‘ FLLLEX-Radar as a tool for measuring lifelong learning: experiences of 8 HEI’s across Europe’ Rob Mark

1. ‘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. 22nd EURASHE Conference, Riga , 10-11 May 2012 FLLEXhttp://www.flllex.eu/

2. 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).

3. Survey of Participation in Lifelong Learning in the European Union (2000 & 2006)

4. 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.

5. FLLLEX Radar : http://www.flllex.eu/ Impact of Lifelong Learning Strategies on Professional Higher (EU Transversal Programme) • January 2010-31 August 2012 • 24 partners from 10 European countries • Results based on 3 visits - Ireland; Lithuania; Belgium

6. FLLLEX Partners • 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

7. 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;

8. Stakeholders GOVERNMENT TRAINING PROVIDERS HEI LifeLong Learning programmes BUSINESSES LEARNERS FLLLEX FLLLEX 8

9. 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

10. 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;

11. 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

12. 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.

13. 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

14. 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;

15. 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

16. 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

17. 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;