This document discusses the emergence of European policy on lifelong learning. It outlines key aspects of this policy including the Treaty of Maastricht which helped establish education as an area of European cooperation. The Lisbon Strategy of 2000 aimed to make Europe the most competitive knowledge-based economy by 2010. Lifelong learning is defined as learning undertaken throughout life to improve knowledge and skills. The document also discusses the key competences framework for lifelong learning, the knowledge triangle of innovation, education and research, benchmarks and indicators used to monitor progress.

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European approaches on the
use of ICT in Higher Education
Implications of Lifelong Learning on Higher Education
- A European Policy Perspective -
Friedrich Scheuermann
Centre for Research on Lifelong Learning (CRELL)
Ispra, Italy

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CRELL at the
Joint Research Centre
• CRELL is hosted by the Unit of Applied
Statistics and Econometrics, JRC Ispra.
• As a Directorate General of the European
Commission, the JRC provides scientific and
technical support to Community policy-making.
• 7 Institutes in 5 Member States (total staff:
2,700).
• CRELL was established 2005 by Directorate
General Education and Culture and the Joint
Research Centre of the European Commission
• CRELL combines research in education, social
sciences, economy, econometrics and statistics
in an interdisciplinary approach
• 12 staff members

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The Treaty of Maastricht (Treaty of the European Union) (1992)
Education, vocational training and youth ARTICLE 126 1. The Community shall contribute to the
development of quality education by encouraging co-operation between Member States and, if necessary,
by supporting and supplementing their action, while fully respecting the responsibility of the Member
States for the content of teaching and the organization of education systems and their cultural and
linguistic diversity. 2. Community action shall be aimed at:
-developing the European dimension in education, particularly through the teaching and dissemination of the
languages of the Member States;
-encouraging mobility of students and teachers, inter alia by encouraging the academic recognition of
diplomas and periods of study;
-promoting cooperation between educational establishments;
-developing exchanges of information and experience on issues common to the systems of the Member
States;
-encouraging the development of youth exchanges and of exchanges of socio-educational instructors;
-encouraging the development of distance education.

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Emergence of European policy on Lifelong Learning
Pre-2000: Separate sectoral policy initiatives
Lisbon European Council March 2000:
Making Europe the most competitive knowledge based economy by 2010,
with better jobs and greater social cohesion.
Open method of coordination : Guidelines for the Member States
Indicators and benchmarks
Exchange of good practice
Peer reviews and mutual learning processes
Integrated + sectoral policy initiatives
Common objectives of education and training systems
European Quality Framework
Efficiency and Equity

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Lifelong learning:
…“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”.
Communication for the Commission: Making a European Area of Lifelong Learning a Reality, 2001

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Key Competences for LLL - Reference Framework
The Reference Framework sets out eight key competences:
1) Communication in the mother tongue;
2) Communication in foreign languages;
3) Mathematical competence and basic competences in science and technology;
4) Digital competence;
5) Learning to learn;
6) Social and civic competences;
7) Sense of initiative and entrepreneurship; and
8) Cultural awareness and expression.
(RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
of 18 December 2006 on key competences for lifelong learning)

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The Knowledge Triangle:
Innovation, Education and Research
Innovation
Knowledge
triangle
Education Research

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Detailed Work programme of 2002
3 strategic objectives 13 detailed objectives
5 benchmarks (Reference Levels of Average Performance In EU Member States)
29 indicators for monitoring progress
Standing Group on Indicators and Benchmarks
(27 EU countries, 2 EEA countries, Commission, OECD, Cedefop,
Eurydice, CRELL)
Progress Reports

