Current perspectives on university adult education in the EU: Bologna and lifelong

learning

Pat Davies, Executive Secretary

Bologna declarations

Bologna 1999: ECTS-compatibole systems also covering lifelong learning activities

Prague 2001: ‘Lifelong learning is an essential element of the European Higher Education Area. In the future Europe, built upon a knowledge-based society and economy, lifelong learning strategies are necessary to face the challenges of competitiveness and the use of new technologies and to improve social cohesion, equal opportunities and the quality of life.’

Berlin 2003: underlined the important contribution of HE

in making lifelong learning a realitynational governments taking steps to align

national policies to this goalurged institutions to enhance the possibilities

for lifelong learning, including the recognition of prior learning

Bologna realities

Trends III 2003:Diversity of definition in HEIs: LLL – UCE – UAEGap between national policy and implementation‘most salient problem is clearly the lack of integration

of LLL provision in the general strategies, core processes and decision-making of the institution’

Even in UK, Finlalnd and France … CE/LLL centres not always recognised on equal footing

Trends III (contd):Percentage of HEIs reporting an LLL

strategy:35% had a LLL strategy31% in early stages of developing one26% planned to develop one5% saw no need for one3% no view

Trends IV 2005 (draft)No section on LLL (but in national reports)On access: mostly about selection – calls

for review of legislationOn modularisation: increased flexibility

expected by students not been realised

Trends IV (draft) contdOn the recognition of non-formal/non-academic

qualifications: ‘The topic is part of a wider theme of LLL that has

very much been neglected so far in the Bologna discussion … it is still not perceived as an important topic in many institutions… often not understood …. limited awareness exists in many HEIs … often misunderstood as the permeablity between the university sector and the polytechnics/college sector’. (p22-23)

University LLL – 3 themes

Continuing Professional DevelopmentValidation of non-formal and informal

learningOpen and distance learning and

e-learning

Papers on EUCEN conference site:

http://www.eucen-conf29.uib.no/

Continuing Professional Development (CPD)

Short courses, seminars, conferences, …

Masters courses

CPD: the issues

Should CPD be brought within the ECTS framework?

If so, how?What is a Masters?What is the link between CPD and

Masters programmes?

Validation of non-formal learning: the issues

What is the role of universities in a global approach?

How far can validation go in universities?What and where is the resistance?What are the barriers?What is the role of UCE/UAE?Which partners?

ODL and e-learning: the issues

How can ODL/e-learning be brought back on to the agenda of policy makers and institutional leaders?

What are the perceived risks? Are they justified?Is the present organisation of

institutional/government responsibilities the most suitable?

What concrete actions should be implemented to guarantee collaboration at EU level?

Are the current EU programmes adequate?