E U A P U B L I C A T I O N S 2 0 11

Engaging in Lifelong Learning:

Shaping Inclusive and Responsive University Strategies
By Hanne Smidt and Andre Sursock

Copyright by the European University Association 2011

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ISBN: 9789078997283

E U A P U B L I C A T I O N S 2 0 11

Engaging in Lifelong Learning:

Shaping Inclusive and Responsive University Strategies
By Hanne Smidt and Andre Sursock

E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

Contents

Foreword

Acknowledgements

List of acronyms

Part 1 Introduction

1.1 Framing the report

1.2 The SIRUS project

1.3 Report structure

10
10
12
14

Part 2 Setting the scene: lifelong learning - a new old concept

2.1 Toward a student-centred learning approach

2.2 Widening access and participation

2.3 Addressing lifelong learning in a regional context

15
16
18
22

Part 3 Engaging in lifelong learning at institutional level

3.1 The development of lifelong learning at institutional level

3.2 Voices of European universities: addressing the challenges of implementing
the European Universities Charter on Lifelong Learning

25
25

Part 4 A strategic approach to implementing lifelong learning

4.1 Framework conditions: funding and legislation

4.2 Key aspects for developing and implementing institutional lifelong learning strategies

4.3 Implementation issues

51
51
52
57

Part 5 Conclusion: The engaged university

5.1 Engagement

5.2 Conclusions

60
61
64

Annex I List of SIRUS project partners

66

Annex II List of participating universities

68

Annex III Institutional Presentations

69

Annex IV The presentations given at SIRUS seminars

97

References

98

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Table of figures
Figure 1:
Figure 2:
Figure 3:
Figure 4:
Figure 5:
Figure 6:
Figure 7:
Figure 8:
Figure 9:

Figure 10:
Figure 11:
Figure 12:
Figure 13:
Figure 14:
Figure 15:
Figure 16:
Figure 17:

Organisation of widening participation model 1

Organisation of widening participation model 2
Student life cycle model
Strategic alliance
Learners personal project development at UVSQ
Demand driven model of the University of Camerino
Strategic objectives system of the Wroclaw University of Technology
Supporting legislation on LLL in the 18 countries of the SIRUS institutions
Government funding for the development of LLL in the 18 countries
of the SIRUS institutions
Recognition of prior learning in the 29 SIRUS institutions
Flexible study structures and open and distance learning in the 29 SIRUS institutions
Building external partnerships in the 29 SIRUS institutions
Organisation of lifelong learning in the 29 SIRUS institutions
LLL and internal quality assurance in the 29 SIRUS institutions
Institutional strategies at the beginning of the project
Institutional strategies at the end of the project
Higher education drivers for change

19
20
21
23
34
43
46
51
52
53
55
56
57
58
60
61
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Foreword
Lifelong learning has been on the European agenda for more than a decade, but
the recent economic and financial crisis and demographic changes in Europe have
made it a priority for European universities. It is in this context that this report
addresses the specific challenge faced by European universities to prepare citizens
for their role in society and the economy by providing educational opportunities for
professional and personal development.
The European Universities Charter on Lifelong Learning, adopted in 2008, provided
the starting point of a project entitled Shaping Inclusive and Responsive University
Strategies (SIRUS), which examined the processes of designing, adopting and
implementing new strategies for lifelong learning from the perspective of higher
education institutions.
29 universities from 18 different European countries have shared their experiences
of creating or updating an institutional strategy for lifelong learning. They provide
concrete examples of how universities are addressing these issues and the success
and obstacle factors that they have encountered along the way.
It is hoped that their experiences documented in the present report can inspire
other European universities to address actively the challenges of widening access
and participation and lifelong learning. The project results indicate that, while
national legal and financial frameworks play an important role for universities in
the development of institutional strategies, the single most important push factor
has been the active engagement of the university leadership in creating inclusive
and responsive university strategies.
On behalf of the project consortium, which included the European Association of
Distance Teaching Universities (EADTU), the European Access Network (EAN), and
the European University Continuing Education Network (EUCEN), EUA would like to
thank all parties that have contributed to the project and this report.

Jean-Marc Rapp
EUA President

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Acknowledgements
The SIRUS report is essentially based on material prepared by representatives
of the 29 participating European universities. We thank each and every one
of them for their significant work and their active participation in the project.
Without them, this report would not have been possible. Together, we have
discussed, developed and evaluated institutional lifelong learning strategies.
The frank and open discussions provided us with invaluable insights into
strategic institutional development. We would especially like to thank the
eight participating universities that provided the case studies for Part 3.
They illustrate just how many different approaches are needed, in different
contexts, in order to respond to societal demands.
We are also grateful to Ellen Hazelkorn, Robin Middlehurst, Sybille Reichert,
Maria Slowey and Liz Thomas whose contributions to the SIRUS seminars
were essential, and have been referenced frequently in this report1. We would
like to thank the partners who joined EUA in this project and contributed
in multiple ways to its success: Mee Foong Lee from the European Access
Network, Michel Feutrie and Oliver Janoschka from EUCEN, and Kees-Jan van
Dorp from EADTU.
The report has benefited from the invaluable comments provided by Michael
Gaebel and the assistance given by Lea Brunner from the EUA Secretariat. We
thank them both for their support. The project owes a great deal to Michael
Hrig who developed and managed it in its first and decisive year, and thus
laid the foundation for the outcomes that were collected after his departure
from EUA.
Finally, we wish to thank the European Commission, DG EAC, which cofunded the project under the Lifelong Learning Programme.
It is hoped that the different approaches of European universities towards
lifelong learning, as presented in this report, will be useful in enhancing the
engagement of universities to reach out and provide access and education to
all potential learners in Europe.

Hanne Smidt and Andre Sursock

June 2011

cf. Annex IV for the presentations delivered at the seminars.

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List of acronyms
ALLUME

ARPE

EUCEN conducted project A Lifelong Learning University Model for Lifelong

Learning
Agencia Nacional de Evaluacin de la Calidad y Acreditacin Spanish National
Quality Assurance and Accreditation Agency
Agncia per a la Qualitat del Sistema Universitari de Catalunya, Catalonian Quality
Assurance Agency for the university system
Academic recognition of prior professional experience

BA/MA

Bachelor/master

BeFlex /BeFlex+

EUCEN conducted projects, Benchmarking Flexibility in the Bologna Reforms and

Progress on Flexibility in the Bologna Reform
German Federal Ministry for Education and Science

ANECA
AQU

BMBF
BMD

BME

Bachelor-master-doctorate (equivalent to the French system of LMD licencemaster-doctorat)

Budapest University of Technology and Economics

BSc

Bachelor of Science degree

COMPASS LLL
CPE

EUCEN conducted project Collaboration On Modern(izing) Policies and Strategies

on LLL
Continued/continuous professional education

CRE

Association of European Universities

CVT

Continuing vocational training

DG EAC

European Commission, Directorate-General for Education and Culture

DSp

Diploma Specialist degree

EADTU

European Association of Distance Teaching Universities

EAN

European Access Network

ECTS

European Credit Transfer and Accumulation System

EHEA

European Higher Education Area

EI

Education International

E-learning

All forms of electronically supported learning and teaching

ENQA

European Association for Quality Assurance in Higher Education

ESU

European Students Union

ETUC

European Trade Union Confederation

EUA

European University Association

EUCEN

European University Continuing Education Network

HE

Higher education

HEI

Higher education institution

ICT

Information and communication technology

IGI

International Graduate Institute at the UOC

IPM

Institute for Performance Management at the Leuphana University Lneburg

IT

Information technology

KSTU

Kazan State Technical University

LLL

Lifelong learning

LLP

Lifelong Learning Programme of the European Commission

LO

Learning outcomes

LOF

Lifelong open and flexible learning

MESI

Moscow State University of Economics, Statistics and Informatics

MSc

Master of Science degree

NUIM

National University of Ireland Maynooth

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ODL

Open and distance learning

OER

Open educational resources

OPULL
OU

Leuphana University Lneburg (IPM) conducted project Opening Universities for

Lifelong Learning
Open University

OUNL

Open University in the Netherlands

QA

Quality assurance

RPL

Recognition of prior learning

SIRUS

EUA conducted project Shaping Inclusive and Responsive University Strategies

SMEs

Small and medium-sized enterprises

SUT

Silesian University of Technology

SWOT analysis

Analysis of strengths, weaknesses, opportunities and threats

T4SCL

EI and ESU conducted project Time for Student-centred learning

TSU

Ivane Javakhishvili Tbilisi State University

ULB

Universit Libre de Bruxelles/Free University of Brussels

ULLL

University lifelong learning

UNICAM

University of Camerino

UOC

Open University of Catalonia

UOI

University of Ioannina

URV

University Rovira I Virgili

USBM
UT

EADTU conducted project on University Strategies and Business Models for

Lifelong Learning
University of Twente

UVSQ

University of Versailles Saint-Quentin-en-Yvelines

WUT

Wrocaw University of Technology

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Part 1 Introduction
1.1 Framing the report
This report is based on a project entitled Shaping Inclusive and Responsive University Strategies, or SIRUS,
which was co-funded by the European Commissions Lifelong Learning Programme. The project addressed
various aspects of developing or reframing institutional lifelong learning strategies and their implementation
in universities.
The European Universities Charter on Lifelong Learning (henceforth, the LLL Charter), adopted in 2008,
provided the starting point for this project (EUA, 2008). The Charter intentionally did not provide a definition
for lifelong learning in order to allow flexibility in its interpretation and fitness to national or institutional
contexts, but this may have inadvertently led to a lack of understanding as to what constitutes lifelong
learning.
There have been many attempts to define lifelong learning at the European policy level. The European
Commission has used a broad definition in a cradle-to-grave perspective as all learning activity undertaken
throughout life, with the aim of improving knowledge, skills and competence, within personal, civic, social
or employment-related perspectives (EU, 2001). The late Maggie Woodrow (executive director of the
European Access Network) defined lifelong learning broadly as:
A paradigm, which, linked to the vision of a learning society has been widely accepted in theory
and political declaration.
A principle, when followed, ensures a broadly based and continuous process of learning throughout
society.
A process for combining formal and informal learning throughout someones lifetime.
Woodrow underlined that it should not be:
A platitude, no more than a catchy slogan.
A specific form of capital which follows a logic of accumulation, not of compensation, and this turns
out to be a first rate source of social positioning, perpetuating social class divisions.
A means of status maintenance, of individual adaptability to economic imperative, to fit in with the
established order rather than to change it (Woodrow 2000).
In the LLL Charter, the challenges of widening access and participation and lifelong learning are merged.
While both aspects address the challenges of including the pool of readily available human talent in higher
education, the connection between the two is not always easily appreciated and focus tends to be on one
or the other and in separate parts of the university.

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The LLL Charter identified a set of ten commitments from universities in addressing the development and
implementation of lifelong learning strategies, mainly:
1. Embedding concepts of widening access and lifelong learning in institutional strategies
2. Providing education and learning to a diversified population
3. Adapting study programmes to ensure that they are designed to widen participation and attract
adult learners
4. Providing appropriate guidance and counselling services
5. Recognising prior learning
6. Embracing lifelong learning in quality culture
7. Strengthening the relationship between research, teaching and innovation in a perspective of
lifelong learning
8. Consolidating reforms to promote a flexible and creative learning environment for all students
9. Developing partnerships at local, regional, national and international level to provide attractive
and relevant programmes
10. Acting as role models of lifelong learning institutions.
In addition, the LLL Charter identified a set of matching commitments for governments and regional partners
to support universities in their social engagement.
The SIRUS project focused on the ten commitments from universities, while bearing in mind the role of
governments and external partners in the strategic involvement of universities in lifelong learning.
The SIRUS project also took into account major trends and developments in European higher education
that have led to reshaping and redefining university missions in Europe. These include: increased stress on
knowledge as a foundation for societal and economic development, globalisation, new demographic trends,
and rapid advances in new technologies. The Trends 2010 report speaks about the brave new world of
higher education in which institutions are increasingly viewed by policy makers as economic engines.
Through their research and educational activities, universities are seen as essential for development at local,
regional, national, or European level through the continuous up-skilling of the workforce and their research
and innovation activities.
These change drivers have resulted in:
The expansion and diversification of the higher education sector.
New European policies, mainly: the Bologna Process resulting in the launch of the European Higher
Education Area in 2010, and numerous initiatives of the European Union under the Lisbon Strategy
and increased funding for the Lifelong Learning Programme. The Lisbon Strategy included the
modernisation agenda for higher education and the introduction of a variety of instruments aimed
at strengthening the European Research Area.
New national policies that have affected essential functions in universities governance, funding,
QA, research policies, etc. aimed at increasing the accountability of universities.
These developments, combined with the current global economic crisis and heightened international
competition in the higher education sector, are placing additional pressures on European universities to
develop coherent institutional strategies that address these multiple challenges (EUA, 2009).
It is in this context that this report addresses the specific challenge faced by European universities to prepare
citizens for their role in society and the economy, and to respond to societal expectations by providing
educational opportunities for professional and personal development. Specifically, the report focuses on
ways to provide educational opportunities for a widening circle of learners during their whole lifetime while
paying close attention to successful attainment.

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1.2 The SIRUS project

1.2.1 Aims and methods
In 2009, the European University Association (EUA) in a consortium with the European Association of
Distance Teaching Universities (EADTU), the European Access Network (EAN), and the European University
Continuing Education Network (EUCEN)2 launched the SIRUS project to support European universities
in implementing the commitments set out in the LLL Charter and to enhance further the institutional
implementation of these commitments. Thus, three of the stakeholder organisations that had been consulted
during the drafting of the LLL Charter became part of the SIRUS project.
Other organisations were involved in SIRUS through a stakeholder consultation group: Business Europe,
European Trade Union Confederation (ETUC) and the European Students Union (ESU).
The European higher education stakeholder organisations have used the Charter in connection with their
own activities and thus tested the commitments in practice. In particular, EADTU conducted a project on
University Strategies and Business Models for Lifelong Learning (USBM) and EUCEN ran two projects that
aim to test and map the preconditions for implementing the Charter: Collaboration On Modern(ising)
Policies and Strategies on LLL (COMPASS LLL) and A Lifelong Learning University Model for Lifelong
Learning (ALLUME).
Based on existing research, the underlying assumption in the SIRUS project was that many universities
already contribute substantially to lifelong learning (LLL), but that these approaches are often not guided by
institutional strategies and are constrained by national legal frameworks and financial provisions. The EUA
Trends 2010 report highlighted the lack of progress in developing lifelong learning strategies between 2003
and 2009 while advances were taking place in relation to other higher education objectives and reforms.
The BeFlex and BeFlex+ projects carried out by EUCEN reflect the same result.
Through the further development of institutional strategies for lifelong learning, the aim of the project was to
look at the positioning of LLL in different types of higher education institutions in Europe and to demonstrate
different ways of incorporating LLL activities into institutional portfolios. Thus the SIRUS project offered
an opportunity for a diverse group of universities to develop and enhance their strategic LLL approaches
through interactive discussions with colleagues from across Europe. Specifically, the goals of SIRUS were to:
support universities in developing, embedding and enhancing lifelong learning strategies
test the implementation of the ten commitments adopted in the European Universities Charter on Lifelong
Learning
ensure wide dissemination of existing best practices in the field to universities, governments and
stakeholders
contribute to the further development of policy recommendations.

1.2.2 Selection of participating institutions

The project consortium selected 29 participating universities, from 18 countries, on the basis of their
responses to an open call for participation in SIRUS that was published on the websites of the consortium
members. 26 were located in 16 EU Member States (Austria, Belgium, Denmark, Finland, France, Germany,
Greece, Hungary, Ireland, Italy, Lithuania, the Netherlands, Poland, Slovakia, Spain and the UK); and a
further three institutions came from two neighbouring European countries (Russian Federation and Georgia)
who paid their own way3.

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c f. Annex I List of SIRUS project partners.

cf. Annex II for a list of the universities and Annex III for presentations of their LLL initiatives.

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The selected universities represent a great variety of institutions ranging from comprehensive to specialised
universities; from small to very large institutions; from open to brick-and mortar institutions; from universities
that intended to create a LLL strategy for the first time to those that wanted to update or fine-tune an
existing one.
Each university nominated a representative who participated in the four seminars organised by the project;
these institutional representatives analysed and exchanged institutional experiences and developed their
institutional strategies. The participants were fully engaged in the project and produced several key
documents, which also required the involvement and participation of the leadership within their institutions.
Involvement of the leadership had been identified by participating universities at an early stage as a crucial
element for the success of the project. In order to ensure greater leadership engagement, the opportunity
was given to invite a senior leader from each institution to one of the project seminars.

1.2.3 Project approach

One of the main activities of the project consisted in discussions in four thematic networks, each coordinated
by one of the consortium partners. Institutions indicated in their applications their interest in one of the four
thematic priorities. Each network focused on one theme and addressed a specific subset of the commitments
set out in the LLL Charter as follows:
Embedding concepts of widening access in institutional lifelong learning strategies, enabling
currently underrepresented groups to participate in higher education (coordinated by the
European Access Network)
This thematic network looked specifically at how to provide education to a diversified and
underrepresented student population. The universities in this network analysed the preconditions
for diversifying the student groups they serve and want to serve and defining programmes,
training and outreach strategies that will, in many cases, target minority students from different
ethnic origins and socio-economic backgrounds.
Strengthening the provision of university continuing education, catering to the needs of
adult learners (coordinated by the European Universities Continuing Education Network)
This thematic network addressed the challenge of providing and strengthening continued
education and training for adult learners.
Consolidating reforms in creating a flexible and creative learning environment, making best
use of new technological opportunities (coordinated by the European Association of Distance
Teaching Universities)
This thematic network addressed the necessity of providing relevant and innovative study
programmes and discussed how to reinforce the teaching mission of universities by maintaining
curricular reform and renewal, introducing new approaches to teaching, offering flexible learning
paths adapted to the needs of different learners and ensuring that tomorrows graduates, including
those entering the labour market from the bachelors level, have the skills and competences
needed to make them employable in rapidly changing job markets.
Strengthening the regional role of universities, by fostering better university-business
collaboration (coordinated by the European University Association)
The main focus of this network was to address the three missions of universities education,
research and service to the community and how these activities can facilitate innovation and
economic, social or cultural regional development. Special emphasis was placed on the need for
structured partnerships with a range of other educational institutions, employers, employees
organisations (trade unions) as well as with other stakeholders and in ensuring that provision is
responsive, flexible and innovative.

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Each institution was asked to produce a set of documents to be discussed in the networks and in plenum.
These documents which included a proud practice in lifelong learning (a successful LLL activity), a SWOT
analysis and a draft strategy were discussed during the four seminars held during the project (in Brussels,
Lille, Vienna and Antwerp). The discussions gave institutions the opportunity to compare their situations with
others. Invited speakers and stakeholders presented approaches and experiences that provided inspiration
and ideas for the work of the participating institutions.
The findings of the project were discussed with some of the European stakeholder organisations that were
part of the consultation during the drafting of the LLL Charter in 2008. Additional stakeholder groups were
invited to join the seminars: the European Business and Innovation Centre Network, the Confederation of
British Industry and the University-Enterprise Foundation. At the end of the project, a project dissemination
conference discussed the findings, case studies and recommendations identified during the project lifecycle,
as well as the preconditions for creating and supporting European universities in a culture of lifelong learning.
The project promoted a joint, European approach to support and implement LLL in higher education by
involving universities and stakeholders. It encouraged universities to undertake self-assessments to gauge
their role and effectiveness as an LLL provider. By comparing their state of play in LLL with that of others
across Europe, they were able to shape their own institutional strategies and their own realistic objectives.
The SIRUS project worked on the principle that there is no single approach to how universities should
embrace the challenges of providing education to European citizens throughout their lifetime. Different
higher educational cultures, social and legal contexts are at play across Europe and each university has to
define its role within its specific environment. The diversity of the 29 institutions participating in the project
produced a vast array of strategies, appropriate to the role that each of these universities had defined
for itself, in line with its specific societal and economic environment. This report seeks to highlight these
different strategic approaches to LLL, and to identify common challenges based on the contributions made
by the participating universities during the project.

1.3 Report structure

Following this introductory chapter, Part 2 of this report sets the scene by discussing the concept of lifelong
learning from its origins 150 years ago to its rejuvenation in facing the societal challenges of the 21st century.
Part 3 presents the voice of eight European universities representing the different approaches to developing
an institutional strategy for lifelong learning, their experiences and best practices.
Part 4 analyses the participants contributions to the SIRUS project. It focuses on: (1) the framework
conditions that the universities have identified as important in order to develop and implement a lifelong
learning strategy, (2) the key aspects to address when creating a lifelong learning strategy and (3) issues to
consider during the implementation stage.
Part 5 concludes the report with the notion of the engaged university as a concept that encompasses and
addresses the need for dynamic collaboration between the institutions and their external partners.

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Part 2 S etting the scene: lifelong

learning a new old concept
Lifelong learning has been on the European agenda since the European Year of Lifelong Learning in
1996, and its importance has been highlighted in the Bologna Process, the Lisbon Strategy and EU 2020.
Nevertheless, the integration of lifelong learning strategies into the mission of higher education institutions
is still marginal across Europe even if lifelong learning activities (e.g., part-time studies, continuing
education, professional up-grading, childrens and senior universities) have formed an important part
of universities contribution to societal development. In addition, in some cases, these activities have
not always been recognised as lifelong learning. As examples, part-time study has been a long-standing
tradition in many European countries as has been professional up-skilling, but these have only recently
been seen as part of lifelong learning.
The present political emphasis on lifelong learning builds upon a concept that appeared in Denmark 150
years ago, when the Danish scholar and priest N.F.S. Grundtvig introduced the notion of liberal education
and the folk high schools as a means to improve the general knowledge of all citizens, in order to equip
them to participate fully in public life (Smidt, 2008: 37). This quickly spread across the Nordic countries.
The educational reform was related to social and economic development, as is the promotion of lifelong
learning today. It coincided with the introduction of the democratic state and was publicly funded, and
supplemented by private contributions. The core emphasis was to create an educated civil society based
on engaged citizens. Engagement is a core issue for the lifelong learning agenda and we will return to this
issue throughout the report.
Thus, from its origin, lifelong learning had two main pillars: widening participation and learning
throughout life. Therefore, the present focus on LLL can be seen as an evolution of prior practice, even
if it may seem today to revolutionise the self-understanding of higher education institutions and their
perception of service to society. It is sometimes assumed that lifelong learning is in some ways different to
the provision of education to traditional students. In reality, institutions do not generally provide different
educational services through the provision of lifelong learning. Rather, they make their usual range of
educational offer (based on research) available to different groups of learners and it is here that the link
between widening participation and lifelong learning becomes clear. The concept of lifelong learning
from a university perspective means that institutions have to provide services to target groups without
losing sight of the importance of providing quality-assured, research-based education.
Based on discussions in the project, this implies considering three cross-cutting issues: student-centred
learning, widening participation and the regional role of universities. These issues are the focus of Part 2,
which is based on reports written by the four thematic networks and on presentations given by keynote
speakers during the SIRUS seminars.

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2.1 Toward a student-centred learning approach

Because student-centred learning is an essential precondition for a successful LLL strategy, it is important
to start with this notion. The tradition of providing a one-stop, long education is (slowly) changing in
continental Europe through the implementation of the Bologna reforms, the rise of new types of HEIs,
increased permeability between different types of higher education institutions, and especially the
introduction of student-centred learning. Through the provision of flexible and accessible learning paths,
student-centred learning can be seen as a positive step in creating the conditions that will facilitate widening
access and lifelong learning in European universities.
Education International (EI) and the European Students Union (ESU) two organisations that represent
academic staff and students, respectively have recently produced several publications, based on an ECfunded project called Time for student-centred learning (T4SCL), in which they develop different sets of
principles and a toolkit for the introduction of student-centred learning. The project discussed the importance
of adopting an integrated approach that articulates the Bologna architecture for the benefits of all students
(Santa, 2011). The Bologna three-degree levels can be regarded as a series of possible levels of achievements
through life and can thus enhance the development of an attractive European Higher Education Area that
would promote flexible and individualised learning paths.
The shift towards student-centred learning can be regarded as the single most important step towards
transforming European universities into socially-engaged universities or universities that provide a diverse
educational offer in order to become lifelong learning universities, to quote the European University
Continuing Education Network (EUCEN).
Student-centred learning refers to pedagogies focused on the learner and what is learned, rather than on the
teacher and what is taught (Sursock, Smidt and Korhonen, 2011). In other words, the learning process is not
just or even primarily about the transfer and reproduction of knowledge, but about deeper understanding
and critical thinking. The student-centred approach to learning involves a different relationship between
teacher and learner, in which the teacher becomes a facilitator and responsibility for learning is shared: in
other words, the learning is negotiated. The process approaches learners as individuals by taking account
of their particular backgrounds, experiences, perceptual frameworks, learning styles and needs. The learners
construct their own meaning by proactive, independent learning, discovery and reflection. Assessment is
generally formative and feedback continuous.
Such a new approach requires motivated teachers who are committed to teaching and who are ready to
experiment with new teaching methods in which critical thinking is a central building block of the learning
objectives along with the goal of attaining higher level skills and knowledge, generic skills and knowledge.
It also requires a flexible, modularised curriculum that allows student choice of mode of delivery as well as
pace and intensity of studies.
Although such an approach is appropriate to all types of students, student-centred learning is particularly
suitable to lifelong learners because they are generally highly motivated and have a higher degree of learning
autonomy; they also require flexibility since their enrolment patterns are more unpredictable than that of
traditional students.
The principles of student-centred learning, as defined in the T4SCL project, can give essential guidance on
student-centred learning for the benefit not only of the lifelong learners but of all learners.

16

1.
2.
3.
4.
5.
6.
7.
8.
9.

Student-centred learning requires an ongoing reflexive process

Student-centred learning does not have a one-size-fits-all solution
Students have different learning styles
Students have different needs and interests
Choice is central to effective learning in student-centred learning
Students have different experiences and background knowledge
Students should have control over their learning
Student-centred learning is about enabling, not telling
Learning requires cooperation between students and staff.

E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

These principles suggest that there are a number of success factors for implementing a student-centred
approach and many of them are reflected in the Bologna architecture and tools. Others have to do with the
organisation of the university.
The curricula need to be structured in a modularised way with clear progression paths based on credits
and credit accumulation (ECTS) with clear learning outcomes (LO). This implies that the responsibilities for
the curricula are lodged in pedagogical teams. A core focus should be on the flexible delivery of courses
and course material. This can be by distance education or in mixed mode (mix of face-to-face and distance
education) but always with a flexible time schedule. In this context, EADTU speaks about the importance of
lifelong open and flexible (LOF) learning in distance higher education. The pedagogical approach needs
to promote individual work outside the classroom and interactivity and discussion in the classroom. Thus
classroom architecture needs to be adapted to seminars and group work.
Student support services are essential (advising, counselling, etc.) with staff who are able to understand and
address the specific needs of lifelong learners, and they need to be available when the students need them.
It is also important to have a central unit that organises examinations and registers credits in order to ensure
a coherent institutional approach.
To support student-centred learning, the university also needs the financial resources to support a lower
student-staff ratio and staff policies that develop and reward good teachers. Furthermore, the internal
quality assurance processes must be in line with the teaching goals of the institution and they must be able
to measure student engagement and the achievement of the learning outcomes that have been identified.
These success factors are not all within the control of HEIs, but are also dependent on the scope of
institutional autonomy and on the level of funding. The Trends 2010 report documents the obstacles that
European higher education institutions have met in shifting to a student-centred learning and, by extension,
to delivering higher education to diversified students throughout their lives. It is clear that the changes
required have not been easy for a number of reasons.
First and foremost there are financial, legal and regulatory constraints, for example in respect of lack of funding
for implementing and developing student-centred learning, heavy teaching workloads, staff promotion that
seems to favour research productivity over time invested in developing new teaching approaches, and types
of examinations that have not been rethought in the context of teaching innovations and the restructuring
of study programmes as a whole.
Second, there are issues of cultural change and adaptation for both staff and students. Students and teachers
are required to become more active and to engage in a different way in the learning process a challenge to
formal and hierarchical cultures. The new teaching approaches transform the way students study and need
to be considered within the changing student body. Because student-centred learning may initially be seen
as more demanding for the students, it is particularly important to ensure that part-time students are able
to meet the new teaching requirements.
In addition, working as part of pedagogical teams may represent a challenge to teachers in those cultures
where they are individually responsible for what they teach and where there is no coordination at programme
level. The attitude of the teaching staff can also be an obstacle to change. The Trends 2010 report suggests
that some (younger) staff members may be generally more willing to adopt the new methods and ideas,
as the pressure on them to perform well both as teachers and researchers increases, but this is not without
cost. In some cases it has resulted in the transfer of significant levels of responsibility to younger members
of staff, while the distance between older staff members and students increases.
Student-centred learning can be seen as a prerequisite for lifelong learning, but requires great engagement
from universities in order to introduce it in a coherent way that will both facilitate learning and stimulate
learners. The universities also have the very important responsibility of communicating to the employers the
advantages of the change to a student-centred approach and the stress on generic skills.

