FLLLEX
FLLLEX
The Impact of LifeLong Learning Strategies
on Profession-oriented Higher Education
in Europe
Contents
• Context of LLL and Profession-oriented HE
• European Commission
• Bologna Process
• Initiatives of stakeholders...
Contents
• Context of LLL and Profession-oriented HE
• European Commission
• Bologna Process
• Initiatives of stakeholders...
Context
FLLLEX
• Growing interest in LLL at the European level (and thus
national level)
• Evolving definition towards gre...
Context
European Commission
FLLLEX
2001
“All learning activity undertaken throughout life, with the aim
of improving knowl...
FLLLEX
2006
Lifelong learning, also known as LLL, is the “lifelong, lifewide,
voluntary, and self- motivated pursuit of kn...
FLLLEX
2009
“All EU countries recognise lifelong learning ‘from cradle to
grave’ as a key factor for growth, jobs and soci...
FLLLEX
2010
Lifelong learning is to be regarded as a principle underpinning
the entire framework - learning in all context...
FLLLEX
Context
Bologna Process
• Prague 2001: LLL as key instrument for the successful
implementation of the Bologna proce...
Context
Initiatives of stakeholders
FLLLEX
Among other: stakeholder organisations
• EACEN
• EDEN
• EUCEN
• EI
• ESU
• EUA ...
FLLLEX
EUA Charter for LLL
• ‘Universities’ are mainly involved in programmes for
continuous education
• Main focus of the...
FLLLEX
EUA Charter for LLL
Universities’ commitments:
• Widening access and lifelong learning in their institutional
strat...
FLLLEX
EUA Charter for LLL
Governments’ commitments:
• Removing legal obstacles that prevent learners from
returning to hi...
FLLLEX
EUA Charter for LLL
• ‘Universities’ have a very specific focus. Are all stakeholders
well-represented in this Char...
FLLLEX
Profession-oriented HE plays another major role.
• Direct link with work field, employability,…
• Broader in profil...
Contents
• Context of LLL and Profession-oriented HE
• European Commission
• Bologna Process
• Initiatives of stakeholders...
FLLLEX
Goals
FLLLEX is about ‘The Impact of LifeLong Learning Strategies on
Professional Higher Education in Europe’.
FLLL...
FLLLEX
Goals
FLLLEX
National Agencies
• Belgium (Flanders)
• Finland
• France
• Ireland
• Lithuania
• The Netherlands
• Un...
FLLLEX
Goals
FLLLEX intends to:
Provide a report on national LifeLong Learning policies
Provide a self-assessment tool on ...
Contents
• Context of LLL and Profession-oriented HE
• European Commission
• Bologna Process
• Initiatives of stakeholders...
Interim results
Context analysis
FLLLEX
Interim results
Context analysis
FLLLEX
Policy Hooks
‘a State or EU policy, directive or piece of legislation that
legitim...
Interim results
Context analysis
Comparative Matrix for Intensity of LLL
Policy Implementation in FLLLEX Countries
FLLLEX
Interim results
Context analysis
Policy hooks and institutional control or freedom of action
FLLLEX
Interim results
Stakeholders
FLLLEX
25
FLLLEX
HEI
LifeLong Learning
programmes
LEARNERS
BUSINESSES
TRAINING
PROVIDERS
GOVE...
Interim results
Stakeholders: Learners
FLLLEX
• Learners are contacted via HEI
• Learners are approached in English
• 904 ...
Interim results
Stakeholders: Learners
FLLLEX
• Learners in all but one country cite a lack of support from
their employer...
Interim results
Stakeholders: Businesses
FLLLEX
• Businesses contact via HEI (close contact?)
• 174 participants (goal is ...
Interim results
Stakeholders: Businesses
FLLLEX
• Businesses are not aware of the difference formal vs. non
formal learnin...
Interim results
Stakeholders: Training providers
FLLLEX
• Mapping exercise in 9 countries conducted by HEIs
• Huge diversi...
Contents
• Context of LLL and Profession-oriented HE
• European Commission
• Bologna Process
• Initiatives of stakeholders...
Implications for HEIs
FLLLEX
• HEIs receive a number of ‘policy hooks’. Are they willing to
take the bait?
• HEIs remain u...
Contents
• Context of LLL and Profession-oriented HE
• European Commission
• Bologna Process
• Initiatives of stakeholders...
Further information?
FLLLEX
Project coordination
dr. Klaas Vansteenhuyse
head International office
Leuven University Colle...
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FLLLEX - 2010 - interim results

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The interim results of the FLLLEX project on LLL and flexible learning paths.