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1. Objectives: Strategic and detailed objectives
1. Improving the quality and effectiveness of education an training systems in
the EU
– Improving education and training for teachers and trainers
– Developing skills for the knowledge society
– Ensuring access to ICT for everyone
– Increasing recruitment to scientific and technical studies
– Making best use of resources
2. Facilitating the access of all to education and training systems
1. Open learning environment
2. Making learning more attractive
3. Supporting active citizenship, equal opportunities and social cohesion
3. Opening up education and training systems to the wider world
1. Strengthening the links with working life and research and society at large
2. Developing the spirit of enterprise
3. Improving foreign language learning
4. Increasing mobility and exchange
5. Strengthening the European co-operation

10. 10
2. Benchmarks: 5 EU European Reference Levels
of Average Performance to be reached by 2010
• Reduce the share of 15 years old low achievers in reading
(PISA, level 1) by 20% compared to 2000
• No more than 10% of young people (aged 18-24) should be
early school leavers*
• At least 85% of young people (aged 22) should have
completed at least upper secondary education
• Increase the number of MST graduates by 15%
• At least 12,5% of adults (aged 25-64) should participate in
lifelong learning.
*Early school leavers: percentage of the population aged 18-24 with at most lower secondary education and not in
further education or training.

11. 11
Progress in the 5 benchmarks
Based on data 2000-2007
Benchmark already achieved:
 Mathematics, science and
technology graduates
Constant, but not sufficient progress:
 Early school leavers
 Upper secondary attainment
 Lifelong learning
participation
No progress yet:
 Low achievers in PISA

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3. Indicators:
Coherent framework of indicators and benchmarks
16 core indicators
• Participation in pre-school education 1) Upper secondary completion rates of young
• Special needs education people
• Early school leavers 2) Professional development of teachers and
• Literacy in reading, mathematics and trainers
science 3) Higher education graduates
• Language skills 4) Cross-national mobility of students in higher
• ICT skills education
• Civic skills 5) Participation of adults in lifelong learning
• Learning to learn skills 6) Adults’ skills
7) Educational attainment of the population
8) Investment in education and training
(+ Creativity and Innovation)

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Data sources
LFS Participation
ESS
UOE Mobility, financing
CVTS Vocational education and training
AES Self reported adult skills
SICTU ICT
PISA survey Maths, reading, science skills
PISA-Vet Vocational education and training
TALIS survey Teacher education (CRELL)
PIAAC survey Adult skills
AHELO Learning outcomes in Higher education
ICCS survey Civic skills (CRELL)
ICILS Computer and information literacy
Language survey Language skills (CRELL)
L2L survey Learning to learn skills (CRELL)

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The context of LLL in Higher Education
Ref. Trends V: UNIVERS ITIES SHAPING THE EUROPEAN HIGHER EDUCATION AREA, EUA , 2007

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LLL Programme priorities reflecting policy goals
Lifelong Learning Programme Example Higher Education:
2007 - 2013
– LLP : 11 overarching objectives,
also applicable to Higher
School Higher Vocational Adult
Education Education Education Education
Education (Art.3)
– Erasmus: 2 specific programme
COMENIUS ERASMUS LEONARDO GRUNDTVIG
DA VINCI objectives (Art.21.1)
– Erasmus: 6 operational objectives
(Art.21.2)
Transversal Programmes

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LLP – overarching programme objectives
• Quality, performance, innovation, European dimension in LLL
• Promoting the emergence of a European area of LLL
• Quality, attractiveness and accessibility of LLL
• LLL contribution to cohesion, citizenship, inter-cultural dialogue, gender equality, personal
fulfilment
• Creativity, competitiveness, employability, entrepreneurial spirit
• Increased participation for all ages and irrespective of special needs, disadvantage, socio
economic background
• Promotion of language-learning and linguistic diversity
• Developing & exploiting the innovative potential of IT for LLL
• European citizenship, human rights, democracy, tolerance
• Quality assurance
• Optimal utilisation of results and sharing of good practice

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Policy priorities in Higher Education
the modernisation agenda for universities
 new skills for new jobs
….. to support the Lisbon Strategy
and the Bologna process
• ERASMUS
• studies