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2.2 Widening access and participation

But is it enough to introduce student-centred learning and provide it in flexible modes throughout an
individuals life? EUAs Prague Declaration (2009) responds with the argument that it is important to tap
unused potential through commitment to both widening access and lifelong learning:
to meet the goals set out in the European Universities Charter on Lifelong Learning, to provide
additional retraining and up-skilling while also reaching out to those who wish to enter higher
education for the first time. This requires working together with both governments and business to
develop and fund appropriate incentive measures, for example through redirecting unemployment
benefits into covering the costs of people going back to universities.
In order to ensure that lifelong learning contributes to the European agenda on social inclusion and learning
societies, universities need to develop educational offers that are attractive for different groups of European
citizens to access and participate in throughout their lives.
European universities have been offering a vast array of lifelong learning activities, but recent research
(Bartuek, 2009; Usher, 2010) has revealed that the rapid increase in participation rates does not result
in widening participation. Therefore, it is important to enquire who the beneficiaries are and if widening
participation has formed an integral part of the education systems? Thus, having a lifelong learning strategy
does not necessarily mean that there is also a widening participation objective embedded within it. EUAs
Trends 2010 report found that in the majority of European countries, lifelong learning, widening participation
and access are considered as a set of activities provided outside mainstream education. On that basis, it
called for the necessity to ensure that all education provision is seen within a lifelong learning perspective.
If we accept that LLL implies universal participation in education, for all purposes, throughout ones lifetime,
how do we ensure that all groups benefit from it? Institutions should be careful that LLL is not used as a
specific form of capital by privileged students. As with all forms of social and human capital, the more one
starts with, the more one stands to gain, to the detriment of others who have less capital. How can we help
more people from disadvantaged backgrounds gain access to higher education and participate successfully,
especially those from low-income families, ethnic minority backgrounds, learners with disabilities, adult
learners, or those who are first in their family to attend higher education?
Here a distinction should be made between widening vs. increasing participation, as they are not the same
thing. Increasing participation may merely increase the numbers without necessarily broadening the base,
whereas widening participation is to include more diverse student groups. Increasing participation has
come in different waves since WWII. In many European countries it was taken for granted that increasing
participation equalled widening participation, that open access or funding would create equal opportunities
for participation. In fact, widening participation has stalled during the past decade. Therefore, it is important
to embed widening participation within the institutions lifelong learning strategy.
Conditions have been created over the past decade to make it possible for European universities to address
the challenges of a more diversified student body. A number of countries have introduced legislation that
promotes widening participation, even if there is no common European understanding of the terminology
related to widening access and widening participation as noted in EUAs Access to Success report (EUA, 2010).
These countries are predominantly found in Northern Europe: Belgium, Finland, Ireland, the Netherlands,
Norway and the UK.
The Access to Success project also raises the question as to why widening access and participation have not
improved significantly despite the marked growth in the numbers of students entering higher education.
Indeed, many countries have anti-discrimination policies in place; yet, these seem to have had little effect.
Are systems so deeply rooted in societal structures that access is restricted only to those few non-traditional
students who are able to work their way through the higher education system successfully? One reason might
be that universities in continental Europe have restricted autonomy in addressing widening participation
and access as highlighted in the Trends reports in 2007 and 2010.
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Examples of restricted autonomy include: centralised admission processes, based on grades or tests, that
do not allow higher education institutions to choose their students; or higher education systems with open
access, which provide no opportunities for institutions to prioritise and identify the type of students that
they wish to attract. It is only where it is possible to select students that institutions can actively promote
diversity. However, the EUA Autonomy study (EUA, 2009) confirms that only in a few European countries do
higher education institutions have the possibility to choose their students directly.
Furthermore, the institutional intricacies of widening participation arrangements and management and how
LLL is organised and supported once students are admitted are complex. Institutions need to address the
following questions:
Who is responsible?
Should there be a centralised service or should the approach be integrated across the institution?
How to identify those who might need special support?
The choice of whether to implement centralised vs. integrated student support services will depend on the
structure of the institution but if there is a lifelong learning or a widening participation office, its role must
cut across the whole institution. At the SIRUS Lille seminar, Liz Thomas provided two examples to illustrate
how LLL and widening participation could be organised and mainstreamed.
Figure 1: Organisation of widening participation model 1

School outreach

SU

AH
Retention support officers
in schools

CLL

Admissions Induction
in
in
schools
schools

Institutional
research

Centre
for Learning and
Quality Enhancement

Publications

Learning teaching and

curriculum development

Staff
development

Validation

Partner
schools

Student
support

WBL

Research

Partner colleges
Planning
and data

Estates

Source: Liz Thomas; slide of a presentation given at the SIRUS seminar in Lille, 3-4 June 2010

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Figure 2: Organisation of widening participation model 2

AH

Data

Library

Academic
schools

Admission
service

PDO
Schools
Partner
schools

Partner
colleges

Subject specialists

CWL

L&T policy

Community

Source: Liz Thomas; slide of a presentation given at the SIRUS seminar in Lille, 3-4 June 2010

The two models illustrate the complexity of addressing widening and increasing participation. The first
model describes a very integrated approach with a close collaboration with the surrounding schools and
the second model describes an approach were the work starts once the students have enrolled. Neither
of the models is simple or straightforward and, to be successful, both will require excellent leadership
and management, strong commitment of the staff involved, and good working relationships and effective
communication between different departments, schools, faculties, and other stakeholders. To address
widening participation is not something that can be done simply by introducing national legislation; it has
to be integrated into the fabric of the institution and will often require a change in attitude from all staff
towards a culture of inclusiveness.
Having successfully organised and structured widening participation within the institution, a range of
questions remain:
Is there evidence that widened participation has been effective?
- Does the institution know who its students are?
- Has the student base broadened as a result of institutional efforts or is the institution getting
more of the same types of students?
Who are the adult learners who avail themselves of continuing education?
- Are they returning students who come back to upgrade their qualifications?
- Are they those who left the education system early and are returning to acquire some form of
qualification? Are they from low-income families or from ethnic minority backgrounds?
How does a university set about collecting information on student background and monitor
student progress?

20

Again, there is evidence that the possibilities to track students are very different in different countries in
Europe. In countries where an open access system based on the secondary school leaving certificate has
been conceived as widening participation, there has been little tradition of tracking students through their
student life cycle. The same is true for systems where the selection is based on tests or grade average that
have been perceived as fair and democratic. Indeed, tracking of students would be necessary to assess the
success of the widening participation agenda.

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This set of questions leads to the pivotal question of whether widening participation is a goal in itself and
just focused on getting the students in, or does it span the whole student lifecycle? An open access system
will not necessarily result in widening participation if retention rate is low. Access without support is no
opportunity. As Ferrier remarked Higher education institutions that recruit a more diverse student group
but do not meet these students learning and support needs fail themselves and their students. They will
not be able to sustain diversity, and will miss out on the benefits it has to offer. Student retention will be
affected (Ferrier, 2010). A more effective approach is provided by a student life cycle model that puts the
emphasis on the student experience and assists student transition from year to year: from an undergraduate
to a postgraduate programme, from study to work or work to study.
Figure 3: Student life cycle model

Awareness/
aspiration
raising

Progression

Pre-entry
guidance and
preparation

On-course
experience

Admissions

Transition

Source: Liz Thomas; Journal of the European Higher Education Area 1, 2011

In short, mainstreaming and sustaining widening access and participation require institution-wide efforts
with linked policies, strategies and shared responsibilities. Embedding change in an institution requires
simultaneous attention to staff and to the institutions plans, policies and strategies as illustrated in the figure
above. Quite clearly, the student life cycle model should not be restricted to the non-traditional groups;
traditional students will benefit as much from such an approach. An inclusive institution will reach its goals
by providing services that will enhance the learners chances of success instead of leaving them to sink or
swim.
The student life cycle is the basis of a successful institutional approach and the foundation for the future
competitiveness of the European Higher Education Area (EHEA). The student life cycle should be supported
by developing a strategic framework, by engaging staff in strategic development, by collecting and
analysing data and evaluating the results of institutional initiatives, all with a view to strengthening widening
participation and lifelong learning.

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Thus, if the four pillars of a socially-engaged institution, as identified by EAN, are access, equity, diversity,
and inclusion then the following list, developed by Liz Thomas (2011), might be useful for checking if
mainstreaming and sustaining widening participation have been achieved:
1.
2.
3.
4.
5.
6.
7.
8.

Institution-wide understanding and ownership

Visible commitment to widening participation which influences strategic decision making
Effective processes and structures to avoid reliance on committed individuals
Inclusive culture reflecting staff engagement across the institution/student life cycle
Inclusive learning, teaching, assessment and curriculum approaches
Integrated outreach and admissions processes
Use of data, monitoring, evaluation and research to improve practice and inform decision making
Effective funding for widening participation.

2.3 Addressing lifelong learning in a regional context

Lifelong learning is often initially developed as a response to local and regional demands. The local or regional
role of a university, however, is often perceived differently by different faculties within the same institution,
which impacts on the formulation of a coherent institutional strategy especially when it comes to lifelong
learning. Not all parts of an institution have equal opportunities for cooperation, as demography, type
of industrial and municipal partners and other public or private stakeholders vary greatly by region and
disciplinary field. A thorough and mutually beneficial engagement is predicated on many factors, including
national, regional or local incentives that can have a major impact in shaping institutional practice and strategy.
Sybille Reichert identified five different models of the role of the university and its engagement with its
external community. One of these models promotes the social view of the university and supports the
spirit of the LLL Charter:
It sees the university as an important critical counterbalance to governing forces and attitudes, be
they market forces or mainstream societal attitudes. The public role of the university lies in its ability
to widen the access to knowledge and its benefits to as wide a range of individuals as possible.
The university would also be the institution that seeks to be the first to identify and define future
developments and problems and to offer solutions to complex societal concerns. In this model the
university tries to engage in a dialogue with regional actors in order to identify their needs and
respond to them (Reichert, 2009: 22).
Reichert developed these issues in her presentation at the Lille SIRUS seminar. She described the policy shift
that has taken place from giving state aid to disadvantaged regions to supporting indigenous development
through skills, entrepreneurship and innovation. In this new context, concepts such as industrial clusters
and learning regions imply that the knowledge and learning infrastructure of a region are pivotal and
that policy responses which first focused on enhancing the capacity for technological innovation have now
widened to include social and organisational innovation. A number of the universities participating in the
SIRUS project were in a situation where such a policy shift had taken place and it had become essential to
respond to changing regional needs by developing social and organisational innovation. Examples can be
found in Part 3.
Although the context is changing, it is important to point out that higher education institutions have always
played an important regional role, both as large employers and as cultural institutions or by attracting staff
and students from outside the region. They have always chosen to regard their mission in a diverse manner.
Different views are often represented within a single university, across its different faculties or departments.

22

Social change has led to new demands on both universities and regional policy makers. The focus on
skills, both within and outside universities, has meant more focus on employability, and entrepreneurial
and social skills in a context of knowledge transfer between universities, public and private stakeholders
and students, potentially leading to increased innovation and increased competitiveness of the region.
The regionally-engaged university views both traditional teaching and continuing education as vital parts

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of its mission. Such institutions are also more likely to focus on applied research, societal challenges and
innovation (Reichert, 2009).
Reichert identified a number of benefits in engaging in the provision of lifelong learning and more
specifically in continuing education. Reaching out to non-traditional learners is an opportunity to develop
more innovative teaching methods because the diverse student groups are more demanding than the more
homogenous, traditional student cohorts. More interactive teaching methods can be used, often based on
the knowledge and skills that the more mature learners bring to the classrooms. The new students will often
be interested in getting and giving direct feedback thus demanding a transparent and high-profile quality
assurance system.
Time and money are usually of the essence for the non-traditional students. Therefore, universities need
to engage with local employers and identify in cooperation with stakeholders how higher education
can support and up-grade the knowledge and skills of the regional workforce for the mutual benefit of the
student, the university and the employer. Ideally, such cooperation with stakeholders is a central part of
the institutional strategic orientation. Reichert even speaks of a strategic alliance as the following picture
shows.

ora
lab
col
ear
ch
Res

External
partner

itin

cru

/re

ring

nto

University

Me

tion

Figure 4: Strategic alliance

Continuing professional development

Source: Sybille Reichert; slide of a presentation given at the SIRUS seminar in Lille, 3-4 June 2010

Reichert argues that continuing education should be an intrinsic part of the institutional profile and, whenever
possible, the offer of continuing education should closely link up to the institutional profile. Research
strengths should be exploited and it is essential to connect all activities, both research and education, and
see them as part of the knowledge transfer between the region and the university. The dialogue should not
be restricted to either up-skilling of staff or research cooperation, but support the potential for innovation
in the relationship through an on-going dialogue. To build this dialogue it is important that clear indicators
are identified (cf. Part 5). These can be used both for internal purposes and for documenting the results to
a wider audience.
The concept of the regionally-engaged university should be based on professionalism as Wedgwood (2003:
148) points out when she addresses the broader concept of engagement:
For a university to be effectively engaged requires a framework of policies, an institutional infrastructure
to ensure delivery and skills in stakeholder management and the management of different funding
streams. The whole activity should ideally be delivered within a framework of professionalism,
with professionals who are skilled in promoting and maintaining the interfaces. Meanwhile, the
fundamental activities of teaching and research must be carried on, financial soundness and national
and regional requirements observed.

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Processes to develop, monitor and assure the quality of the academic work must take account of the new
challenges. The attraction of new types of learners will also generate new demands on student support
services, teaching methods and the general learning environment, thus calling for new arrangements and
adaptation.
Generally, regionally engaged universities regard lifelong learning as an activity (e.g., continuing education
or up-skilling the regional workforce). So far, the discussion on reaching out to non-traditional students has
only played a minor role but, in some regions, demographic development and the current economic crisis
have pushed in the direction of enlarging the concept of lifelong learning and redefining it as a cultural and
all-encompassing concept, a concept that implies that the mission of the university is to be both responsive
to societal needs and inclusive towards new types of students.
Part 3 provides a model for understanding the development and implementation of lifelong learning at the
institutional level and gives voice to eight different universities that are at different stages of development
in different parts of Europe.

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Part 3 E ngaging in lifelong learning

at institutional level
Part 3 is based on an analysis of discussions and contributions from the SIRUS participating universities on
developing and implementing lifelong learning at the institutional level and a presentation of the different
ways that eight of the participating universities have approached the issue of regional engagement,
inclusiveness and lifelong learning that were described in Part 2. The case studies presented alphabetically
by country can be regarded as examples of best practice, set in different external and institutional contexts.
Before presenting the case studies, however, Part 3 discusses the different developmental steps towards an
integrated lifelong learning strategy.

3.1 T he development of lifelong learning

at institutional level
The SIRUS project clearly showed that the progression of universities toward developing an overarching LLL
strategy and the implementation of relevant activities follow a three-stage sequence: an adaptation stage,
an organisational stage and a cultural stage. However, there is no linear progression from one stage to the
next (cf. Part 4). In most of the cases the progression looks like a spiral based on the successive decisions of
the top management which make progress possible or lead to regression.

3.1.1 The adaptation stage

At this stage, the universities announce that they have adopted an LLL strategy, but they have not clearly
defined LLL. In most cases, the definition remains more or less implicit. Alternatively, a Continuing Education
Office or equivalent (e.g., Open University, summer school, senior university, language centre, etc.) can
be entrusted with the definition and the implementation of this strategy. As a result, LLL is seen by these
universities as part of continuing education. The traditional activities of the universities are not really affected
by this strategy which appears peripheral and only dedicated to mature learners. Continuing Education
departments or units consider that, although they have introduced LLL to universities, they are often obliged
to work at the periphery of the university in order to maintain the capacity to develop these activities.
Nevertheless, interesting initiatives are observed in some universities which contribute to the heterogeneity
of learners, the introduction of flexible learning pathways, and the provision of specific programmes or
services that open the doors to further development.

3.1.2 The organisational stage

At this stage, the universities have an LLL strategy based on quite a long experience in continuing education.
This strategy is recorded in official internal documents and in strategic plans. The statements of goals and
objectives rest on a comprehensive definition of LLL. The universities demonstrate some progression in the
integration of initial and continuing education, adapting their study programmes to attract adult learners
and widening participation to a diversified population. They take advantage of the diversity of learners
by mixing populations in the classrooms and adopting administrative and financial measures to enable
wider participation. They offer services in order to facilitate access and progression. They are open to the
recognition of prior and experiential learning. They consider that they have a social responsibility towards
their community and that they have to contribute to the local and regional development.
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3.1.3 The cultural stage

For universities to reach this stage, they will have adopted a new way of thinking, a new institutional
culture where all education whether it is at the bachelors, masters or doctoral level or different types of
tailor-made education is viewed as a contribution to lifelong learning. This also means that universities have
developed a shared vision of LLL across the institution that engages all staff (academics and administration)
and that they have adopted a clear perception of responsibility for supporting the individual students to
achieve their best. The learners, whoever they are, are at the centre. Universities who have reached this
stage are also actively engaged in research on lifelong learning and provide lifelong learning to staff within
the institution.
Interestingly, the implementation of lifelong learning and lifelong learning strategies can be compared to
the development of internationalisation over the past couple of decades, which, like lifelong learning, is
another kind of transversal issue that requires the engagement of the whole institution and a distinct cultural
change. Thus, Middlehursts analysis of internationalisation (2009) is applicable to the different approaches
to lifelong learning. Middlehurst shows how institutions move in stages through the following phases:
Internationalisation is defined narrowly (e.g. mobility) and left to individual initiatives
The international office coordinates some of these initiatives
Encompassing strategies are developed to engage a wider set of staff within the institution.
Jane Knight (2003) talks about the mature or, to use Middlehursts terminology, encompassing
internationalisation strategies that are characterised by horizontal integration and vertical alignment.
She emphasises two specific requirements, which are also applicable to lifelong learning:
The need to bring functions together, horizontally, across different disciplines and service areas of
the institution, so that they complement each other and add value in ways that make the whole
greater than the sums of the parts (e.g. teaching and curricula, research, business and community
development on the academic side; finance, human resources, marketing and quality assurance
on the services side). It would be necessary to add admission and student services for the lifelong
learning agenda.
T
 he need to operate more formally and strategically as an institution, adopting a proactive rather
than responsive stance to engagement. This implies a need to align lifelong learning activities and
engagement vertically, from the level of individual academics, through departments, schools and
faculties, to the central level.
This is very similar to how lifelong learning is gradually embraced by and within institutions and how
arrangements start with activities dedicated to specific student populations and provided by units that are
more or less separated from the core activities of the university, to an effective implementation of an LLL
strategy at institutional level that aims to change the perception of lifelong learning.
The following sections present the strategic approach of eight European universities to the development and
implementation of lifelong learning.

3.2 Voices of European universities:

addressing the challenges of implementing the
European Universities Charter on Lifelong Learning

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It quickly emerged from the SIRUS discussions that there is no common European understanding of
lifelong learning or even of its core elements. Understanding was clearly dependent upon the national
higher education sector and the cultural traditions for access to knowledge. Nevertheless, a more common
understanding of lifelong learning and widening participation quickly evolved during the life of the
project. The majority of participating universities had a variety of educational offers targeted at different

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student groups, and a range of services that in some cases were coordinated by one unit and in other
cases distributed throughout the institutions. The differentiating factor was the extent to which institutions
were planning to integrate lifelong learning activities into the core of their strategy, and to adopt a holistic
approach of education geared to widening participation and supporting actively lifelong learners. If the
aim was to develop a holistic approach to a lifelong learning strategy, institutions had to find a way of
linking it to the overall institutional strategy and address implementation issues accordingly. The rest of this
chapter presents the approach of eight universities with varying missions from different parts of Europe to
institutional engagement in lifelong learning.

3.2.1 T owards a strategy for lifelong learning:

Experiences from K.U.Leuven
Wim Van Petegem
Director Media and Learning Unit
Catholic University Leuven (K.U.Leuven)
Belgium

Background
Inspired and motivated by the international dialogue on university lifelong learning, K.U.Leuven decided to
join this debate. Aspects of lifelong learning are already part of the strategic plan of the university (20072012) and many successful initiatives are already taking place throughout the university. On 16 November
2009 the Academic Council of K.U.Leuven has adopted a new Vision on Teaching and Learning. This vision
defines the educational activities of the university within the scope of its mission. With regard to lifelong
learning it states that its educational programmes are integrated in Flemish, European and worldwide
networks for lifelong and society-wide learning. Thus, K.U.Leuven shares its strengths and traditions, is open
to the contributions of others and collaborates with its partners to foster quality and solidarity. As such,
lifelong learning is the responsibility of the faculties (all teaching staff is potentially involved), with a small
central support unit (currently embedded in the Media and Learning Unit, formerly known as AVNet) for
general communication, advice on didactics, use of educational technologies, etc. At our satellite campus
in Kortrijk a slightly different approach is taken, with one centre organising continuing education for the
whole region.
During 2010-2011 a set of policy notes further refined the Vision on Teaching and Learning to ensure its
implementation. One of these policy notes is an integrated strategic vision and action plan to reinforce
the position of the university in terms of knowledge transfer to lifelong learners in the region. The external
drivers for this exercise were the European emphasis on lifelong learning (Memorandum on Lifelong
Learning, Education and Training 2020, the 2009 Leuven Communiqu on the Bologna Process, etc.), and
its translation into Flemish actions (Vlaanderen in Actie Flanders in Action, where De lerende Vlaming
Learning Flemish is one of the priorities. The latter is amongst other initiatives described in the Flexibility
Decree on Higher Education, which all universities have to comply with. As a specific internal driver, we could
mention the (re-)positioning of the previous central support unit, only dedicated to continuing education,
in a larger centre, the Media and Learning Unit. This integration certainly sparked the discussion in the
university about the direction to take with lifelong learning.

A Working Group on Lifelong Learning

At the end of 2009, a specific LLL Working Group was set up, chaired by the vice-rector for educational policy.
To ensure a good exchange of ideas between different stakeholders in the university, the Working Group
consisted of people from across the university. For that reason the Group brought together representatives
of the 13 faculties, staff members of the (central) educational support units, the director of Leuven Research
& Development (LR&D the knowledge transfer centre) and the coordinator of the Study Advice Unit. In
addition an expert in lifelong learning from the Open Universiteit Nederland was invited to join the team.

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To guarantee full autonomy of the Working Group the vice-rector decided not to participate in the meetings
in person. He was kept informed about the developments on a regular basis by the Media and Learning Unit
that coordinated the meetings of the Working Group.
All members of the Working Group had previous experience in organising continuing education activities
for their department, faculty or within their discipline. Some members also had a research expertise in
lifelong learning itself. The three members of the support units had knowledge of either the design of
policy instruments or the setup of support services for lifelong learning initiatives. The director of the unit
on LR&D was invited to discuss the issue of regional development through lifelong learning, i.e. the idea
that lifelong learning initiatives could be also a viable means to transfer research-based knowledge to our
professional partners in the region in addition to the support of current spin-off activities and other forms
of entrepreneurship.
After an initial kick-off session the Working Group started its activities in December 2009. A total of six
meetings were planned for the first part of 2010. The ambition was to have the broad strategic goals ready
by summer 2010, so that the Working Group could continue with the specifics of implementation in the
autumn of 2010. We have met this objective, though the implementation plan was only partly realised. We
were able to present the strategic goals to the Council for Education in June 2010, which adopted the strategy
for lifelong learning and decided to give priority to an implementation plan for continuing education (as
part of lifelong learning). In a second phase we were then able to tackle all other lifelong learning initiatives
taken by our university. At the same time, the implementation plan for continuing education was discussed
with the Council for Education and has now been presented to the Academic Council for approval.
This seems to be quite a drawn-out process, but that is the way important decisions are taken in our
university, step by step, with the support of all stakeholders, and approved by the different bodies in the
university.

Definition of Lifelong Learning

As a first step the Working Group had to come up with a definition for lifelong learning. Combining the
definitions of OECD, the EC, EUA and EUCEN we finally proposed developing a strategy for lifelong learning
for K.U.Leuven on the basis of the following definition:
University lifelong learning is about the promotion of a want-to-learn attitude and the competences
to be able to learn, and the subsequent provision of learning opportunities, services and research for
the personal and professional development of a wide range of individuals lifelong and life wide, and
for the social, cultural, ethical and economic development of communities and the region. University
lifelong learning is always research-based; it focuses primarily on the needs of the learners within
their learning context and whenever relevant it is developed and/or provided in collaboration with
stakeholders and external actors.
On the basis of this definition it was possible to assess to what extent K.U.Leuven was already implementing
university lifelong learning and which elements were still missing.

Strategy plan
The strategy is based on a SWOT analysis of all current initiatives taken at our university, mainly with regard
to continuing education. Nevertheless this resulted in a global vision on what a university like K.U.Leuven
has to offer in terms of learning opportunities for a broad range of learners (before, during and after the
initial bachelors/masters programmes). The main strategic goals were set as:

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1. In 2020 lifelong learning as an attitude is embedded in the culture of the university and it is as
such actively promoted towards society.
This goal is considered the most critical one. A shared understanding and recognition of the importance
of lifelong learning within the academic community is the basic foundation to implement university
lifelong learning successfully.

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2. In 2015 lifelong learning is a perspective from which scientific research, education and service to
society are being strengthened and vice versa.
This goal is about the provision of academic learning opportunities for the personal and professional
development of a wide range of individuals or organisations. It implies above all a review of the current
(typology of) offerings and new innovative scenarios for lifelong learning initiatives.
3. In 2015 the university actively uses synergetic partnerships at different levels to support the
production and delivery of its educational offer and to reach out to new target groups.
This goal implies the active search and use of synergetic partnerships for lifelong learning. In particular
this could be regarding our alumni networks, as we recognise that a better exploitation of their former
ties with the university might lead to more learners and potential co-designers of the lifelong learning
offer.
4. In 2015 the university has an efficient and effective support structure in place, with clearly
defined processes, responsibilities, competences and the necessary means to realise the cultural,
substantive and contextual embedding of LLL at the university.
The last goal refers to the structures, processes, people and finances that support lifelong learning
activities.
This overall strategy plan was approved by the Council for Education in June 2010.

and its implementation

As explained above, the first priority in implementing the strategy plan was given to the development of
innovative ways to organise continuing education as the post-initial interpretation of lifelong learning. An
implementation matrix was set up for different activities to be put in place, organised according to the
above main strategic goals (i.e. structure, content, context and culture), and to the different levels in the
process (management, organisation and support). This matrix was doubled, one at the central and one at
the decentralised level (taking into account e.g. the particularity of our satellite campus in Kortrijk). Again,
this set of activities was presented to the Council for Education. They agreed with the double approach of
a more faculty and discipline/sector oriented line on the one hand and a more central supported regional
scope on the other. In both cases, it was made very clear that a one-stop contact and service point for
organisers was recommended, wherever that was located in the university.
In a second phase we will now look at the other aspects of lifelong learning, e.g. how this strategy affects the
initial programmes, and what our university has to offer for students entering higher education. At present,
we are considering how to organise this task for the Working Group.

Some reflections at the end

The success of the Working Group was greatly due to the strong commitment of its members, and the
expertise we could each bring to the discussions. Nevertheless, we did not miss a chance to share our views
with peers in networks like EUA, EADTU, EUCEN, EDEN, etc. We were also fortunate to participate as partner
in several projects related to the development of our lifelong learning strategy. In this regard the SIRUS
project came just about in time. For us it was an opportunity to:
benchmark our strategy development process with other universities undergoing a similar exercise
present and discuss the intermediate and final results of our strategy process with peers
share good/best practices with respect to lifelong learning initiatives and lifelong learning strategy
development in other universities
find common ground for a more European-wide approach on lifelong learning, including strategy
development and implementation plans.
We hope to continue to share our experiences with the international community to further fine-tune our
plans and make our university a more lifelong learning university.
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3.2.2 O n the path towards a lifelong learning university

University of Turku
Kari Seppl
Director, Centre for Extension Studies
University of Turku
Finland

Long journey
In the 1980s, the Finnish approach to academic lifelong learning concentrated on adult education as a
service. The key actors were the centres for continuing education that also offered Open University education
and were active in regional development, publishing and development of teaching. Their capacity to serve
external demand and ability to manage projects in complex networks led to rapid growth. The volume of
students, staff and funding could be compared to that of a medium-size faculty.
As the activities increased, the universities started to give growing attention to their corporate governance.
In 1996, the University of Turku made a decision to define adult education a part of its main mission.
Gradually, the scope widened from special services to the general principle of LLL and it was natural to link
the LLL enhancement with the main strategic process. The most important steps were:
1996 The first university-wide strategy of adult education in Finland.
1999 The institutional evaluation of the impact on the university. Adult education carefully analysed.
2002 The working group of adult education with the focus on internal structures.
2006 LLL strategy with the key issues of the academic role of universities in LLL, the entirety of the service,
the conditions of continued professional education (CPE), regional development as a part of the
third mission, university network as a resource base, funding mechanisms and the rules of the game,
quality assurance and skills management.
2006 The national label of a university of excellence in adult education. The quality competition demand
for a good balance between the strategic aims and evidence of practical outcomes.
In parallel with the strategic positioning, we continued the constant development of the service and
its quality. So as to be a credible element of the university mission, LLL needs university-wide presence,
considerable volume, financial robustness, academic standard and societal relevance. If we want the
university leadership to take positive ownership of the strategic development of LLL, we need to build LLL
capacity in a determined and persistent manner.

What made the change

Academic lifelong learning is structurally dependent on the trends of educational politics, the university
and the markets. The analysis of this triangle was the basis for our strategic work. In education policy,
the significance of the adult population and lifelong learning is increasing. The obligation set out by the
University Act to promote lifelong learning lays the foundation for permanent progress.
In 2010, Finnish universities started a new phase as independent public bodies or foundations. The
fundamental changes in the universities also affected the production of lifelong learning services. The
merger of the University of Turku and Turku School of Economics was the practical motivation to launch a
new main strategy.
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The permanent change of society and technology challenge the structures and practices of degree education.
The changes in the age and educational structure of the population will increase the demand for academic

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adult education in the training market. On the other hand, the new learning forms, environments and
service providers will make the competition harder.
The coexistence of two key drivers seems to be essential: the general need for learning demands strong
commitment to LLL by the universities; the need to strengthen the financial basis of the university urges
the departments and institutions to be active. Internally, the university leadership emphasises the strategic
ownership and institutional clarity while the LLL service producers want to sharpen the university profile and
mainstream the responsibility.

