Abstract:

Since the 21st century, the landscape of higher education has rapidly been changing. Alterations are merely caused by digitalization, networking, social media, flexibility and globalization. A combination of all those elements made that higher education colleges are no longer just a place to transfer knowledge but are a challenging environment where students are triggered to become critical and conscious cosmopolitans. In addition, based on the Bologna Declaration (June 19th 1999) and European Qualification Framework (EQF, April 23th 2008) to enhance international uniformity, transparency and visibility, Flanders developed a Flemish Qualification Framework (FQF). This framework focusses on five competences in the overall educational system: knowledge, skills, context, autonomy and responsibility (Flemish Government of Education and Training). Based on these fundamentals, University Colleges Leuven-Limburg (UC Leuven-Limburg) developed a vision of education called Bachelor proof which guarantees level 6 of the EQF and renders professionals with ‘21st century skills’ needed to cope with changing technological, social and economic developments. Within this concept, an e-portfolio was introduced in the professional Bachelor Program of Biomedical Laboratory Technology and professional Bachelor Program of Chemistry (EQF level 6, 180 study points, program of three years). The e-portfolio is still work in progress and is part of the Erasmus+ project “Empowering e-Portfolio Process“ (https://eepeu.wordpress.com/). The final e-portfolio aims to be a multidisciplinary tool with focus on study course, personal growth, lifelong learning and social responsibility. It will comprise the entire curriculum that both helps instructors to learn students ‘the competences of the 21st century’ and gives students the opportunity to get involved in their own learning process and career development. Over the three years of education at University Colleges Leuven-Limburg, focus is lead on the individual student including well-being, motivation, study competences and study progress but also on team based learning and project work supporting social and communicative skills. In addition, students come into contact with the work floor by attending seminars, doing an internship, participating in on the job training, learning to apply for a job. Besides these activities that are logged in the e-portfolio, students can propose additional tasks stimulating their responsibility and engagement e.g. participate in peer-assisted learning, being a supportive lab technician at University Colleges Leuven-Limburg, being a buddy, …
In conclusion, an e-portfolio is a suitable tool to get students involved in their professional identity. The tool contributes to critical reflection, communicative, social, technical and organizational skills and team spirit. It makes intercourse and interdisciplinary competences more transparent and visible in the study programs and prepares students for the competences of the 21st century.

Keywords:

E-Portfolio, 21st century skills.