‘‘ Lifelong Learning and Professional Higher Education in Europe: how can we move from rhetoric to reality? ’ Rob Mark

2. ‘‘Lifelong Learning and Professional Higher Education in Europe: how can we move from rhetoric to reality? ’ Rob Mark University of Strathclyde University of Cambridge. UALL Annual Conference 2012 ‘The Place of Lifelong Learning: Higher Education for the social good?’ March 2012 FLLEXhttp://www.flllex.eu/

3. Background to FLLEX Project

4. FLLLEX Project http://www.flllex.eu/ Impact of Lifelong Learning Strategies on Professional Higher (EU Transversal Prog) • January 2010-31 August 2012 • 24 partners from 10 European countries • Results based on 3 visits - Ireland; Lithuania; Belgium

5. FLLLEX • Organisation • National Agencies • Belgium (Flanders) • Finland • France • Ireland • Lithuania • The Netherlands • United Kingdom (Scotland) • Turkey • Institutions • KHLeuven – Leuven University College • Laurea UAS • IuT de Saint-Nazaire • Letterkenny IoT • Vilnius College • Hanzehogeschool • Cardonald College • Yasar University • Structural partners • Eurashe • 3s • Banku Augstskola • Educonsult • Advisory Board • Business Europe • Education International • European Student’s Union FLLLEX

6. Stakeholders GOVERNMENT TRAINING PROVIDERS HEI LifeLong Learning programmes BUSINESSES LEARNERS FLLLEX FLLLEX 6

7. FLLEX Project:Impact of Lifelong Learning Strategies on Professional Higher Education in Europe. (2009-2012) • Examines findings from self evaluation instrument for lifelong learning in HEI’s in Europe. (ENQA). • Looks at challenges and implications of lifelong learning incorporation into European higher education institutions (HEIs) • To promote discussion through analysis of different strategic areas linked to development of lifelong learning • Aims to strengthen the positions of institutions ( not rank them) within a national and international context

8. Aims of Self-Assessment • To develop an analysis of current situation in higher education • To provide suggestions at different levels within HE institutions on the future development of lifelong learning • To open dialogue with stakeholders and other groups of interest in LL • To enhanace quality assurance frameworks within LL provision • To facilitate the identification of indicators on the impact of LL

9. The Tool Used

10. The Self-Assessment Process • setting up of team-chairperson, rapporteur, representative from academic community( managers, researchers)Other representatives- unions, learners; • Development of a self evaluation process-focus groups with different stakeholders • Drawing up and approval of a self-assessment report by the self-assessment team for internal use

11. Questions for the Focus Groups • Understanding of lifelong learning • Policies and implementation • Current situation- Plans, arrangements ,partnerships, access, links between education and work, qualifications, public awareness of LL, links with EU developments, involvement of stakeholders; quality; information and guidance; support initiatives; funding; • Promotion of LL

12. The Policy Context in Lifelong Learning in Europe

13. Lifelong learning -OECD (2004) • A lifelong learning framework views the demand for a supply of learning opportunities, as part of a connected system covering the whole lifecycle and comprising all forms of formal and informal learning. • Centrality of the learner – this requires a shift in attention from a supply side focus (e.g. on formal institutional arrangements for learning), to the demand side of meeting learner needs. • Motivation to learn – requires attention to developing the capacity for ‘learning to learn’ through self-paced and self-directed learning. • Multiple objectives of education policy – the lifecycle view recognises the multiple goals of education (personal development; knowledge development; economic, social and cultural objectives) and that the priorities among these objectives may change over the course of an individuals’ lifetime • lifelong learning provides long-term benefits for the individual, the enterprise, the economy and society more generally. (OECD, 2004).

14. Lifelong Learning Policy • impossible to locate policy documents on education and training that makes no reference to lifelong learning. Lifelong learning is used to a) legitimate education and training policies, b) identify groups at risk of exclusion and c) argue the case for specific policy instruments. Hake (2006) • Lifelong learning has become a key aspect of social policy, linking education, social security and employment (Riddell et al, 2007).