Not an easy task

The fundamental challenge of LLL in the university is the multitude of faculty priorities. Scientific research is
the absolute number one. Education for masters and doctoral degrees has been the second priority, while
offering possibilities of learning for wider audiences has not been very high up on the agenda.
As to the essence of academic lifelong learning, we need to find the solution to using the outcomes of
research for the benefit of lifelong learners. This is not only a pedagogical issue, but also a challenge for the
organisational structures, financial arrangements and, most importantly, for human resources development.
In university decision making, the presence of various internal interest groups makes the promotion of
lifelong learning a challenge. The University Board decision not to approve a separate lifelong learning
charter in 2006 was an example of the effect of these additional factors.
In times of economic crisis, universities need to find a financial balance in a new context. Once universities
have to make cutbacks, they tend to protect the academic heartland and make sacrifices in those activities
that are relevant in their own right. Correspondingly, with reduced resources, strategic investments tend to
be allocated to the core missions.

How we got here

In 2009, the University of Turku launched a strategy for 2010-2012. The rector appointed a steering group
that was responsible for the construction of the new university strategy. The preparation process involved
various permanent and temporary working groups. The Teaching Council drafted the teaching chapter. As
with other sections of the strategy, the steering group gave plenty of feedback to the groups and finalised
the work. The group was committed to the idea of lifelong learning from the outset.
The first official documentation of the idea of lifelong learning as a key element in the new strategy can be
found in the notes of the adult education group of the Teaching Council. The original initiative was made
by the Director of the Centre for Extension Studies (now Brahea Centre for Training and Development), who
also became a member of the strategy steering group.
Generally, lifelong learning seems to move forward when the universitys own decisions are a result of
external pressures. In 2009, LLL gained momentum, as the new University Law provided a solid background
to the strategic work. The promotion of LLL was defined as a requirement for all the universities, and external
representatives were provided for the university boards. The European policy discussion gave good support
to the legislation.
It has been a long road from adult education in the margins of the university to the mission statement
with the lifelong learning emphasis. To make lifelong learning a reality for the vast majority of faculties, we
need both cultural progress and structural support in the management system. Without specialised experts,
whose number one priority is lifelong learning, new audiences and demands will probably not find adequate
support for their learning needs. One of the key questions is how to find the balance between a committed
leadership, the wide scientific network and the expertise of the broker organisations.
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Breakthrough
The LLL strategy demanded by the Ministry of Education in 2006 had been approved as a part of the
medium-term action and financial plan. In the new main strategy, lifelong learning is embedded in the
definitions of policy, priorities and practices as well as the implementation plans. During the preparation of
the new strategy, the EUA LLL Charters commitments for universities were used as a framework to support
the analysis, which can obviously be read in the final product.
The fundamental strategic choice is that LLL is seen both as a principle in all education and as special services.
The essence of academic LLL demands strong links to research that need to be multidisciplinary because
of the strategic profile of the university. Student orientation, individual pathways, learning outcomes, lifewide orientation and work-life relevance are other key words. The responsibility for LLL is shared with the
university leadership, faculty and expert units.
The main statement of the educational strategy is that teaching is based on scientific research and the
principle of lifelong learning, which defines the core logic of the teaching chapter. Teaching and learning is
one of the six strategic research areas of the university. Research and development also underpin LLL that is
seen both as a form of dissemination of research results and a form of social interaction. The university also
sees itself as a learning organisation.

How to make it work

The strategy is made concrete in seven implementation plans. The plan for scientific teaching and lifelong
learning consists of five baskets of development. LLL is both a basket and a covering principle. The basket
emphasises the research base, widening services, clearing the structures and processes and enhancing
expert education. The other baskets cover the links to research, guidance, diversified approach and work-life
relevance as well as student recruitment. LLL is also present in the implementation plans for social interaction
and internationalisation.
The new Teaching Council appointed subgroups for teaching, studying and lifelong learning in June 2010.
All the subgroups have the mandate to follow the implementation of the strategy and its work plans. The LLL
subgroup started its work in September 2010. The meetings are organised following the four tasks of the LLL
basket. The group has organised promotion meetings and events for the whole university staff.
The coordinator for LLL in the university services acts as a secretary to the subgroup that offers her a
concentration of expertise and a forum for interaction between the stakeholders in the university. She is the
key person in ensuring that LLL is taken into account in the other baskets of implementation.
The daily work to offer opportunities for learning continues. Many university units are also active in national
and international development projects. Among others, the Brahea Centre for Teaching and Development
coordinates two strategic national projects, one for the promotion of recognition of prior learning and
another for the recognition of experience. Participation in European cooperation activities supports the
university in taking its next steps to becoming a lifelong learning university.
The implementation plans are a reasonably good starting point for the practical work. They define the
main paths for development and in some cases quite concrete steps to move forward. Nevertheless, the
new working groups and the reorganised roles of the staff members require some work with the ownership
and commitment of the various actors. We also face the risk of overload because of the wide range of
implementation activities. We need more time to be able to evaluate the points of success, failures and
things to learn for the future.

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At the national level, the government platform for lifelong learning under preparation will be of special
interest. As to academic lifelong learning, the potential definition of post-experience education might open
the door for the systematic recognition of LLL expertise in the higher education institutions. In Turku, the
preparations for the university strategy 2013-2016 have started. Sustainable success in lifelong learning
demands both practical efforts and renewable visions for the future. As Aristotle said, We are what we
repeatedly do. Excellence, therefore, is not an act but a habit.

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3.2.3 S trengthening and developing a locally integrated

and sustainable LLL university strategy
University of Versailles Saint-Quentin-en-Yvelines
Alain Nicolas
Director, Continuing Education Service
University of Versailles Saint-Quentin-en-Yvelines
France

Historical context and future developments of lifelong learning

The University of Versailles Saint-Quentin-en-Yvelines (UVSQ) lifelong learning strategy is related to a highly
competitive local environment where universities in Paris have historically been most attractive and mainly
focused on initial education and research. Since 1971, however, the French government has introduced a
national policy on vocational training, including for higher education, which has enabled the development
of an LLL strategy to be seen as an asset.
In 2010, 11,798,000 people were living in the Ile-de-France region (Paris and its surrounding suburbs).
This represented 18.78% of Frances mainland population and a rise of 14% since 1999, mainly due to the
regions demographic dynamism since migration flows to other regions are decreasing.
Based on this demographic change, in 1991, the government founded four universities in the outlying
suburbs of Paris. One of these was UVSQ. These new universities aims included catering for a growing
student population, attracting students outside of Paris in order to avoid congestion in Parisian universities,
and developing lifelong learning programmes in these new institutions. In that context, UVSQ sought to
become a university of excellence in the fields of research and teaching.
As a new university, UVSQ was able to experiment with innovative strategies to attract students from local
communities as well as from beyond the regions boundaries. These innovative strategies were applied to the
reorganisation of the disciplines (implementation of bachelors/masters/doctoral degrees, multidisciplinary
approaches, vocational degrees ), and included the area of pedagogy (apprenticeship, ICTand e-learning,
accreditation of prior learning), the decision to develop a vocational programme (entry-level jobs, career
development through the resumption of studies) and socially responsible objectives (towards a better
understanding of individual and social contemporary issues). This is how UVSQ came to develop a lifelong
learning programme. Moreover, the universitys commitment to LLL was further consolidated with the
creation, in 1998, of a joint service responsible for continuing education (the SCUFC).
Economic and social changes, as well as advancements in technology are a constant source of challenge in
terms of activities, employment and qualifications. These territorial and individual vulnerabilities result in an
increased need for lifelong learning (LLL). Out of the need to adapt socially, peoples life paths tend to be
characterised by a constant movement back and forth between training and employment. This new context
led UVSQs SCUFC to develop, as early as 2000, experimental training programmes providing a range of
services, pre- and post-training and tailor-made answers based on individual needs and profiles. This was
made possible thanks to French and European funding opportunities.
This LLL approach was boosted and promoted politically, both at a government level, through laws
and decrees establishing training rights, sustained by funds for individuals and groups, and through
negotiations between employers and trade unions pertaining to the implementation of professional as well
as interprofessional training programmes. The regulatory framework, set by a law passed on 16 July 1971
defining employees right to continuing vocational training (CVT), was strengthened through subsidiary
legislation in 1985 and 1993 on the validation of prior professional experience and the accreditation of
prior (formal or informal) experience in 2002. Finally, the agreement signed in 2003 between social partners
(employers and trade unions) pertaining to national interprofessional and lifelong learning training, led to a
law passed on 4 May 2004 defining employees right to lifelong learning training. This law brings together
employers and employees in defining training schemes; gives employees greater means in defining their
own training programme; and ensures greater visibility in terms of training needs.

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This approach has been strengthened by the Lisbon Strategy, through several deliberations at Bologna
Ministerial Conferences (Bologna, Bergen ) and through the adoption of the European Universities
Charter on Lifelong Learning by the European University Association (EUA).
In France, access to training opportunities and validation of prior learning and experience constitutes an
important form of professional social security. Access is secured through the right to training and funding for
vocational training through social, local authorities and government department actions as well as through
the development of relevant infrastructures. In this context, and in the face of these social challenges,
universities play a crucial role at a local level in providing lifelong learning opportunities, as:
universities curricula provide basic skills as the essential building block towards sustainable
professional development pathways
universities research teams are devoted to the production and diffusion of knowledge and
universities multi and interdisciplinary approaches offer a way of addressing the complexity and
integration issues linked to todays working environment.
Thus, UVSQs approach, instigated in 2000, and its development of lifelong learning infrastructure and
activities have become a major strategic focus across all areas of governance of the university. This process
has become even more significant in the context of autonomy of higher education institutions and in
relation to the universitys need to increase its capacity to attract local students in the current competitive
environment. This is done by offering a range of programmes and pedagogical methods, as well as by
developing partnerships with private sector players, local authorities and other institutions in order to
improve local networking and collaboration.

Lifelong Learning approaches

LLL refers to an individuals opportunity to acquire knowledge, qualifications and skills throughout his or
her life, as well as the capacity to have his/her prior learning recognised (whether personal, civic, social,
professional or employment-based learning). LLL must be exemplified by a universal right to lifelong learning
based on a set of training schemes open to a wide range of learners.
This broad definition means a shift in perspective for all French education system players. Indeed, lifelong
learning training needs are heterogeneous, persistent, targeted and individualised and involve the whole
population.
In that context and in order to address the challenge that represents these diverse and specific needs, it is
essential to develop a set of integrated and flexible programmes that can cope with individual and collective
needs.
To this end, the various programmes are organised around a common element, a personal project for which
each learner has access to a range of services (information, greeting, orientation, assessment, recognition
of prior learning, varied teaching methods, tutorials, project management support ) that draws on the
lessons learnt from a competency-based approach combined with ICT.
Figure 5: Learners personal project development at UVSQ

Define your
educational
programme

Undertake your
educational
programme

Source: SIRUS Project, University of Versailles Saint-Quentin-en-Yvelines

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Implement your
professional
project

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Thus, lifelong learning is not only about knowledge transfer. Each LLL programme needs to provide learners
with services that can enable the resumption of studies with the aim of refining skills according to learners
specific objectives and set of constraints.
In a competitive environment, these programmes are strengthened and become more efficient when
they belong to a network of excellence, built in close relationship to competitive clusters. The capacity of
broadening access and personalising training programmes may require the development of internal and
external partnership and cooperation networks in order to develop and disseminate resources jointly. UVSQ
has developed several such partnerships.

UVSQs sustainable lifelong learning approach

UVSQs strategy aims to establish the university as a major local player in the field of lifelong learning.
Our strategic goals, as stated in our planning documents (recent four-year contract with the French
Department for Education, internal guidelines, long-term strategic plan) include:
to complete what is already in place by enriching and diversifying our activities pertaining to
curriculum development (new degrees, academic pathways, modules, ICT) as well as pre- and
post-training programmes (defining a project, orientation, competency evaluation, assistance
towards integration, assistance towards private enterprise)
to widen our partnerships with local players involved in professional lifelong learning training
(branches of economic activity, local authorities, trade unions, orientation centres, employment
centres, funding bodies, training/work-experience centres, human resources consultants )
to develop relationships with the industry sector (public-private partnership, active participation
in competitive clusters, development of an industrial chair) while promoting our research centres
of excellence and including a training component dedicated to adapting and enriching skills
throughout a learners working life.
The implementation of this strategy was carried out internally by integrating LLL in the universitys governing
programmes and reshaping the SCUFCs organisation.
The development of partnerships with other local players received strong endorsement and support from
the universitys president. It was also boosted by the transformative development of professional and
technological disciplines as well as the introduction of applied studies within the university at under- and
post-graduate levels.
In order to foster a greater collaborative teaching approach and strengthen the links between training needs
and training solutions, UVSQs SCUFC adopted a decentralised system. This has meant opening offices
within each faculty that provide a one-stop shop for those interested in training or in having their prior
learning experience recognised.
Enticing specialised training programmes have been developed thanks to the teams close working
relationships, the new degree structure and the relationship with local and regional economic and
social players. Close relationships with competitive clusters and businesses have enabled the signing of
agreements and the foundation of industrial chairs linking research and lifelong learning. The university has
also developed foundations in order to strengthen the relationships between local needs and research and
training (for example, FONDATERRAs role in terms of sustainable development and its local impact on new
training and research programmes in the fields of building, energy and environmental services).
These actions, ratified by agreements with local authorities and several quality assurance charters, have been
signed with major players in the field of vocational training (policy-making and funding bodies, graduate
integration and reinsertion institutions, Regional Council in charge of professional training).
In order to facilitate the resumption of studies, UVSQ has developed assessment and accreditation of prior
experience schemes that enable learners to access training without the usual formal qualifications. To
overcome time and geographical constraints, the university has also put in place a learning platform and a

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unit responsible for assisting staff in the development of e-learning resources. Finally, in order to guarantee
greater sustainability, other Internet-based tools have been developed (e-portfolio, an online professional
skills portfolio; and valid expert, a tool used to help with the accreditation of prior experience process or the
development of a training programme).
All these actions have gradually made it possible progressively to further the universitys lifelong learning
approach and the resulting pedagogical and relational repercussions. The usual obstacles to the organisation
of standard courses are overcome on most training programmes by the necessity to submit course information
sheets outlining the expected outcomes of the training based on the National Register of Vocational
Certification and by the development of applied and/or distance learning courses. The development of
economic partnerships around competitive clusters, industrial chairs and foundations has made it possible
to instil a new culture both within UVSQs traditional teaching and research missions as well as in its capacity
to provide a response to the needs of adaptation and redeployment of qualifications (for instance, changes
in qualifications and new jobs linked to the emergence of green growth).
Even though these actions still need to be strengthened and developed further, they have already fostered
the rise of solid cooperation networks that have led to an offer adapted to local needs, making UVSQ a major
sustainable local player in the field of LLL.

3.2.4 I ntroducing principles of lifelong learning

into Ivane Javakhishvili Tbilisi State University
Ketevan Tsintsadze
Head of the Centre for Academic Development and Lifelong Learning
Ivane Javakhishvili Tbilisi State University
Georgia

General overview
In recent years the education system of Georgia has undergone a complete transformation, both in terms
of structure and content. Transition to the market economy together with technological progress, the
increased number of accredited universities, the transition from state-owned university funding to the
voucher system, the increased mobility of students and the renewed interest in labour market-oriented
training programmes have all put Ivane Javakhishvili Tbilisi State University (TSU) in a tightly competitive
position both academically and financially. It has led to the establishment of non-traditional, non-degree
training courses and to the search for additional funding sources.
In addition, after signing the Bologna Declaration in 2005, the higher education institutions of Georgia were
obliged to implement the core principles of the Bologna Process, one of which is lifelong learning, a major
pre-condition to integration in the pan-European higher education world.
The Strategic Development Plan adopted with Decree No. 14 (19-03-2007) issued by the Academic Council
of TSU included the introduction of lifelong learning principles as one of its major strategic goals. The
following actions were planned for achieving this goal:

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1. Establish a lifelong learning centre

2. Establish a teacher training centre
3. Establish professional high schools
4. Develop and introduce certificate programme
5. Establish professional high schools in the region
6. Organise qualification courses
7. Establish joint international professional high schools
8. Establish a language centre.

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By the end of 2010 TSU:

1. Had established an Academic Development and Lifelong Learning Centre
2. Had developed professional development programmes for school teachers in the Centre for
Academic Development and Lifelong Learning
3. Had established a professional high school for tourism (International School of Tourism) at TSU.
From 1 September 2010, a new law was enacted on professional education in Georgia. Hence, all
university programmes of professional education may need to be revised
4. The Academic Council and the Quality Assurance Service had developed and approved the
regulations for the submission, adoption and monitoring of the Lifelong Learning programmes.
Since there is no legislative base for LLL in the country, the regulations have not defined Lifelong
Learning Programmes for TSU, so all the 12 programmes approved according to these regulations
are programmes of continuing education only
5. TSU is working to extend measures to the regions
6. TSU had 13 accredited professional development programmes for school teachers, which are
managed by the Centre for Academic Development and Lifelong Learning
7. It will also need to revisit these after the enforcement of the new law on professional education
8. TSU had established a Language Centre which currently serves only the degree students enrolled
in the academic programmes.
TSU has also launched a University for Children and a Training Centre for potential students who are offered
preparatory courses for entering exams.

Developing the strategic development plan of for the Centre for Academic Development and
Lifelong Learning within the context of lifelong learning principles
In line with the strategic development plan of the university (2007-2010) to foster the process of
implementation and development of the lifelong learning system at TSU, the Centre for Academic
Development and Lifelong Learning was established in 2009. Before the summer of 2010 the centre was
mostly involved in conducting professional development programmes for school teachers, but after 25 June
2010 when the Academic Council of TSU adopted the new mission statement of the university that, inter
alia, includes as one of its major aims the development of an LLL system, reforms have been introduced to
achieve the goals:
The Centre was initiated and took responsibility for designing and conducting various continuing
education programmes for the wider society and for professional development programmes for
TSU academic and administrative staff
The Centre should provide a new strategy of development
The Centre has also been involved in the SIRUS project.
Being part of the SIRUS project gave a unique opportunity to the Centre to collaborate and discuss
problems, challenges and perspectives of lifelong learning with other European universities and on the basis
of the experience gained, worked out the Strategic Development Plan of the Centre. This strategy was later
presented at the Vienna seminar of the SIRUS project.
In short, the strategic development plan of the Centre for Academic Development and Lifelong learning
contains the following statements:

Major areas of operation

The major area of operation for the Centre is to administer the LLL/continuing education programmes and
to facilitate the development of the academic and administrative personnel of the university. Continuing
education programmes administered by the Centre are aimed mainly at two target audiences: internal,
university staff (academic and administrative personnel) and students, and the general public.
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Vision
In the context of LLL/continuing education TSU strives to become a leader among the universities of Georgia
in terms of offering superior quality, diverse and appropriate education programmes.

Mission
The Centre for Academic Development and Lifelong Learning aims to provide the general public with
a possibility to use the university resources for professional and personal development, improvement of
qualifications, acquisition of new professional skills, thus leading to the achievement of the major goal of
the university.

Major goals of the Centre

Goal 1: Building on the university role and importance through the different services delivered to the
general public by offering LLL learning programmes. This also leads to additional sources of funding
for the university.
Goal 2: Organise the relevant qualification courses/training/seminars for the professional development of
the academic and administrative staff of the university.
Goal 3: TSU participation in and close cooperation with international and national networks and
organisations of lifelong learning.
The strategic development plan clearly responds to the European Universities LLL Charter: all the major
activities of the Centre contribute to the design of adapted study programmes for attracting returning
learners by strengthen the relationship between research, teaching and innovation by providing researchbased LLL courses to the wider society. We also provide professional development courses, seminars, training
to the academic and administrative staff of our university and, in so doing, try to act as a role model
institution for lifelong learning.
TSU strives to implement this strategy gradually but progress is slow because of a lack of a legislative base
for LLL in the country. During the implementation process we have also had to take into consideration
risk factors such as a lack of interest and participation in the development of LLL programmes by the
university departments and the faculty; inaccurate stereotypes on the operation of the Centre for Academic
Development and Lifelong Learning; and the social and financial environment within the country.
Currently the Centre follows the main directives of the abovementioned strategic plan but the Parliament of
Georgia is in the process of discussing a new law on higher education, that will naturally bring about certain
changes in TSU regulations and hopefully the new regulations will be more flexible for the implementation
of LLL principles and provide a clear definition of LLL programmes and terms for TSU.

3.2.5 Lifelong learning in practice at Leuphana University

Prof. Dr. Sabine Remdisch
Director of the Institute for Performance Management
Leuphana University Lneburg
Germany

The socioeconomic framework for LLL in Germany

38

Leuphanas strategic decisions and concrete activities towards becoming a LLL university must be considered
against the background of Germanys current socio-political and economic developments.

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There is a constantly growing demand for qualified specialists and academics in the German job market, and
thus also for systematic LLL opportunities. Companies need efficient talent management throughout the
entire careers of their staff. This is increasingly important in the context of the ever increasing demographic
shift in Germany. A particularly serious lack of manpower is predicted for jobs in mathematics, informatics,
natural sciences and technology. However, considerable gaps are also foreseen in health and social fields, as
well as in media, arts and social sciences. This not only applies to university graduates, but correspondingly
impacts the level of skilled workers and specialists, for example qualified craftsmen and technicians and
master craftsmen. This has resulted particularly in small and medium-sized enterprises (SMEs) struggling
with a worsening shortage of specialists.
In order to close this gap in the German labour market, there must be an increase in the number of university
graduates and the integration of non-traditional target groups by drawing the professionally qualified into
academic types of education. Germany possesses an internationally renowned vocational training system
which, in spite of its excellence, is only minimally linked with the higher education system. Gradually, the
concept of an open university is becoming recognised and pursued in education policy, i.e. a facilitation
of university entrance for these qualified professionals, as well as the recognition of professional or nonuniversity earned competencies.
Lower Saxony is one of the German states that has taken a pioneer role regarding the opening of universities
in recent years. In June 2010, a statutory framework for Lower Saxonys concept for an open university was
created through the amendment of Lower Saxonys laws on universities. The essential changes facilitate not
only the accreditation of competencies and the establishment of study programmes parallel to employment,
but also the further opening of university entrance to professionally qualified applicants. The law provides
that whoever has a vocational/professional qualification may now enter university studies related to their
field after three years of working practice.

The development of LLL at Leuphana

Leuphana has reacted to the social and economic challenges. The university has recognised that continuing
education/LLL provides it with a wide and attractive field of activity; and in order to meet the clear demand
and widen participation in higher education, it has systematically developed specific flexible continuing
education opportunities for new learner groups in full-time employment. Leuphana is also working towards
the better interlocking of university education with other modes of education through its development
of an open university concept. Leuphanas new and innovative restructuring of recent years, with its
unique study programmes and organisational model, have made it easy to meet the requirements of an LLL
university profile.
Leuphana University was re-founded in 2007 with the mission to be a humanist, sustainable and proactive
university for the benefit of society in the 21st century and to be a model for the future of German learning
and research. The opportunity for change came when the University of Lneburg was merged with a
university of applied sciences and completely restructured. The new structure was innovative in Germany,
allowing the university to deliver its unique trans-disciplinary degrees to different target groups. The range
of studies is built around four pillars. While the College and the Graduate School offer full-time bachelors
and masters programmes, the Professional school is the main seat of lifelong learning (LLL) with a range
of flexible bachelors and masters programmes designed for professionals who want to begin or return
to higher education alongside full-time work. Leuphanas fourth body, the House of Research, focuses on
questions with practical relevance for todays society.

LLL activities at Leuphana

Leuphanas LLL activities take place at three levels: concrete opportunities for those in employment, research
on the theme of LLL and especially on the needs of the new target groups with relation to LLL and knowledge
transfer, and LLL for the region and with the region.
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1. Programmes for new target groups

Leuphana offers flexible continuing education to professionals and people with vocational qualifications. So
far, programmes are available in business and health and social care fields. The programmes aim to help
relieve the labour market shortages of skilled workers.
New target groups demand new types of programmes. The Leuphana Professional School offers bachelors
and masters programmes as well as certificate courses parallel to work. Sustainable approaches to learning
allow students to keep on learning, return to learning and learn flexibly, even long after entering the
workplace. Not only do these programmes represent a unique opportunity for learners, but they can also
generate a long-term income source for the university.
The masters programmes, currently designed for leaders and managers in business as well as in social
organisations, last from three to five semesters (60-90 credit points). The bachelors programmes are
targeted at specific vocational groups. These programmes are for students with non-academic vocational/
professional educational backgrounds and with varying levels of qualifications in their field. Open access
allows advanced placement based on individual assessment of prior learning.
Course content is scientifically based, trans-disciplinary and designed to be immediately transferable to
practice in the students working life, for example, using authentic case studies. Teaching staff are experienced
in business and professional fields as well as in academia and research. They strive to integrate students
perspectives into teaching content. Study parallel to work is facilitated by blended learning methods and
after-work contact hours, IT support for e-learning and a supportive learning environment.
The Professional School tries to create an environment that is most conducive to learning. Although students
study partly off campus, they are treated as individuals, for example, they are offered individual coaching.
To ensure high quality in continuing education there are regular evaluations and accreditation procedures.
2. Researching how to deliver LLL to new target groups
There is a lack of research on the learning needs of new target groups and how to attract them. These
questions are being researched by Leuphanas Institute for Performance Management (IPM), which works in
close cooperation with the Professional School. The IPMs research team are networking with adult education
providers plus employers to identify the demand for closely tailored academic programmes for specific
professional and vocational groups, providing a bridge between vocational, adult and higher education,
degree programmes which the Professional School could then offer for these new groups.
The IPM is also exploring how to create learning environments to suit the needs of non-traditional learners
better and how to support non-traditional learners in their studies. What makes them successful learners?
Why do so few non-traditional students use existing alternative university entrance paths? How can we create
a bridge between their prior experience and work-place learning and university studies? The Professional
School is trying to create an open university with flexible entryways and accreditation of prior learning to
widen university participation while maintaining academic quality. The research project Open University
Lneburg is developing accreditation models for prior vocational learning and learning acquired outside of
traditional education in order to offer advanced placement on degree programmes to those without formal
higher education entrance qualifications.
Leuphana is also working with European universities and organisations to learn from their approaches to
opening access. The IPM is leading the European project Opening Universities for Lifelong Learning (OPULL),
which is funded by the German Federal Ministry for Education and Science (BMBF). This project is a strategic
partnership between four European universities (Leuphana University; Open University, UK; University of
Southern Denmark; University of Helsinki) researching different approaches to widening participation in
higher education. Each institution contributes its expertise to answering the research questions. Good
practices from the partner countries are being identified and integrated into an overall European model for
open universities.
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3. Bringing LLL to the region

The Professional School also offers separate masters programmes tailored to in-company management
training needs, allowing companies to offer their staff academic continuing education which is truly
responsive to the changing workplace and economy. In addition, its Knowledge Transfer Centre
and Innovation Assistance Unit were set up to enable the transfer of knowledge to companies in the
region.
To strengthen the research and development potential in SMEs and to produce highly-qualified graduates,
Leuphana is working to create new jobs in fields with secure futures through continuing education, knowledge
transfer, business start-ups and innovative research cooperation, with a wide variety of current projects
in the universitys different fields of expertise. For example, the Institute for Performance Managements
project Performance management in medium-sized enterprises is creating a long-term innovation network
of managers and owners of SMEs, to support them in developing personnel and management strategies to
strengthen their business development.

Diversity management as a future task for LLL

Commitment to LLL is part of the overall institutional strategy. LLL is interpreted and implemented in many
different ways in different parts of the university. Because LLL is primarily interpreted as serving new target
groups, the Professional School was planned as the central provider for LLL in the university. Within the
process of developing LLL programmes, and triggered by the SIRUS discussions, Leuphana has outlined its
commitment to LLL according to all 10 points of the EUA charter.
An LLL commitment results in a greater diversity of students, which, in turn, changes the culture of the
university; when students in traditional educational pathways see those who have returned to continuing
education from professional life and realise that they can remain flexible throughout their lives they begin
to see their career and learning paths as one.
In the future, in order for German universities to welcome new target groups and the increasing diversity
of learners on campus, diversity management will become a central challenge. Leuphana has to consider
how best to create a living LLL culture with a shared understanding of what this means throughout the
university. In an LLL university, this is reflected in the infrastructure, in the types of programmes and
entrance procedures, in the teaching content and methods, the quality assurance arrangements, the
focus and commitment of teaching staff and emphasis on research based learning. The commitment
is also reflected in the types of cooperation that exist with other universities and with businesses and
organisations in the region. LLL goals should also be included in the universitys business plan. In this way,
it will be generally visible right through from student services and service structures up to decision-making
at the highest level.

3.2.6 W
 eaving the university into the fabric of the region
University of Camerino
Michael J. Zebrak
Steering Committee for LLL
University of Camerino
Italy

Threading the Needle

The comparison between strengthening ties with regional stakeholders and textile design may seem
hackneyed, but, upon closer inspection, one perceives the degree to which many university initiatives are
isolated strands that could change the design of lifelong learning were they to become part of the regional

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fabric. This, indeed, is the case at the University of Camerino (UNICAM), where numerous programmes
have been developed with partners from the local and regional to the national and international levels.
However, LLL is still not seen as a holistic process that underlies the strategic decisions of the university.
As a consequence, these initiatives are often isolated, heavily dependent upon individual efforts, loosely
organised and often invisible to the university community as a whole. Moreover, a supply-side mindset
underpins most of the provision, with the result that these threads are, at best, loosely tied into the learning
needs of the outside stakeholders.
The adoption of the Charter on Lifelong Learning by UNICAM and subsequent participation in the SIRUS
project have acted as catalysts, offering the university an opportunity not only to discuss and analyse the
current state of LLL, but also to bring into focus the strategic importance of building an open dialogue
with our regional partners. This constructive dialogue is imperative in shaping the form and content of
provision based upon the real learning needs of the LLL community in order to adapt study programmes
and widen access to non-traditional students. Change of this nature necessitates, however, a redefinition of
the provision model for LLL, which must be based on the learning demands originating from outside the
university. In fact, the core of UNICAMs strategic plan is based upon a demand-driven model developed to
strengthen ties with outside stakeholders and to coordinate the efforts of teaching and administrative staff
in formulating and delivering new learning initiatives.

