‘ flllex-radar as a tool for measuring lifelong learning: experiences of 8 hei’s across ...

‘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;