The document discusses the role of universities in lifelong learning. It outlines universities' actual roles, which include continuing education programs and adult education. It also discusses potential roles, such as embedding lifelong learning in strategic plans, making programs more flexible and recognizing prior learning. Finally, it examines how universities could transform by becoming "lifelong learning universities" that focus on learning outcomes rather than credentials and remove the concept of a finished education.
HELTASA 2013 KJ Shabanza published article pg 58 Sept 2014
Universities and LLL.pot
1. The Role of Universities
in Lifelong Learning
Dr. Kathryn Chang Barker
Director, Education Excellence
Presentation to International Conference on Lifelong Learning 2011
3. Actual Lifelong Learning Roles
Offerings
Continuing or Further
Education
Community Education
Continuing Professional
Development
Adult education and/or
university preparation
Services
LLL as a discipline of study
Participation in LLL
associations
Meeting community needs
APL/PLA
Research
23 June 2016 3Dr. KC Barker
4. University = Lifelong Learning
If Lifelong learning can
be defined the
development of human,
social and cultural
capital
Then universities are
part of that system
And
They are “elite” part of
that system
23 June 2016 4Dr. KC Barker
5. Potential Roles for Universities
Devolution
Embed LLL in strategic
and operational plans, e.g.,
– CPD for staff
– Graduate attributes for
students
– ePortfolios of all forms of
learning
Evolution
Redesign university to be
more learner-focused, e.g.,
– Flexible access
– Accreditation of prior
learning
– Responsive curriculum
23 June 2016 5Dr. KC Barker
6. “Lifelong Learning University”
Characteristics
1. Clearly defined outcomes for learning –
staff, students, community
2. Systematic assessment and documenting
of learning
3. Learner participation in a diverse array of
engaging experiences
4. Data about learning that prompts the
individual and institution to reflect and act
5. Emphasis on student learning in hiring
and management processes
6. Key documents and policies focus on
learning – all types
Results
Offer learning,
not credentials
Moves from
learner-focus to
learning focus
Removes the
concept of
“finished”
23 June 2016 6Dr. KC Barker
7. Transforming Universities
Imperatives
Threats from ODL
Aging demographics of
traditional staff
Increasing learner demand
Decreasing public funds
Additional economic and
social factors
Options
Ascendant thesis:
knowledge economy
thrives and depends on
strong universities
Declinist thesis: more
capable competitors meet
unmet needs
Co-existence
23 June 2016 7Dr. KC Barker
8. Future Lifelong Learning & Universities
On the one hand “two
realities define the new
agenda for higher
education in the new
economy: lifelong
learning and technology”
Sir John Daniel
On the other hand,
“widespread provision by
universities would require
a revolution in university
education; the signs of
such a revolution do not
appear in sight”
EU Study 2001
23 June 2016 8Dr. KC Barker