Workforce Education (and Lifelong Learning) and the Institutes of Technology in Ireland

Workforce Education (and Lifelong Learning) and the Institutes of Technology in Ireland by Richard Thorn, Mark Glynn, Version 2008, EURASHE_sem_LLL_081016-17_pres_THORN.pdf (0.2 MB)

CŽV – Pohled národní studentské reprezentace – CZ

CŽV - Pohled národní studentské reprezentace - CZ by Ján Říha, Martin Pešl, Version 2008, EURASHE_sem_LLL_081016-17_pres_RIHA.pdf (1.6 MB)

New approaches in co-operation between employers and HEIs in the UK and view of the employers

New approaches in co-operation between employers and HEIs in the UK and view of the employers by Derek Longhurst, Version 2008, EURASHE_sem_LLL_081016-17_pres_LONGHURST.pdf (0.4 MB)

Qualification Requirements of European Labour Market and Higher Education Graduates

Qualification Requirements of European Labour Market and Higher Education Graduates by Jan Koucký, Version 2008, EURASHE_sem_LLL_081016-17_pres_KOUCKY.pdf (3.2 MB)

New dimensions in HE regarding flexible learning paths

New dimensions in HE regarding flexible learning paths by Liesbeth Hens, Version 2008, EURASHE_sem_LLL_081016-17_pres_HENS.pdf (6.8 MB) - Due to demographic and socio-economic facts, higher education institutions, will have to invest in life long learning. Life long learning, whether it takes place at an institute of professional higher education or another institute, requires (more) flexibility in learning.
To make this possible, both higher education institutes and their governments will have to change their policy on different positions like: participation, efficiency-quality, funding, etc.
This presentation will give an overview of actions and thoughts in the Flemish Community form a governmental point of view.

Quality Assurance in Life-Long Learning (LLL)

Quality Assurance in Life-Long Learning (LLL) by Kauko Hämäläinen, Version 2008, EURASHE_sem_LLL_081016-17_pres_HAMALAINEN.pdf (0.2 MB) - Basic education in Europe is quite harmonious with the structure 3 + 2 +3 (B+M+D), but lifelong learning in universities is organised and defined in many different ways in different countries and ULLL varies between universities in the same country. We can speak of enormous complexity and diversity. ULL is defined by EUCEN in the following way: “It is the provision by higher education institutions of learning opportunities, services and research for the personal and professional development of a wide range of individuals – lifelong and lifewide; and the social, cultural and economic development of communities and the region”.
It is generally accepted that the need for learning during all the life is growing, the services should focus primarily on the needs of the learners and the quality of LLL should be high and well controlled. But the quality of LLL is more difficult to define as that of basic education and quality and quality assurance depends on our definition.
In this presentation I try to analyse what quality means in LLL, how it differs from basic education and what kind of QA systems could be possible to use in ULLL. Also the role of accreditation, benchmarking and European Quality Framework in LLL is discussed. A practical example from the University of Helsinki will be presented, a quality matrix for teaching.

Lifelong Learning within the Bologna Process

Lifelong Learning within the Bologna Process by Stefan Delplace, Version 2008, EURASHE_sem_LLL_081016-17_pres_DELPLACE.pdf (6.6 MB)

Associate degree / RPL / International Project

Associate degree / RPL / International Project by Hans Daale, Version 2008, EURASHE_sem_LLL_081016-17_pres_DAALE.pdf (0.2 MB)

Czech Tertiary Education Role & Potential Development of the Professionally Oriented Sector

Czech Tertiary Education Role & Potential Development of the Professionally Oriented Sector by Michal Karpíšek, Version 2008, EURASHE_sem_LLL_081016-17_pres_KARPISEK.pdf (2.0 MB)