A changing pattern
This change in approach has already begun to alter the design of how UNICAM interacts with the region.
Existing ties with the major trade unions and professional associations have been bolstered by actively
involving them in roundtable discussions with the universitys nascent Steering Committee for LLL. These
efforts have led to the universitys involvement in a project regarding the formation of a certification body at
the regional level for professional skills and competences. This body will be formed by the four universities
present in the region, along with the representatives from trade unions and professional associations. In
addition, UNICAM has formulated a series of projects (IT related) aimed at re-qualifying workers who have
lost their jobs or have been laid off. Again this new, multilateral discussion with regional stakeholders is the
key to opening access to this target group: their involvement and support opens access to financing by
private training funds. Discussions with professional associations (the Order of Pharmacists and the Order
of Architects) have led to two professional training course proposals based on their perceived needs. Finally,
several masters degree programmes have emerged from contacts with our regional and national partners in
the areas of REACH, cultural heritage and secondary school teacher education and training.

What drives the change in pattern

The global financial crisis has impacted LLL in a variety of ways. At the regional level, the majority of funds
allocated to professional training have been absorbed by unemployment benefits for workers that have
been laid off or lost their jobs. The funding that remains is now based on a voucher system in which learners
are awarded funds to enrol in courses of their choice. The result is that regional funding is in large part
demand-driven: very few courses are being subsidised directly. This change in the funding scheme is a main
driver in how UNICAM developed its strategic action plan. In addition, the very workers who received the
unemployment benefits that drained previously available funds are those in need of training. One of the
few ways for the university to reach out to them is through the support of the regional stakeholders (trade
unions and professional associations), as they are in control of private training funds that can be used to reskill the workforce. In this time of diminishing public funding, budget cuts have thrust LLL into the fore as
not only a socially strategic endeavour, but also a way for universities to gain access to alternative funding
and to increase enrolment.

The strategy

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The strategic action plan developed by UNICAM springs from the SWOT analysis conducted for the SIRUS
project and centres on the deployment of a demand-driven provision model which hinges on the assessment
of training needs in concert with external and internal stakeholders. The model also organises the work flow

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within the institution around the Steering Committee. The model foresees six phases:
1.
2.
3.
4.
5.
6.

identification of stakeholder needs;

alignment of programmes to said needs;
widening access by providing flexible delivery;
providing appropriate counselling services for LLL students;
organisation and delivery of LLL offerings;
implementation of quality control procedures.

Figure 6: Demand driven model of the University of Camerino

Outside
stakeholders

Counselling

Learners

Identify stakeholders
training/learning needs
- Industrial Liaison Office
- Museum staff
- Personnel dept.
- Booster Club

In-house stakeholders

LLL Steering
Committee

Organisation, coordination of
learning initiatives
- School of advanced studies
- School administrative staff

The group involved

in the SIRUS Project
Vice Secretary General
Vice Rector

- Students
- Administrative staff
- Teaching staff

Formulate offerings based on

stakeholders needs

Provide access to diversified student

population

(including recognition of prior learning)

- Office on international relations

- E-learning

Source: SIRUS Project, University of Camerino

The strategy seeks to address the central issues of the EUAs LLL Charter through a very practical and businesslike approach. The thought being that embedding LLL into the culture of the university will take place to the
extent that the community must deal with these issues as they arise through the course of the initiatives the
university undertakes. As one may deduce, the strategic action plan itself is a strand that has not yet been
woven into the overall strategy of the institution. However, this will take place alongside the aforementioned
embedding process. Paradoxically, awareness of and sensitivity to the needs of lifelong learners spring from
the communitys involvement with students in their learning process.

The Steering Committee

The strategic action plan, as well as the work which led to its drafting, is the work of UNICAMs Steering
Committee. The Committee was formed in February 2010 with the purpose of guiding institutional change
within the ambit of LLL. The Committee has met on a regular basis over the past 15 months not only to
manage the SIRUS project, but also to discuss, plan and implement a series of initiatives. Naturally, the
strategic plan is the product of the concerted efforts of the members of the Committee, which has received
support from the rector of the university, and leadership from the vice-rector in charge of graduate studies.

Implementation
In order to strengthen ties with regional stakeholders, many new initiatives are being implemented through
bolstered relations with outside and in-house stakeholders. This attests to the implementation of the action
plan itself. Beyond these regional horizons, the university is developing a course on gender mainstreaming

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within the ambit of equal opportunity; a masters degree course in cultural heritage to be delivered in
e-learning at the national level; participating in the Alpha III project regarding university accreditation in
Argentina; and delivering safety in the work place training for the employees of UNICAM and other public
sector bodies.

What the future holds

Undoubtedly, the main strategic goal for the coming years is to found a Centre for LLL which is able to bring
together the various LLL initiatives at the university. Another important goal is to institute a school for equal
opportunities to provide appropriate training for decision makers in the public and private sectors in order
to meet the challenges of gender issues in the Information Society. UNICAM will also take part in a new
Italian Network for LLL from its very inception and plans to become an active member of EUCEN within the
very near future.

3.2.7 Lifelong learning at Wrocaw University of Technology

Janusz Gorniak, Hanna Helman, Piotr Kubinski, Jan Kwiatkowski, Andrzej Moczko, Jerzy Rutkowski,
Jolanta Ruszel, Agnieszka Wilczynska
Wroclaw University of Technology
Poland

Background
Wrocaw University of Technology (WUT) is an autonomous technical university and an academic research
institution. Its mission it to form creative, critical and tolerant undergraduate and post-graduate students
and to lay the foundations for new directions in science and technology. The university executes its mission
through inventiveness and innovation, maintaining the highest standards in scientific research, knowledge
transfer, and high quality of education and freedom of criticism with respect of law. As an academic
community, Wrocaw University of Technology is open to everybody, fosters academic values and traditions,
broad cooperation with different universities and strives for prominence amongst European and world
universities. Development directions of WUT are determined by the following strategic aims:
1. Raising the level of science research dictated by the position of the university as a research
university in the knowledge and innovation communities
2. Improving the academic education of students together with shaping their personalities for civil
society
3. Creating a wide professional educational offer of postgraduate studies and different forms of
continuous education, corresponding to social needs and, especially, the labour market
4. Developing and fostering a strong feeling of the academic community based on the intellectual
and social association of students, graduates and employees of Wrocaw University of Technology
and developing and maintaining good relationships with its closer and further environment
industry, local, national and international organisations and especially with graduates
5. Improvement of internal processes and balanced development of the universitys resources,
supporting the realisation of aims 1 to 4 above.

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Lifelong learning strategies are essential tools in these goals. Raising the level of research and innovation,
as expressed by the position of the university in the communities of knowledge and innovation, is very
important for WUT as well and this can be accomplished by putting every effort into improving lifelong
learning programmes and strategies. One of the elements of WUTs strategy is the LLL programme. It is
the main reason that the Centre of Continuing Education was created as an extra faculty by the Senate of
WUT on 21 October 1993. The primary aim of the Centre is to promote and implement lifelong learning
programmes in various didactic forms, providing complementary education on engineering, masters and
doctoral levels corresponding to market needs, essential in the areas represented at the university. The
main purpose of the Centre is to provide teaching services to clients outside the university. This includes

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small and medium-sized enterprises, as well as staff and students of the university. The activity is conducted
in accordance with the results of market research on the demand for educational services, and includes
various forms of lifelong learning education: changes in professional specialty, updating of knowledge and
skills, improvement of professional qualifications, acquiring a second job, acquiring specific professional
qualifications. The Centre operates in agreement with local government and economic authorities, units of
state administration, economic organisations, domestic and foreign universities, etc.

A Working Group on lifelong learning

At early 2010, a specific LLL Working Group was formed by the vice-rector for development of the Wrocaw
University of Technology. The main goal of the group was to develop the university LLL strategy. The
proposed strategy sits neatly within the Bologna Process, which includes, for example, recommendations for
the development of lifelong learning. And learning throughout life is considered as one of the priorities for
higher education to 2020. It also includes the 2009 report prepared by the Polish government Poland 2030
development challenges, which underlines that one must learn throughout life. The pace of scientific
development, especially in engineering sciences, means that everyone, regardless of age, needs to develop
and acquire new qualifications to keep pace with the labour market. The report cites the Academy of
Experts, which estimates that by 2025 there will be 250 000 300 000 new jobs in knowledge-based
occupations. This will represent about 45% of all new jobs, available only to those who have developed their
professional qualifications.
The strategy fits the prepared draft Strategy for the Development of Higher Education in Poland until
2020, both in the ministerial as well as environmental draft (prepared by the academic community), which
highlights the opening of universities to students from different age groups and offers them various forms
of training to renew knowledge and skills previously acquired in their professional lives. Organising and
expanding the learning context for lifelong learning carried out in university also fits into the Strategy for
the Development of Wrocaw University of Technology.
The LLL strategy takes into account the development trends of the economy of the country and is based
on assumptions about the economic development of Lower Silesia identified in the Silesian Region
Development Strategy to 2020, which promotes a knowledge-based economy, which is rapidly growing
and generating new and better jobs. Labour market research commissioned by the Lower Silesian Marshal
Office in 2009/2010, based on development trends of industry and the demand for engineers, suggest
a long term development trend towards sectors based on advanced technologies and innovation. The
recommendations made can be summarised as follows: the primary task of educational institutions should
be to train students in order to place them a strong position in the labour market. Educational institutions
should adapt their educational offer in terms of quantity and quality to meet employers needs by basing
the actual number of study places offered in the different fields of study on the trends of regional economic
development forecasts. Moreover, teaching should be more focused on practical skills, knowledge of foreign
languages and the development of soft skills.
There are also plans to patent the development of the educational system to enable continuous learning
by encouraging a lifelong learning system in the region and enhancing the role of universities in adult
education and lifelong learning system integration with the traditional education system.

LLL vision of Wrocaw University of Technology in 2020

We realise the openness of education through internationalisation and the flexible organisation of
framework
We have the widest range of teaching provision in the Lower Silesia region including a fourfold
increase in the offer of postgraduate study
We have a wide range of courses supported by e-learning techniques
The European and national qualifications frameworks have been implemented and are used for the
recognition of prior learning
We increase the range of further educational options, after first degree graduation, and after the
requirements formulated by the university have been met

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Graduates have the key competencies expected by employers in: teamwork, problem solving,
decision making, project management, business ethics
We have launched an efficient system of information and advice on career development for those
interested in lifelong learning at the Technical University of Wrocaw
We develop innovative methods and use various forms of lifelong learning through which students
gain knowledge and practical skills relevant to labour market needs
We cooperate with employers, local authorities, academia and other interested parties to improve
the LLL system
We support occupational and geographic mobility of students and graduates.

Strategic objectives system

The figure below presents a system of strategic objectives related to LLL.
Figure 7: Strategic objectives system of the Wroclaw University of Technology

The overarching
strategic objective

The strategic
objectives of the
second level

The strategic
objectives of the
third level

Building the image of the leading

university in the area of technical
sciences in the country and Europe

2.1. Increasing the importance of

educational qualifications and
increasing the role of lifelong
learning

3.1. The creation of the best

and widest choice of LLL
adapted to the needs
of the labour market

2.2. Increasing access to education

at the highest level of people
of different ages and different
educational levels

3.2. Increasing the number

of listeners studying at
the Wroclaw University
of Technology in the
system of LLL

3.3. Increasing the

employability of
students at the Wroclaw
University of Technology
in the system of LLL

Source: SIRUS Project, Wroclaw University of Technology

Three strategic levels have been identified. The overarching strategic objective is Building the image of the
leading university in the area of technical sciences in the country and Europe. This certain strategic objective
results from the strategy of whole university, which aims to achieve a strong position in the European
Research Area. The strategic objectives of the second order are intended to enhance the role of knowledge
and learning and to improve the openness of WUT to the educational needs of society at different ages,
different levels of education and different stages of work. The strategic objectives of the third order directly
relate to the education of students at the Wrocaw University of Technology in the lifelong learning system.
The first of these relates to creating the highest quality of LLL offer as the essence of the development of this
kind of education at our University. The second strategic objective relates to the creation of a system and an
institutional basis for the functioning of LLL in the university as well as to increase the number of students in
this system. The last strategic objective relates to activities for increasing the employability of our students.

Conclusion

46

In view of anticipated legislative changes in Poland, the work related to preparation of the new Wrocaw
University of Technology institutional strategy has already begun. Developed under the SIRUS project, LLL
strategy will be taken into account during this work.

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Implementation of LLL at WUT will be promoted by:

Economic trends:
- Close the economic gap between Poland and the highly developed countries of the European
Union
- Polish economic development based on modern technologies and innovation
Growth in demand for employees with high-quality technical professional qualification
Increased educational aspirations of society resulting from the increasing role of customer
satisfaction and employee satisfaction, social prestige, financial success, career development,
which determines the necessity and the need to improve professional competence formally.
The threat to the smooth implementation of the strategy can be:
Baby bust decreasing number of graduates and the declining population of working-age people
Low interest in mathematical and technical sciences among young people
Financial constraints.

3.2.8 L ifelong learning in a virtual university:

Experiences from the Open University of Catalonia (UOC)
Begoa Gros
Vice-rector of Research and Innovation
Open University of Catalonia
Spain

Background
The Universitat Oberta de Catalunya (Open University of Catalonia, UOC) was founded in 1995 by the
Catalan Parliament. From the outset its main mission was to extend access to higher education and lifelong
learning to people who cannot attend university in person because of geographic or time constraints. Its
aim is to help individuals meet their learning needs and provide them with full access to knowledge. Lifelong
learning is part of the institutional strategy.
The institution is well recognised and the number of students has been increasing steadily in recent
years. On average, our students are between 33 and 37 years old, and most of them have a full-time
job. Currently, 57% of the students are women. The learning system is completely online and there are
strong professional relationships between the students and their teachers and mentors in the virtual
campus.
During 2006-2007, the university president analysed the educational offer in order to respond better to
the challenges created by the economic crisis. Among the many concerns, the current economic crisis
has revealed the inadequacy of the Catalan and Spanish production model with regard to economic
competitiveness and the global knowledge society. This serious stumbling block to the future wellbeing
of society, which translates into a rise in unemployment and the erosion of sustainable jobs, is rooted in
clear shortfalls in the education system. It is very relevant to provide a flexible higher education linked to
creativity, entrepreneurship, innovation and the ability to take decisions to react to needs. To achieve a
better flexibility for establishing links to society, in 2007 the university created the International Graduate
Institute to improve the structure of postgraduate programmes.

The International Graduate Institute

The International Graduate Institute (IGI) offers postgraduate programmes tailored to respond to the LLL
needs of society, such as in-company programmes developing specific content and skills for each of the

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business units and the sectors within those units. In addition, we have a specific programme for adults over
25 to access the universitys undergraduate studies and open programmes.
The Institute has an international advisory council in which experts from the academic and professional
world participate. They assess the academic and professional quality and suitability of the training offer and
help to identify opportunities and changes within the academic-business environment, both at national and
international level, and to attract talent and knowledge from the business world.
With regard to students, the aim of the IGI is to present an extensive education offer according to their
education needs. LLL programmes are developed with a curricular structure designed in a modular and
flexible way using problem-solving-based methodology.
Academic recognition of prior professional experience (ARPE) becomes especially relevant. For this
recognition, contributions by the competent bodies and persons, such as highly regarded professionals,
accredited associations or related companies and institutions recognised by society, which may act as
consultation bodies, may be taken into consideration. Recognition of knowledge and work activities carried
out by students during their lives is one of the differentiating and key elements of the UOCs LLL programmes.
The flexibility provided through assessment of prior achievements has an impact on education. It facilitates
continuous learning based on the development of the students academic-professional profile.

eLearn Center
In 2009, the University decided to focus its research and innovation on the use of ICT for LLL, and
a specific research centre was created (eLearn Center), chaired by the vice-rector of research and
innovation.
The research activities of the eLearn Center reflect the priorities identified by the experts in e-learning
related to three main areas: management and policy, learning and teaching processes and educational
technology.

Strategy plan
The strategy plan is based on the analysis of the different initiatives taken at our university. There was a
process of revision of the mission statement, the values and guiding principles. It was created using a
bottom-up strategy with the participation of the main agents of the organisation: academic and technical
staff. The rector and the management team discussed the different strategies and established a calendar
and the action plan.
We established eight guidelines related to LLL. They form part of the universitys mission and values and
reflect the UOCs expertise and its differentiation.

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1. Globalisation. The contribution of LLL to the UOCs presence in the world as a prestigious
university through the creation of global programmes, both in terms of the design and content;
the transfer of knowledge and cooperation between the people who constitute the programmes
(teaching staff and students); and knowledge-based relationships with other similar universities
and/or institutions.
2. Multidisciplinary. To offer education programmes aimed at developing teaching-learning
processes, which promote multidisciplinary collaborative work.
3. Mobility and attracting talent. LLL at the UOC as a base for mobility, virtual and on-site
programmes, for teachers and students. Mobility also offers potential to attract and share talent
with other universities and organisations around the world.
4. Professionalisation. LLL programmes help: 1) improve the competitiveness of people and
companies and ensure greater and better employment for people and 2) promote continuous
learning as a lifelong investment for people and organisations. These programmes are also aimed
at improving sustainable employment for students, academic recognition of the professional
activity carried out, and meet the education demands of society and the professional world.

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5. Quality. Quality is determined by the following elements: the relationship between teaching and
research development; the flexibility of the programme to innovate and improve the education
offer; the richness of teaching resources and student learning support resources; the level of
integration and postgraduate professional improvement; and the experience of teachers, both in
terms of their ability to teach and get the most out of ICT and their skills when teaching within the
EHEA framework, in a virtual learning environment.
6. Flexibility. There must be flexibility in the programme design and in how the learning itineraries
are presented to students.
7. Cross-disciplinary approach. The desire to create LLL official and UOC-specific qualifications
irrespective of whether or not they provide access to doctoral programmes combine a (multi)
disciplinary nature with a cross-disciplinary approach.
8. Sustainability. Programme design and development must ensure academic and economic
sustainability-feasibility (having the knowledge and human resources to deploy the programmes)
of the LLL offering at the UOC.
These guidelines are essentially based on the European standards and guidelines which ensure quality in the
EHEA (ENQA4), on criteria used for the quality in official postgraduate programmes, accreditation of masters
programmes (AQU5 and ANECA6), and on UOCs LLL experience.

Action plan
The first priority in implementing the strategic plan is to develop flexible ways to organise continuing
education and to innovate teaching-learning forms. To do this we need to incorporate new technological
platforms and teaching tools and resources (teaching plans, activity design, fast-acting flexible and dynamic
materials, use of content available on the net, open content, etc).
The development of the Open Programmes is also important. It comprises different types of programmes
in accordance with the demand profiles for which they have been designed: Creation of the Companies
Virtual Nursery (Emprenedors.net); Expansion of Open Programmes (Oberts.net), etc.
The academic recognition of prior professional experience includes proof of professional skills acquired
before successfully completing the programme and its transformation into credits on the students academic
transcript and the diploma supplement.
Finally, it is very important to collect data about learning results, satisfaction and employment to be able to
have rapid feedback into the decision-making process and to improve our system constantly. It is necessary
to adapt the different tools that we have developed to obtain data from the students and be able to produce
a rapid response to fulfil the needs of the students.

Conclusions
LLL is one of the main missions of UOC; on-line learning is the method for acquiring knowledge. However,
during the last 15 years, the use of the Internet has changed considerably and in order to adapt to social
needs the university must rapidly and constantly improve its learning methodologies. The creation of the
International Graduate Institute and the eLearn Center aims to improve the quality from the academic and
research perspectives.
The success of this action plan depends on internal and external factors. First, applying our model of academic
recognition is not problem-free. Our students have a different profile to those in traditional universities. In
fact, most have had prior university experiences (73.7%) many are seeking to complete their studies, take
a second degree, or follow a specific course. However, we cannot apply our model of prior recognition in
official programmes due to the very restrictive Spanish legislation.
E uropean Association for Quality Assurance in Higher Education.
Agncia per a la Qualitat del Sistema Universitari de Catalunya.
6
Agencia Nacional de Evaluacin de la Calidad y Acreditacin.
4
5

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The second challenge is the internal organisation. To provide flexibility in a virtual university, the internal
support of most of the areas (different calendars, access to campus, development of materials, etc) need to
change in order to be able to provide rapid support to the students.
We also hope to increase the internationalisation of the programmes. We have courses in Spanish and we
have a good relationship with Latin America universities. At the same time, we have started to provide a few
courses in English because the challenge is to participate in an international community.

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Part 4 A strategic approach to

implementing lifelong learning
Part 4 is based on an analysis of the participants contributions to the SIRUS project, particularly the case
studies included in Part 3 and the institutional presentations in Annex III. It focuses on: (1) the framework
conditions that the universities have identified as important in order to develop and implement a lifelong
learning strategy, (2) the key aspects to address when creating a lifelong learning strategy and (3) issues to
consider during the implementation stage.

4.1 Framework conditions: funding and legislation

The very first discussions in SIRUS pointed to funding and legislation as two essential prerequisites for the
strategic development of lifelong learning. Tertiary LLL legislation has been introduced in many EU countries.
Thus, of the 18 countries represented in the project, 12 had legislation in place as shown in Figure 8.
Figure 8: Supporting legislation on LLL in the 18 countries of the SIRUS institutions

Countries with

supporting legislation:
BE-FR, BE-NL, DK, FI,
FR, GR, HU, IE, LT, NL,
RU, SK, UK (EWNI)
6

12
Countries with no

supporting legislation:
AT, DE, ES, GE, IT, PL

Source: SIRUS project

Very few countries represented in the SIRUS project, however, have actively responded to the government
commitments of the Charter, especially when it comes to funding the development of lifelong learning
activities in European universities (cf. Figure 9). In fact, only four countries in Europe have specific funding
for the development of lifelong learning activities. The lack of funding is an important brake on developing
institutional strategies for lifelong learning as a number of recent reports argue (Trends 2010, BeFlex and
BeFlex+).

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Figure 9: Government funding for the development of LLL in the 18 countries of the SIRUS institutions

Countries with funding

for the development of

lifelong learning:
DK, FI, FR, NL
Countries with no funding

14

for the development of

lifelong learning:
AT, BE-FR, BE-NL, DE, ES,
GE, GR, HU, IE, IT, LT, PL,
RU, SK, UK (EWNI)

Source: SIRUS project

The lack of funding, however, did not deter the participating universities from developing a strategic approach
to lifelong learning and diversifying educational provision. As shown in a recent EUA report, universities
have been paying increased attention to the diversification of income streams in order to complement or
compensate for stagnating or declining public funding. The report reveals the range of approaches to foster
income diversification. Lifelong learning activities play a role for 65.5% of the universities, but its share in
the total funding is minor compared to that of other activities, such as fundraising, spin-off companies, and
science parks (EUA 2011b).
In addition, while diversifying income requires, in general, a legal framework that allows universities to do
so, this does not apply necessarily to LLL activities. Indeed, universities in many countries are expected, if not
obliged, to offer LLL activities at full cost (for examples of business models, see EADTU, 2010). The problem
is that for LLL (and probably other activities of the university) it is difficult to cover full costs. A revealing
example is that of the Palmenia Centre for Continuing Education (University of Helsinki), the largest lifelong
learning institution attached to a university in Europe. Even such a well-established institution does not
recover all the costs incurred, although it has successfully exported its programmes to other countries.
Currently, the income flowing into the Centre covers about 90% of the associated costs (EUA, 2011b: 54).
Finally, legislation and funding for lifelong learning are often very complex and related to labour market
legislation and opportunities for lifelong learning students to receive student grants and loans.

4.2 K ey aspects for developing and implementing

institutional lifelong learning strategies
Regardless of the external framework conditions and the fact that the universities participating in the SIRUS
project were at various stages in developing LLL, the analysis of their institutional strategies identified the
four following aspects as common elements:

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1. Diversifying student populations

2. Diversifying services to learners
3. Diversifying educational provision
4. Diversifying partnerships

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These four aspects form the central axes that universities have to consider when creating and implementing
a strategy for lifelong learning. As pointed out earlier, they do not in reality differ from the core provision of
education.

4.2.1 Diversifying student populations

Diversification is a key word regarding the populations that universities aim to attract, as a response to the
challenges of the knowledge society (cf. Part 2) and as an attempt to increase income streams and sustain
institutional funding (cf. 4.1). Diversification in the context of this report means increasing participation
from all strands of society, and that the institution offers opportunities to all types of students at any moment
during their individual pathway. This aspect is closely related to diversifying the provision of education and
student services (cf. 4.2.2 and 4.2.3).
Generally, universities committed to LLL identified in their strategic approach the specific populations that
they want to involve depending on institutional culture, social and economic environment, organisation
and strategy. Sometimes these are qualified as non-traditional students as opposed to the traditional
students who are often young and full-time. Many universities have little or no leeway to select their
traditional students because most admissions procedures in mainland Europe are based on open access
or grade point average, but institutions do have the possibility to select students for specialised degrees
or courses such as professional up-skilling, continuing education or tailor-made courses for specific target
groups. When different admissions procedures co-exist, it may lead to further fencing off of LLL and access
from mainstream education.
The institutions in the SIRUS project mentioned the following groups of non-traditional learners:
Full- and part-time students from non-traditional backgrounds
Mature learners
Returners(either drop-outs or professional up-skilling)
Immigrants and ethnic minorities
Learners with no formal qualifications
Students with disabilities
One particular group of potential students were the focus of attention: the learners with no formal
qualifications who apply for recognition of prior learning (RPL). RPL whether used towards part of or a
full degree is considered to be a major challenge both by the institutions where it has become common
practice and by the institutions that have not yet started to address the issue in connection with lifelong
learners.
Figure 10: Recognition of prior learning in the 29 SIRUS institutions

Mechanisms for the

recognition of prior
learning (RPL) in place

15

14

Mechanisms for the

recognition of prior
learning (RPL) not in place

Source: SIRUS project

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Only half of the participating institutions used RPL towards a degree in a systematic way. The participating
universities from Belgium, France and Ireland have had substantial experience in validating prior learning
for parts of or for a whole degree. In other countries, the legislation was in place, but not in common use
yet. The recognition or validation of prior learning for access to a degree programme was commonly used
in most countries and was felt to be less controversial. One major concern was of a financial nature as
the application process itself is very costly and time-consuming both for the applicant and the institution.
The division of labour between different parts of the university services may be an explanation as to why
recognition of prior learning is so difficult to implement for the majority of the universities in the project (cf.
Figure 10).
One of the key discoveries for the universities participating in the SIRUS project was the link between access
and lifelong learning. In many universities there had been no reflection on linking these two dimensions.

4.2.2 Diversifying services to learners

As pointed out in Part 2, it is essential not only to attract new groups of students, but also to make a sustained
effort to retain them and to facilitate their transition back into working life by offering them appropriate
support. The participating universities underlined the interaction between the provision of student services
and the possibilities to diversify the student population. Thus, all universities considered it important to
address a wide variety of learners and to provide up-to-date and specific services in order to attract and
retain both non-traditional and traditional learners, young and mature students, and generally to meet the
needs of a more heterogeneous student population.
In general, the development of student services has been partly prompted by the massification of European
higher education and partly by the implementation of Bologna. Academic advising has become essential in
order to guide students and ensure the coherence of individualised learning paths. In addition, the focus on
access, attainment and employability requires student services that support these aims (cf. Part 2).
In general, there were two approaches to providing support services to learners: either as part of the overall
provision of student support services or in special units directly attached to a centre for continuing education.
Both approaches have their strengths and weaknesses, but the central point is that it is essential to have
student support services that target lifelong learners and their specific needs. In addition, wherever the
student services might be placed, it is important to initiate an internal dialogue on how best to collaborate
in order to ensure that the support services are inclusive and responsive to the needs of lifelong learners and
that of the more traditional student.
At most universities student services were provided separately for traditional and lifelong learning students,
although it was not necessarily perceived to be the best way to organise them. This was often done for
funding reasons and included:
Access offices, access programmes and procedures: pre-entry preparatory courses, orientation
programmes, entry routes, etc.
Validation (recognition) of non-formal and informal learning, validation of prior learning, validation
of experience, with a large diversity in the conception and the implementation of this procedure
Other services, for instance, those supporting the participation of students with children (day
nursery, etc.).
It is worth noting that this set of services support access albeit sometimes in an implicit way. This suggests
that there is a need to link access and LLL and that it is difficult to develop a lifelong learning strategy
without paying attention to access procedures as pointed out in Part 2.
In addition, the following general services were available for all students at nearly all the universities
represented in SIRUS, but with varying levels of ambition and scope:
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Information offices
Academic guidance provided by professionals

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Social, medical and psychological services

Career guidance offices, placement offices.
Student services are essential to the competitiveness of the university whatever its profile: all students
need support throughout their student life cycle as pointed out in Part 2. The universities with a tradition
of continuing education offices have accumulated a genuine expertise which could be also used for the
traditional student cohorts.

