University is usually associated with many years of full-time study. However, there are now many compact formats in which working people can also acquire up-to-date skills for their job. This allows employees and the self-employed to continue their education in a practical way, explains Tim Zentner, Managing Director of the C3L - Centre for Lifelong Learning at the University of Oldenburg.
How have the demand for and supply of university-based further education programmes developed?
Tim Zentner: Interest has increased significantly. That's why we've expanded the range of courses on offer in recent years, most recently in the areas of renewable energies and business and management. We are also responding to the trend of people wanting to undertake more targeted and shorter further education programmes, for example to better cope with a challenge at work. This could be about how to initiate innovations in the company, how to obtain a certificate for management in health and care or how to improve my negotiating skills. The shortage of skilled labour and fundamental, not just digital, transformations are certainly contributing to lifelong learning becoming the new normal. It has long been common to return to university for further education. Instead of linear educational pathways, there are more lateral entries, for example in our special educational qualification for teachers at private special schools. By the way, lifelong learning is to be taken literally. Demand is also increasing for guest student programmes - especially from people who attend courses at the university after their working life.
Which further education programmes are particularly in demand and why?
Due to social developments or legal requirements, some topics are booming. For example, practically all companies had to respond to the General Data Protection Regulation. Accordingly, there were more participants in our Information Law programme. However, this is in high demand anyway due to extensive digitalisation. The same applies to the trending topic of hydrogen. In contrast, interest in many programmes has remained unbroken for decades. This applies, for example, to programmes on the management of education and science or wind energy technology and management. A network of around 400 alumni has been created for this wind study programme. We have around twice as many graduates from contact study programmes on topics such as supervision and coaching, systemic counselling and family and systemic therapy.
How has the way of learning changed?
Online learning has of course become more important. However, we almost always combine it with face-to-face workshops. This mix is demonstrably the most effective way of learning - and is also more fun than learning online alone. Face-to-face encounters often create a network from which participants benefit beyond their part-time studies or further education. What has also changed: The increasingly dynamic world of work means that learning is becoming more flexible. In the past, qualifications ended with the academic appointment or university degree. Today, you have to learn to learn for yourself. Only by continuing my education and staying on the ball will I be future-proof. This applies to both professional expertise and interdisciplinary skills. For example, if I want to communicate better or use design thinking, I attend a compact training course. To prepare for the Supply Chain Act, I book suitable further education. Later, I can have this and the training credited towards a part-time degree programme such as Business Administration or Innovation Management. This is possible because our training programmes are modular and interlinked.
Further education at a glance: uol.de/berufsbegleitend
Contact
Manuel Karczmarzyk (C3L), T +49(0)441 798-4443, E