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TO BECOME A LIFELONG LEARNER A new challenge for students A new challenge for all

TO BECOME A LIFELONG LEARNER A new challenge for students A new challenge for all. Michel FEUTRIE University of Lille 1 President of EUCEN. 1 Why such an evolution?. LLL becomes a necessity. The knowledge explosion : the stock of knowledge available doubles every 7 or 8 years.

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TO BECOME A LIFELONG LEARNER A new challenge for students A new challenge for all

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  1. TO BECOME A LIFELONG LEARNERA new challenge for studentsA new challenge for all Michel FEUTRIE University of Lille 1 President of EUCEN

  2. 1 Why such an evolution?

  3. LLL becomes a necessity • The knowledge explosion : the stock of knowledge available doubles every 7 or 8 years. • A large part of what is currently taught will not be in a few years • Learning acquired at school or university is no longer enough to carry people throughout their personal and professional life

  4. At the same time • The notion of learning is widening. • Learning is not restricted to a defined space and time • A multiplication of opportunities and means • Contexts which are more and more complex and give us more and more opportunities to learn (often incidentally)

  5. 2 What to do?

  6. European elements of strategy • Memorandum on LLL (2000) • Incorporation of the LLL dimension in all European « papers » • Communiqué of the Conference of European ministers of Education, Oslo 2004 • Adoption of common principles on validation of non formal and informal learning • Progress report on Lisbon process (2006) • Communication on Adult Education (2006) • Adoption by the European Parliament of 8 key competences for LLL (2006)

  7. To create a LLL environment • We have to think education and training as a continuous process helping people to make the best use of formal, non-formal and informal learning gained whether in a classroom, in the workplace or in voluntary activities or at home. • We have to think the professional life as a pathway supported by formal learning periods offering the individuals to formalise what they have learnt and to prepare new developments

  8. What it means for individuals • This increase considerably the responsibility of individuals in building and maintaining their capital of knowledge, of skills • They have to become « lifelong learners », this means: • Understand that LLL is not a complement of initial education and not limited to continuing education conceived on an adaptive basis • Understand that LLL is a continuous process

  9. Learn to read their own experience and to reflect on it • Learn to take profit of all situations • Learn to identify and present the elements for validation of non formal and informal learning • Adopt a developmental attitude

  10. But there are real risks… • Risk of new forms of exclusion for those who met difficulties to face these new requirements • Results which are not at the expected level and provoke demotivation • Pathways with dead ends

  11. So… • We have to prepare people for that • But learning to learn is not enough, people must be convinced that they learn during their careers and that what they learn is valuable • We have to provide methods and tools to students, to trainees helping them to organise their learning strategies, to develop self-assessment,…

  12. What it means for learning and training institutions • Learning and training institutions, mainly universities, have progressively to transform themselves as lifelong learning organisations. • This means: to help people: • to be conscious of what they learn and have learnt, • to organise, formalise, criticise what they learn or have learnt from different situations and by different ways • and to refer it permanently to the current state of knowledge in use

  13. This means a shift from formal learning as the only way to get a qualification or a certificate or a form of recognition to the implementation of experiential learning as an alternative way

  14. This means: • Access arrangements and help in definition of individual projects and individual routes in the University • Validation procedures taking into account all experiences • An organisation of programmes allowing progressive routes, • A more open and flexible conception of learning provisions

  15. They have to adopt a new institutional positioning (strategic orientations, concrete arrangements, adapted administrative and financial procedures, new organisation of curricula,…) • They have to build or develop new competences for staff

  16. New roles for staff • Need to focus more on guidance and counselling • New roles and attitudes for teachers or trainers: they have less to teach than help students to learn and to integrate, formalise and to appropriate what they have learnt in non formal and informal situations • Need for methodologies, instruments and tools to document and to assess experiential learning

  17. In conclusion

  18. Are we ready ? • For a LLL which create no new exclusions • For a LLL aiming at the same time personal and professional development • For a LLL taking care of the “producer” as well as the “citizen”

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