Queen’s University Belfast – Institute of Lifelong Learning 4th ALPINE Project Meeting: University of Tartu, Estonia Adults Learning and Participation in Higher Education Towards Dissemination 5-8 December 2002

Queen’s University Belfast – Institute of Lifelong Learning 4th ALPINE Project Meeting: University of Tartu, Estonia The aims of the ALPINE project

Queen’s University Belfast – Institute of Lifelong Learning Year 1: Group  To survey the adult education currently provided in universities and to describe any recent changes in provision  To identify the major barriers inhibiting the wide scale provision of adult education by European Universities.  To seek examples of good practice.

Queen’s University Belfast – Institute of Lifelong Learning Year 2: Groups 2 –  To identify ways of overcoming barriers to participation for adults in European Universities.  To find ways in which universities can work together to increase adult participation.

Queen’s University Belfast – Institute of Lifelong Learning Year 3: All Groups Development of Tools and Dissemination  The development of tools and other means to help universities increase the amount of adult education (e.g. a manual of good practice; a book; a web site;)  Production of a manual of good practice in the various elements of the provision of university adult education.  The dissemination of findings – through the provision of training courses for appropriate university teaching and administrative staff.

Queen’s University Belfast – Institute of Lifelong Learning Timescale for Completion Meeting 5 – May 2003 Group 1 reports to be finalised Group 2 – 7 Report to be in draft form Meeting 6 – December 2004 Dissemination conference? Other training events? ELLPROFT;NUCE;EUCEN; Others?

Queen’s University Belfast – Institute of Lifelong Learning Increasing adult provision in European Universities: A Manual for Managers and Teachers in Lifelong Learning Outline for the manual of good practice ALPINE Project

Queen’s University Belfast – Institute of Lifelong Learning Introduction to Manual What are the aims and purposes of this manual? What is the ALPINE project and what is it seeking to achieve? What kind of issues are emerging around Europe (from national reports) Who should read this manual?

Queen’s University Belfast – Institute of Lifelong Learning Group 1 - National Reports : Adult Participation and problems in increasing participation  How should we disseminate group 1reports?  Should they be included on the ALPINE web site?  Should they be summarised in the manual or should we try to publish them in book form?

Queen’s University Belfast – Institute of Lifelong Learning Chapter 1 – Increasing Participation in Universities Who are the excluded groups? What are the problems? How do we determine demands of individuals and groups? Invitation to include examples of good practice from all members

Queen’s University Belfast – Institute of Lifelong Learning Chapter 2 – The Curriculum and Adults What models of curriculum development are appropriate for adult education? What should the adult curriculum include? Is learning to learn an important ingredient and how should it be developed? Invitation to include examples of good practice from all members

Queen’s University Belfast – Institute of Lifelong Learning Chapter 3 – Teaching, Learning and Adults What are the adult methods of teaching and why are they important? What kind of training do adult tutors and managers need? Why is teaching important if we want to widen participation? Invitation to include examples of good practice from all members

Queen’s University Belfast – Institute of Lifelong Learning Chapter 4 – Student support and adult guidance What role can learner support and guidance play in increasing adult participation in universities? How can adult guidance and support be organised? What are the different models? Invitation to include examples of good practice from all members

Queen’s University Belfast – Institute of Lifelong Learning Chapter 5 – Language learning, adult education and widening participation What is the role and importance in language learning for adults? How might language learning for adults best organised in universities? Invitation to include examples of good practice from all members

Queen’s University Belfast – Institute of Lifelong Learning Chapter 6 – Assessing & validating adult learning What are the most effective ways for assessing adult students and of validating adult learning? What is the the importance of accreditation of prior experiential learning for adults? How can assessment and validation be used to increase adult involvement? Invitation to include examples of good practice from all members

Queen’s University Belfast – Institute of Lifelong Learning Chapter 7 – Community Outreach, ICT and adult learning What do we mean by community Outreach? What is the role of ICT in adult learning ? How can we reach out to new communities using ICT? What are the problems and possibilities? Invitation to include examples of good practice from all members

Queen’s University Belfast – Institute of Lifelong Learning Chapter 8 – Monitoring adult education Why is monitoring adult learning important to improving adult participation? What are the things we need to think about when monitoring adult provision? Invitation to include examples of good practice from all members

Queen’s University Belfast – Institute of Lifelong Learning Chapter 9 – Coordinators: Conclusions and Overview What are the key messages emerging from the study? What should we do differently? 9 Chapter approx 3,000 – 5,000 words in length? Full length 27,000 – 45,000?

Queen’s University Belfast – Institute of Lifelong Learning From Groups to Teams Tasks for Team Leaders:  Appoint a team leader and assistant team leader.  Prepare a list of team members and other contributors  Draw up an outline of the tasks to be completed for meeting 5.  Apportion tasks for each team member including those not present.  Draw up an outline of the final version of your chapter(s) for the manual  prepare a work plan which includes deadlines and word limits for each section of the report  How might others contribute case studies to your group? What kind of case studies do you want?

Queen’s University Belfast – Institute of Lifelong Learning Guidelines Case Studies  Each case study should include title, name of the author and place of work.  The address of the author and a photo can be included if so desired.  More than one author may be named.  Study should be no more than 1,000 words in length.  The first words should be a summary of the case study.  It should be clearly linked to the subject of the chapter.

Queen’s University Belfast – Institute of Lifelong Learning Guidelines Case Studies  It should describe briefly the particular practice in the university, how it came to be established etc.  It should include the advantages and the drawbacks of the particular approach described and any plans for future expansion/development of the idea.  The case study should include subject headings as appropriate.  Recommendations for further reading can be included at the end of the case study. There should be not more than 10 references, which could include web sites.