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LLP – Erasmus-specific objectives
Erasmus: specific programme objectives
• Support achievement of a European Area of HE
• Reinforce Higher Education and advanced Vocational Education and Training (VET)
contribution to innovation
Erasmus operational objectives
• Student and staff mobility (quality + volume)
• Multilateral cooperation (quality + volume)
• Qualifications: Improve transparency and make HE – advanced VET qualifications more
compatible
• HE-enterprise cooperation (quality + volume)
• Development and transfer of innovation
• ICT

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LLP – Erasmus Actions
Students Staff
Mobility
– Students OLD NEW OLD NEW NEW
– Staff
Teaching in
– Intensive programmes Teaching
Training in H.E.I. and H.E.I.(2008-)
Standard Mobility Placements Assign-
Enterprises Training
ments
(2007)
Centralised actions
– Modernisation
– Curriculum development
– HE-enterprise cooperation
– Virtual campus
– Thematic networks

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Erasmus − Virtual Campus
Virtual campus projects aim for a better integration of the virtual dimension in higher
education and supporting the development of content, services, pedagogies and practices
based on ICT tools.
Priorities
•developing and disseminating at European level replicable approaches for establishing
and sustaining virtual campuses
•providing open educational resources
•developing or revising integrated programmes in which ICT tools and services are used,
to allow the virtual mobility of students and staff
•promoting cooperation and exchange of strategic experience between decision makers

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Erasmus − Example Virtual Campus

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Higher education in the LLP programme
Lifelong Learning Programme
2007 - 2013
Budget: 6.97 billion EUR (Proposal: 13.620 billion EUR)
Min. 13 % Min. 40 % Min. 25% Min. 4%
School Higher Vocational Adult
Education Education Education Education
COMENIUS ERASMUS LEONARDO GRUNDTVIG
DA VINCI
Erasmus:
- Policy development
Transversal Programmes - Languages 3.1 billion €
Jean Monnet - ICT for 7 years
- Dissemination

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Higher education in other LLP programmes
Lifelong Learning Programme
2007 - 2013
Budget: 6.97 billion EUR (Proposal: 13.620 billion EUR)
Min. 13 % Min. 40 % Min. 25% Min. 4%
School Higher Vocational Adult
Education Education Education Education
COMENIUS ERASMUS LEONARDO GRUNDTVIG
DA VINCI
Transversal Programmes

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Other programmes
– International cooperation programmes in Higher Education
– Erasmus Mundus (ambitious proposal for next phase)
– Global Promotion Project (funded by Erasmus Mundus)
– Tempus (plans for next phase)
– Industrialised countries (US-Atlantis, Canada, new integrated instrument for cooperation
– Ongoing programmes with Asia, Latin America
– Development cooperation (EduLink, Nyerere)
– Structural Funds
– Analytical work relating to all other EU policy areas
– European Institute of Technology

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Achievements
• Better understanding of educational systems
• Common understanding of educational goals
• Variety of activities undertaken with increasing success relating to
– Promotion of innovation
– Transparency
– Exchange of Good Practice
– Modernisation
– Harmonisation
– European mobility
• Increasing attractiveness of European programmes

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Erasmus Success Factors and impact
Erasmus student mobility 1987/88-2006/07
160.000
159.324
• Charters: Universities/HEI + Students (rights and 140.000
EUR31:
duties) 120.000
~160,000
100.000
• HEI: Bilateral inter-institutional agreements outgoing students
Number of students
80.000
in 2006/07
• Students: learning/training agreements
60.000
40.000
• Erasmus grants (study: on average € 200/month) 20.000
3.244
0 1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07
• No fees for tuition or use of facilities at host
Total number 3.244 9.914 19.456 27.906 36.314 51.694 62.362 73.407 84.642 79.874 85.999 97.601 107.652 111.082 115.429 123.957 135.586 144.032 154.421 159.324
EUR31:
Erasmus teacher mobility 1997/98-2006/07
university ~ 26.000 teachers
30.000
• Recognition: ECTS & Diploma Supplement in 2006/07
25.000 Total EUR31
20.000
Number of teachers
• Preparation of mobility period (language courses 15.000
etc.)
10.000
5.000
• Flexible system for distribution funds/grants Total EUR31
0
1997/98
7.797
1998/99
10.628
1999/00
12.465
2000/01
14.356
2001/02
15.872
2002/03
16.932
2003/04
18.496
2004/05
20.877
2005/06
23.449
2006/07
25.809

