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Current perspectives on university adult education in the EU: Bologna and lifelong learning

Current perspectives on university adult education in the EU: Bologna and lifelong learning Pat Davies, Executive Secretary. Bologna declarations. Bologna 1999 : ECTS-compatibole systems also covering lifelong learning activities

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Current perspectives on university adult education in the EU: Bologna and lifelong learning

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  1. Current perspectives on university adult education in the EU: Bologna and lifelong learning Pat Davies, Executive Secretary

  2. Bologna declarations • Bologna 1999: ECTS-compatibole systems also covering lifelong learning activities • Prague 2001: ‘Lifelong learning is an essential element of the European Higher Education Area. In the future Europe, built upon a knowledge-based society and economy, lifelong learning strategies are necessary to face the challenges of competitiveness and the use of new technologies and to improve social cohesion, equal opportunities and the quality of life.’

  3. Berlin 2003: • underlined the important contribution of HE in making lifelong learning a reality • national governments taking steps to align national policies to this goal • urged institutions to enhance the possibilities for lifelong learning, including the recognition of prior learning

  4. Bologna realities • Trends III 2003: • Diversity of definition in HEIs: LLL – UCE – UAE • Gap between national policy and implementation • ‘most salient problem is clearly the lack of integration of LLL provision in the general strategies, core processes and decision-making of the institution’ • Even in UK, Finlalnd and France … CE/LLL centres not always recognised on equal footing

  5. Trends III (contd): Percentage of HEIs reporting an LLL strategy: • 35% had a LLL strategy • 31% in early stages of developing one • 26% planned to develop one • 5% saw no need for one • 3% no view

  6. Trends IV 2005 (draft) • No section on LLL (but in national reports) • On access: mostly about selection – calls for review of legislation • On modularisation: increased flexibility expected by students not been realised

  7. Trends IV (draft) contd • On the recognition of non-formal/non-academic qualifications: ‘The topic is part of a wider theme of LLL that has very much been neglected so far in the Bologna discussion … it is still not perceived as an important topic in many institutions… often not understood …. limited awareness exists in many HEIs … often misunderstood as the permeablity between the university sector and the polytechnics/college sector’. (p22-23)

  8. University LLL – 3 themes • Continuing Professional Development • Validation of non-formal and informal learning • Open and distance learning and e-learning Papers on EUCEN conference site: http://www.eucen-conf29.uib.no/

  9. Continuing Professional Development (CPD) • Short courses, seminars, conferences, … • Masters courses

  10. CPD: the issues • Should CPD be brought within the ECTS framework? • If so, how? • What is a Masters? • What is the link between CPD and Masters programmes?

  11. Validation of non-formal learning: the issues • What is the role of universities in a global approach? • How far can validation go in universities? • What and where is the resistance? • What are the barriers? • What is the role of UCE/UAE? • Which partners?

  12. ODL and e-learning: the issues • How can ODL/e-learning be brought back on to the agenda of policy makers and institutional leaders? • What are the perceived risks? Are they justified? • Is the present organisation of institutional/government responsibilities the most suitable? • What concrete actions should be implemented to guarantee collaboration at EU level? • Are the current EU programmes adequate?

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