4.2.3 Diversifying educational provision

Diversity is also the key characteristic of educational provision. The range of provision on offer is directly
linked to the strategy of the university and to its conception of lifelong learning as well as to the populations
that it wishes to attract or the specific demands it seeks to meet. The contextual drivers massification, the
economic crisis, demographic changes and new regional needs (cf. Part 2) have changed educational
provision in many of the participating universities; in particular, the expansion of higher education has taken
a different form depending on the context.
With the diversification of educational provision and as part of the Bologna reforms, there is an emerging
common engagement in developing student-centred learning. As discussed in Part 2, this approach to active
and flexible learning is fundamental to diversifying educational provision through the following aspects:
Time and place of delivery: flexibility and tailor-made arrangements allowing students to study at their
individual pace, organise individual learning pathways, and take into account specific constraints
faced by the learners. These arrangements include: distance learning, e-learning, blended learning,
tailor-made up-grading or professional development programmes (for alumni), summer schools,
third age and childrens universities, resources centres, modular part-time programmes, out of
hours programmes, bridging courses, credit accumulation systems, semesterisation, etc.
Willingness to meet non-traditional learners needs through the recognition of non-formal and
informal learning.
More supportive relationship to learners, based on tutoring and mentoring, new assessment
approaches, and active learning especially when reaching out to non-traditional students such as
children, students with no formal qualifications, and adults.
The participating universities indicated that they were creating more flexible learning environments (cf.
Figure 11). The introduction of flexible study structures and the possibilities for open and distance learning
(ODL) was considered by the majority of the universities as the basis for their educational provision, especially
for LLL. Thus, engagement in lifelong learning is associated with a move from traditional to mixed mode
teaching (cf. Part 5).
Figure 11: Flexible study structures and open and distance learning in the 29 SIRUS institutions

Flexible study structures

and open and distance

learning (ODL)
introduced

Flexible study structures

20

and open and distance

learning (ODL)
not introduced

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Source: SIRUS project

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A number of universities in the project, particularly from Belgium, Finland, Spain and Poland, were exploring
the possibility of developing joint degrees for lifelong learning students or targeting international learners
through courses offered in a major language (e.g., English or Spanish). Thus, the project showed interesting
and new cross-fertilisation between the internationalisation and the lifelong learning agendas.
As indicated above, diversified education cannot be provided without first having developed services that
can attract and retain students, and cannot be successful without entering into partnerships with the local,
regional or national stakeholders.

4.2.4 Diversifying partnerships

The majority of the universities involved in SIRUS linked the development of LLL policies to a wide range
of partnerships that depended on their regional and geographical position and responded proactively to
external demands. Partnerships included:
Local or regional authorities
Regional employment offices
Regional and international companies
Trade unions and professional organisations
Educational institutions.
These partnerships often led to bespoke programmes tailor-made for external partners. The most frequent
partners were companies and professional organisations that have a shared interest in the development of
courses and programmes that aim at meeting the needs of different populations and contributing to local
and regional social, cultural and economical development. In some cases, the current economic crisis had
spurred the development of specific courses to upgrade the qualifications of the local or regional workforce
or courses specifically targeted at the unemployed, often with the support of the public unemployment
services. In other cases, cooperation ceased due to lack of funding.
Figure 12: Building external partnerships in the 29 SIRUS institutions

Building external

partnerships is an
institutional strategic
priority

12

Building external

17

partnerships is not an
institutional strategic
priority

Source: SIRUS project

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Cooperation with external partners is essential for the development of specially targeted modules, but the
experiences presented during the project showed that it is not always easy to establish a close working
relationship and sustain it over time. Figure 12 above shows that a little more than half of the universities
viewed external partnerships as a strategic priority. Certain types of higher education institutions or disciplines
found it easier to engage with external stakeholders. Many SIRUS participants felt that more efforts were
needed to establish and, most importantly, sustain and maintain these partnerships over time. It was also
suggested that the interrelationship between research, education and innovation described through the
knowledge triangle can be used to initiate cooperation that may not have an economic driver, but a more
civic or societal driver instead (cf. Part 5).

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The responsible partnering approach (EUA et al., 2009), commonly used for research cooperation, could
easily be extended to education by focusing on the following aspects:
How to identify partners?
How to communicate with the partners and maintain their continuing involvement?
How to follow these initiatives and ensure that they are of the highest quality and respond to the
evolving needs expressed by the partners (cf. Part 5)?

4.3 Implementation issues

4.3.1 Positioning lifelong learning within the institution
The internal organisation of lifelong learning is another cross-cutting issue that was highlighted and discussed
during the project. The most common approach was to organise and support the implementation of lifelong
learning in a centralised unit. This was the case for 21 out of the 29 participating institutions. The centralised
unit is most commonly in charge of establishing external partnerships with stakeholders and addressing the
lifelong learners needs. The remit of the unit while usually named the continuing education unit or similar
is radically different from university to university, as was discussed in Part 3. The unit in charge of lifelong
learners is often located at the margin of the institution and of the core provision of teaching and learning.
Figure 13: Organisation of lifelong learning in the 29 SIRUS institutions

LLL is organised

in a centralised unit
8
LLL is not organised

in a centralised unit
21

Source: SIRUS project

The organisation and the institutional placement of the lifelong learning unit may play a central role in the
strategic development of lifelong learning and in promoting internal quality assurance processes for this
area.

4.3.2 Quality assurance processes

Institutions in Europe have made great strides in developing their internal quality processes. These are
usually focused on teaching and learning but also cover aspects of research activities and service to society.
If the institution views lifelong learning as a core function, internal quality processes will naturally cover this
area as well. As noted earlier (cf. Part 3), however, the lifelong learning offer is often fenced off from the
traditional course offer. As such, it can be bypassed by internal quality processes and, therefore, have less
legitimacy than core educational provision.

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Figure 14: LLL and internal quality assurance in the 29 SIRUS institutions

LLL activities are

covered by internal
quality assurance
processes

11

LLL activities are not

18

covered by internal
quality assurance
processes

Source: SIRUS project

SIRUS participants argued on the basis of their existing institutional practice that lifelong learning including
specific aspects such as access and student diversity should be covered by internal quality processes along
with other institutional activities.
Research conducted by EUA revealed that, in order to develop good internal quality processes, the institutions
must have
a capacity for long-term strategic planning in order to develop quality monitoring of their activities
in a meaningful way (i.e., to ensure feedback into the strategic planning process). This implies a
stable funding and legal environment and the capacity for the career management of academic and
administrative staff (EUA, 2005: 8).
These preconditions are essential to any institution, even if the nature of quality processes varies depending
upon the institutions internal and external environment. Therefore, while it is difficult to propose a single
approach for internal quality processes, EUAs Quality Culture report identifies eight principles on which
these should be based (EUA, 2005: 10). They include:
building a university community and the staff s identification with the institution
developing the participation of students in quality processes and, more generally, in university
governance
ensuring the development of a quality culture through communication, discussions and devolved
responsibilities
agreeing an overarching framework for quality review processes and standards
defining key institutional data historical, comparative, national and international and
systematically collecting and analysing them
involving the appropriate external and internal stakeholders
stressing the self-evaluation stage as a collective exercise for the unit under review to ensure
the implementation of appropriate change (this includes academic and administrative staff and
students)
ensuring a follow-up of the internal reviews: e.g., implementation of the appropriate
recommendations and feedback loops into strategic management.
These principles are perfectly applicable to monitoring lifelong learning and access, although it might
be challenging to involve non-traditional students who might lack the time to engage in internal quality
processes.

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4.3.3 Recommendations for strategic implementation

Discussions in the SIRUS project revealed a widely shared view that, in order to bolster the impact of LLL and
access, it is important to engage strategically placed individuals and create external strategic alliances and
partnerships (cf. Part 2).
Internally, it is essential to engage both the leadership and academic colleagues by:
initiating discussions on the LLL institutional policy
showcasing good practices that support an integrated LLL perspective
defining indicators and initiating data collection related to LLL that can showcase success in this
area
engaging in wide consultation with colleagues to create consensus, but basing actions primarily
on allies
recognising that development takes time, and respecting the rhythm of colleagues: giving them
time ... but not too much.
Externally, it is essential to work strategically and pragmatically with the local, regional, national and
international companies, organisations, other education institutions and the community that can be potential
allies in creating regions of knowledge and can enhance regional development (cf. Part 2). Cooperation may
also take the form of closer collaboration between different kinds of educational providers in the region.
These elements of strategic orientations and implementation are complex and challenging. The notion of
the engaged or civic university, which is discussed in Part 5, could bring coherence to a strategic approach
for lifelong learning and unite all the different aspects that have been discussed in this report.

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Part 5 C onclusion:
The engaged university
Part 5 concludes this report by considering how the concept of the engaged or civic university may embrace
the different ways in which European universities engage in lifelong learning.
The European Universities Associations Charter on Lifelong Learning promotes the introduction of a culture
of lifelong learning in Europe and in European higher education institutions. As mentioned earlier, that is not
to say that European higher education institutions have not engaged in lifelong learning activities before,
but rather that the LLL Charter encourages the institutions to move from an activity-based concept of LLL
to an inclusive and responsive strategic approach where all teaching and learning provision is regarded in
a lifelong perspective. The move is illustrated in the case studies presented in Part 3 and the institutional
presentations that can be found in Annex III.
Figure 15, below, indicates the positioning of the institutions at the beginning of the SIRUS project. A minority
of the participating institutions regarded LLL solely as an activity, but such factors as the demographic
developments and the economic crisis have prompted them to participate in the SIRUS project. At the other
end of the scale, a number of institutions were far advanced and were about to develop or had adopted
an institutional strategy where the concept of lifelong learning played a major role. These institutions were
generally prompted by a national legal framework (but supported by funding only in four countries, cf.
Part 4) and an institutional leadership that strongly supported the re-framing of an inclusive and responsive
lifelong learning strategy. Indeed, one of the main findings of the project has been the pivotal role that an
engaged leadership plays in the development and implementation of an institutional strategy for lifelong
learning.
Figure 15: Institutional strategies at the beginning of the project
Institutional leadership

Traditional mode of teaching

LLL as a dispersed activity

LLL as an integrated strategy

Mixed mode of teaching

Source: SIRUS Project

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The sample of the universities participating in the SIRUS project confirmed the findings of the Trends 2010
report: one-third of the universities already had an LLL strategy in place but wanted to refine it; two-thirds
had a series of activities in place but wanted to consolidate and create an integrated strategy for lifelong
learning, either as a stand-alone strategy or included in the overall institutional strategy.
The SIRUS project contributed to the development of many institutions as they moved from regarding LLL
as an activity towards integrating it into the overall institutional strategy as shown in Figure 16. While there
are a number of different drivers for the implementation of institutional lifelong learning strategies, from
an institutional point of view engaged leadership has been singled out as conditional to the other factors.
Another interesting finding is that 21 of the 29 universities have introduced flexible learning paths (cf. Figure
11 and Figure 16) and mixed teaching modes.
Figure 16: Institutional strategies at the end of the project
Institutional leadership

Traditional mode of teaching

LLL as a dispersed activity

LLL as an integrated strategy

Mixed mode of teaching

Source: SIRUS Project

5.1 Engagement
This report ends with the notion of engagement, which has been alluded to throughout the text. The notion
of the engaged university touches upon all aspects of university missions teaching, research and service to
society and ties together the different strands of this report.
In her contribution to the Vienna SIRUS seminar, Ellen Hazelkorn argued that the knowledge triangle has
the potential of broadening the conceptualisation of higher education, and to enable higher education to
demonstrate value beyond the ivory tower. With the emergence of new knowledge providers, universities
are no longer the sole supplier of new ideas or innovation; rather research is conducted increasingly through
bilateral, inter-regional and global networks, with interlocking innovation systems because complex problems
require collaborative solutions. The strengths of European universities may lie in providing research-informed
teaching and teaching-informed research, using real-life problems and issues, and engaging in research that
is derived and developed in tandem with end-users. This ensures that research promotes social, economic
and technological innovation, within a reciprocal partnership model that stresses knowledge exchange
rather than simply knowledge transfer. Thus, Hazelkorn argues, universities are ideally placed to strategically
develop their capacity to provide lifelong learning and should engage proactively to retain this advantage.
Hazelkorn uses John Goddards concept of the civic university (Goddard, 2009) that provides opportunities
for the society of which it is part (individual learners, business, public institutions), engages as a whole

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rather than piecemeal with its surroundings, and enters into partnership with other universities and colleges.
The civic university is managed in such a way as to facilitate wide engagement with its local and regional
environment and positions itself strategically, as is the case with some of the universities in the SIRUS project
that have progressed the furthest in implementing a strategy for lifelong learning.
Marilyn Wedgwood (2003) developed a diagram that allows universities to place themselves in relation
to their perceived institutional strengths in an increasingly demanding policy environment that might be
seen as pulling them in opposite directions: teaching and research; meeting societal needs and achieving
academic excellence.
Figure 17: Higher education drivers for change
Societal

Education relevant
to work
LLL, sector skills,
professional quals,
employability,
workforce education

Teaching

Translation of
knowledge into
innovation
(Applications)

(Relevance)

Academic
education

Research

World class
academic
research base

Academic
Source: Marilyn Wedgwood; slide of a presentation given at the EUA conference in Glasgow 2005

But are these different priorities necessarily pulling in opposite directions? Could the apparent divergences
be brought together and form the basis for a lifelong learning strategy? In addition, why should European
universities adopt a strategy for lifelong learning, when the focus of the debate on higher education at the
moment tends to be on excellence and ranking or coping with the financial crisis?
As Hazelkorn emphasised, there are a great number of benefits to adopting an overall institutional strategy
that includes lifelong learning:

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Economic benefits: e.g., improved productivity; contributing to economic growth and wealth
creation; enhancing the skills base; increasing employment opportunities; as well as unquantifiable
returns resulting from social/policy adjustments.
Social benefits: e.g., improving peoples health and quality of life; stimulating new approaches to
social issues; changing community attitudes; framing social issues; informing public debate and
policies.
Environmental benefits: e.g., improving the environment and lifestyle; reducing waste and pollution;
improving natural resource management; reducing fossil fuel consumption; and adaptation to
climate change.
Cultural benefits: e.g., supporting greater understanding of where we have come from, and who
and what we are as a nation and society; contributing to cultural preservation and enrichment; and
bringing new ideas and new modes of experience to the nation.

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The benefits are often overlooked by what Roderick Floud described as the four myths of lifelong learning:
First, that lifelong learning is a new activity for higher education. Second, that there is a conflict
between lifelong learning and the pursuit of excellence in teaching and research. Third, that older
students are more difficult and less rewarding to teach. Fourth, that there is a shortage of qualified
students so that more means worse (EUA, 2008).
Floud noted that lifelong learning was part of medieval education, that there were many examples of
excellence in research carried out at the Open University in the UK, that older students were indeed more
difficult to teach, but also much more rewarding as they brought their own knowledge and that new
knowledge could be co-created by students and teachers in line with the Humboldtian tradition. The last
and, in some ways, the most persistent myth is that there is a limited talent pool and that more means
worse. Floud countered this by noting that a similar argument was used to keep women out of higher
education until World War II when Europe faced a shortage of men. Today, Europe is facing a comparable,
radical demographic development and will need to broaden access to new categories of learners; that
may well prove to be an incentive for European higher education institutions to be more inclusive and
responsive.
Nevertheless, institutionalising engagement may face several obstacles, including:
Unclear vision and rationales, which lead to difficulties in measuring and evaluating engagement
and the ambivalence of academics about how to apportion time between social engagement and
other activities (Jacob, 2010).
A research culture that resists interdisciplinarity; a weak research capacity; weak acceptance by
society of university research; resistance on the part of academics to view research as a complex
exercise that involves non-experts, including lifelong learners.
Lack of balance between engagement in the community and institutional autonomy; weak
communication channels between the university and its community.
Lack of commitment and support from top management or from rank-and-file academics; lack of
staff development and staff policies.
The success factors include the following aspects:
The university has the capacity to identify and study new scientific, technological, social and
cultural developments and to explain their importance to non-university actors. This implies a good
research capacity and the capacity of the non-academic community to absorb this knowledge
(Reichert, 2006: 41-42), which is increased when universities promote the value of research and
knowledge through science and art museums, the organisation of public debates, exhibitions, etc.
The socially-engaged university values creativity and individual development of staff and students.
It has adapted its staff policies to promote and reward engagement and provides an environment
that values risk-taking by its students and researchers and encourages interdisciplinarity (EUA,
2007).
The learning environment is modified in order to adapt to new and more varied teaching methods.
The universitys capacity to manage pressures from different stakeholder groups is developed. This
involves several steps:
- Identifying and targeting stakeholders according to the strategic objectives of the institution.
This is one of the major steps in developing a strategy for stakeholder management.
- In order to support the development and realisation of such a strategy, the civic university
establishes specific structures (supported with core funding) to manage its relationships with
stakeholders. These include the following functions: legal, marketing, a platform for dialogue
and negotiation with stakeholders, etc.
- Thinking about how to move from stakeholder partnerships to alliances and networks. This
requires building trust, setting long-term objectives, evaluating risks and developing an exit
strategy.
The university communicates its commitment to serve society both to external stakeholders
(including the larger community of potential students) and internal constituencies (students and
staff). With regards to the latter, it will have to address proactively the concerns of the academic
community, particularly the view that pursuing additional income is an infringement on academic

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freedom, a distraction from the core research and teaching missions or as undermining the public
values of universities.
Criteria to measure the quality and effectiveness of engagement are identified and used to improve
performance and to ensure that academic core values are maintained yet the institution is responsive
to its environment.
In response to the ever growing challenges faced by universities and the potential benefits of adopting a
strategic approach to lifelong learning and access, Hazelkorn suggests that the civic universities created with
a specific mission in mind should take the lead in developing socially-robust knowledge in the same way that
traditional universities dominate disciplinary research. But one could question if not all universities need to:
create competitive and distinctive advantages by building critical mass in key fields of researchinformed teaching and user-inspired research, which is socially and regionally engaged and globally
embedded
build collaborative knowledge clusters with other institutions and the wider community that
engage in the distributed knowledge production system
broaden their definition of academic activity to embrace the breadth of the knowledge triangle,
including recognition of research impact beyond the academy
align policy with assessment and recruitment practices, by developing appropriate incentive and
reward systems to support and promote the production of socially robust research.
To achieve this vision, engagement of the institutional leadership, at the different levels, in the provision of
lifelong learning is essential. This is overwhelmingly clear from the analysis of the strategies provided by the
participating universities. With strong leadership it is possible to move very quickly through (or even skip
one of) the development stages described in Part 3. In addition, the second most important set of factors
relates to the legal and financial framework that enables and supports the development of lifelong learning
strategies and activities.

5.2 Conclusions
The project has shown that the European Universities Charter on Lifelong Learning has played an important
role as inspiration for the institutional development of lifelong learning strategies. The results of the SIRUS
project suggest that there is not one single road to becoming a lifelong learning or an engaged university
but that there are number of supporting factors and drivers that can facilitate the strategic development
of the lifelong learning agenda, whether that is considered to be an institutional, a national or a European
agenda.
Nevertheless, the most difficult and persistent challenges identified by the participating institutions included:
1. embedding concepts of widening access and lifelong learning in institutional strategies
2. adapting study programmes to ensure that they are designed to widen and attract returning
adult learners
3. providing appropriate guidance and counselling services
4. recognising learning, in particular prior learning
5. establishing sustainable external partnership.
This set of challenges remained unchanged during the life-span of the project and might be considered
as core issues for implementing lifelong learning in European universities. In fact, these are also common
challenges that universities face for their core mission of providing teaching and learning for all students.

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Many participants also highlighted the fact that their governments have been slow to respond to the
government commitments of the Charter, especially when it comes to funding the development of lifelong
learning activities in European universities (cf. 4.1). The lack of funding for higher education in general is an
important brake to developing institutional strategies for lifelong learning.

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This report weaves lifelong learning with the concept of the engaged university. Such a notion ties
together the different strands of the project in describing an institution with a culture of inclusiveness
and responsiveness that articulates its three missions through a mix of activities that fits its specific
ecosystem. Such an institution is driven by a strategy that balances academic values and societal concerns
and advances academic knowledge and individual and societal development. It balances the pressures for
academic excellence, societal expectations, government policies and institutional survival in the increasingly
competitive world of higher education.
The SIRUS project has made it possible to examine the processes of designing, adopting and implementing
new strategies for lifelong learning from the perspective of higher education institutions. It has highlighted
the fact that it is a time-consuming process to change the direction of a university even if the appropriate
conditions are assembled. The widening participation and lifelong learning agenda is not only about
changing and developing the provision of education and research; it is also about the time-consuming
process of changing minds or institutional self-perceptions. Academic staff must be persuaded to develop
new pedagogical approaches and to implement continuous development in partnership with external
stakeholders in order to move LLL from the periphery to the centre of the institutional strategy, from the
confinement of a continuing education centre to playing a central part at the core of the provision of
teaching and learning to all students.
It is hoped that the SIRUS project will give European universities inspiration on how to move quickly through
the different developmental stages of implementing new lifelong learning strategies.

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Annex I List of SIRUS project partners

European University Association (EUA)

The European University Association (EUA) represents and supports higher education institutions in 47
countries, providing them with a unique forum to cooperate and keep abreast of the latest trends in
higher education and research policies.
Members of the Association include nearly 800 European universities, and 34 national associations of
rectors and other organisations active in higher education and research.
EUA plays an essential role in shaping tomorrows European higher education and research landscape
thanks to its unique knowledge of the sector and the diversity of its members. The Associations mandate
in the Bologna Process, contribution to EU research policy-making and relations with intergovernmental
organisations, European institutions and international associations, ensure its capacity to debate issues
which are crucial for universities in relation to higher education, research and innovation.
EUA is the result of a merger between the Association of European Universities (CRE) and the Confederation
of European Union Rectors Conferences, which took place in Salamanca, Spain on 31 March 2001.
www.eua.be

European Association of Distance Teaching Universities (EADTU)

Innovative leadership for open and flexible education: Established in January 1987, EADTU is Europes
institutional network for open and flexible higher education. EADTU is a membership organisation. At
present its membership comprises the open and distance teaching universities, national consortia which
connect conventional universities and associate members from non-European countries. Its membership
covers over 200 universities and around 3 million students across Europe.
EADTU supports the European development of its members and their members on the inner consortia
level and is committed to strengthening its members, both individually and collectively, through
simulation of cooperation and expression of views on the national and international level.
EADTU is the representative organisation of both the European open and distance learning universities
and of the national consortia of higher education institutions active in the field of distance education
and e-learning.
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www.eadtu.eu

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European University Continuing Education Network (EUCEN)

EUCEN is the largest European multidisciplinary association in university lifelong learning. It is
registered in Belgium as an international, non-governmental, non-profit making organisation and has
212 members from 40 different countries. Its Executive Office is located in Barcelona.
Main aims and objectives of EUCEN:
1. to contribute to the economic and cultural life of Europe through the promotion and advancement
of lifelong learning within higher education institutions in Europe and elsewhere;
2. to foster universities influence in the development of lifelong learning knowledge and policies
throughout Europe.
www.eucen.eu

European Access Network (EAN)

The four pillars of the EAN: Access, Equity, Diversity, Inclusion
The European Access Network encourages wider access to higher education for those who are currently
under-represented, whether for reasons of gender, ethnic origin, nationality, age, disability, family
background, vocational training, geographic location, or earlier educational disadvantage.
The EAN is the only European-wide, non-governmental organisation for widening participation in
higher education. It is organised for educational purposes and operates under English Law. Membership
is open to all those with an interest in widening access.
www.ean-edu.org

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Annex II L ist of participating

universities
Universities from the following 18 European countries, three of which are from outside the European Union,
participated in the project: Austria, Belgium, Germany, Denmark, Spain, Finland, France, Georgia, Greece,
Hungary, Ireland, Italy, Lithuania, the Netherlands, Poland, Russian Federation, Slovakia and the United
Kingdom.
It should be noted that the individual case studies of the universities, while they provide an idea of diversity
in LLL in different parts of Europe, are not necessarily representative of the situation in their countries.
The 29 universities are:

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Aarhus University

Denmark

Budapest University of Technology and Economics

Hungary

Catholic University Leuven

Belgium

Ghent University Association

Belgium

Ivane Javakhishvili Tbilisi State University

Georgia

Kazan State Technical University

Russian Federation

Leuphana University Lneburg

Germany

Moscow State University of Economics, Statistics and Informatics

Russian Federation

Mykolas Romeris University

Lithuania

National University of Ireland Maynooth

Ireland

Open University of Catalonia

Spain

Open University in the Netherlands

Netherlands

Silesian University of Technology

Poland

Technical University of Lodz

Poland

University of Antwerp

Belgium

University of Camerino

Italy

University of Helsinki

Finland

University of Ioannina

Greece

Universit Libre de Bruxelles/Free University of Brussels

Belgium

University of Lille 1, Science and Technology

France

University Rovira I Virgili

Spain

University of Southampton

United Kingdom

University of Turku

Finland

University of Twente

Netherlands

University of Versailles Saint-Quentin-en-Yvelines

France

University of Vienna

Austria

University of Zilina

Slovakia

Vilnius University

Lithuania

Wrocaw University of Technology

Poland

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Annex III Institutional Presentations

Note: The institutional presentations are in alphabetical order.

Aarhus University, Denmark

Number of faculties: 4
Number of students: 32304

Number of LLL students: 8591

Number of staff: 6876

Number of staff involved in LLL: no figures (principally all)

Organisation of LLL in the institution

The mission statement of Aarhus University covers all activities including lifelong learning, without specifically mentioning LLL. Among
the strategic goals for the university for the period 2008-2012, lifelong learning is mentioned specifically as continuing and further
education: to offer the best and most attractive continuing and further education programmes to both bachelors degree and
masters degree graduates, and that contact with the graduates must be maintained via an alumni network. Marketing of LLL and
registration of students in LLL programmes is done by a unit for LLL. Teaching and development of courses is the responsibility of
departments and study boards.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
In 2007 Aarhus University entered a period of transition incorporating 4 research institutions and growing from 5 to 9 faculties. In
2010 these 9 faculties merged into 4. This expansion and reorganisation has emphasised the need for a revision of the LLL policy of
the university and for creating a new action plan for further development of LLL. Characteristic for university-based LLL in Denmark is
that the obligation to provide LLL to the public, which has been written into Danish University Law since 2003.
The strategy currently in place or under development
At Aarhus University a working group with the task of revising the universitys policy on further education and LLL was established
in the summer of 2009. A report on the future strategy for LLL was submitted to the university Board in Spring 2010 and in June
2010 the Board decided the strategy. In Spring 2011 the strategy will be turned into actions with concrete goals, a timeframe for
course/programme production and delivery and financial plans, involving an analysis of 1) market relations within the different areas
covering customer segment, value propositions, communication channels and customers relationships, 2) production and delivery
conditions covering key resources, key activities and key partnerships, and 3) financing options covering revenue streams and cost
structure.
The implementation of the strategy
For dual-mode universities it is a challenge to find resources for the development of lifelong learning and further educational courses
and programmes. In the current financial situation it is difficult to find support money as well as manpower for the development
of courses and programmes that havent recruited students on the market yet. There is a need to allocate more resources for course
development and production of e-learning material prior to marketing of courses. Furthermore, there is a need to further develop
the pedagogical model toward more e-learning and less face-to-face teaching especially if the university wants to offer courses and
programmes on the European and global educational market.
Main strategic goals for LLL for the coming years
Our challenge is to broaden the market by convincing the private enterprises and public institutions to make use of the further
education and LLL programmes available at Aarhus University. Our relation to the stakeholders is the most pressing problem and the
financial crisis of the past few years has further exacerbated the problem.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The June 2010 strategy didnt include an implementation plan or business model for LLL at Aarhus University. Our participation in the
SIRUS project has primarily focused our attention on these elements. It has become very clear to us that lifelong learning strategies
and business models have to be adapted to the local situation taking into consideration national legal regulations, financial options
and labour market requirements, among other more topic- and programme-specific issues.

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Budapest University of Technology and Economics, Hungary

Number of faculties: 8
Number of students: 20000

Number of LLL students: 9000

Number of staff: 1 300

Organisation of LLL in the institution
Continuing and adult education exists at the university, within its frame providing over 400 courses and programmes. For example
between November 2007 and November 2009 there were 98 courses implemented for 8 600 learners. Besides education they propose
career guidance, counselling and monitoring. They help their students to recognise the informal and non-formal learning possibilities
which mean alternative learning pathways. They provide extending learning opportunities, information and communication
technologies and distance learning. There have been several decades of training experience for technical instructors and engineering
teachers/technical teachers. Budapest University of Technology and Economics (BME) has also been providing a service and resource
centre approach to continuing-lifelong-adult education with the Centre for Learning Innovation and Adult Learning & Institute
for Continuing Engineering Education. This was the first such European institution in 1939. There is another programme starting at
the university but building on the teacher postgraduate courses. It is called Educating Professionals where the aim is to educate EUcompatible professors who will be capable of using the multimedia technologies, who can offer courses in English at an international
level, who possess the latest knowledge in methodology and didactics. These are part of the university but consist of a separate unit
where LLL is provided in an organised way. Otherwise LLL is present throughout the university as part of the whole educational system
and not specifically organised.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
BME wants to develop strategic relations with stakeholders and with the labour market. It is also necessary for the university to provide
high-quality education/training resulting in qualifications recognised (internationally) by learners, stakeholders and the labour market.
However, BME has to progress with the recognition of prior learning (formal, informal and non-formal). BME must respond positively
to the increasingly diverse demand from a broad spectrum of learners. The university wants to develop and reinforce LLL partnerships
at local, regional, national and international level to provide attractive and relevant programmes. And there is a new programme
running at BME to put in place LLL and further training opportunities for university employees whether academic, administrative or
technical and auxiliary staff.
The strategy currently in place or under development
The university regards LLL strategy as important and this project has also helped the institute to continue along this path. As BME is a
big university with many different faculties and departments and there has been a decentralisation process in the institute, it is hard to
make a homogeneous strategy for the whole university. Therefore this strategy only lays down the generalities for the LLL mission and
this is currently being worked out so no-one has yet been made responsible. The strategy itself will be developed and worked out by
the faculties taking into consideration their own possibilities.
The implementation of the strategy
Implementing the project Modern Competences for Teachers with the aim of developing a further training system for providing
a flexible training framework for young and innovative teachers. The project will be built upon the results of the currently ongoing
project Training of trainers and will be the starting point for creating a Competence Centre which provides programmes to enable
teachers and researchers to meet the requirements of the European academic environment.
Main strategic goals for LLL for the coming years
Increasing and developing the academic offer; diversification of services; increasing numbers of participants in LLL; transparency
and clarity of the contents of academic processes, in the acquisition of knowledge and of its market value; flexible academic offers
adaptable to the market and to individual career plans; development of educational systems in accordance with labour market needs;
quality control; application of up-to-date, flexible procedures; incentives for individual and employer investments.

