Why UM Academy?
UM Academy plays a key role in supporting the regional labour market by offering high-quality solutions for lifelong development. It does this by:
- building a sustainable infrastructure, both internally and externally, that enables professionals to develop high-quality solutions for lifelong development. These solutions respond to the needs of the regional labour market, which arise from ongoing transitions and current labour-market challenges.
- serving as a visible and approachable partner for employers, educational institutions and prospective participants. UM Academy aims to be the main point of contact for everything to do with lifelong development for professionals.
- fostering the development of future-oriented knowledge and skills by integrating competences related to lifelong development into existing educational programmes at Maastricht University.
Our approach
UM Academy is a service-oriented network that plays a coordinating role within Maastricht University and beyond. Drawing on the university’s vision for lifelong development, it is a recognisable, accessible gateway for all questions related to lifelong development.
UM aims to contribute to solving the challenges arising from economic and social transitions in healthcare, sustainability, energy, automation and education. To do so, we need to reduce the gap between the supply and demand of knowledge and skills, both in and beyond our region.
By offering hands-on education and training oriented towards the labour market, we enhance the employability of our students, staff, alumni and fellow Limburg residents, regardless of their age, experience or educational background. At the same time, we help companies and organisations to become future-proof. Thanks to rigorous labour-market research and long-term relationships with employers and employees, we ensure the ongoing relevance of our solutions in lifelong development.
Cooperation with specialised centres
UM Academy collaborates with specialised training centres at Maastricht University to develop a course offer optimally suited to our professionals and the labour market. These training centres, in turn, draw on the academic and multidisciplinary expertise of the university’s six faculties: the Faculty of Health, Medicine and Life Sciences, the Faculty of Psychology and Neuroscience, the Faculty of Arts and Social Sciences, the Faculty of Law, the Faculty of Science and Engineering and the School of Business and Economics.
At the same time, we also look beyond the walls of our own institution to provide the best possible training solutions for our clients. To this end, we work proactively with other educational institutions, for example within the Southeast Regional Hub.
Our lifelong development philosophy
Our vision on lifelong development brings together disparate parties to develop a coherent course offer that meets the needs of the labour market. To ensure that everyone is on the same page, we have developed an overarching philosophy of lifelong development. This philosophy consists of four cyclical phases that form a continuous loop (see figure-eight image below). Employers are involved at every stage of the cycle.
In phase 1 (top left), we start creating lifelong development solutions. We develop these and ensure their ongoing relevance through a deep understanding of the demands and needs of the labour market and the impact of key transitions. This is based on scientific and scholarly research as well as regular discussions with employers, employees and the government’s employee insurance agency, UWV.
In phase 2, we identify those lifelong development solutions that best respond to regional demand. We also consult with education providers to determine which party/parties can develop these solutions most efficiently and effectively. All this is done in close cooperation with employers and, where necessary, government authorities.
In phase 3, we work with employers to bring the lifelong development solutions to fruition, taking into account the expertise of all parties involved. Solutions are tailor-made and can be offered at different levels, depending on participants’ educational background and experience (1-6).
In phase 4, the training/education developed is offered through employers and on the market more broadly. A good match with participants’ capabilities and limitations is essential to ensure that they acquire the relevant knowledge, competences and skills, and receive a recognised certificate.
As the labour market is constantly changing, the cycle then starts again at phase 1.