Modular Postgraduate Programmes: Fulfilling Their

Potential for Lifelong Learning?

Sue CrossUCL

EUCEN, BERGEN, 2005

s.cross@ucl.ac.uk

Lifelong learning assumes...

“ the need for adaptability through a constant registering and processing of information, formation of concepts, and development of attitudes and skills.”

It is required by adults who need to:

• keep up to date at work• change location, career or specialism• engage with new interests or revisit old

ones• enrich their personal, social, cultural,

civic life• maintain mental health in old age

It is wanted by adults who:

• are already successful

• are subjected to change

• are offered opportunity

• are supported and encouraged

• believe they can succeed

Lifelong Learning Pedagogies include:

• Andragogy

• Experiential learning

• Traditional academic methods

• Transformative learning

• Social constructivist methods• Autotelic learning

Andragogy

“... learning is a process of mental inquiry not passive reception of transmitted content”

‘A reconstructed charter for andragogy’ based upon:

• Valuing the experience of learners• Engaging in reflection on experiences• Establishing collaborative learning relationships• Addressing issues of identity and the power

relationship between teachers and learners

• Promoting judgements about learning that are developmental and which allow scope for success for all learners

and…

• Negotiating conflicts over claims to knowledge and pedagogical processes

• Identifying the historical and cultural locatedness of experiences

• Transforming actions and practicesTennant (1997)

Case studies

UCL offers flexible masters courses for the continuing professional development of academics, administrators technical & support staff working in HE and other public and private sector contexts, including an MA in

Adult Learning & Professional Development

Adult Learning & Professional Development

Details may be found at:http://www.ucl.ac.uk/calt/masters/maalpd.html

Design, recruitment, delivery and assessment of the programme of taught modules indicate 6 areas where tensions between academic programmes and cpd in lifelong learning need resolution

Developmental areas

• Student funding• Recruitment • Progression• Scheduling teaching• Assessment• Reconciling student needs with academic

systems and practices

Student funding

• Fees paid by students or employers

• Recent graduates already have student debt

• Low level public funds for arts/humanities

• Fees differ for UK/EU and overseas students

• Invoicing for modules or programmes

Recruitment

• Need sufficient students to ensure viability

• Potential students may take modules as “tasters” and then register for an award or use for cpd without academic credit

• New regulations for APL & APEL

• Demand for cpd & additional qualifications

Progression

• Linear progression (norm for conventional MAs) less appropriate for cpd

• Flexible modular programmes permit 2-5 years to complete a masters award

• Professionals may need breaks from study

• Negotiated choice of modules permits progression and cost-effectiveness

Scheduling teaching

• Teaching schedule adapted to meet needs of pedagogy and student availability

• Modules can be shared between programmes• Students need flexibility because of professional

and domestic commitments• E-learning material can support face to face

contact e.g. http://www.ucl.ac.uk/calt/alpd/wiki/index.php?title=ALPD

Assessment underpins learning

• Assessed coursework (+ a viva) includes portfolios, articles, reports, reflective writing, literature review at masters level.

• Principles of andragogy (value student experience, reflect on practice,promote collaboration, success for all) are linked in learning and assessment

• No award of distinction

Reconciling student needs with academic systems and practices

• HEI’s expect full cost recovery

• Lifelong learners need diversity of approach, personalisation and adaptivity

• Flexibility, blended learning, student-centred methods, credit real-work projects

• Possible progression to aprofessional doctorate

Looking to the future?

Demand for flexible, accredited lifelong learning provision likely to grow…

because of

• demand for evidence of cpd• full-time studentships more scarce• employers (some) provide cash &

time for flexible study leading to an award

• mid-career change more common

and

• realisation of the EHEA• later retirement ages• cognitive capacity now thought to

decline less with age• health, social & cognitive benefit

from Lifelong Learning

So…

… important to promote strategicplanning by students, teachers andadministrators to develop programmes, support systems and build capacity for growth.