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Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The university leadership focuses on, and can better understand, the paradigm change of lifelong learning. They realise and recognise
the synergy in the knowledge triangle. In 2010 BME won the title of research university therefore there is a three-year strategy for
maintaining the educational and research system of the university. LLL is part of this strategy, mainly in the development of human
resources which will result in a quantitative and a qualitative increase of the scientific employees at the university. With the SIRUS
project we have put the LLL concept, together with its paradigm change, into the university strategy policy. We have encouraged the
university leadership towards a wider and more effective understanding of the importance of LLL and the necessity of integrating the
LLL concept into the institutional strategy. In December 2010, the university joined the EUGENE (European and Global Engineering
Education) project, a Thematic Network supported by the EU Lifelong Learning Programme with the main goal of improving the
impact of European engineering education on competitiveness, innovation and socio-economic growth in a global context. EUGENE
presents an exemplary European university strategic development. In the EUGENE Network, all the major European engineering
stakeholders (linked with their corresponding societies all over the world) work on five activity lines. BME joined line D with the topic
LLL and continuing education as a tool to improve competitiveness and innovation of European engineers. The university expects
its traditional population of mainly 18-30 year-old students to change to a more heterogeneous population that stretches from 18
year-old freshmen to senior students that are learning in later life and the various types of students in-between. A growing number
of students will have work experience, or want to combine work and education. This asks for more flexibility in study programmes,
effective admission procedures, new techniques of e-learning, different types of assignments, assessments, etc. The university has
many building blocks in place for LLL and continuing engineering education, but these blocks do not fit very well together. The bricks
are there, but the building still has to be built.

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Catholic University Leuven, Belgium

Number of faculties: 14
Number of students: 38640

Number of LLL students: not available

Number of staff: 17880

Number of staff involved in LLL: not applicable

Organisation of LLL in the institution

LLL is explicitly mentioned in K.U.Leuvens vision of teaching and learning, in relation and alongside its BA, MA and PhD programmes.
These educational programmes are integrated in Flemish, European and worldwide networks for lifelong and society-wide learning. Thus,
K.U.Leuven shares its strengths and traditions, is open to the contributions of others and collaborates with its partners to foster quality and
solidarity. As such, LLL is the responsibility of the faculties (all teaching staff is potentially involved), with a small central support unit for
general communication, advice on didactics, use of educational technologies, etc. At our satellite campus in Kortrijk a slightly different
approach is taken, with one centre organising continuing education for the whole region.
Reasons and internal/external drivers for creating or updating the LLL strategy
The external drivers are the European emphasis on LLL (Memorandum, ET2020, Leuven Communiqu on the Bologna Process, etc.),
and its translation into Flemish actions (Vlaanderen in Actie Flanders in Action), where De lerende Vlaming Learning Flemish is one of
the priorities. The latter is amongst other initiatives described in the Flexibility Decree on Higher Education, which all universities
have to comply with.
An internal driver was certainly the (re-)positioning of the previous central support unit, only dedicated to continuing education, in a
larger centre, currently called the Media and Learning Unit. This integration sparked the discussion in the university of where to head
to with LLL.
The strategy currently in place or under development
The (new) LLL strategy is developed by a specific Working Group, consisting of people from across the university (faculty representatives,
educational support staff, study advisors, etc.), and under the supervision of the vice-rector for educational policy. The strategy is based
on a SWOT analysis of all current initiatives taken at our university, especially with regard to continuing education. It encompasses
nevertheless a global vision of what a university like K.U.Leuven has to offer in terms of learning opportunities for a broad range of
learners (before, during and after the initial BA/MA programmes). The strategy (together with the implementation plan) was approved
by the Council for Education and is now presented to the Academic Council.
The implementation of the strategy
The first priority in implementing the LLL strategy was given to the development of innovative ways of organising continuing
education as the post-initial interpretation of LLL. An implementation matrix was set up for different activities to be put in place,
organised according to the main strategic goals for LLL (see further: structure, content, context and culture), and to the different levels
in the process (management, organisation and support). This matrix was doubled, one at the central and one at the decentralised
level (taking into account the particularity of our satellite campus in Kortrijk). In a second phase we will look at the other aspects of
LLL, e.g. how this strategy affects the initial programmes, and what our university has to offer students who enter higher education.
Main strategic goals for LLL for the coming years
In 2020 LLL as an attitude is embedded in the culture of the university and it is, as such, actively promoted towards society.
In 2015 LLL is a perspective from which scientific research, education and service to society are being strengthened and vice versa.
In 2015 the university actively uses synergetic partnerships at different levels to support the production and delivery of its educational
offer, and to reach out to new target groups.
In 2015 the university has an efficient and effective support structure in place, with clearly defined processes, responsibilities,
competences and the necessary means to realise the cultural, the substantive and the contextual embedding of LLL at the university.
Reasons and internal/external drivers for creating or updating the LLL strategy
The SIRUS project came just about in time. It was, for us, an opportunity:
to benchmark our strategy development process with other universities in a similar exercise
to present and discuss the intermediate and final results of our strategy process with peers
to share good/best practices with respect to LLL initiatives and LLL strategy development in other universities
to find common ground for a more European-wide approach on LLL, including strategy development and implementation plans.

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E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

Ghent University Association, Belgium

An umbrella organisation with four members:
Ghent University; University College Ghent; Artevelde University College Ghent; University College West-Flanders

Number of faculties: Ghent University: 11 faculties

University College Ghent: 13 departments
Artevelde University College Ghent: 17 study programmes
University College West-Flanders: 29 study programmes
Number of students: Ghent University: 35000
University College Ghent: 15000
Artevelde University College Ghent: 10000
University College West-Flanders: 5000

Number of LLL students:

(cannot be defined)

Number of staff:

Number of staff involved in LLL:

(cannot be defined)

Ghent University: 7100

University College Ghent: 2200
Artevelde University College Ghent: 1000
University College West-Flanders: 600

Organisation of LLL in the institution

At the level of Ghent University Association (instead of or in cooperation between the different member institutions), some tasks are
organised in the framework of LLL, e.g.:
entrance to higher education for persons without a secondary school leaving certificate
organisation of linking and bridging courses between (profession-oriented) bachelors and masters programmes, where no
direct entry is possible
a procedure for the recognition of prior learning or experience
measures to facilitate the re-orientation (between the different member institutions ) of students in the course of their study career
There is neither a stand-alone LLL-strategy nor a separate office exclusively focusing on LLL: it is an inherent element of the mission of
Ghent University Association and one of the main reasons for its existence.
Reasons and internal/external drivers for creating or updating the LLL strategy
Many of the tasks referred to above are legal responsibilities of the associations in Flanders. Hence putting all these together into one
coherent strategy and linking this to the future role of the association seemed to be a logical step.
This strategy was discussed and endorsed by the management of the association during its meeting in June 2010.
The strategy currently in place or under development
The main element in the strategy of Ghent University Association to face the challenges regarding LLL and innovation is the creation
of a so-called Open Impact Network, which is characterised by the following elements:
all relevant organisations in our region (especially East- and West-Flanders) should have the possibility to engage in the network. Such
organisations include not only all kinds of educational providers, but also those involved in non-formal learning, (public) authorities
and socio-economical organisations
the cooperation is based on mutual respect of each organisations identity and autonomy
the network stimulates the availability of new knowledge and information, as an essential basis for innovation, and as such wants to
contribute to the creation of a learning society and hence the strengthening of the social and talent capital in the region
the network wants to contribute, in a realistic way, to the creation of a clear qualifications ladder aiming for personal and
professional growth throughout life. This implies the translation of the concepts underlying qualifications frameworks into concrete
actions
the members of the Open Impact Network strive for a common language. The network needs to be perceived as a crossroads of
various interpretations, which can when approached with an open mind become a continuous source of dialogue.
Members of the network join forces in varying groups to work around very concrete actions.
The implementation of the strategy
We are currently in the phase of creating the Open Impact Network.
Main strategic goals for LLL for the coming years
The main strategic goal is to turn Ghent University Association into a kind of Knowledge Transfer Centre: a centre where the demand
and supply side regarding lifelong learning can easily meet and work out solutions.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The main lessons learned are:
the need for clear indicators (in the past there was not enough data regarding LLL-related activities)
the need to invest in networking with all relevant (regional) stakeholders
the need for a separate centre dedicated to LLL, where the demand and supply side regarding lifelong learning can easily meet
and work out solutions.

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E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

Ivane Javakhishvili Tbilisi State University, Georgia

Number of faculties: 6
Number of students: approx. 21500

Number of LLL students: approx. 150

(the number of students enrolled in the short/long-term
certificate courses of the Centre for Academic Development
and Lifelong Learning running now. This figure is subject to
change)

Number of staff: academic staff 684

administrative staff 690

Number of staff involved in LLL: staff of the Centre for

Academic Development and Lifelong Learning 7

Organisation of LLL in the institution

The Strategic Development Plan adopted with Decree No. 14 (19-03-2007) issued by the Academic Council of Ivane Javakhishvili
Tbilisi State University (TSU) included the introduction of LLL principles as one of its strategic goals. As the result of the above
mentioned Strategic Development Plan, the Centre for Academic Development and Lifelong Learning was established in 2009.
Throughout 2010 the Centre has developed its own strategy which is not yet included in the Strategic Development Plan of the
university. While the Centre for Academic Development and Lifelong Learning is responsible for implementation of LLL principles at
the university, other TSU institutions provide some LLL activities (for example: the Centre for Foreign Languages, Training Centre for
potential students, who are offered preparatory courses for entering exams, Childrens University, etc.).
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
In recent years the education system of Georgia has undergone a complete transformation, both in terms of structure and content.
Transition to the market economy together with technological progress, the increased number of accredited universities of Georgia,
the transition from state-owned university funding to the voucher system, the increased mobility of students and the renewed interest
in labour market-oriented training programmes have all put Tbilisi State University (TSU) in a tightly competitive academic and
financial position. It has led to the establishment of non-traditional, non-degree training courses and to the search for additional
funding sources at TSU.
In addition, after signing the Bologna Declaration in 2005, higher education institutions of Georgia were obliged to implement the
core principles of the Bologna Process, one of which is lifelong learning, a major pre-condition to integration in the pan-European
education world.
The strategy currently in place or under development
Building on the university role and importance through the different services delivered to the general public by offering LLL
programmes, this also leads to additional sources of funding for the university
Organise the relevant qualification courses/training/seminars for the professional development of the academic and administrative
staff of the university
TSU membership of and close cooperation with international and national networks and organisations of lifelong learning.
The implementation of the strategy
Clarification of the role of the QA service in the process of adoption of LLL programmes
Developing a new action plan for the implementation of LLL principles at the university
Revising the Strategic Plan of Development for Academic Development and LLL/Continuing Education Centre within the Context
of Lifelong Learning Principles Introduced at TSU (presented at the Vienna seminar) according to new demands (structural changes
at the university and in the educational system of the country)
Main strategic goals for LLL for the coming years
To set up the organisational structure of LLL at the university
To develop institutional LLL policy
To develop the funding system
To increase the number of LLL programmes and LLL students
To cover the regions of Georgia
To cooperate with the government sector and NGOs, businesses, local authorities, professional organisations, potential employers,
international organisations, etc.
To implement the appropriate information campaign on university LLL programmes
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
Participating in the SIRUS project was a unique experience for the Centre for Academic Development and Lifelong Learning, as it was
our first opportunity to be involved in an international project dealing with LLL.
The Centre for Academic Development and Lifelong Learning has developed its strategy on the basis of the experience gained in
the SIRUS project.

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E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

Kazan State Technical University, Russian Federation

Number of faculties: 8 Institutes
Number of students: 24000

Number of LLL students: 3000

Number of staff: 1500

Number of staff involved in LLL: 300

Organisation of LLL in the institution

The main objective of the Kazan State Technical University (KSTU) Development Programme for 2009-2018 is to create a new image
of KSTU as an academic-research-innovative centre which trains highly qualified engineers and managers to ensure the sustained
growth and competitiveness of the high-tech machinery industry in Russia and in the Tatarstan region. Therefore, LLL activities play
an important role in this Programme. At KSTU, LLL activities are formally organised and coordinated by 2 specialised institutions inside
the university: 1) Institute of Continuing Education; 2) Institute of Supplementary Professional Education. The Institute of Continuing
Education comprises 7 units of supplementary education, 12 units of second higher education, and a unit of distance education.
The Institute of Supplementary Professional Education comprises 24 academic and training centres for retraining and professional
development.
Reasons and internal/external drivers for creating or updating the LLL strategy
KSTU decided to modify and update the current LLL strategy in order to make it correspond directly to the universitys mission. In
relation to LLL, KSTUs mission is to provide a range of opportunities for high quality education in various forms and for very large
segments of society, i.e.: pre-university education in the forms of vocational education and training courses for university admission;
supplementary and further education in a wide range of training areas; higher education in the context of LLL for returning students;
skills training and retraining programmes etc.
The 2009-2018 goals are: 1) To improve academic activities of KSTU to build a competitive human resource capacity and train highly
qualified engineering and managerial personnel for the Russian high-tech machinery industry; 2) To strengthen the system of training,
qualification improvement and retraining of the HEs teaching staff and engineering and managerial staff of hi-tech machinery
industry; 3) To improve fundamental and applied research efficiency based on integration of education, research and production
sectors; 4) To integrate and strengthen KSTUs positioning in the international academic and scientific community.
The strategy currently in place or under development
1) Introduction of new forms and methods of a training process organisation within a complex of primary-secondary-higher vocational
education based on integration with leading industrial enterprises and employers; 2) Quality management in the training and
retraining process in accordance with international standards of university quality education; 3) Creation of a system of supplementary
specialised training of students in IT for engineering design; 4) Further developing the pre-university training system for school
children and attracting talented youth to KSTU; 5) Attracting relatively young teachers and researchers to KSTU; 6) Expansion of both
numbers of PhD-defence-councils and of PhD majors in the priority fields of high-tech engineering; 7) Increase the number of PhD
students seconded/sent to KSTU by sectoral industry, ministries and enterprises; 8) Strengthening the system of training, qualification
improvement and retraining of HE teachers, of the administrative and managerial staff and industry professionals.
The implementation of the strategy
1) The system of training and professional development of the faculty staff in order to organise properly the academic process in line
with the worlds leading universities will be developed. In 2018-2020, more than 1 000 members of the KSTUs teaching staff will
enhance their qualifications and skills. 2) The system of advanced training to provide a certified training of students in 50 academic
programmes will be established. 3) The system of pre-university training will be upgraded and further developed to attract ca.
2500-3000 talented young people to the university annually. 4) The continuous system of adaptive and efficient staff retraining
will be developed in order to upgrade skills and competences of qualified specialists of leading regional and country-wide industrial
enterprises in defined specific training profiles. In 2018-2020, annually more than 600 specialists from hi-tech machine-building
enterprises will be taught on retraining and professional development programmes. 5) The necessary conditions for continuous
monitoring and needs analysis of more than 100 leading industrial enterprises will be provided according to KSTUs Academic,
Scientific and Engineering Developments Priority Directions for 2009-2018. The percentage of KSTU graduates in employment
in accordance with their specialty/diploma obtained will increase up to 80-90%. 6) The creation, according to the ISO 9001:2000
standard, of a quality management system for teachers and specialists training and professional development programmes based
on the analysis of advanced development areas, on the needs of leading industrial enterprises, and on the results of R&D activities.
Main strategic goals for LLL for the coming years
To form and support KSTUs image as one of the leading Russian and European polytechnic universities in the academic and scientific
fields, including enhancing its reputation for LLL programmes adapted to the labour market to allow for easier future employment
of its LLL programmes graduates. 1) To extend the range as well as scientific and methodical upgrading of LLL programmes based
on their adaptation to the labour market and by using modern information and business technologies and quality management
approaches. 2) To expand access to LLL education at various levels and increase the number of LLL students of different ages and with
different levels of previous education.

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Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
In order to implement all the strategic elements, both current and under modification, KSTU today offers a wide range of LLL activities
for a diversified student population: 1) Career guidance and specialised courses for 5th-11th-form school children; 2) Vocational
Secondary Education: training for 9th and 11th form graduates; 3) Preparatory Courses to enter university: for current and former
graduates; 4) Traditional University Education: BSc/DSp/MSc; 5) Supplementary Education: for HE Degree/Diploma (BSc/DSp/MSc)
holders; 6) Second Higher Education: second major for HE Diploma holders; 7) Professional Development/advanced training: for HE
Diploma holders; 8) Vocational Retraining: for HE Diploma holders; 9) Part-time Programmes: Bachelors and Diploma Specialist degree
programmes; 10) Off-campus Programmes: some bachelors and Diploma Specialist degree programmes; 11) External Programmes:
some bachelors and Diploma Specialist degree programmes; 12) Distant Education: various programmes of secondary and higher
vocational education; 13) Russian language courses: for different categories of foreign students; 14) Vocational rehabilitation training
courses (prevocational training and adaptation) for persons with disabilities.

E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

Leuphana University Lneburg, Germany

Number of faculties: 4 trans-disciplinary faculties
Number of students: approx. 7 000 full-time

Number of LLL students: approx. 464 LLL students

(studying parallel to work)

Number of staff: approx. 800 full-time staff (over half are

academic staff, ratio to students 1:16 )

Number of staff involved in LLL: 54 staff members for LLL

(incl. full and part-time academic staff)

Organisation of LLL in the institution

A commitment to LLL is part of the overall institutional strategy, embedded in the universitys structure since it was re-founded in 2007.
This structure, which was innovative in Germany, allows the university to deliver its unique transdisciplinary degrees to different target
groups. While the College and the Graduate School offer full-time degrees, the Professional School is the main seat of LLL with a range
of flexible bachelors and masters programmes designed for students who want to begin or return to higher education alongside
full-time work.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
The main external driver is demographic change, which has already resulted in a lack of qualified and specialist staff for German
businesses. Rapid globalisation and technological change also demand a workforce which is flexible and learning throughout their
careers. In order to meet these challenges, LLL universities must widen participation in higher education to ensure future economic
growth. There is an urgent need to target non-traditional groups including offering continuing higher education to people with nonacademic vocational training. Leuphana recognises that developing and revising a LLL strategy is an ongoing process.
The strategy currently in place or under development
Leuphanas Professional School promotes LLL firstly by developing and offering flexible bachelors and masters degrees for new target
groups, for people in full-time professions/vocations either returning to higher education or entering higher education for the first
time. Secondly, Leuphana is researching how to meet the needs of new target groups including optimising learning environments
and learning tools and supporting new target groups in their studies. We are also researching how to create an open university with
flexible entryways to widen university participation while maintaining academic quality. Thirdly, Leuphana is bringing learning to
regional business and organisations, for example through networks, tandems, and knowledge transfer projects. The promotion of LLL
requires universities to network and cooperate. Leuphana is working with other universities on a regional standard for accreditation.
We are also leading an international project which is seeking best practice models for widening participation in higher education by
researching current European approaches.
The implementation of the strategy
In order to guarantee the quality of its degree programmes, the Professional School has a new systematic quality assurance strategy,
with dedicated personnel and the establishment of quality circles. In addition, the Professional School is providing teaching staff with
certificated training in coaching techniques to increase the personal coaching available to students.
Main strategic goals for LLL for the coming years
Our main goal is to continue to open the Professional School to new target groups who have different needs from traditional students.
We must focus on developing programmes which are even more closely tailored to specific groups. For these new target groups a
university requires an innovative infrastructure, new types of entrance procedures, highly practical teaching content and methods, the
understanding and commitment of teaching staff, special student services and support structures and quality assurance methods to
monitor our effectiveness. We are also paying close attention to how learning can be delivered so that it is easily transferred to working
practice, including developing flexible e-learning and real case studies. Finally, we must create a living LLL culture throughout the
university so that LLL is interpreted and implemented with a common vision.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The main benefit from our involvement in SIRUS has been learning about other universities approaches and seeing that there are a
great variety of solutions and how national conditions influence each universitys strategy. Pooling ideas from best practice models and
others experiences might provide answers to common questions, for example, the apparently unsolved question of how to accredit
competencies.

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E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

Moscow State University of Economics, Statistics and Informatics,

Russian Federation
Number of faculties: 7
Number of students: 96000 (7750 Moscow area)

Number of LLL students: 72000 (1700 Moscow area)

Number of staff: 2300 (1740)

Number of staff involved in LLL: 1700 (1000)

Organisation of LLL in the institution

The mission of Moscow State University of Economics, Statistics and Informatics (MESI) corresponds exactly to the purposes of LLL.
That is why LLL Strategy has become one of the strategic goals and a separate part of MESI Strategic Plan 2010-2012. LLL was reflected
in the MESI mission: Meeting the needs of individual, state and society in general in accessible and qualitative lifelong education and learning
through the integration of advanced educational technology, research, innovation and business in the information society.
Reasons and internal/external drivers for creating or updating the LLL strategy
MESIs development as a scientific-educational complex for training for the innovative economy and information society through
providing education of high quality for everybody regardless of his/her place of residence and learning time in order to guarantee
inclusive social and professional involvement.
The implementation of the strategy
The Programme Information Society Technologies has become one of the new trends in the universitys activities within its LLL
strategy. The Programme goal is the adaptation of pensioners to life in the information society as well as support in getting practical
skills in using modern information technologies. The training is delivered free. Following instructions from the state MESI provides for
the retraining of university faculty, teachers of specialised secondary school and secondary school in ICT and for teaching as well as
the retraining of unemployed people in accounting and management courses at the expense of the Federal Employment Service. We
consider these projects to be forward-looking and up-to-date.
Main strategic goals for LLL for the coming years
The certification of MESI according the standards of UNIQUe and the standards of Public and Professional Accreditation.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
MESI Strategic Plan was reviewed (updated) in June-August 2010 during our participation in the SIRUS project. As a result LLL Strategy
became one of the strategic goals and a separate part of MESI Strategic Plan 2010-2012. We expect more efficient collaboration with
employers (at the moment not all the universitys initiatives are always accepted positively by employers).

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E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

Mykolas Romeris University, Lithuania

Number of faculties: 6
Number of students: 21 586 involved in all study forms

Number of LLL students: 11 600 involved in continuous

non-bachelors studies (the question was not clear)

Number of staff:

Number of staff involved in LLL: 400 academic

30 non-academic

 200 academic staff and

1
500 non-academic

Organisation of LLL in the institution

LLL strategy at Mykolas Romeris University (MRU) is a part of the overall strategy of university. There is no special office or centre for
the implementation of LLL strategy at the university. But the vice-rector is the senior administrator who is responsible for it as well as
for the Centre for Academic Affairs. Every faculty has someone (generally a junior administrator) responsible for the organisation of
in-service training courses.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
The main drivers are: demographic changes of society and changes of student population; emigration of students; new national
legislation and the new funding system of higher education. The university has developed and enhanced its LLL strategy and will
implement the best practice of colleagues. A new structure of LLL was established at the university; a methodology and measures
for studies in the workplace for target groups were put in place; courses and complex psychological, legal, social counselling in the
regions responding to the needs of adult learners were organised; new technologies for better accessibility of studies were utilised. It
fosters better university-business collaboration thus contributing to economic growth; it balances better the need to meet regional
labour market needs with the need to encourage national and global mobility and competitiveness of staff and students by paying
more attention to the transferable skills of learners. Numbers of students are decreasing in Lithuania due to demographical changes
and emigration. Availability of university: during a recession people look for cost-effective ways to up-skill and re-skill that might
affect the financial resources necessary for providing continuous education. These issues are significant and may seriously impede the
implementation of some elements of MRUs LLL strategy.
The strategy currently in place or under development
The university provides bachelors, masters and doctoral degree level study programmes in Social Sciences and, in carrying out its
activity goals, observes lifelong learning aims. Studies are carried out in compliance with the major principles of the Bologna Process.
MRU responds positively to the increasing diverse demand from a broad spectrum of students including childrens university,
post secondary, undergraduate, post-graduate and doctoral students, adult learners, professionals (social workers, teachers, lawyers,
public administrators, etc.) who seek to up-grade skills for the workplace, senior citizens, the academic staff itself seeking to up-date
knowledge. A variety of study forms of LLL is offered: competence improvement, special training, distance learning courses and
programmes, non-formal adult education assessment. Recognition of prior learning has been established at the university.
The implementation of the strategy
1) MRU has developed an LLL strategy and has prepared an LLL action plan that must now be implemented.
2) A QA system needs to be developed and implemented throughout the university.
Main strategic goals for LLL for the coming years
1) To form a system of LLL and create facilities for LLL and provide education and learning to a diversified student population and to
respond positively to interests from a broad spectrum of society (Childrens university; regular students; in-service training courses;
senior citizens; alumni; academic and administrative staff of university)
2) To adapt flexible study programmes and ensure that they are designed to widen participation and attract returning adult learners;
to develop further flexible and transparent learning paths for different types of learners and so help them interact together in
a supportive mutual learning environment; to consolidate reforms to promote a flexible and creative study environment for all
students; to enhance distance learning at the university; to link a continuous education profile and initial courses as much as
possible; to implement continuous study programmes.
3) To ensure high educational quality for all levels of learners; to change the organisation of lectures; to implement more innovative
teaching methods (diverse and demanding students, interactive teaching project work); to decrease the number of a large lectures,
to implement more small group work; to organise more teaching in the first year, less in subsequent years; to make learning and
teaching more engaging and rewarding for staff; to move from campus-organised lectures to regions; to enhance recognition of
prior learning; to develop internal quality culture; to direct feedback.
4) To strengthen the relationship between research, teaching and innovation within a perspective of LLL. Research results to be
transferred into innovation processes.
5) To develop partnership at local, regional, national and international level to provide attractive and relevant programmes; to develop
social clusters and learning regions; to focus on regional policy; awareness of employers needs and practitioners, including good
practice in human resources development.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The presentations during all the meetings were very valuable, interesting and inspired the development of MRUs LLL strategy. We
learned a great deal from the best LLL practices of the European universities. Teamwork is very important for implementing an LLL
strategy. We were made aware that, to widen participation, it is important to embed LLL into everything that the university does.

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E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

National University of Ireland Maynooth, Ireland

Number of faculties: 3 faculties/26 academic departments
Number of students: 8000

Number of LLL students: approx. 1 500

Organisation of LLL in the institution

LLL is part of the universitys Strategic Plan 2006-2011 and the more recent Strategic Plan Addendum 2009-2014. Goal 5 of the
National University of Ireland Maynooth (NUIM) Strategic Plan 2006-2011 outlines its commitment: Continue to play a leading role
in the development of access and LLL such that NUIM retains its position as an authority in the development and delivery of such
opportunities in Ireland. Strategic Plan Addendum 2009-2014 Goal 5: Further develop NUIMs reputation as the national leader in
the provision of access programmes and in catering for part-time students while also extending offerings in LLL. Many departments
have embraced LLL offering continuous professional development, entry-level and pre-university courses in their discipline. However,
the Continuing Education unit within the Department of Adult & Community Education carries much of the responsibility for LLL
including the universitys very successful part-time outreach and on-campus undergraduate programmes. In excess of 1 500 register
annually for these courses. The university also has a LLL campus in Kilkenny. A number of degree, diploma and certificate courses are
offered there, some are offered in collaboration with other departments of the university while others are delivered in partnership with
other third-level institutions in the region. All courses are designed to offer maximum flexibility, however, they are offered on a parttime basis only. The campus was established 1997. There is no overarching structure in place at present but rather there are a number
of LLL clusters across the university that are engaged in LLL. All students are registered through the central administration systems and
are subject to the QA procedures of the university.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
The SIRUS project offered the university an opportunity to review its approach to LLL. It provided a reason to bring a conversation
about LLL into Faculty and Academic Council. Academic staff have begun an open dialogue about the role of LLL in university
education. This is very important as the conversations about LLL in the university have emphasised its commercial role without
considering the potential possibilities. The university is due to develop a new five-year Strategic Plan later this year, it is expected that
as a result of involvement in the SIRUS project, LLL will play a far more central role in it then heretofore. The drive for participating in
the project came from the Head of Continuing Education within the Department of Adult and Community Education. The invisibility
of work of Continuing Education and Kilkenny Campus in the university was a concern.
The strategy currently in place or under development
LLL at NUIM is underpinned by fundamental values. It is valued as a human right for everyone throughout their lives and its purpose is
to foster and release peoples capacities to engage with and influence their world. It is concerned with providing learning opportunities
that are responsive to the changing life cycles of learners and includes the life-wide dimension of learning that refers to the multiplicity
of sites in which learning occurs. It is proposed to devise an inclusive structure for LLL that will recognise and enhance the participation
of departments, stakeholders, students and staff in NUI Maynooth and Kilkenny campus. Creating a learning environment where nontraditional students can participate in their own right and not as exceptional individualised cases is core to the strategy. This means
that the university will recognise the rights of part-time non-traditional students and actively support their participation in all aspects
of university life. Partnership has been a central feature of Continuing Education at NUIM. Thus it is important that new opportunities
be created whereby external stakeholders can actively contribute to research in the future.
The implementation of the strategy
The following goals are currently being implemented: Create a university-wide forum for dialogue and action in LLL; further develop
processes to deepen co-operation and collaboration to progress the design of more inclusive systems; develop new courses and
adapt existing courses to be delivered through e-learning and blended learning; foster and promote the role of Kilkenny campus as a
significant contributor to the social, cultural, economic and educational development of Kilkenny and the surrounding region; develop
a process for recognition of lifewide prior learning (including non-formal and informal learning); continue to build on the outreach
remit to explore better ways of serving the needs of Maynooth/Kilkenny and their immediate localities; establish community/university
partnerships to create community-based experiential learning sites for public education; forge links with local businesses to support
the development of locally produced products and indigenous sustainable industry; create new opportunities whereby external
stakeholders can actively contribute to research development; establish dedicated units for collaborative research and development
in targeted areas.
Challenges: Research is an area requiring most development at the moment. Finding space to work out areas of interest is slow; however
some proposals have been submitted for funding. Involvement in the EUCEN Dialogue project will hopefully provide opportunities
to broaden the LLL research agenda at NUIM. Fostering supportive collaborations with local sustainable development movements in
Maynooth and Kilkenny has not been progressed. Funding challenges are ongoing. The recent National Strategy on Higher Education
(known as the Hunt Report) advocates for parity of fees between full-time and part-time students and investment in courses that target
the unemployed this could help some students to access LLL.
Main strategic goals for LLL for the coming years
The university is planning to develop a new university-wide five-year strategic plan at the end of this year. It is envisaged that the
Strategic Development Plan for Lifelong Learning will be integral part of it thus placing LLL on the core agenda of the university for
the first time.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The SIRUS project put LLL on the agenda at Faculty and Academic Council for the first time. It provided academic staff with an
opportunity to engage in a dialogue about the role of LLL in university education. A small working group from across the faculties
was established to develop the Strategic Plan. Many of them had no experience of LLL. A plan was drawn up together with a set of
underpinning values that will inform future developments. These are very significant outcomes.

