Developing Lifelong Learning Strategies, Business Plans and Actions

NameEURASHE_AC_Riga_120510-11_pres_UBACHS.pdf
Size0.5 MB
Downloads562
Year2012
Author(s)George Ubachs
Abstract
Although lifelong learning is a concept broadly supported and strongly recognised by universities, governments and the EU, it is still in the initial phases of being implemented. Lifelong learning is not widely implemented yet. Most universities are not sufficiently prepared to deliver lifelong learning. This can easily be explained when looking at their principle task and target groups. In general, universities are bound to their conventional business models focussing on research and innovation and educational programmes in the BA/MA structure. This is the right strategy for the target group of traditional students. To reach a new target group of LLL-students we need to develop new strategies and new business models.
This explains for the most part the hesitation of universities to take the next step in organising lifelong learning. The USBM consortium is bringing together university strategies and business models for lifelong learning that already fulfil the conditions for successful implementation. Within EADTU, in a collaborative setting of Associations in distance education, conventional universities and distance teaching universities have worked towards institutional strategies and business models for LLL. The results are captured in 3 publications:
> Showcases of University Strategies and Business Models for Lifelong Learning – a synthesis of the findings from questionnaires that have been analysed in the USBM project.
> Organising Lifelong Learning – frames the central questions that need to be taken into account when considering implementing lifelong learning.
> On-line Lifelong Learning Implementation Guide for Universities – online guide that presents many of the lessons from showcases and aims to provide useful information for institutions to implement sustainable lifelong learning strategies and business models.
CategoriesModernising PHE within diversified HE » 2012 22nd Annual Conference