‘ flllex-radar as a tool for measuring lifelong learning: experiences of 8 hei’s across ...
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‘ FLLLEX-Radar as a tool for measuring lifelong learning: experiences of 8 HEI’s across Europe’ Rob Mark Centre for Lifelong Learning, University of Strathclyde, Glasgow, Scotland. 22 nd EURASHE Conference, Riga , 10-11 May 2012 FLLEX http://www.flllex.eu /. EU & Lifelong Learning. - PowerPoint PPT PresentationTRANSCRIPT
‘FLLLEX-Radar as a tool for measuring lifelong learning: experiences of 8 HEI’s across Europe’Rob MarkCentre for Lifelong Learning, University of Strathclyde, Glasgow, Scotland.
22nd EURASHE Conference, Riga , 10-11 May 2012
FLLEX http://www.flllex.eu/
EU & Lifelong Learning
White Paper on Teaching and Learning: Towards the Learning Society (1995)
Maastricht Treaty.(1997)Lisbon Economic Council (2000) The Memorandum on Lifelong Learning
(CEC, 2000). Making a European Area of Lifelong
Learning a Reality (CEC,2001).
Survey of Participation in Lifelong Learning in the European Union (2000 & 2006)
3
FLLEX Radar : Impact of Lifelong Learning Strategies on Professional Higher Education in Europe. (2009-2012)
challenges and implications of lifelong learning incorporation into European Higher Education Institutions (HEIs)
findings from using self-evaluation instrument for lifelong learning in HEI’s.
FLLLEX Radar : http://www.flllex.eu/Impact of Lifelong Learning Strategies on
Professional Higher (EU Transversal Programme)
January 2010-31 August 201224 partners from 10 European countries Results based on 3 visits - Ireland;
Lithuania; Belgium
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
FLLLEX Partners
Self Assessment: Key QuestionsPerception of the Lifelong Learning context
Lifelong Learning Provision at the HEI
Institutional Policy
Quality Assurance –Guidance; Access; Progression etc;
Stakeholders –Decision-Makers; Policy Makers; Lecturers; Employers; Learners;
Stakeholders
FLLLEX8FLLLEX
HEILifeLong Learning
programmes
LEARNERS
BUSINESSES
TRAININGPROVIDERS
GOVERNMENT
FLLLEX-Radar ON INSTITUTIONAL STRATEGIES FOR LIFELONG LEARNING
Implications for incorporating Lifelong Learning (LLL) into European higher education institutions (HEI’s), with special attention given to RPL (recognition of prior learning).
Implications for National and Local Policies
Implications for LLL Practices across Europe
FLLLEX-Radarchallenges in implementing a LLL strategy (mainly
for HEI’s) and examples of good practice
Indicators used to assess LL within HEI’s. e.g. how LLL strategies make an impact on: policy,
curricular aspects (design, flexibility); management of programmes; delivery of courses; RPL; marketing; staff policy and management; internal processes (academic – administrative); student counselling; quality assurance;
Results From FLLLEX-RadarIdentification of national and local policy
contexts
Typology of lifelong learners in colleges and an overview of their expectations and of those of other stakeholders.
New areas for development - links with employers; unemployed; cultural & language groups
Comments on the importance of the Tool
The institutional phase demands a strategic approach and it is important that the LLL practitioners in HEI’s think carefully about how to develop lifelong learning
Using the tools is very time-consuming. While it may be possible is it worth the effort?
The most appropriate tools will vary for different institutions.
It is useful to be reflective and flexible during the process – and to allow change in a constructive way.
Those who can help may vary from one institution to another.
Review of the Self-Assessment Tool Views of participants: Positive featuresHelpful questions and a lot of useful
information generated
Reflections on provision – discussions provided many different views from stakeholders
Methodology (focus groups) provided opportunity for sharing views and understandings
Negative Features:Questions difficult to understand by some
groups - teachers; learners; employers; repetitive questions; too long;
Time and effort- e.g. focus group met 5 x 3/4 hours
Did not focus on the future and what might be possible
Need for more information ,training etc;? Missing components – new course to be
developed; additional support needed; on-line delivery; plans for the future;
Issues From Evaluation More information available in advance on purpose of focus
group meetings Prepare questions based on discussions with stakeholders
group
Only request information which is really needed
Prepare different questions for different target groupse.g. how to employers feel greater engagement can be achieved? What training is needed for employees?
Tool available online
Findings from FLLLEX-Radar Self-assessment tool supports
progress towards lifelong learning HEI’S.
The focus is on professional programmes- work-based;
Some evidence of new programmes focused on access of adults and disadvantaged groups
Colleges are largely orientated towards engaging with younger age groups
Need for clarity of LL policies
Useful in identifying strengths and weaknesses
Employers and learners had different knowledge and understanding
FLLLEX-Radar : the next steps Assessment tools serves as ‘first’ step in process;
Need to design a LLL strategy/policy that can enhancement of LLL in HEI’s;
Building expertise and capacity for development of LLL;
Constructing new partnerships with internal and external actors that share similar interests;
Connecting LLL with academic staff development, educational development and skills advancement;