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E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

Open University of Catalonia, Spain

Number of faculties: 7
Number of students: 45000

Number of LLL students: 15000

Number of staff: 240

Number of staff involved in LLL: 90

Organisation of LLL in the institution

In 2007, the university president decided to create the International Graduate Institute in order to improve the structure of postgraduate
programmes. The International Graduate Institute offers postgraduate programmes tailored to respond to LLL needs within our
society, such as in-company programmes developing specific content and skills for each of the business units and sectors within those
units. We have a specific programme for adults over 25 to access the universitys undergraduate studies.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
The UOC was founded in 1995. Its main mission is to extend access to higher education and LLL to people who are limited by
geographic or time constraints and cannot attend university in person. Its aim is to help individuals meet their learning needs and
provide them with full access to knowledge. LLL is the main mission of the university. The university is partly funded by the Catalan
Government.
The strategy currently in place or under development
The International Graduate Institute has to guarantee that the education model of the programmes adheres to the bases of the UOCs
education model. It also has to ensure that the UOCs own academic standards are followed and approved by the Governing Council.
In short, the UOCs education model guarantees the principles of flexibility and personalisation in the learning process, accompanied
by teaching figures, with an asynchronous link to the student through the Virtual Campus; development and access for students
to learning resources in different formats which make the achievement of the learning aims possible; multidirectional collaborative
systems between the students, lecturers and the institution that make cooperative work and learning possible; and a learning
assessment system based on continuous learning and the achievement of the skills defined by the programme.
The implementation of the strategy
Development of the Open Programmes comprising different types of programmes in accordance with the demand profiles for which
they have been designed: Creation of the Ocup@t Programme and the programmes support office; Creation of the Companies
Virtual Nursery (Emprenedors.net); Expansion of Open Programmes (Oberts.net).
Establishment of the International Graduate Institutes Advisory Council.
Establishment of the Internationalisation Council of the International Graduate Institute.
Main strategic goals for LLL for the coming years
To have an internal model for joint programmes with other universities, institutions and organisations
To increase actions based on academic recognition of prior professional experience through assessment
Through alliances, promote the internationalisation of the education programmes created from the global perspective of design,
aimed at attracting and sharing talent and resources with other universities and institutions
To define the collaboration framework with other universities by drawing up framework agreements
To improve current mechanisms used to obtain quality indicators for education programmes
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The different actions that we have undertaken during the SIRUS project have been very valuable. For instance, the SWOT analysis
allows us to open up a discussion within the institution about the current situation and the main strategic goals for LLL in the coming
years.
The meetings of the project provide a lot of input and we think that the selection of the speakers has been most appropriate
To share the vision and progress with the rest of the participants who illustrated the strong differences in Europe. At the same time,
these differences were quite extreme and it was difficult to reach common conclusions.
We did expect to find more experiences in the use of ICT for LLL in order to share our situation as a distance learning university.

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Open University in the Netherlands, the Netherlands

Number of faculties: 6
Number of students: 26170 (end 2010)

Number of LLL students: 26 170 (end 2010)

Number of staff: total 778 of which 384 faculty staff

Number of staff involved in LLL: total 778 of which 384

faculty staff

Organisation of LLL in the institution

Lifelong learning is at the centre of all activities of the Open University in the Netherlands (OUNL) and therefore part of both the overall
institutional strategy and the programmes of its faculties and research centres.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
The most important drivers behind the update of the LLL strategy of the OUNL are:
the growing political and societal demands for lifelong learning
the need for OUNL to adapt to the changes in the LLL-market such as increased competition and changing learning behaviours and
preferences of adults
the need to reformulate the societal role of OUNL as defined by law: to provide open distance higher education for people who
have not completed the formally required pre-university education, and/or who combine their studies with jobs, care tasks or other
activities at any given moment in their lives
the need to become more efficient
the need to improve the success rates of students.
The strategy currently in place or under development
Over the coming years OUNL will develop and promote itself in the field of LLL. Based on this profile, the whole range of higher
education programmes will be expanded: bachelors and masters programmes, short programmes, specialised training options,
professionalisation, etc. OUNL will achieve this by working together with other universities and the business world. OUNL will implement
a gradual and specific expansion of its research activities. Research is necessary in order to underpin educational programmes. Strong
relationships between education and research are a prerequisite for accreditation. Research is vital for OUNLs reputation. In line with
specific government-assigned tasks, scientific and practical contributions are made to the lifelong professionalisation of teachers.
Finally, OUNLs outward orientation is strengthened by offering more dedicated products and programmes, often provided in
collaboration with other institutes of higher education.
The implementation of the strategy
Milestones 2015:
OUNL provides education at university level to 10% more students than in 2010
The success rate has increased by 10% since 2010
The OUNL provides, in collaboration with universities for professional education, a minimum of four bachelors programmes under
the label of the Networked Open Polytechnic and thereby caters for 2 000 students
OUNL has a business model in 2015 that includes Open Educational Resources (OER)
Contract research funding and indirect government funding have grown by 40% compared to 2010
40 PhD students graduate per year
300 teachers follow professionalisation and training tracks and 30 teachers, linked to the Graduate School, are following a PhD track
The OUNL caters for a number of specific groups (e.g. people with a handicap, immigrants, top sporting personalities)
At least one third of new students at OU have not completed prior higher education.
Main strategic goals for LLL for the coming years
The main strategic goals for the OUNL for the coming years are:
Growth in revenue
More efficiency and better yield
Improvement of the success rate of students
Successful penetration of the market of professional higher education
Strengthening the national and international position in research and development through its centres: Netherlands Laboratory for
Lifelong Learning (NeLLL), Centre for Learning Sciences and Technology (CELSTEC) and the Ruud de Moor Centre (RdMC)
Developing a sustainable business model that includes the production and use of Open Educational Resources (OER)
Strengthening the position of the OUNL as national centre for knowledge and expertise for the professionalisation of teachers
The positioning of OUNL graduate school as obvious home base and community for LLL students following PhD tracks.

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Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
Lessons learned during the SIRUS project:
exchange of ideas and practices of different LLL strategies, both between universities with different profiles and interest in LLL and
between countries
interactive discussion of lifelong learning strategies and lifelong learning practices
contribution to the further development of the LLL-strategy of the OUNL itself.

E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

Silesian University of Technology, Poland

Number of faculties: 13 + Foreign Languages Teaching Centre
Number of students: 30 000

Number of LLL students: approx. 250 - LLL outgoing

students
approx. 100 - LLL incoming
students

Number of staff: 1 855 - academic staff

Number of staff involved in LLL: approx. 50 - LLL

outgoing staff
approx. 20 - LLL
incoming staff

Organisation of LLL in the institution

LLL is a part of the overall Silesian University of Technology (SUT) strategy there is no central office. LLL activities within the university
are run at decentralised level (faculties) and central level (central International Offices), overseen and supervised by the vice-rector for
international cooperation, mandated by the rector.
Reasons and internal/external drivers for creating or updating the LLL strategy
SUT wants to update and develop an LLL strategy because it is a must action for every modern university. In todays globalised world,
any HEI without clear LLL activities cannot be distinguishable and valued on national and international education markets.
The strategy currently in place or under development
Today, the SUT offers the following LLL activities:
Full-time and part-time studies, in some 40 fields of study and 140 specialisations, for both BSc and MSc students
Continuing professional development and up-skilling of the workforce, with wide and disparate course offers
International cooperation with EU and non-EU universities within LLL (mainly mobility) programmes, such as: LLP/Erasmus (150
EU universities), Erasmus-Mundus, ECW (11 Latin-America universities + 9 European universities), CEI (Central European Initiative)
joint projects; CEEPUS Programme (Central European Exchange Program for University Studies), STF (Scholarship and Training
Fund) devoted to projects with Norway, Iceland and Liechtenstein, etc. These activities include looking for new calls and consortia,
proposals submissions and particular projects managements
Cooperation, including student mobility, with non-EU universities (Korea, Japan, Russia, Ukraine, Belarus) based on bilateral
agreements (MOUs). Study programmes offered for such exchange students include some courses delivered fully in English
Scientific talks and events addressed to scholars. European Researchers Night, EC initiative hosting a variety of entertainment and
fun events, has been organised annually since 2005
Cooperation with regional industrial partners in developing LLL programmes, based on bilateral agreements and/or within the
Centre of Innovation & Technology Transfer framework
Providing pre-bachelor preparatory courses mainly mathematics and physics.
The implementation of the strategy
Working on the development of the wider course offer lectured fully in English. Development of better internal formal recognition
of staff academic mobility and their involvement in international projects (e.g. greater value given to such activities in the internal
periodic assessment). Building international relations with new universities which already work on an LLL basis, including the upcoming
educational markets (e.g., Central Asia). Working on a regional initiative of nine public universities of Upper Silesia Region (Silesian
Universities Network-SUN, established formally in autumn 2010), focusing on common educational and promotion ideas and services
for foreign academics. One of SUNs future targets is the possibility of providing a common education offer (package) for foreign
students.
Main strategic goals for LLL for the coming years
Goals: Building further international relations with other universities and groups/networks of universities which are already
implemented and follow the LLL strategies (LLL benchmarking partners). Establishing the SUT Science Foundation, comprising the
most important institutional partners (industry, business and authorities). The Foundation should play the key role in LLL development,
as the strategy development platform and political lobbying forum. Establishing the Innovative Learning Centre in the SUT structure
which concentrates on creation, promotion and development of LLL, technology-based education (TBE), cooperative Learning and
Experimental Learning. Organisation of the Silesian Science Centre, Technology Museum, or similar centre to promote STEM, in
cooperation with local stakeholders with the idea of making science accessible to everyone and to improve the quality of the public
debate about science and technology. Organisation (within the SUN consortium mentioned above) of the one, common for the
region, Children University and the Third Age University. Organisation of Internet TV (radio), which addresses the current technical
issues.
Strategic actions required for achieving the goals foreseen above: The rector appoints the main Commissioner for Lifelong Learning,
which will also play the role of project manager of the SUT Innovative Learning Centre; the main Commissioner for Lifelong Learning
appoints project managers responsible for key strategies; each project manager prepares a feasibility study regarding the assigned
strategy; financing of particular projects should be based on private-public partnership with a special role played by the SUT Science
Foundation and with extensive usage of EU structural funds, which are available for Poland up to 2013.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
Main benefit and lesson learnt: Much wider and better understanding within the university of the idea, possibilities and opportunities
given by the lifelong learning programme. Better understanding that the LLL processes are fundamental to a knowledge-based society.
Enhancement of lifelong learning processes. Building further external relations with various stakeholders as the basis for a lifelong
learning strategy. Improvement of the educational process. Participation in more international projects. Supporting young peoples
interest in technology education.

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E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

University of Antwerp, Belgium

Number of faculties: 7 faculties & 4 academic institutes
Number of students: 13000

Number of LLL students: +/- 700 (degree oriented)

Number of staff: 2 300 academic & 1 100 admin.

Number of staff involved in LLL: 3 (admin. central service)

Organisation of LLL in the institution

In the past five years the University of Antwerp has financed several innovation projects on blended learning in different faculties (esp.
Social Sciences and Law). As one of the results of these projects, the university established in 2008 a central unit called Centre for
Working and Studying (Centrum WeST). In doing so the university wanted to retain the acquired know-how on blended learning and
to put it into use for the benefit of working students in all faculties. The centre is also becoming well-known among working students
as a place where they can get support, information and coaching on e.g. study skills or study planning.
Reasons and internal/external drivers for creating or updating the LLL strategy
Legislation: Since the introduction of the bachelor-master structure (Bologna Process) in 2004/2005 universities in Flanders (Belgium)
have adopted a very flexible system for full-time and part-time study. The system entails some essential LLL characteristics:
Flexible study progress. Students can quite freely compose study programmes ranging from 3 to 66 ECTS per academic year, and
they can obtain academic degrees at their own pace.
Students can make use of recognition procedures for formal and non-formal prior learning. These procedures can exempt students
from one or more courses of their degree programme.
Universities can offer so-called bridging programmes for bachelors graduated at vocationally oriented HEIs who want to
supplement their study with a masters degree.
Diversity and equal opportunities: Antwerp is a city that hosts a very diverse population. About 50% of the citys school-going population
are of foreign origin, being predominantly 1st-, 2nd- or 3rd-generation immigrants from non-Western European countries. Very few of
these young people enter university. Moreover, research at our university shows that only a small fraction of this already select group
makes a successful study career and takes an academic degree. Our university takes measures aimed at making the university more
accessible for freshmen, such as pre-bachelor preparatory courses and tutoring. In addition LLL is seen as a provision that should be in
place for the disadvantaged who want to upgrade their knowledge and skills in a later stage of their lives.
The strategy currently in place or under development
In the universitys policy a distinction is made between two types of actions to promote LLL:
1) Actions aimed at adults who want to combine their professional career with an academic degree oriented study
2) Actions aimed at non-degree oriented general education for a broad public of all ages (from primary-school children to retired
seniors)
Both types of LLL are included in the universitys strategic plans.
The implementation of the strategy
The university has developed and approved action plans for the two types of LLL actions. Specifically for the first type the action plan
has the following components:
Design and optimisation of blended learning in study programmes for working students
Integration of Open University courses in study programmes of working students
Support for working students
Internal and external promotion of the interests of working students
Permanent facilities for working students.
Main strategic goals for LLL for the coming years
The number of working students should increase from 700 to 1 000. Faculties should adapt more study programmes for the benefit
of working students. Faculties should make more use of the courses of the Dutch Open University by integrating them in their study
programmes, by recognising the credits (ECTS) or by setting up joint programmes. The national authorities should (financially) reward
the universitys efforts for working students
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
Benefits: concise overviews by speakers who are experts in the domain of LLL, widening participation and strategy implementation
(Taylor, Slowey, Reichert, Winckler, Hazelkorn, Middlehurst); exchange of ideas in strategy working groups. Lesson learned: the project
confirmed our opinion that we have made good strategic choices, but it will be a challenge to stay on the right track!

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E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

University of Camerino, Italy

Number of faculties: 7
Number of students: 8034

Number of LLL students: 500

Number of staff: 600

Number of staff involved in LLL: 10

Organisation of LLL in the institution

The creation of a Steering Committee represents a concrete step towards institutionalising the organisation of LLL at University of
Camerino (UNICAM). Many LLL initiatives are undertaken and managed by the respective schools of the university, or are the fruit
of individual efforts. Hence, one of the objectives of the Steering Committee is to weave these strands together in order to take
advantage of best practices in existing endeavours, transforming them into a patrimony for the entire institution. This fragmentation is
indicative of the institutional strategy, which, as stated above, is currently being revised by the Steering Committee. At present, there
is no office for LLL.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
In July of 2009, UNICAM adopted the principles of the LLL Charter with a clear vision of the strategic importance of this initiative
in creating a culture of success and innovation to respond to a real demand in Italy for wider access to learning. UNICAM has
implemented initiatives to widen access and adapt study programmes to attract adult learners (degrees in Political Science, Computer
Science, Fitness, Pharmaceutical Sciences, 16 Masters, 14 PhDs). In addition, UNICAM has created partnerships at the local, regional
and national levels (Confindustria, Confesercenti, Cescot, UIL, CGL, CISL, Postal Police, Ministry of Justice, Marche Region, Province
of Macerata, Regional School District, Almalaurea) to widen access. However, most of these LLL initiatives are the fruit of individual
efforts. Hence, an internal driver behind the desire to update the LLL strategy was to weave these strands together in order to take
advantage of best practices in existing endeavours, transforming them into a patrimony for the entire institution.
The strategy currently in place or under development
Although the UNICAM has adopted the principles of the LLL Charter with a clear vision of the strategic importance of this initiative in
responding to a real demand in Italy for wider access to learning, it has yet to institutionalise these processes and make the change
from a supply-side oriented offering to a demand-driven one. In fact, UNICAM has implemented initiatives to widen access and adapt
study programmes to attract adult learners and it has created partnerships at the local, regional and national levels to widen access.
It offers courses for continuing professional development for the community as a whole, as well as for its own employees. Hence, the
goal of this plan is to make strategic changes in order to coordinate existing initiatives and move the focus towards a truly demanddriven model. The current policy of the Marches Region regarding how many LLL courses are financed underlines the necessity of
adopting such a model. In fact, the region no longer directly finances masters courses (a major LLL offering), but, rather, issues
vouchers directly to students who are then free to choose which course to take.
The implementation of the strategy
Many new initiatives are being implemented through bolstered relations with outside and in-house stakeholders. These initiatives
include projects with the trade unions to re-skill laid-off workers, a training course for the crafts sector on e-commerce, a professional
training course for architects on renewable energy, a course on gender mainstreaming within the ambit of Equal Opportunity, a
masters degree course in cultural heritage to be delivered in e-learning, involvement in the Alpha III project regarding university
accreditation in Argentina, safety in the work place training for the employees of UNICAM and other public sector bodies and
professional development courses for pharmacists. In addition, UNICAM is working with the major trade unions in the region to
develop and formalise a certification process for LLL within specific labour sectors.
Main strategic goals for LLL for the coming years
Undoubtedly, the main strategic goal for the coming years is to found a Centre for LLL which is able to bring together the various
LLL initiatives at the university. Another important goal is to institute a school for equal opportunities in order to provide appropriate
training for decision makers in the public and private sectors in order to meet the challenges of gender issues in the information society.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
Perhaps the most beneficial impact of the SIRUS project has been the opportunity to raise awareness of LLL issues at UNICAM and
clarify what LLL means for the university. Moreover, this awareness has led to efforts to strengthen ties with regional stakeholders.
Much progress has been made, as indicated above, regarding new initiatives in the area of LLL using the demand-driven model
outlined in the strategic actions plan drafted during the SIRUS project. Finally, UNICAM is also adhering to a national network for LLL.

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E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

University of Helsinki, Finland

Number of faculties: 11
Number of student: 35000

Number of LLL students: 45000

Number of staff: 8000

Number of staff involved in LLL: approx. 180 in LLL only

Organisation of LLL in the institution

LLL is an integral part of the universitys Strategic Plan. The principles and practices of LLL have been integrated in teaching at all
levels of the university. Excluding the faculties which offer degree-oriented studies, the Open University and the Palmenia Centre for
Continuing Education are the most effective LLL service providers in the university. The new LLL steering group, chaired by the vicerector in charge of LLL, was established in 2010 to steer and coordinate the development of LLL in the university.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
As stated in the universitys Strategic Plan the university will continue to foster a versatile and thoroughgoing education in Finland.
The university recognises the need to create a novel educational continuum in the current situation where careers take on increasingly
diverse forms due to the increasingly rapid changes taking place in professional life. This approach is being supported by the new
Universities Act (2010) in which LLL is mentioned for the first time as a mission of universities in Finland.
The strategy currently in place or under development
The universitys new Strategic Plan for the years 2013-2016 is under elaboration. In spring/autumn 2011 the LLL steering group will
provide guidelines to steer the faculties and other units in LLL development.
The implementation of the strategy
The universitys LLL steering group has prioritised three specific LLL development areas for the years 2011-2013: 1) Strengthening the
visibility and information dissemination of LLL; 2) Support to longer careers, in other words quick continuation from secondary level
education to higher education, shorter duration of higher education studies, flexible continuation from study to work, continuous
professional development and LLL as a part of wellbeing at work; 3) Enhancement of alumni cooperation in LLL to promote the
universitys societal interaction and collaboration with the labour market.
Main strategic goals for LLL for the coming years
The universitys LLL steering group is currently discussing the following strategic issues (no official decisions made so far in spring
2011): 1) functional development and developing the universitys educational services as a comprehensive system with clear roles,
division of work and good cooperation; 2) LLL is seen as offering learning opportunities for active people who have individual interests
and needs; 3) strengthening the good brand of the universitys LLL services.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The SIRUS project has offered an up-to-date overview on the development of LLL in European universities. Furthermore, the project
has served as a forum for networking and sharing of good practices. The projects analytical assignments and joint sharing of the
university-based results and experiences have contributed well to the strategic review and development of LLL in the University of
Helsinki. The newly established LLL steering group will continue to support comprehensive and goal-oriented LLL development in the
University of Helsinki.

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E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

University of Ioannina, Greece

Number of faculties: 17
Number of students: approx. 15 500 undergraduates
+ 1 570 MSC + 2 398 PhD (postgraduates)

Number of LLL students: (2010-2011) approx.

1. Erasmus incoming students 39
2. LLL (Didaskaleio) 90 students
3. Leonardo Da Vinci 28 students

Number of staff: approx. 566 teaching staff +

550 admin staff

Number of staff involved in LLL: approx.

1. in Erasmus programmes, most of the teaching staff is
involved as they offer courses to undergraduates and
postgraduates
2. in Didaskaleio LLL 38 teaching staff
3. university teaching staff

Organisation of LLL in the institution

The University of Ioannina (UOI) has been in existence for over 40 years and its mission is to achieve and sustain excellence in every
area of teaching, learning and research. Based on contemporary educational needs and advances, LLL, continuing education and
distance learning are implemented by the UOI. Such strategies comply with European regulations and legislation as well as national
regulations and legislations. On 21 September 2010, the Greek government passed the new law concerning LLL, published in the
official gazette no. (3879). According to this law, every institution or organisation of higher education and vocational training in
Greece is enabled to implement in the future issues of LLL based on this new regulation. While the general framework will be under the
supervision of the Ministry of Education, Lifelong Learning and Religious Affairs (www.ypepth.gr/en_ec_home.htm), each university
has the freedom in how it realises the strategic goals.
The LLL strategy of the UOI follows the rules laid down by the Greek Ministry of Education, Lifelong Learning and Religious Affairs
www.ypepth.gr/en_ec_home.htm
Specifically:
1. At Central level: Offices responsible for LLL (Erasmus, Leonardo Da Vinci, etc)
www.uoi.gr/gr/education/erasmus.php
dikeppee.uoi.gr/?q=en/node/130
www.uoi.gr/gr/facilities/kek.php and
a separate central office for the Vocational Training Centre of the University of Ioannina and the Centre for the Study of Hellenic
Language and Culture (HeLaS) (housed in the International Centre of Hellenic Education-Culture & Vocational Training Stavros S.
Niarchos, http://dikeppee.uoi.gr/?q=en/node/130, www.uoi.gr/gr/facilities/kek.php).
2. At faculty level there are LLL programmes for in service teachers, offered from the School of Education (Didaskaleio), which
promote flexible and creative learning
www.uoi.gr/schools/early-childhood/didaskaleio.htm
http://dde.uoi.gr/
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
In the immediate future a committee responsible for LLL activities will be established, according to the law 3879/21-9-2010. University
academic staff members will organise, coordinate and manage LLL initiatives. Each department will have a representative and overall
decisions, indicators and action plans will be implemented. This plan is in progress.
Funding, as a consequence of the current economical situation in Greece, is an issue of great importance. With limited funds,
participation and development of LLL actions will become quite complex.
The strategy currently in place or under development
LLL strategies at UOI concern students (undergraduates and postgraduates), researchers, administrative and academic staff from the
University, in-service professionals as well as learners from multiple target groups from outside the university. Moreover, the UOI is in
the process of upgrading its courses (online courses for distance and blended learning), offering more courses on line for university
students and lifelong learners, using more educational media.
The implementation of the strategy
The new committee on LLL will be responsible for the implementation of LLL in UOI considering the indicators, success factors etc,
according to the law 3879/21-9-2010.
Main strategic goals for LLL for the coming years
Apart from the Committee in charge for LLL in our university, in the coming years the UOI aims to take part in more LLL programmes
and implement more LLL strategies. This will be fulfilled by broadening the target groups, improving the educational practices
(including the improvement of courses), widening participation (scientific and professional areas) with more LLL programmes.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
SIRUS helped us to realise how LLL in our university can be more practical, better organised, accessible to a heterogeneity of learners,
and recognise prior learning, include programmes for retired seniors, support working students, strengthen the relationship between
research and teaching, encourage partnership at regional level with local authorities, integrate educational technology, and improve
quality.

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Universit Libre de Bruxelles/Free University of Brussels, Belgium

Number of faculties: 10
Number of students: 22000

Number of LLL students: 5000

Number of staff: 5000

Number of staff involved in LLL: 500

Organisation of LLL in the institution

Lifelong learning is part of the institutional strategy of the Universit Libre de Bruxelles (ULB). ULB provides courses that can be
followed by professionals and, more generally, adults. The LLL courses are developed following six major axes: health, management,
human resources and communication, sciences and technologies, information technology, multidisciplinary matters and society. LLL
is organised as a department attached to the central administration.
Reasons and internal/external drivers for creating or update the LLL strategy
The lifelong learning experiences reinforce the ability of ULB to interact with society and practice a policy of widening participation for
adult learners. Opening the doors to other publics, allows the university to create wealth based on exchanges between students and
teachers, to increase its role in society and to reinforce its visibility. For the moment, no incentives are given for the LLL development
inside the university.
The strategy currently in place or under development
Currently, LLL is developing a niche and opportunistic market strategy. Strategy of LLL is based on an integrated approach, supported
by research and should develop incentives. New structures should be developed to allow more flexibility and more resources should
be allocated to the activity in order to fulfil all the missions. LLL should be considered as a priority activity. The authorities must clearly
communicate the guidelines and objectives of this LLL strategy and show their strong support to this project. ULB should increase the
quality of its continuing education offer via the development of adequate pedagogical methodologies.
The implementation of the strategy
An incentive policy is presently under discussion. A new communication process and website have just been implemented. Electronic
integration of the activity into the processes of the university is in progress. Indicators are also being discussed with the bureau
dtudes (institutional research office) of ULB.
Main strategic goals for LLL for the coming years
LLL activity will be really integrated in the overall strategy of university and benefit from sufficient resources in order to accomplish
the mission satisfactorily
Participation in LLL activity will be recognised by university for everyone: teachers, staff, students.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
We saw that all the institutions are facing similar problems and discovered the way they tackle them: creative solutions and guidance
(from the UK foundation) were really fruitful. What helped me most inside my institution was the structuring of the process and the
DOs and DONTs. The university has elected a new leadership and LLL is still and again under discussion. The evolution of the project
will depend on the new rectors priorities. One very positive point was that a member of the leadership team came with me to Vienna:
the double participation gave weight to what has been done before and to convince the new university leadership. They seem to
consider positively the continuation of the implementation of LLL. LLL is already integrated into the widening participation activities
inside the university.

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University of Lille 1, Science and Technology, France

Number of faculties: 13
Number of students: 19461

Number of LLL students: 11561

Number of staff: 2755

Number of staff involved in LLL: 1463

Organisation of LLL in the institution

Our strategy is guided by a vision of education and training not limited to initial education, or to a vision of lifelong learning based
only on continuing education, but by an integrated organisation of all educational provisions. It contributes in building the identity of
Lille 1. Concretely the university appointed a vice-president in charge of LLL. Nearly all programmes are open to young students and
returners and specific programmes are provided for adults (employed or unemployed). A department provides specific services
to returners, and organises and manages programmes dedicated to adults.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
Our main objective now is to progress towards a better integration of initial and continuing education, to organise our programmes to
achieve continuity and progression, and to develop a culture of lifelong learning for our students, preparing them to become partners
for life with our university guaranteeing them long-term services .This approach is based on the conviction that in a world where a
linear progression of careers is becoming rarer we need to offer learners opportunities to come back to us at different moments of
their professional lives and to make new developments in science and technology based on the latest research results permanently
available to them.
The strategy currently in place or under development
This strategy is described in the four-year contract signed with the ministry in 2009.
The central objective was to make bring initial and continuing education closer together, to interlink the two logics, and to help
students to adopt new attitudes. Individuals have to take the entire responsibility for their personal and professional pathway, in the
perspective of several returns between education and training during their professional life. Five goals orient this next step:
To reinforce activities in access, advice and guidance, in the management of individual routes. One proposal is to set up An
Individual personal and professional route Management Centre, broadening services which are currently offered and providing
new tools.
To reinforce the use of validation of experience at various transition points in professional routes and to improve guidance methods
and tools to take into account new needs linked more closely to human resources management in companies.
To increase the flexibility of provision provided for adults by developing a permanent offer based on the diversity of programmes
offered by the university, granting returners or candidates partial validation procedures to find immediate solutions (based on a
range of pedagogical modalities) to start or finish a learning process at any moment during the academic year.
To build training programmes for staff engaged in this process (teachers, advisors and counsellors, administrative and financial officer
), to develop competencies in providing appropriate answers to make this project successful.
To capitalise and disseminate to all students the tools developed in the guidance of adults.
The implementation of the strategy
The contract signed with the ministry proposes an action plan covering the 2010-2013 period:
the information and reception centre of SUDES will be transformed into a Centre whose mission will be to help individuals manage
their professional paths, linking education and the labour market more closely
to provide sustainable solutions or opportunities to guarantee individuals continuity in their individual learning paths, especially at
transition points
to develop validation of non-formal and informal learning as a support for formalisation of what they have learnt in different settings
to develop validation of non-formal and informal learning as a tool for human resources management in companies
to introduce more flexibility in programmes by dividing them into several competences certificates awarding a part of the whole
qualification as step towards a full degree and to develop learning outcomes oriented approaches.
Main strategic goals for LLL for the coming years
The strategy described above is a midterm strategy. We know that we will not reach all the goals. We know that this needs time. The
only chance for us to be successful is to respect the rhythm of colleagues, to take time for experimentation. But this strategy benefits
from a permanent engagement of the top management of the university over the past 20 years and from regular discussions in the
different university councils, with faculties and departments and external actors (regional and local authorities and social partners).
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The SIRUS project gave us the opportunity to meet, discuss and share visions with other universities having developed interesting
processes regarding LLL. This project was a real opportunity for benchmarking. In this way we have identified universities which are
at the same stage of reflection or implementation. We have identified potential partners for future projects. We have also learnt from
other projects. Some approaches, arrangements, solutions will help us to orient or finalise our future activities.

