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The role of universities in lifelong learning process (polish context) Barbara Kędzierska the European Centre for Lifelong Learning and Multimedia Education.

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Presentation on theme: "The role of universities in lifelong learning process (polish context) Barbara Kędzierska the European Centre for Lifelong Learning and Multimedia Education."— Presentation transcript:

1 The role of universities in lifelong learning process (polish context) Barbara Kędzierska the European Centre for Lifelong Learning and Multimedia Education the Pedagogical University of Krakow IFIP Conference Krakow May 2008

2 Objectives  Activities of the University today  Universities in lifelong learning  Conclusions & roadmaps for the Future

3 Today and Tomorrow of the University  students = young people  students have no professional experience  teachers know what the student is supposed to learn  teaching of bases  stationary teaching - the student is studying at one university only  students = youngs & adults  students often have considerable professional experience  students know what the teacher is supposed to teach them  teaching of solving problems  distance teaching - the student is studying at many universities at the same time

4 Competences – used to be Competence Basic Level Intermediate Level Advanced Level Maximum level K1Linguisticschoolstudies studies / work work K2 Information Technology school/ studies studiesworkwork … Kn Entrepreneurship (self management) studiesstudiesworkwork

5 Learning today  Decline of the clear division – the teaching, the learning, the work  Universitas – community of learners – common search for knowledge  Knowledge-based society – lifelong learning - community of learners – in different stages

6 Competences – now Competence Basic Level Intermediate Level Advanced Level Maximum level K1Linguisticschoolschool school/ studies K2 Information Technology school school/ studies work …… Kn Entrepreneurship (self management) schoolstudies studia/ praca work

7 Different forms of academic education  Formal education (full time studies, part time studies)  Supplementary education (doctoral studies, postgraduate studies, skills developing studies, courses, workshops, …)  Universities (open universities, seminars, conferences, …)

8 Competences – should be Competence Basic Level Interme diate Level Advanced Level Maximum level K1Linguisticschool LLL LLLschool studies work K2 Information Technology school LLL LLLschool studies work …school school studies work Kn Entrepreneurship (self management) school LLL LLLschool studies work

9 Lifelong learning  Focuses on learner  Applies to formal, non-formal and incidental forms of education  It is not a combination of formal education and professional training but a lifestyle  Joins individual’s personal development with company’s inner development  Basic foundation for the concept od continuing education is not so much the necessity of developing but lifelong learning  Emphasises the competence as a condition of individual and social development  Forces the redefinition of the basic aims and methods of their realization for formal education  Assumes the modularity of the system of learning and perfecting

10 Crucial competence for permanent education:  communicating in mother’s tongue  communicating in foreign languages  math competences and basic science-technological competences  computer competences  ability of learning  interpersonal, intercultural and social competences, as well as civil competences  enterprise  culture expression Document worked out by the European Communities Commission, the document Crucial Competences in learning during the entire life - European referential frames. This document is an annex to the Conclusion of the European Communities Commission concerning a Recommendation of the European Parliament - COM(2005)548 final

11 Three categories of key competences :  To use tools interactively  To co-operate in heterogeneous group  To work autonomously The idea of framework of key competencies accepted by the OECD DeSeCo (Definition and Selection of Competencies)

12 Information competence - a set of knowledge, skills, and attitudes, essential for an individual to diagnose when and what information is needed, to localize this information, to assess it, to effectively process and use it, as well as to transfer it in a correct form using properly selected tools

13 A person who is information competent is able to:  determine the scope of needed information  effectively recruit needed information, also from not electronic sources  critically evaluate obtained information and its source  include selected information into his/her own structure of knowledge  effectively use proper information in realization of assumed goals, both individually and as a member of a group  understand and include in his/her actions economic, legal, social and ethical conditionings

14 The role of universities  University – an element of the system of education  University – a place for teacher’s and trainer’s education and training  University – a place for developing new methodologies, meta science of knowledge-based society (development of science – contribution to development of society)  University – an element of the system of lifelong learning (for the majority of society the last stage of formal education end the opportunity to prepare yourself to individual responsibility for your own development and professional & social activity)

15 The crucial aim of formal education starting from primary school until university becomes today shaping competences enabling and facilitating education and intellectual development of learners for the future, so.. despite each university has to realize different detailed tasks, all of them have the same basic goal: to prepare students for the Future, to teach them how to learn effectively

16 Looking to the Future, in the context of university education, we should neverending answer the questions  Who ? – PROFILE OF THE TEACHER  What ? – RATIONAL SELECTION OF CONTENT  How TO TEACH ? – SELECTION OF THE PROPER METHODOLOGY  Why ? – MOTIVATION

17 Proposal: Proposal: To create in the structure of AGORA new atelier with its main goal – to work out basic assumptions for education process integrated with ICT and LLL, f.e.:  what does it mean today „modern” education process?  if not transmission of knowledge, so WHAT?  tests assess the fact-knowledge, not competence, so what is proper way of assessing of competence of students?  new ICT tools are not effective for old forms and methods, so, what form and method is optimum today? (especially for formal education)

18 Thank you for your attention


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