FLLLEX Workshop: Een beleid voor levenslang leren in hoger onderwijsinstellingen NL

FLLLEX Workshop: Een beleid voor levenslang leren in hoger onderwijsinstellingen NL by FLLLEX, Version 2012, FLLLEX_workshop_121126_programme_NL.pdf (81 KB)

FLLLEX Radar A self-asessment instrument for Lifelong Learning in profession oriented Higher Education

FLLLEX Radar A self-asessment instrument for Lifelong Learning in profession oriented Higher Education by Margriet de Jong, Irène Hermans, Klaas Vansteenhuyse, Version 2012, FLLLEX_workshop_121126_pres_DEJONG_etal_2.pdf (0.9 MB)

FLLLEX: naar een beleid voor Levenslang Leren NL

FLLLEX: naar een beleid voor Levenslang Leren NL by Margriet de Jong, Irène Hermans, Klaas Vansteenhuyse, Version 2012, FLLLEX_workshop_121126_pres_DEJONG_etal.pdf (0.9 MB)

FLLLEX: The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe (3)

FLLLEX: The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe (3) by Klaas Vansteenhuyse, Margriet de Jong, Version 2012, FLLLEX_repr_120928_MASON_pres_VANSTEENHUYSE_and_DEJONG.pdf (1.4 MB)

Linking Lifelong learning policies and the stakeholders. A view from the FLLLEX project

Linking Lifelong learning policies and the stakeholders. A view from the FLLLEX project by Klaas Vansteenhuyse, Margriet de Jong, Version 2012, FLLLEX_repr_120928_MASON_paper_VANSTEENHUYSE_and_DEJONG.pdf (0.2 MB) - The FLLLEX project (The Impact of LifeLong Learning Strategies on Professional Higher Education)
is an EU-funded project (1/2010-8/2012) with the objective of identifying challenges and
implications of the incorporation of LifeLong Learning (LLL) into European higher education
institutions (HEIs). A major output was a self-evaluation instrument for HEIs to test their flexibility
and institutional strategy in terms of LLL. This was prepared via a survey of important
stakeholders in LLL and a study of the relevant policies in 8 European countries.
Results will be presented from a study which revealed that HEIs could pay more attention to what
has been termed ‘policy hooks’, being the link between their institutional policies for LLL and the
regional policies. From a broad survey of learners and businesses, the FLLLEX project also
gathered information on which type of supporting policies those stakeholders would need.

Lifelong Learners in Professional Higher Education

Lifelong Learners in Professional Higher Education by Margriet de Jong, Sigrid Nindl, Klaas Vansteenhuyse, Version 2012, FLLLEX_repr_120822-24_EARLI_pres_DEJONG_etal.pdf (0.6 MB)

Abstract submission details EARLI Special Interest Group 14 Learning and Professional Development – Paper presentation

Abstract submission details EARLI Special Interest Group 14 Learning and Professional Development - Paper presentation by Sigrid Nindl, Version 2012, FLLLEX_repr_120800_EARLI_paper_NINDL.pdf (82 KB)

FLLLEX: The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe (2)

FLLLEX: The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe (2) by Margriet de Jong, Klaas Vansteenhuyse, Version 2012, FLLLEX_repr_120614_AssKUL_pres_DEJONG_and_VANSTEENHUYSE.pdf (1.3 MB)

FLLLEX: Met focusgroepen naar een strategie voor Levenslang leren NL

FLLLEX: Met focusgroepen naar een strategie voor Levenslang leren NL by Margriet de Jong, Version 2012, FLLLEX_repr_120607_LNO2Cong_pres_DEJONG.pdf (0.9 MB)

Analysis of the FLLLEX Self – Assessment Tool

Analysis of the FLLLEX Self – Assessment Tool by Oran Doherty, Version 2012, FLLLEX_repr_120600_SKILL_pres_DOHERTY.pdf (0.4 MB)

FLLLEX: The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe

FLLLEX: The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe by Margriet de Jong, Klaas Vansteenhuyse, Version 2012, FLLLEX_repr_120600_CFA_pres_DEJONG_and_VANSTEENHUYSE_FR.pdf (0.7 MB)

Blended Learning for Lifelong Learners in a Multicampus Context (MuLLLti)