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Role of ICT
• STAFF WORKING PAPER: « The use of ICT for innovation and lifelong
learning for all. A report on progress » (November 2008)
• ICT CLUSTER of 18 Member States
• 2009 - The European Year on Creativity and Innovation  Innovative
learning through the use of ICT
• Ongoing STUDIES related to :
• Learning 2.0
• New learning communities through ICT
• European-wide comparison of the impact of ICT on school education
• Development of methodologies for ICT indicators

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ICT to support innovative & lifelong learning
• ICT generally has a positive impact on learning
– On quality and on equity
– The digital divide risk has to be addressed
• E-Learning has potential for more!
• More effective learning with new technologies
– Collaborative learning
– Learning communities
– New contents, methods, tools and spaces
• Time to take ICT into full use as an efficient learning tool

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A Key Challenge: ICT for Innovation
1. Pedagogical innovation:
• Innovate the teaching & learning approaches
• Improve competencies for innovation by e-learning
• Bridge the distinction between learning, work and leisure via new LLL
opportunities and models
• Bring organised learning approaches closer to the everyday practices
of future generations
• Support personalisation / learners are also knowledge builders and
creators

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A Key Challenge: ICT for Innovation
1. Technological innovation:
• New opportunities through emerging technologies with enhanced
networking capabilities and personalization
• Digital media will enable the use of pod-casts, digital TV and radio
and interoperability across platforms for learning
• New creative approaches, such as simulations, gaming,… offer
learning tools
• The use of e-Portfolio tools has a strong positive impact on learning
and teaching
• Sharing digital learning resources provide scope for new business
models for E&T
• Development of e-learning quality standards

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A Key Challenge: ICT for Innovation
• Organisational innovation:
• Schools evolve towards open learning centres, universities towards
learning service providers, companies towards learning organisations
and cities and regions towards learning support environments
• e-Assessment can help the management and the practical aspects
• LLL requires updating and recognition of knowledge, skills and
competences at all educational levels

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Three emerging priorities:
2. Consolidate and generalise the use of ICT as a basic
education and training tool
4. Facilitate the potential of ICT as a lifelong learning enabler
6. Enhance the potential of ICT as a key driver for innovation
and creativity

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LLP - ICT Key Activity 3
Objectives:
• To support the development of innovative ICT based content, services, pedagogies and practice
for lifelong learning.
• To complement ICT enhanced learning activities and projects under the 4 sectoral programmes
Multilateral projects:
• Priority 1: Identifying and implementing innovative uses of ICT for lifelong learning, in particular
for groups at risk of exclusion.
• Priority 2: ICT as a catalyst for innovation and creativity in lifelong learning.
ICT networks:
• Priority 1: Addressing transversal issues for linking up and connecting learning communities
through ICT in an innovative way
• Priority 2: Reinforcing the links between ICT, creativity and innovation skills.

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Need for regular studies on ICT impact
New technologies (e.g. ePortfolios)
Changing contextual conditions
New teaching practices
New ways of learning
Increasing policy interest in understanding phenomena,effects and interrelations
NEED TO BE FREQUENTLY UPDATED ABOUT TRENDS AND ICT Impact

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Situation
• Most studies do not provide a clear information about the real
effects of ICT on learner and learning for policy-making
• Lack of comprehensive studies of the complex interactions
between various types of ICT implementation and the effects of
other factors such as institution-based interventions, socio-
economic status and institutional expenditures
• No large-scale longitudinal studies of ICT's impact in education
“Need for a thorough, rigorous, and multifaceted approach to
analysing the impact of ICT on education and students' learning”
(Cox & Marshall, 2007, also Kikis & Kolias 2005; Aviram & Talmi 2004 etc.)

