The Bologna Process and University Lifelong Learning: The State of Play and Future Directions Presentation To

NAIRTl Conference

Bologna and Engineering Education Cork Institute of Technology May 11 th 2008 Dermot Coughlan Director Lifelong Learning & Outreach University of Limerick

LLL has become a necessity for our economies

 The knowledge explosion: the stock of knowledge available doubles every 7 or 8 years  A large part of what is currently taught will not be in a few years  Learning acquired at school or university is no longer enough to carry people throughout their personal and professional life  Globalisation imposes more creativity, innovation in production and services  How it is taught will also change dramatically

•The notion of learning is widening •Learning is not restricted to a defined space and time •We observe a multiplication of opportunities and means •Greater emphasis on issues of quality both in terms of content and delivery

Lifewide learning has become a necessity for our societies

•All our activities (at home, in the voluntary sector,..) imply more intelligence, more problem solving capacities,… •To be a “full” citizen requires knowledge and competences, which are not necessarily attained through formal education and training •How to make benefit from all of the opportunities provided by most of the activities in which we are involved?

New requirements for learning and training institutions

•We have to think of education and training as a

continuous process

helping people to make the best use of formal, non-formal and informal learning whether gained in a classroom, in the workplace or in voluntary activities or at home •We have to consider the professional life as a

pathway

supported by formal learning periods offering the individuals opportunities to formalise what they have learnt and to prepare them for new developments

LLL a new opportunity for universities

•A way to rethink their educational model •A way to develop relationships with other education providers •A way to develop partnerships with Regions, companies and third sector •Develop new strategies regarding how this new model is delivered

From this indifference BeFlex emerged What is BeFlex?

•A EUCEN project granted by the EC •We started from the following observations:  Although the emphasis on ULLL has been gradually increasing in the context of the Bologna reforms, this issue is rather neglected in the Bologna discussions  Little analysis of the development of policy or of the implementation of arrangements and practice has taken places until now

What are the aims of the project?

•To monitor the development of ULLL in the reformed structure of HE qualifications and report on progress to the BFUG by the end of 2007 •To promote the development of policies and practices in ULLL in accordance with the aims and objectives of the Bologna process

Data collected

•A questionnaire was widely circulated and 150 responses obtained •50 case studies collected •20 visits undertaken •Workshops in two conferences (in France and Poland) •Emerging results discussed in a conference on this issue in Slovenia •National seminars on these results in 7 countries

What did we find?

•Diversity and indeed differences exist:  In the definition of ULLL by individual institutions  In the provision of ULLL  In its location and status within an institution  In its organisation and management  And in partnerships involved in its development

Flexibility

•Flexibility is the basis of a ULLL policy •This means:  Flexibility in courses and pathways  Validation of non formal and informal learning procedures  Services for ULLL  Modes of Delivery  Quality of courses

Importance of LLL at institutional level

•Posing the same question as the EUA, we obtain comparable results:  No answer 2%  Unlikely to become a high priority 9% (3%)  Not yet a high priority  Important along with other priorities  Very high priority 30% (30%) 46% (49%) 14% (17%)

Light at the end of the tunnel?

•On the basis of the questionnaire survey, and case studies analasys, of various consultation workshops and of discussion during the Slovenian conference, a common definition of ULLL as emerged:

ULLL is the provision by HEIs of learning opportunities, services and research for:



The personal and professional development of a wide range of individuals lifelong and lifewide



The social, cultural and economic development of communities and regions It is often developed and/or provided in collaboration with stakeholders and external actors It is at high level and underpinned by research

Validation of non formal and informal learning

•Validation is a key element of LLL strategy, it guarantees fluid transition between work and study periods, it recognises and values what has been learnt outside a classroom •According to our survey Validation is available for entry in 58% of respondents •52% for the award of part of a diploma •But it is in most of cases applied to formal learning that has taken place outside the normal university routes

To ensure the quality and standards of ULLL

•A range of advice and guidance services:  To match entrants with learning opportunities  To match courses with learner’s aspirations  To guide learners into and through more individualised learning pathways  To support candidates for validation of non-formal and informal learning This means new staff or new competences for staff

Does your university have a LLL policy / strategy?

•The good news:  54% said yes  25% said ‘in preparation’ •The bad news:  19% said no

What priority does LLL have in your university?

•The good news:  14% ‘very high’  46% ‘important along with other priorities’ •The bad news:  30% ‘not yet’  9% ‘unlikely

Four spaces of debates / tensions

Lisbon Bologna EQF ECVET Learning outcomes BMD ECTS Academic programmes

Lifelong Learning & the Bologna Process in France Case Study: Université des Sciences et Technologies de Lille

Achievements of Bologna :

 BMD structure allowing for transfer of modules between programmes established across the university  ECTS points are currently awarded with courses and can be transferred  APEL is freely available for entry to all courses  More flexible pathways and modes of assessment have been introduced  New methods of teaching which take account of individual needs of students and which promote more individualised learning. e.g. the introduction of computer-based guidance and support.  Programmes adapted to general and continuing professional needs of students e.g. Masters programmes which have both open and professional mix of modules.  While the impact of Bologna has negative in short term, in the long term it is seem as positive.

University of Lille

 19,880 full-time students  14,500 Continuing Education (CE) part-time students.

 61% at bachelors level  33% at Masters level  6% at Doctoral level

Problems with Bologna :

 Less time to innovate and develop new programmes.  Learning outcome have not yet been developed for many courses.  There is a need to develop guidance procedures for staff (e.g. handbooks, summary guides, meetings, short training sessions etc;)  There has been a reduction in numbers of traditional students  Changes have not yet led to increase in participation of new groups of learners.

 European Credit & Transfer System (ECTS) not yet available for all courses  Language support not provided for mature students thus increasing difficulties for speakers of other languages

University of Lille

 81% French; 13% African;, 3% Asian;; 2% Other EU;

;

  Discussions around the Bologna process & LLL have been quite negative due to the short time frame for change Work has focused around the needs of students on initial education courses & the needs of LLL students have been neglected- e.g. developing employer led provision.

In conclusion

•

“When developments in qualification frameworks, cycles, learning outcomes, quality assurance, credits, recognition and lifelong learning are put together something new and powerful will be created”

S. Adam