15. The Lifelong Learning Discourse in Europe • overarching concept covering all contexts (formal, non formal, informal) and levels (pre-school, primary, secondary, tertiary and adult, continuing) of education and training. Badescu and Saisana(2009) • ‘All learning activity undertaken throughout life, with the aim of improving knowledge, skills and competencies within a personal, civic, social and/or employment-related perspective.’ Making a European area of lifelong learning a reality’, the European Commission (2001) • Provides people of all ages with equal and open access to high-quality learning experiences throughout Europe (Eurostat, 2009a).

16. Lifelong Learning and the European Union • The 1995 White Paper on Teaching and Learning: Towards the Learning Society • EU officially adopts lifelong learning as basic principle for its education and training policies in the Maastricht Treaty.(1997,Amsterdam) • Lisbon Economic Council (2000) and the integration of lifelong learning within the broader economic and social policies of EU. The Union must become the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion’ (EU Council, 2000:3).

17. EU & Lifelong Learning • The Memorandum on Lifelong Learning (CEC, 2000). Lifelong learning was defined in terms of the following: ‘all learning activities that are undertaken throughout life, with the aims of improving knowledge, skills and competence, within a social, civic and/ or employment related perspective’. • Making a European Area of Lifelong Learning a Reality (CEC, 2001). The original priorities were changed in this document and emphasis was laid on personal development and active citizenship, together with a more integrated approach (EAEA, 2006). ‘all learning activities undertaken throughout life, with the aim of improving knowledge, skills, and competences within a personal, civic, social and/or employment-related perspective’

18. Survey of Participation in Lifelong Learning in the European Union (2000 & 2006)

19. Participation in formal or non-formal education and training, age 25-64 (%) 200 Across the EU, 64.3% of people aged 25-64 did not participate in education and training in the last 12 months. Participation in Lifelong Learning and the European Union

20. Findings from the Project

21. Findings and Suitability of Tool • Self-assessment tool supports progress towards lifelong learning HEI’S. • The focus is on professional programmes- work-based; • Some evidence of new programmes focused on access of adults and disadvantaged groups • Colleges are largely orientated towards engaging with younger age groups • Need for clarity of policies • Self-assessment tool time consuming to use. • Employers and learners had differnet knowledge understanding • Useful in identifying strengths and weaknesses

22. Comments on the importance of the Tool • The institutional phase demands a strategic approach and it is important that the LLL practitioners in the university think carefully about how to develop lifelong learning • Using the tools is very time-consuming. While it may be possible is it worth the effort? • The most appropriate tools will vary for different institutions. • It is useful to be reflective and flexible during the process – and to allow change in a constructive way. • Those who can help may vary from one institution to another.

23. SELF-ASSESSMENT TOOL ON INSTITUTIONAL STRATEGIES FOR LIFELONG LEARNING • What are the implications for incorporating Lifelong Learning (LLL) into European higher education institutions (HEI’s), with special attention given to RPL (recognition of prior learning). • What are the perceived national and local policies • practices in LLL education across the EU.

24. conclusions

25. Next steps? • Designing a LLL strategy that can serve as a basis for the enhancement of LLL HEI • Building expertise and capacity for the enhancement of LLL • Continuing the development of LLL within the University • Constructing partnerships with internal and external actors that share similar interests • Connecting LLL with academic staff development, educational development and skills advancement

27. New Challenges • in implementing a LLL strategy (mainly for HEI’s) and examples of good practice • In developing indicators used to assess LL within HEI’s. e.g. how LLL strategies make an impact on: policy, curricular aspects (design, flexibility); management of programmes; delivery of courses; RPL; marketing; staff policy and management; internal processes (academic – administrative); student counselling; quality assurance;

28. Results From Self Assessment • Identification of national and local policy contexts • Typology of lifelong learners in colleges and an overview of their expectations and of those of other stakeholders. • New areas for development - links with employers; unemployed; cultural & language groups