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Questions posed to the Assessment of ICT effects
• …what to assess
• What do we want to assess?
• Why do we want to assess (purpose)?
• What “can” we assess, what not?
• Terminology
• …how to assess effects
• What do we have to look at when assessing the effects?
• Is that what we assess that what we intended to assess?
• What are the interrelations (e.g. to “innovation, creativity etc.”)
• …how to monitor effects?
• How can we ensure regular monitoring?
• How can we monitor progress made?
• ...how to come to comparable results?
• What data sources are available and what do we have to collect?
• How can existing data feed existing indicators (e.g. on ICT skills) across
countries?
• …how can we report data (e.g. visualisation)
• …how to analyse data (analytical methodology)

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What can we learn from surveys?
Example PISA: Availability and Use
% of respondents that use a computers, everyday or almost everyday
Netherlands
Iceland
Norw ay
Sw eden
Denmark
Canada
Liechtenstein
Finland
Belgium
Slovenia
Sw itzerland
Australia
Portugal
Lithuania
Germany
Macao-China
Czech Republic
Poland At home
Croatia
Spain
Austria At school
Bulgaria
Qatar Other places
Serbia
Hungary
Latvia
Italy
Slovak Republic
New Zealand
Korea
Jordan
Russian Federation
Greece
Chile
Ireland
Uruguay
Turkey
Thailand
Colombia
Japan
0,00 20,00 40,00 60,00 80,00 100,00 120,00
Source: PISA 2006

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What can we learn from surveys?
Example PISA: PROFILES and PRACTICES
Percentage of students that reported use of computers for the following “Almost everyday”
Browse internet
40
Females
Emails or chat rooms Play games
30
Males
20
Write programs Write documents
10
0
Download music Collaborate on Internet
Educational Software Use Spreadsheets
Graphics programs Download software
Source: PISA 2006, CRELL calculations
Series represent % of all the students that answered the questions in PISA 2006, weighted by Final Student weight

39. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 39
What can we learn from surveys?
Example PISA: TRENDS
Source: PISA 2006, CRELL calculations: Percentage of students that reported use of computers “Almost everyday” at school
Series represent % of all the students that answered the questions Q3b, PISA 2006 and Q4b in PISA 2003 weighted by Final Student weight

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What can we learn from surveys?
Example EMPIRICA: Classroom Practices (subject areas)

41. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 41
What can we learn from surveys?
Relationships
600
Finland
550
Canada
Japan New Zealand
Australia Netherlands
Liechtenstein Korea
Slovenia
Germany
Ireland Macao-China Czech Republic
Switzerland Belgium
Austria
Hungary Sweden
500 Poland Denmark
Croatia Iceland
Slovak Republic Lithuania Spain Latvia
Norway
Russian Federation
Science scores
Italy
Greece Portugal
450
Serbia Chile
Bulgaria
Uruguay
Jordan Turkey
Thailand
400
Colombia
350 Qatar
300
-1.50 -1.00 -0.50 0.00 0.50 1.00
ICT internet self-confidence
Source: PISA 2006, CRELL calculations
Series represent average country scores in the total Science scores (as reported in PISA 2006) and the ICT internet self-confidence scale (INTCONF weighted by
final student weight)

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Limitations
• Skills are mainly assessed in terms of ICT literacy and attitudes, not by
pedagogical (teaching/learning) practices and mental effects on learner
and learning
• Little indications about actual instructional use of ICT and its effects
• If we want to learn about the impact of e-portfolios in education there is
little we can conclude from existing studies.

