Assessing institutional strategies for life-long learning: a self-assessment with stakeholders’ views

NameEURASHE_AC_Riga_120510-11_pres_GRIFOLL.pdf
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Year2012
Author(s)Josep Grifoll
Abstract
In a context in which lifelong learning varies from country to country, not only in its interpretation by Higher Education institutions themselves, but specially on how lifelong learning is understood and used by different actors; the proposed self- assessment tool, theFLLLEX-Radar, is addressed to facilitate better connections between the institutions and stakeholders.
A look at the aims of the FLLLEX-Radar gives a clear idea of what is highlighted in the proposed approach:
- To provide food for thought, at different levels within Higher Education institutions, on the future development of lifelong learning;
- To open dialogues with stakeholders and other groups of interest on lifelong learning provision;
- Or to facilitate the identification of indicators on the impact of lifelong learning.
The FLLLEX-Radar includes the use of different Focus Groups (students and learners, teachers, labour market representatives, etc.). It is designed to provide a broad space for debates and analysis; but the tool is, at the same time, promoting the importance of lifelong learning among different national sectors (employers and social representatives). All of them are invited to give their opinion on the 4 different blocks of the FLLLEX-Radar:
a) The analysis of the current context;
b) How is lifelong learning provision at the institution?
c) The expectations for the future;
d) And how quality assurance plays its role in the provision of lifelong learning.
In conclusion, this is a self-assessment tool to be used to know where we are and to figure out what are the expectations for the future; and not recommended to be used in a traditional quality assurance cyclical mode, or to rank the institutions according a certain set of standards.
CategoriesModernising PHE within diversified HE » 2012 22nd Annual Conference, FLLLEX