Blended Learning for Lifelong Learners in a Multicampus Context (MuLLLti) by Y. Blieck, Margriet de Jong, L. Vandeput, Version 2012, FLLLEX_repr_120500_paper_BLIECK_etal.pdf (0.3 MB) - Blended Learning seems a promising concept for higher education institutions (HEI). The expectations of all stakeholders: students, lecturers and management are high. To meet these expectations Blended Learning should, unlike e-learning, not mainly focus on the technological component. It should be considered as a vehicle to evolve from a transmission model to a student centered model focused on active learning. For, successful Blended Learning environments facilitate active learning, works with authentic learning tasks that are linked to real life and work contexts and are student centered. Especially lifelong learners can benefit from Blended education in HEI. Technology can not only facilitate access to education but has the potential to provide them with tailor made instruction. Blended Learning, however, raises several new challenges for institutions.

Typologies of Lifelong Learners in Professional Higher Education

Typologies of Lifelong Learners in Professional Higher Education by Stefan Humpl, Sigrid Nindl, Klaas Vansteenhuyse, Version 2011, FLLLEX_repr_110922-23_DEHEMSConf_pres_NINDL_etal.pdf (0.2 MB)

Quality Assurance in Lifelong Learning: Recent Developments and Future Perspectives

Quality Assurance in Lifelong Learning: Recent Developments and Future Perspectives by Richard Thorn, Klaas Vansteenhuyse, Version 2011, FLLLEX_repr_110516-17_ENQA_pres_THORN_and_VANSTEENHUYSE.pdf (0.7 MB)

FLLLEX The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe (2)

FLLLEX The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe (2) by Klaas Vansteenhuyse, Version 2011, FLLLEX_repr_110200_KHLeuven_pres_VANSTEENHUYSE.pdf (0.4 MB)

FLLLEX The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe

FLLLEX The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe by Klaas Vansteenhuyse, Version 2010, FLLLEX_repr_101027_MHE_pres_VANSTEENHUYSE.pdf (0.5 MB)

LifeLong Learning and its various stakeholders

LifeLong Learning and its various stakeholders by Klaas Vansteenhuyse, Version 2010, FLLLEX_repr_100916_EAIE_pres_VANSTEENHUYSE.pdf (0.3 MB)

Introduction to Lifelong Learning in an EU perspective

Introduction to Lifelong Learning in an EU perspective by Stefan Delplace, Version 2010, FLLLEX_repr_100916_EAIE_pres_DELPLACE.pdf (0.3 MB) - Lifelong Learning (LLL) is a not exactly a new concept in the European sphere. It was first mentioned by the European Commission in 1994. In 1995, it was included in the white paper “ Teaching and Learning, towards a cognitive society.” It was very much focused on the social benefits that LLL can bring. IT became more and more important, included in the Lisbon strategy and Europe 2020.
It was also very soon at the core of the activities of the Bologna Process, insisting on it in the qualification frameworks, the creation of the European Higher Education Area etc.
OECD insist on Lifelong Learning as a factor of social inclusion. It has to be developed as such, the problem being that "lifelong learners tend to be those who have already done well in initial education".
Many other stakeholders care for LLL: Individuals, employers, governments, the providers of LLL and European organisations. EUA has a charter for LLL. EURASHE considers that LLL must be developed from the grassroots level, according to good practice and the needs of the learners. As many stakeholders as possible should be included, especially labour market actors.
In 2008, EURASHE defined priorities for LLL:
- Labour market orientation/regional development
- Strategy for LLL at HEIs / Funding
- Support services at HEIs
- Curriculum design/flexibility
- Recognition of Prior Learning
- Position in HE/progression in studies
- Methods of delivery
- IT

FLLLEX report WP7: Review of Self-assessment

FLLLEX report WP7: Review of Self-assessment by Dugald Craig, Version 2011, FLLLEX_report_WP7_Review_Self_Assessment.pdf (0.4 MB)

FLLLEX report WP4: Survey of Lifelong Learning Providers

FLLLEX report WP4: Survey of Lifelong Learning Providers by Iva Voldánová, Stefan Delplace, Version 2011, FLLLEX_report_WP4_Survey_LLL_Providers.pdf (0.7 MB)

