‘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, May 2012 FLLEX

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. ( ) 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 : Impact of Lifelong Learning Strategies on Professional Higher (EU Transversal Programme) January August partners from 10 European countries Results based on 3 visits - Ireland; Lithuania; Belgium

F LLL EX 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 Questions Perception 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 F LLL EX 8 HEI LifeLong Learning programmes LEARNERS BUSINESSES TRAINING PROVIDERS 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-Radar challenges 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-Radar Identification 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 features Helpful 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 groups e.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;