1. Lifelong learning and universities Danube Rectors’ Conference 2008 Budapest Gábor Halász (ELTE, Budapest)

2. The relevance of lifelong learning for universities (Why do we have to deal with this?) A dominant paradigm of European and global education policy thinking A key component of the EHEA A theme already high on the agenda of DRCA theme already high on the agenda of DRC This is already a priority in an increasing number of DRC universities

3. Why do universities move towards LLL? Demographic changes National and European/global policy imperatives –National LLL policies –EHEA (The „Bologna process”, new Lisbon oriented EU policy on universities) Institutional decisions –reactions to economic/financial/market pressuresmarket pressures –proactive strategies

4. The meaning of LLL for Universities Different interpretations – narrower (e.g. CPE courses for adults) – broader (e.g. a new way to organise teaching and learning and approaching regional cooperation) Different applications – various ULLL indicatorsDifferent applications – various ULLL indicators

5. The meaning of LLL for Universities An opportunity –to cope with the demographic challenge –to achieve further growth and development –to renew work and organisation A challenge –the risks of being influenced by too short-term economic interests –risks of concessions in quality –risks of losing balance (advanced research mission)

6. Thank you for your attention

7. University LLL and DRC DRC universities are active members of ULLL organisations and programs (e.g. European Association for University Lifelong Learning - EUCEN, European Thematic Network of University Lifelong Learning - EULLEARN) Themes of DRC Summer Schools (e.g. Pécs, 2007 on regional cooperation) Theme of DRC General Assemblies and yearly conferences (Krems, 2007; Maribor, 2006)

8. Expected demographic changes World Economic and Social Survey 2007. Development in an Ageing World. United Nations. New York, 2007

9. Expected demographic changes within the population aged 20-29 (2005-2015) (growth/decrease - %) Source: Thematic Review of Tertiary Education, OECD. 2008

10. Aging in central/eastern Europe Source: Eurostat; 2005

11. The demographic challenge perceived by key players „Demographic changes (…) will indeed pose challenges to European universities. In the context of a Europe of knowledge (…) this will lead to a demand for re-skilling our populations and thus to more lifelong learning.” „…universities will no longer be able to take the relatively easy option of concentrating on bright and eager young people.” Source: EUA spokesman (www.universityworldnews.com)www.universityworldnews.com

12. Institutional strategies/actions - 1 Source: THE BOLOGNA PROCESS AND UNIVERSITY LIFELONG LEARNING: THE STATE OF PLAY AND FUTURE DIRECTIONS. Final Report: EUCEN. 2007 Benchmarking Flexibility in the Bologna Reforms. (http://www.eucen.org/beflex.html)

13. Institutional strategies/actions - 2 Source: THE BOLOGNA PROCESS AND UNIVERSITY LIFELONG LEARNING: THE STATE OF PLAY AND FUTURE DIRECTIONS. Final Report: EUCEN. 2007. Benchmarking Flexibility in the Bologna Reforms (http://www.eucen.org/beflex.html)

14. LLL-oriented universities/1 the appearance of LLL-related elements in institutional strategic planning LLL-oriented internal organisational changes (e.g. the establishment of specific units for LLL, the creation of new leadership positions) opening towards new, non-traditional client groups “LLL-friendly” internal human resource management (e.g. assessment based on LLL involvement)

15. LLL-oriented universities/2 the widening of program offer (e.g. provision of short courses) the enhancement of flexible learning paths –the adoption of modular structures –support for credit accumulation and transfer mechanisms –the recognition of experiential, work-based or non- formal and informal prior learning the use of innovative, learner-centred pedagogical methods and course delivery (e.g. project work, ODL, e-learning)

16. LLL-oriented universities/3 „LLL-friendly” research approaches (e.g. involvement in knowledge transfer oriented projects) increased cooperation with employers (both public and private) the openness to negotiate course- content with client groups LLL oriented alumni policy

17. An example: LLL market competition in Korea „A majority of large corporations in Korea have their own staff training facilities. At corporations with more than 200 employees, employers are allowed to establish and operate lifelong education facilities that confer diplomas and educational qualifications equal to junior college or university degrees, upon the approval of the Minister of Education, Science and Technology.” Source: National Report on the Development and State of the Art of Adult Learning and Education. Republic of Korea. Ministry of Education, Science and Technology - National Institute for Lifelong Education. UNESCO 6th International Conference on Adult Education. May 2009