FLLLEX report WP2: Survey of Expectations of Lifelong Learners and Businesses

FLLLEX report WP2: Survey of Expectations of Lifelong Learners and Businesses by Stefan Humpl, Barbara Kölbl, Karin Kuchler, Sigrid Nindl, Andreas Schranz, Version 2011, FLLLEX_report_WP2_Survey_LLLers_Business.pdf (0.6 MB)

FLLLEX report WP1: National Policies for the Implementation of Lifelong Learning

FLLLEX report WP1: National Policies for the Implementation of Lifelong Learning by Ann Stokes, Richard Thorn, Version 2011, FLLLEX_report_WP1_National_Policies.pdf (1.1 MB)

FLLLEX Project Results and Recommendations: Towards an Institutional Strategy for Lifelong Learning in Higher Professional Education

FLLLEX Project Results and Recommendations: Towards an Institutional Strategy for Lifelong Learning in Higher Professional Education by FLLLEX, Version 2012, FLLLEX_report_Results_Recommendations.pdf (2.7 MB)

FLLLEX-Radar: A self-assessment instrument for Lifelong Learning in Professional Higher Education

FLLLEX-Radar: A self-assessment instrument for Lifelong Learning in Professional Higher Education by FLLLEX, Version 2012, FLLLEX_report_Radar.pdf (4.3 MB)

Final external Evaluation of the FLLLEX project – Main outcomes and Impact of the project

Final external Evaluation of the FLLLEX project - Main outcomes and Impact of the project by Magda Kirsch, Yves Beernaert, Version 2012, FLLLEX_report_external_evaluation.pdf (0.8 MB)

FLLLEX The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe – Introduction

FLLLEX The Impact of LifeLong Learning Strategies on Profession-oriented Higher Education in Europe - Introduction by Klaas Vansteenhuyse, Version 2011, FLLLEX_introduction_110301_pres_VANSTEENHUYSE.pdf (0.4 MB)

Studerende werknemers hebben nood aan flexibiliteit NL

Studerende werknemers hebben nood aan flexibiliteit NL by Margriet de Jong, Version 2012, FLLLEX_article_120800_VOKA_DEJONG_NL.pdf (1.2 MB)

Quality Assurance in Lifelong Learning

Quality Assurance in Lifelong Learning by Endika Bengoetxea, Outi Kallioinen, Immo Schmidt-Jortzig, Richard Thorn, Version 2011, ENQA_QA_in_LLL_May2011.pdf (0.4 MB)

Using FLLLEX results in developing an institutional strategy on Lifelong Learning

Using FLLLEX results in developing an institutional strategy on Lifelong Learning by Gökay Özerim, Version 2012, EURASHE_AC_Riga_120510-11_pres_OZERIM.pdf (0.5 MB) - The main purpose of the presentation is to provide information regarding to understanding and practices of lifelong learning in the level of universities in Turkey. The presentation will refer to the FLLLEX project process and outputs by specifically indicating remarks and experiences within the FLLLEX project at institutional level

Typologies of Lifelong Learners in Professional Higher Education and their relevance for LLL strategies of Higher Education Institutions (HEIs)

Typologies of Lifelong Learners in Professional Higher Education and their relevance for LLL strategies of Higher Education Institutions (HEIs) by Sigrid Nindl, Version 2012, EURASHE_AC_Riga_120510-11_pres_NINDL.pdf (0.5 MB) - In the FLLLEX project surveys were conducted for the development of a self-evaluation instrument to enable HEIs to test their flexibility in LLL. Lifelong learners in Belgium, Finland, France, Ireland, Lithuania, Netherlands, Turkey, UK, who are studying at HEI’s and are concurrently in employment, were asked about their motives to study and possible barriers. 1,525 students participated.
On the basis of a typology by Markowitsch/Hefler (2009) five main target groups of Lifelong Learners with a focus on education were identified. The results of the survey were used, in the context of the typology, to categorise types of learners and analyse differences. 34% of the participants were classified as Compensating Learners, 31% Transforming, 15% Reinforcing, 12% Completing, 9% Returning.
Reinforcing Learners tend to receive more support from their companies than others. Compensating Learners have an above average chance of receiving educational leave, and Returning Learners have the lowest percentage in this regard (17%).
More than 60% of the participants had prior learning recognised for their study. Most learners who searched for information on this found it at the HEI; 77% of Completing, 51% of Reinforcing Learners. For both groups recognition of prior learning was the most relevant factor in beginning their study.
In terms of what they want from their HEIs, Completing Learners most frequently wish for upgrades in the quality of teaching and timetable adaptations to employed students; Returning Learners wish for upgrades in the quality of teaching and flexibility when job-related requirements increase. Transforming/Compensating Learners primarily want timetable adaptations and flexibility. Reinforcing Learners’ wishes refer to improvements in the recognition of prior learning or experience and in flexibility.
The results show that there tend to be differences in the motives/needs of the identified types of lifelong learners, which can be taken into account by HEIs.