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FLLLEX - 2010 - interim results

  1. 1. FLLLEX FLLLEX The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe
  2. 2. Contents • Context of LLL and Profession-oriented HE • European Commission • Bologna Process • Initiatives of stakeholders • FLLLEX: goals • Interim results • Context analysis • Stakeholders: learners, businesses, training providers and HEIs • Self-assessment tool for HEIs • Implications for HEIs • Questions? FLLLEX
  3. 3. Contents • Context of LLL and Profession-oriented HE • European Commission • Bologna Process • Initiatives of stakeholders • FLLLEX: goals • Interim results • Context analysis • Stakeholders: learners, businesses, training providers and HEIs • Self-assessment tool for HEIs • Implications for HEIs • Questions? FLLLEX
  4. 4. Context FLLLEX • Growing interest in LLL at the European level (and thus national level) • Evolving definition towards greater emphasis on ‘employability’ • Process on various routes: E.C. + Bologna Process • Growing role for (nationally funded) higher education
  5. 5. Context European Commission FLLLEX 2001 “All learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective” European Commission, 2001 ‘Making a European area of lifelong learning a reality’
  6. 6. FLLLEX 2006 Lifelong learning, also known as LLL, is the “lifelong, lifewide, voluntary, and self- motivated pursuit of knowledge for either personal or professional reasons. As such, it not only enhances social inclusion, active citizenship and personal development, but also competitiveness and employability.” COM, 2006 - In relation to the Lisbon Agenda - Context European Commission
  7. 7. FLLLEX 2009 “All EU countries recognise lifelong learning ‘from cradle to grave’ as a key factor for growth, jobs and social inclusion.” European Commission, E & T programme 2010, 2009 ‘Key competences for a changing world’ Context European Commission
  8. 8. FLLLEX 2010 Lifelong learning is to be regarded as a principle underpinning the entire framework - learning in all contexts and at all levels – general & vocational education, higher education. European Commission’s work programme 2020 & ET 2020 Context European Commission
  9. 9. FLLLEX Context Bologna Process • Prague 2001: LLL as key instrument for the successful implementation of the Bologna process (mention of RPL) • Bergen 2005: NQF, learning outcomes, intermediate QF within the first cycle, EQF • London 2007: very explicit in taking into account the importance of LLL when choosing the action lines to achieve the ultimate Bologna aim: creation of EHEA • Leuven/LLN 2009: flexible learning paths need to support lifelong learning to increase access to HE
  10. 10. Context Initiatives of stakeholders FLLLEX Among other: stakeholder organisations • EACEN • EDEN • EUCEN • EI • ESU • EUA & EURASHE
  11. 11. FLLLEX EUA Charter for LLL • ‘Universities’ are mainly involved in programmes for continuous education • Main focus of the ‘Charter’: expectations from HE & how governments can help HE to meet those Context Initiatives of stakeholders
  12. 12. FLLLEX EUA Charter for LLL Universities’ commitments: • Widening access and lifelong learning in their institutional strategies • Providing education and learning to a diversified student population • Adapting study programmes in order to respond to learners’ needs • Providing adequate guidance and counselling & RPL Context Initiatives of stakeholders
  13. 13. FLLLEX EUA Charter for LLL Governments’ commitments: • Removing legal obstacles that prevent learners from returning to higher education • Ensuring autonomy and developing incentives for LLL universities • Encouraging partnerships at regional level • Informing and encouraging citizens to take advantage of LLL Context Initiatives of stakeholders
  14. 14. FLLLEX EUA Charter for LLL • ‘Universities’ have a very specific focus. Are all stakeholders well-represented in this Charter? • “The major problem remains that lifelong learners tend to be those who have already done well in initial education, although they are those who did not stand most to gain.” K. Larsen and D. Istance, Centre for Educational Research and Innovation (CERI) • Profession-oriented Higher Education plays another major role. Context Initiatives of stakeholders
  15. 15. FLLLEX Profession-oriented HE plays another major role. • Direct link with work field, employability,… • Broader in profile of learners • Pivotal role towards both EQF 5 and 7 • Regional involvement Context
  16. 16. Contents • Context of LLL and Profession-oriented HE • European Commission • Bologna Process • Initiatives of stakeholders • FLLLEX: goals • Interim results • Context analysis • Stakeholders: learners, businesses, training providers and HEIs • Self-assessment tool for HEIs • Implications for HEIs • Questions? FLLLEX
