take part by presenting projects, share experience and knowledge and take part in other projects initialized by others within the region of Viken.
Playing by the rules as described above does not stop us from reflecting on goal achievement regarding contribution to common goal achievement within our own school and in dialogue with our partners.