Impact of Lifelong Learning on Professional Higher Education in Europe: a review of findings from the FLLEX-Radar

Impact of Lifelong Learning on Professional Higher Education in Europe: a review of findings from the FLLEX-Radar by Rob Mark, Version 2012, EURASHE_AC_Riga_120510-11_pres_MARK.pdf (1.2 MB) - The FLLLEX project set out to examine the impact of lifelong learning strategies on professional higher education. As part of the project a self-evaluation tool was developed to help higher education institutions identify strengths and weaknesses in implementing lifelong learning strategies.
This presentation will examine the results of the institutional self-assessment exercises undertaken by eight partner institutions of professional higher education that were partners in project by evaluating the effectiveness of the FLLLEX-Radar for self-assessment that was developed by the European Association for Quality Assurance in Higher Education (ENQA) and by making recommendations emerging from these activities.

Institutional Experience using the Self-Assessment Tool

Institutional Experience using the Self-Assessment Tool by Oran Doherty, Version 2012, EURASHE_AC_Riga_120510-11_pres_DOHERTY.pdf (0.3 MB) - Letterkenny Institute of Technology (LYIT) used the FLLLEX-Radar. As part of the assessment the views and opinions of important stakeholders including lecturers, heads of department, learners and employers were sought in relation to the Life Long Learning provision at LYIT. The feedback from these groups contributed significantly to the Life Long Learning programme currently been offered at LYIT.

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

Assessing institutional strategies for life-long learning: a self-assessment with stakeholders’ views by Josep Grifoll, Version 2012, EURASHE_AC_Riga_120510-11_pres_GRIFOLL.pdf (2.4 MB) - 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.

How to use the FLLLEX-Radar in your institution

How to use the FLLLEX-Radar in your institution by Margriet de Jong, Version 2012, EURASHE_AC_Riga_120510-11_pres_DEJONG.pdf (1.0 MB) - This contribution will focus on how to use the FLLLEX-Radar (presented in the previous contribution) carrying out a self-assessment on LLL , in particular:
- How to prepare a self-assessment
- How to work with focus groups
- How to communicate the results of the self-assessment and the follow-up within the institution and towards external stakeholders.

FLLLEX: introduction and results of a project on Lifelong Learning

FLLLEX: introduction and results of a project on Lifelong Learning by Klaas Vansteenhuyse, Version 2012, EURASHE_AC_Riga_120510-11_pres_VANSTEENHUYSE.pdf (0.4 MB) - The FLLLEX project has investigated how national governments attempt to implement European strategies into their national legislation. Results from our project show that national and European strategies are only implemented in varying degrees. The project also aimed to aid institutions in assessing the relationship between their strategy to incorporate lifelong learning within their institution in response to the needs of learners and businesses. This resulted in the FLLLEX-Radar. The main findings of the project will be presented

From Policy to Practice – Higher Education Institutions and Lifelong Learning

From Policy to Practice – Higher Education Institutions and Lifelong Learning by Richard Thorn, Version 2012, EURASHE_AC_Riga_120510-11_pres_THORN.pdf (1.8 MB) - With the exception of the northern European countries the track record in respect of lifelong learning provision in Europe is, at best, average. The paper examines the policy drivers underpinning lifelong learning in a number of selected European countries. It identifies those drivers or combinations of drivers that have resulted in better than average performance and identifies ways in which Institutions can use policy ‘hooks’ to develop institutional strategies for lifelong learning.