  17. 17. FLLLEX Goals FLLLEX is about ‘The Impact of LifeLong Learning Strategies on Professional Higher Education in Europe’. FLLLEX is supported by EURASHE. Is European professional higher education ready for the challenge of LifeLong Learning? FLLLEX is supported by the European Commission via ‘Transversal Programme, Key Activity 1’ FLLLEX is active in 8 European countries. It has 18 full partners and 5 associated partners. FLLLEX runs from 01/2010 until 08/2012. FLLLEX
  18. 18. FLLLEX Goals FLLLEX 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
  19. 19. FLLLEX Goals FLLLEX intends to: Provide a report on national LifeLong Learning policies Provide a self-assessment tool on LifeLong Learning for HEI’s Exchange good practices on LifeLong Learning in professional higher education Provide policy advice to the European Commission on the structure of LifeLong Learning post 2013 and to involve the LLL policy makers in the project partner countries. FLLLEX
  20. 20. Contents • Context of LLL and Profession-oriented HE • European Commission • Bologna Process • Initiatives of stakeholders • FLLLEX: goals • Interim results • Context analysis • Stakeholders: learners, businesses, training providers and HEIs • Self-assessment tool for HEIs • Implications for HEIs • Questions? FLLLEX
  21. 21. Interim results Context analysis FLLLEX
  22. 22. Interim results Context analysis FLLLEX Policy Hooks ‘a State or EU policy, directive or piece of legislation that legitimises an action or strategy by an individual HEI’ R. Thorn and A. Stokes, 2010 ‘Report on Work Package 1 (FLLLEX project)’
  23. 23. Interim results Context analysis Comparative Matrix for Intensity of LLL Policy Implementation in FLLLEX Countries FLLLEX
  24. 24. Interim results Context analysis Policy hooks and institutional control or freedom of action FLLLEX
  25. 25. Interim results Stakeholders FLLLEX 25 FLLLEX HEI LifeLong Learning programmes LEARNERS BUSINESSES TRAINING PROVIDERS GOVERNMENT
  26. 26. Interim results Stakeholders: Learners FLLLEX • Learners are contacted via HEI • Learners are approached in English • 904 participants (goal is 4000) • Results are preliminary
  27. 27. Interim results Stakeholders: Learners FLLLEX • Learners in all but one country cite a lack of support from their employer • Short term courses are popular (above long term programmes) • Long term programmes are investment in a new career, short term courses serve current employer • Time to graduate/finish takes longer without support from employer (e.g. personal development plan) • Learners prefer time for LLL during work above a long study leave
  28. 28. Interim results Stakeholders: Businesses FLLLEX • Businesses contact via HEI (close contact?) • 174 participants (goal is 400)
  29. 29. Interim results Stakeholders: Businesses FLLLEX • Businesses are not aware of the difference formal vs. non formal learning • Businesses are not aware of the offer in a HEI (information deficit) • Businesses seem to react more on what is offered than on what is available • Businesses target individual employees rather than groups • Allowing employees to participate is either a reward for past performance or to upgrade competences for the future • Businesses are ambiguous about LLL because it may stimulate an employee to leave the company • Businesses tend to disregard formal learning since it serves more the individual employee. Non formal learning serves more the company
  30. 30. Interim results Stakeholders: Training providers FLLLEX • Mapping exercise in 9 countries conducted by HEIs • Huge diversity in the LLL landscape • 5 main categories • HEI • Adult Learning Center • Private Training Provider • Public provider, specific group focused • Sectoral organisation
  31. 31. Contents • Context of LLL and Profession-oriented HE • European Commission • Bologna Process • Initiatives of stakeholders • FLLLEX: goals • Interim results • Context analysis • Stakeholders: learners, businesses, training providers and HEIs • Self-assessment tool for HEIs • Implications for HEIs • Questions? FLLLEX
  32. 32. Implications for HEIs FLLLEX • HEIs receive a number of ‘policy hooks’. Are they willing to take the bait? • HEIs remain unaware of their position as a ‘training provider’ in the (wider) region. • HEIs seem unaware of the information deficit businesses experience. Is the Bologna Process an issue for businesses? • HEIs need to provide short and flexible programmes. Are they up to the challenge? Do they have a strategy?
  33. 33. Contents • Context of LLL and Profession-oriented HE • European Commission • Bologna Process • Initiatives of stakeholders • FLLLEX: goals • Interim results • Context analysis • Stakeholders: learners, businesses, training providers and HEIs • Self-assessment tool for HEIs • Implications for HEIs • Questions? FLLLEX
  34. 34. Further information? FLLLEX Project coordination dr. Klaas Vansteenhuyse head International office Leuven University College (KHLeuven) Abdij van Park 9, B – 3001 Heverlee +32 485 440971 klaas.vansteenhuyse@khleuven.be Project website www.flllex.eu

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