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Challenges to be met
• Despite expected benefits for policy stakeholders at a general level
current indicators and data do not provide sufficient information about
ICT impact on learner and learning
• Studying ICT effects on learner and learning requires analysis at a
more detailed and complex level.
• A systematic approach is needed distinguishing between perspectives,
domains, indicators of ICT implementation which need to be matched
to specific objectives

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Monitoring ICT Effects in Education for Policy-making
Resources Population
Context Rationale
Learning Culture
Socio-Economic Factors
Conceptual
Framework Model Analysis Reporting
Policy Goals,
Domains Priorities
Instruments Methodology
Indicators
Data
Stages Sources

45. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 45
Conceptual Framework for Studying ICT Effects
Domains Indicators
Policy Areas
Macro Meso Micro
e.g. European Union:
Examples 4.Improving equity in
education and training
Implementation National policies for eLearning Intentions of ICT 5.Promoting efficiency in
Policies
strategies ICT-implementation strategies in school uses in courses education and training
ICT-penetration Availability of LANs Private access 6.Making lifelong learning a
Resources ICT-availability in education in school/class to ICT reality
7.Key competences among
Extent of curricula ICT-related Level of required for young people
Curriculum ICT-related courses adaptation courses offered teaching/learning
8.Modernising school
ICT-related services for ICT in schools for Use of CMS for Internet-delivered education
Organisation
teachers, students etc. orgain. purposes class management Assignments 9.Modernising VET
ICT-implementation
Pedagogical use of Teacher’ use of 10.Modernising Higher
Teaching Extent of ICT-use ICT in classroom ICT for teaching Education
in school education
11.Employability
Extent of ICT-related Students’ ICT-enhanced ICT-related learning
Learning activities ICT-use learning in class activities at home Innovation, creativity etc.

46. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 46
10 challenges
1. Sustainable implementation of successful innovations „effective developments and
methodologies
2. Pedagogical innovation with realistic perspectives
3. Different speeds of innovation and educational implementation
4. Cultural diversity: need for flexible approaches
5. Quality of eLearning
6. Assessment: new approaches to assessment going beyond traditional ways
7. Impact assessment: Effects of ICT implementation and its impact
8. Terminology: Common understanding of what we talk about („Jingle Jangle Fallacy“)
9. Teacher Training
10. Any successful implementation needs a vision
Pedagogical, technological and organisational innovations demand a
renewed and more comprehensive approach towards the role of ICT in E&T.

47. 47

48. KERIS, Seoul, Korea on 19 June 2008 48
Strategic framework (“ET 2020”)
4 strategic objectives 5 EU Reference Levels of Average
Performance to be reached by 2020
3. Making lifelong learning
and mobility a reality •Share of low achieving 15-years olds in
4. Improving the quality reading, mathematics and science less
and efficiency of than 15 %
education and training
•Less then 10 % early school leavers
5. Promoting equity, social
cohesion and active •Minimum 95 % of children participating I
citizenship primary education
6. Enhancing creativity •Minimum 40 % of 30-34 year olds with
and innovation, tertiary educational attainment
including •At least 15% of adults participating in LLL
entrepreneurship, at all
levels of education and + Mobility, Employability, Language
training Learning

49. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 49
Staff Working Paper:
« The use of ICT to support innovation and lifelong learning
for all” A report on progress » (November 2008)
ec.europa.eu/education/lifelong-learning-programme/doc/sec2629.pdf
Three main findings:
Overall strong progress on access, use and quality of use of ICT
•BUT transformation of business and public services through ICT
has not yet reached teaching and learning processes
•BUT embedding ICT in E&T systems require further changes
•BUT further work is needed on the potential of ICT to develop a
“learning continuum” supporting LLL

50. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 50
ICT Key Activity 3: Increasing participation
Overview of results of the call 2008
Received Selected
MLP 132 17 (15+2) 13%
NW 12 5 42%
144 22
Year 2009: 213 applications, less than 20 to be accepted