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University Rovira I Virgili, Spain

Number of faculties: 12
Number of students: 12847

Number of LLL students: 4130

Number of staff: total 590

Number of staff involved in LLL: 18

Organisation of LLL in the institution

The Centre for Lifelong Learning is a centralised unit that manages all of the LLL courses, focuses on professional development
courses and programmes throughout the university. Currently, the Lifelong Learning Centre is part of an external organisation called
Foundation URV, founded by the university and develops the third mission of the university. Next year, following the LLL strategy,
the centre will be integrated into the organisational structure of the university.
So far, the lifelong learning strategy has only been developed in the LLL Centre. Now, as a result of participation in the SIRUS project,
the university has established a strategy for the whole institution.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
The university has created the LLL strategy to develop and provide comprehensive and high-quality lifelong learning opportunities,
services and research, to people and organisations for:
the personal and professional development of citizens and professionals throughout life
the social, cultural and economic development of the community
innovation and knowledge transfer in the region and companies
The drivers of this process have been the steering committee of the university (rector and vice-rectors) and the LLL Centre, motivated
by commitment to the social, cultural and economic development of the community.
In Spain there are no incentives for universities to develop LLL programmes.
The strategy currently in place or under development
The lifelong learning strategy of the university is organised around five axes: education, third mission, internationalisation, quality and
management, and seeks to incorporate the culture of lifelong learning in all of the activities and services of the university.
The implementation of the strategy
The action plan is organised around 8 goals and 22 actions to be developed over the next four years, with annual monitoring through
the quality unit and the working group set up to lead the process.
The first step is to integrate the lifelong learning centre into the university and create a centralised unit to manage the whole offer of
postgraduate and continuing education programmes. This will imply changing the internal regulations as well as the management
processes of academic, financial and student services, and develop new technological applications.
The biggest obstacle is the strong impact of the economic crisis in the financing of public services, which is currently already affecting
the budgets of the universities.
Main strategic goals for LLL for the coming years
The main objectives are:
to widen the access to a more diversified student population
to strengthen the relations between the BMD studies and the LLL programmes
to contribute to the transformation of our region into a knowledge region
to boost the international profile of lifelong learning
to reinforce the quality assurance strategy related to lifelong learning.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The ULLL Strategy has been elaborated. It has involved the board of directors and management of the university. It has clearly
improved the overall vision of the lifelong learning activities of the university. I have learned how to manage the process to engage
the university community in developing the strategy, as well as an overview of the status of the lifelong learning programmes and
strategies in European universities, and I have also increased my knowledge of the different national lifelong learning policies.

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University of Southampton, United Kingdom

Number of faculties: 8
Number of students: 22000

Number of LLL students: 3000

Number of staff: 5000

Number of staff involved in LLL: all staff potentially

Organisation of LLL in the institution

LLL is part of the University Strategy 2010-2015 and embedded in the Education Strategic Plan. Following a university-wide review
of LLL a report has been accepted that will see the establishment of a central hub to host the LLL offer from the various faculties. The
University of Southampton provides education to support a wide range of learners from conferences and one-off events to full time
degrees. By bringing together our offer under one central way in, we can standardise not only our lifelong learning provision, but
also present a coherent lifelong learning brand.
Reasons and internal/external drivers for creating or update an LLL strategy
The Continuous Professional Development (CPD) market is extremely crowded in the UK, with not only HEIs, but private training
bodies and professional associations all involved in offering CPD for professionals. Individual and corporate spending on HE-level
professional development is estimated at more than 6billion, of which less than 7% is spent with universities (CIHE (2008) Influence
through Collaboration: Employer Demand for Higher Learning and Engagement with Higher Education, Connor H. & Hirst W).
There is potential for the University of Southampton to grow its share in this market, and our potential to offer CPD should be part
of the conversation we hold with key strategic partners. Externally, as working careers lengthen, and the need for re-skilling and
retraining becomes more apparent, both to individuals in order to remain attractive in the labour market and to employers to remain
competitive, the model of how we support LLL will need to evolve. Internally, we have explored the consequences for the use of
academia staff time, administration and physical infrastructure to enable the implementation of our plans. 1 CIHE (2008) Influence
through Collaboration: Employer Demand for Higher Learning and Engagement with Higher Education, Connor H. & Hirst W.
The strategy currently in place or under development
The University of Southampton is working to establish a greater presence in lifelong learning; both at the leisure end of the market,
and in CPD, with a concentration on high end, bespoke courses. This will build on the universitys research strengths in particular
areas and our reputation with the local community, providing another interface with the regional economy, and better exploit the
universitys existing assets.
The implementation of the strategy
Following the completion of an internal review, a sub-group of the University Education and Student Experience Advisory Group has
been established to plan the implementation of the recommendation of the review. An initial single point of contact for potential
customers wishing to explore lifelong learning is being established, building on the excellent work of our Faculty of Humanities.
http://www.soton.ac.uk/humanitieslearn/
Main strategic goals for LLL for the coming years
Short term: Establish the LLL Hub based on the model developed in our Faculty of Humanities and move to a common infrastructure
for both leisure learning and CPD to provide a university-wide support for the administration of this activity.
Medium term: Understand the accreditation needs of our existing and potential customers, and build an accreditation framework
which is valued by customers. In line with university-wide curriculum innovation, build an education curriculum which is flexible
enough to enable real lifelong learning, with step-on step-off programme options, the accumulation of credits over a longer
timescale, and a responsive student-centred approach. www.soton.ac.uk/cip/
Long term: aim for a Future proofed organisation offering flexible education models for all markets of lifelong learners. Learning
hotel concept where we offer a range of education and offer a more fluid transfer of staff between business and public bodies who
hold positions of responsibility across organisations.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
Involvement in the SIRUS project has brought with it the invaluable opportunity to share with and learn from colleagues from across
Europe and Russia. These varying perspectives and national arrangements have helped to inform our review and the plans we will now
take forward for LLL. The power of the project has been in the networks and connections it has fostered.

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University of Turku, Finland

Number of faculties: 7 faculties and 12 special units
Number of students: 21000 full-time students

Number of LLL students: 17000 adult students annually

Number of staff: 3500 employees

Number of staff involved in LLL: 200 employees

Organisation of LLL in the institution

In the University of Turku, LLL is understood both as an integrated principle in all university activities and as the specific services for
adults. Thus, the whole university community shares the responsibility for implementing the LLL agenda but there are also units
with specific LLL duties and tasks. During the preparation of the latest university strategy 2010-2012 it was decided not to produce
a separate strategy for LLL but embed it in the main strategy. The strategy has a strong LLL emphasis. The vice-rector for education
and social interaction is the chair of the Council in which the vice-deans, members of staff and students and the Brahea Centre for
Training and Development are represented. The Teaching Council appointed three sub-groups in June 2010, one of them dedicated
to LLL. The sub-groups report to the Teaching Council annually. There is a coordinator for lifelong learning in the university services.
The appointed working group of societal interaction, chaired by the vice-rector, is responsible for the implementation. The most
important LLL units are: the Brahea Centre for Training and Development, the Centre for Maritime Studies, Finlands Future Research
Centre and TSE exe.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
Drivers for the development of LLL relate to legislation and funding as well as to the changes in society. The underlying foundation for
the permanent progress is the University Act providing for universities to promote LLL. It is also true that tailored LLL services can bring
external funding to the university besides the basic funding coming from the ministry. In addition, the changes in the age and the
educational and cultural background of the population combined with structural reforms in the economy increase the importance of
and demand for academic adult education in Finland. Flexible learning environments and new student or learner specific tools have to
be designed so that the universities are capable of widening the access of a varied student population to higher education. The units
of LLL have always been the forerunners in these solutions.
The strategy currently in place or under development
The university strategy 2010-2012 states that teaching is based on scientific research and the principle of LLL. Lifelong learning is
embedded in the definitions of policy, priorities and practices as well as the implementation plans of the strategy. The strategy is
divided into the following main chapters: Competitive research, Promising career for doctors, Research-based teaching and lifelong
learning, Science and society and Prerequisites for success. The basic values of the university are ethics, self-criticism, creativity,
openness and communality. Concerning LLL, the following summarises the main elements:
LLL is understood both as a principle in all university activities and as special services for adults.
Responsibilities for the LLL agenda are shared among university leadership, faculties and the special units of LLL services.
Services are based on research combined with work life relevance. One of their main aims is to disseminate the research results.
LLL highlights the learner-centred approach, meaning individual pathways and flexible study methods and environments.
The university itself is a learning organisation dedicated to outcomes-based learning as the basic foundation for LLL promotion.
The implementation of the strategy
The university strategy is realised in six implementation plans. The implementation plans deepen the understanding of the relevant
concepts and name the key priorities. From the LLL point of view the plan for research-based teaching and LLL and the plan for societal
interaction are the most relevant. Both LLL as a principle in all university activities and as the specific services are highlighted. The LLL
coordinator bears the main responsibility for the implementation utilising the expertise of the Teaching Council and its sub-groups.
The coordinator gathers information on the activities, ensures synergies between different units, designs content for the university
website and organises events for university staff. The LLL focus is on the following thematic goals and actions:
Strengthening the links of the LLL services to research and development
Establishing a special service point for adult students
Participating actively in the construction of the new national system of recognition of expertise
Developing the consulting and guidance services for university students
Sharpening the universitys LLL profile internationally and RPL role nationally
Intensifying dissemination of research outcomes
Defining the incentives and related indicators for societal interaction
Developing the internal structures, management and operational model of LLL and societal interaction
Widening, regularising and publishing the quality system of lifelong learning to the whole university.
Main strategic goals for LLL for the coming years
We have made some breakthroughs in the strategic development and implementation of LLL. However, the situation is not equal in all
faculties and with all aspects of LLL. Versatile services for adults have been developed but all features of LLL are not present in degree
education. The main strategic goal is to transfer strategic aims and priorities into the various practices of the university. The LLL agenda
should be seen as an equal part in the academic heartlands and among the various university priorities. That demands determined
leadership, mainstreamed responsibility and specialised expertise. One of the key prerequisites for success is staff whose number one
priority is LLL promotion. At the faculty level both cultural progress and structural support from the administration are needed.

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Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The SIRUS project has required us to take an analytical look at the strategic development of LLL in our university and offered an
opportunity to compare the efforts of the colleagues abroad. For us, the special focus has been the implementation procedures and
many ideas have sprung up during the project concerning the organisation and mainstreaming of LLL in the university. During the
project the understanding on the LLL both as a principle and as specific services became clearer.

E n g a g in g in L i f elon g L earnin g : S hapin g I nclusi v e an d R esponsi v e U ni v ersit y S trate g ies

University of Twente, the Netherlands

Number of faculties: 6
Number of students: a pprox. 11 000 (students in the
young Twente Academy, the
Twente Academy, the Bachelors/
Masters programmes, PhDs,
post-docs, Studium Generale,
professional learning)

Number of LLL students: in our view all students are LLL
(formal/informal/non-formal
learning)

Number of staff:

Number of staff involved in LLL: in our view all staff are
involved in LLL

a bout 450 directly related as

(teaching) staff; with an additional
400 in a supporting capacity

Organisation of LLL in the institution

Apart from the regular bachelor and master students, the most advanced implementation of LLL is found within the ITC Faculty
and the Postgraduate Initial Education (BPO) of the MB Faculty. BPOs strategic plan will provide the basis for further development of
LLL within the university. In addition, University of Twente (UT) is involved in the Twente Academy (pre-university college educational
activities, which are integrated into the curricula of secondary schools in the region).
Reasons and internal/external drivers for creating or updating the LLL strategy
UT sees LLL as a dynamic concept in which an individual over a lifetime (e.g. 4-94 years) responds to developments and changes
around them through formal, non-formal and informal learning. In its overall strategic plan Route 14, UT indicates that its core
subject in education rests with awarding degrees in the area of science education at the undergraduate and graduate levels. But we
also know that learning does not begin and end with the granting of a degree.
The strategy currently in place or under development
Our university is finalising a renewed/intensified overall-strategic plan (RoUTe 14+). Because of this new strategy (in the context of
government policy to cut higher education and proposed measures concerning students who study for too long), the focus of UT
has been oriented towards the primary process (bachelors/masters programmes). Furthermore, it has been decided that the group
Professional Learning and Development on which the LLL activities have been incorporated, will be closed. However, the activities
in this area will continue within the Bureau of Post-initial Education (Faculty of Management & Governance) and the ITC faculty. But
actually many activities at UT which may be considered to be of an LLL-nature (e.g. the start of PDEngs) either already exist or will be
introduced in the near future.
Main strategic goals for LLL for the coming years
Fewer but broader bachelors programmes will be developed, including a university college. The positioning and quality of masters
programmes will be monitored.
LLL will be developed according to a growth-model and on the basis of learning by doing.
A position paper on professional learning/LLL will be written, related to a central vision.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
Lessons learned:
1. Do not necessarily perceive bachelor and master students as automatically being outside of the LLL paradigm
2. Leadership with a clear vision and steering capacity are absolute requirements for implementing LLL successfully
3. The notion that when developing educational programmes, one should focus beyond the traditional target groups (BA/MA)

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University of Versailles Saint-Quentin-en-Yvelines, France

Number of faculties: 4 faculties + Engineer School + 2 Institute of technology + 2 nurse school
Number of students: 18 000

Number of LLL students: 2 500

Number of staff: 1 360 teachers and researchers

+ 650 technical and administrative staff

Number of staff involved in LLL: all the teachers can be

involved in LLL training +
21 for the LLL service

Organisation of LLL in the institution

By law and because of economic needs, LLL is an educational mission for the university and is a part of the overall institutional strategy.
Since 1998, LLL has been organised as an office at the central level. But in the objective to promote LLL activities, we have developed
local representation in each faculty. This organisational change reinforces the links with staff (managers, teachers, administrative
staff) and we can follow each learner along his/her training route.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
The University of Versailles Saint-Quentin-en-Yvelines wants to update its LLL strategy because it is a necessity in the present context. We
have external drivers (laws, agreements between social partners, quality chart), and also internal drivers, decided by the governance
of the university and formulated in the four-year contract with the higher education ministry, and then evaluated by commissions.
In France the government has introduced the autonomy of the university and each institution must find the necessary funding for
their activities. With this in mind, it is very important to reinforce the reputation of the institution as a regional LLL actor as well as
an excellent research centre. We have new legal texts, which provide new rights for salaries and job seekers to help them to build a
secure vocational pathway. Based on the research and the economic changes, we must prepare for sustainable new skills and new
jobs establishing relations with professional sectors and enterprises and building cooperation with these partners. The academic staff
is aware of the need to change the curricular design (modularisation) and to develop new pedagogies adapted to different profiles
of learners, with a view to opening up the university to returning students. We must introduce some services around this training:
helping students to define their professional path, assessing their skills, accrediting prior learning, helping with professional integration
or with new business start-ups.
The strategy currently in place or under development
The strategy is to position the university as a sustainable regional LLL actor. Based on the SWOT analysis, strategic objectives are:
first, to complete what already exists through enriching and diversifying our services in both engineering education and upstream
and downstream of these programmes; then, in parallel, to expand our partnerships with regional actors involved in vocational LLL
(branches, public services, trade unions, guidance centres, job centres, purchasing advisors and funders, vocational training centres,
Human Resource Advisors, ...). In particular, the university seeks to develop partnerships with the business world (public/private
partnership, active participation in competitive clusters, and the creation of an industrial chair) by enhancing our research centres of
excellence, and by including a training-oriented dimension to the adaptation and enhancement of skills throughout career paths.
The implementation of the strategy
The universitys continuing education service seeks to develop within the university a service which will ensure the professional
development of its students; one able to respond to any guidance, training or recognition request; from initial training through to
the up-skilling and the up-dating of qualifications required throughout a career. It is a question of closing the circle of the services
that the university is able to provide (legibility of skills diplomas, project definition, skills assessment, assistance in professional
insertion, company start-up support), to diversify the educational modalities of training (part-time courses, distance learning, use of
ICT, pedagogy by project), to respond to the variety of learners profiles and the specificity of their personal situation (status, time
availability and other constraints). The development of partnerships with regional actors is strongly promoted and supported by the
presidency of the university and by the cultural revolution brought about by the development of new technologies and vocational
courses and alternating work/study contracts within the university, at all levels of the BMD. Multi-dimensional research and training
agreements have been drawn up as a model for developing partnerships with business and other professional fields, as well as with
several regional public authorities. Finally, several quality charters have been signed with important suppliers of vocational training
(FONGECIF, Pole Post Regional Council). Indicators testifying to this evolution can be seen in terms of the growth rate of activity
and performance (trained staff, success rate, insertion rate, number of vocational degrees, numbers of recognition of prior learning
through experience, number of individual agreements and group agreements, number of digital learning resources, turnover) and in
terms of the implementation of new information, reception and advice structures.
Main strategic goals for LLL for the coming years
Complete the internal support services in LLL. Reinforce activity with business and professional circles. Develop training in engineering
(complex architectural combination of recognition, prior learning through experience and a modular course using ICT).
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The main lesson stemming from SIRUS during these two years is the realisation that higher education in Europe is highly diversified.
For many partners, the LLL approach is still strongly influenced by the organisation of initial training in a classic university (in the
sense of a university cut off from the technological and professional fields and is mainly oriented towards research and education).
Nevertheless, it seems that this situation generates ideas and interesting experiments, which bring together the approaches of some
countries that have advanced further along the route. Thus, the two-year experience suggests that it would be very rewarding to
establish a permanent network to exchange experiences and good practices.

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University of Vienna, Austria

Number of faculties: 1
 5 faculties and 3 centres. In the area of administration, there are 8 university offices,
4 administrative departments and 1 special facility.
Number of students: 8
 8000

Number of LLL students: 1 300 (students in continuing

education programmes)

Number of staff: 8900

Number of staff involved in LLL: Not relatable.

Postgraduate Centre (organisation and programme
management) 20 employees

Organisation of LLL in the institution

The University of Vienna carries out many projects in the field of LLL and puts a main focus on continuing education. So far, no
office for LLL has been established, instead the Postgraduate Centre (responsible for Continuing Education) is heavily involved in the
lifelong learning discussion. The University of Vienna offers 36 advanced postgraduate programmes leading to academic certificates
as well as to masters degrees; it follows a broad concept of LLL that is reflected in a wide range of programmes and activities. In recent
years, LLL has become a main focus, alongside research and teaching. In 2008, the University of Vienna announced that it will put
an emphasis on postgraduate education within its lifelong learning initiative, which should result in the definition of a strategic and
institutional foundation by 2011. The Development Plan 2012 represents the strategic foundation within which the objectives of this
initiative are outlined. So far, no institutional lifelong learning strategy has been developed by the University of Vienna and currently
more importance is paid to other topics (i.e. financing). At the moment, there are limited financial university budgets (from the
Austrian Federal Ministry of Research and Science) and the number of public grants has been cut back dramatically.
Reasons and internal/external drivers for creating or updating the LLL strategy
For an international, research-based university it is necessary to put a focus on the field of LLL. There are five potential benefits of LLL for
research universities: 1) Expanding concepts of learning and knowledge; 2) Making educational structures more flexible; 3) Upstream
strategies: new subjects, interdisciplinary research; 4) Non-linearity of the research process; 5) Strengthening resources. The new
rectorate (October 2011) will discuss strategies for the implementation of LLL. A key issue for the near future will be the development
and growth of financial resources (universities and Austrian Ministry). In 2010, the Austrian Ministry of Science and Research declared
that there are certain expectations towards the Austrian universities as part of the agreement of objectives. These expectations should
be met by the end of 2012 and include the following: a clear positioning of the universities within the agreement of objectives
concerning LLL, a declaration of objectives and procedures as well as an institutional LLL strategy and that Austrian universities should
have an institutional LLL strategy by the end of 2012 although this also depends on the final results of the national LLL strategy.
The strategy currently in place or under development
LLL is commonly a part of the overall strategy and all areas within the university are concerned with LLL (e.g. University for children,
BA/MA/PHD, continuing education, joint-programmes), but there is no institutional LLL-definition. The University of Vienna offers a
wide range of postgraduate programmes and other LLL activities (i.e. for more than 10 years, we have been offering the open lecture
series University Meets the Public which provides the public with the opportunity to follow scientific lectures held by researchers
of various disciplines). On our part, we hope that lifelong learning will increasingly become a core part of the strategic plans of the
University of Vienna. The University of Vienna has identified the chance to develop part-time postgraduate programmes for working
professionals. Now, the challenge will be to use the experiences gained from postgraduate education for the benefit of regular
programmes at the university.
The implementation of the strategy
Lifelong learning is part of the University of Viennas Development Plan and as such intended to be consolidated as a university strategy
by 2012. However, a national LLL strategy has not been available so far. Quality control mechanisms have been put into place in the
area of continuing education as well as in regular degree programmes. Quality control in advanced training has been recently initiated
as a nation-wide project by the Austrian Federal Ministry of Science and Research, with the University of Vienna as a prospective
future partner institution. Potential shortfalls are to be expected with regard to evaluations in the area of continuing education, aside
from regular course evaluations. There has been a substantial change regarding the acceptance of the new structure of studies: the
modularisation of the curricula as well as the description of learning outcomes show that the Bologna Process has effectively been
implemented. Generally, the needs of students have been changing: an increasing number of students are on-the-job and it seems
very important to react to that change. Postgraduate education at the University of Vienna can act as a role model for the development
of new teaching and learning methods.
Main strategic goals for LLL for the coming years
To discuss LLL more intensively and to integrate it into the new development plan of the University of Vienna. To create a strong
connection between the strategic plans in the field of LLL to the core research areas. To put a stronger emphasis on continuing
education measures in order to increase its range of continuing education programmes and improve support for the implementation
and realisation of such programmes. To focus on the cooperation with partner-institutions from various fields (universities but also
business partners), as well as to carry out more scientific projects in the field of LLL. Medium-term, continuing education must bear its
own financial burden, therefore the calculation of university training courses and specialised continuing education modules needs to
be based on full cost accounting. Ability to enforce the collaboration between research, education, professional practice and the needs
of society. Become more visible as an actor with a wide range of LLL activities. To develop our current portfolio with new professional
masters programmes (international focus, inter/multidisciplinary). To create an all-embracing quality control/management system.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
This has led to an increase of the number of projects with external university cooperation partners and a stronger cooperation with
enterprises; also the number of participants of continuing education programmes, of interlinks with the Alumniverband (alumni
association) and the career service and the one of new projects (e.g. events for bachelor or postgraduate fairs) has grown.

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University of ilina, Slovakia

Number of faculties: 7
Number of students: 11000

Number of LLL students: 5660

Number of staff: 1530

Number of staff involved in LLL: 67 (not including the

staff from faculties)

Organisation of LLL in the institution

Lifelong learning at the University of ilina is included in the long-term institutional strategy (2008-2013) as an integral part. The
LLL activities are not coordinated by one single office or department. They are offered by various parts of university: the faculties, 7
institutes and 3 specialised training departments. Each faculty or institute has its own LLL activity for specific target groups. That is why
there are many and various activities for a large number of LLL students. Some of the activities are prepared in cooperation but most
of them are isolated initiatives.
The faculty LLL activities are coordinated by the deans. The vice-rectors coordinate the LLL activities in each institute. Moreover, there
is a specific organisation for part-time students. They represent 20% of the registered students, pay specific tuition fees (around 500
to 600 Euro/year) and prepare the same diplomas as full-time students. The courses are organised so that students can continue their
job or activity in parallel. They are between 25 and 40 years old.
Reasons and internal/external drivers for creating or updating the LLL strategy
The main internal drivers for changes in LLL activities at the University of ilina are the low level of cooperation, lack of awareness
within and outside the university and the fact that the competencies of stakeholders in LLL activities are not clearly defined. The new
strategy is slowly being prepared by the new management of the university.
The aim is that the University of ilina will be able to bring a global and precise view of lifelong learning activities at the university as a
whole, clearly identify and describe the responsibilities of stakeholders, enhance their mutual cooperation and use their resources more
effectively. It should create a one-stop institution or department which will work in collaboration with other specialists at the university
to meet the LLL needs of the public comprehensively.
The main external incentive for the start of these changes was a reduction in funding for state universities. This situation led to the
search for new sources of funding including through improving efficiency and performance of various parts of the university. The
changes in the structure and requirements of the students and the labour market are another main set of stimuli to find, identify and
use the resources and capacities of the university more effectively.
The strategy currently in place or under development
The present long-term strategy of the University of ilina is still in force. The faculties and institutions are still working in the same way.
But the personal and process audit and identification of the core activities in each institute is underway and this is the first step in the
change of strategy.
The implementation of the strategy
The LLL approach of universities in Slovakia and abroad was presented to the rector and vice-rector for education; the internal
stakeholders were identified. The personal and process audit is still in progress (till June 2011). The first common meeting of all
providers of LLL activities at the university will be initiated and coordinated by the Institute of Continuing Education. The aim of this
meeting is for each unit to present its own LLL activities and start the discussion about university-wide cooperation. This first common
meeting of all stakeholders is the ground zero for creating of the new university LLL strategy.
Main strategic goals for LLL for the coming years
Realise the personal and process audit in the institution offering LLL activities
Define the role and tasks in the field of LLL in the new university strategy including the LLL strategy
Establish the working group and build a common strategy for LLL as a part of the university strategy
Final version of the strategy autumn 2012.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
Getting to know the system of higher and continuing education in universities in Europe
Obtaining stronger and clear arguments necessary to promote change leading to the effective development of lifelong learning at
the university
Getting inspired by the initiatives and the activities of other European universities help us to identify better the potential target
groups and the tools to involve the people in the process of continuing education.

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Vilnius University, Lithuania

Number of faculties: 14 faculties, 5 institutes, 4 centers
Number of students: 23000

Number of LLL students: 5000

Number of staff: 3600

Organisation of LLL in the institution
LLL part of Vilnius Universitys overall strategic plan for 2007-2013. The statutes of Vilnius University require that it creates conditions
for specialists to improve their knowledge as well as fulfilling the regulations on inconsequent studies (a term from the law on higher
education: students can study longer and accumulate credits over a longer period of time than those following consequent, i.e. full-time
studies with a minimum requirement of 30 ECTS per semester) approved by the university senate in 2003. These require creating proper
conditions for continuous education. LLL is organised both centrally and in a decentralised fashion. The coordination of LLL is organised at
the administration (central) level, but the management and implementation of separate LLL courses and programmes is decentralised at
faculty, institute and/or centre level. A more elaborate structure might be developed by the end of April 2012. There is an ongoing project of
Vilnius University management framework development and by the end of this project a new management structure should be developed.
Why did the university want to create/update an LLL strategy? What were the external and/or internal drivers?
There have been a few factors which led to the development of an LLL strategy. Among those:
The economic situation in Lithuania. The high unemployment rate reduces students attending on a fee basis
Reduced funding from ministries, other agencies. Total dependence on European Structural funds
The total number of students for inconsequence or part time studies is rather low
No market oriented strategy of the offered courses. Offered courses are rather badly advertised.
The strategy currently in place or under development
The strategy is under development due to the overall structural changes in the institution and nationally. The 2009 law on studies and science
have led to change: all state higher education institutions have changed their legal status from state budget into public institutions by
the end of 2011. Currently all income universities receive (fees, renting out facilities, consultation, projects, etc.) is sent to the State treasury,
as state budget income. The state returns it to the university as state budget expenditure. The difference is that this expenditure is provided
from other sources which are not taxpayers money (budget expenditure).
From 2012 on, university income will no longer be considered as state budget income, but rather as property of the universities. Universities
will have more rights after the reform, as, for example, the possibility to own property, use income without going through the Ministry of
Finance), and to take out bank loans. On the other hand they will have less autonomy to govern their institutions. This principle is discussed
in the Constitutional Court of Lithuania. The internal Management Framework project of Vilnius University should provide a more systematic
approach to the management of LLL and the overall study process as well. See also the above question on Organisation of LLL in the institution.
The SWOT analysis made under the SIRUS project brings up opportunities and choices to be made as we indicate below with the goals and
indicators to be met.
The implementation of the strategy
A new administrative structure for the implementation of the LLL strategy will have the following responsibilities:
To ensure the cooperation across the faculties and other academic branches (institute, centres) of the university
To develop effective marketing policy by analysing needs and requirements of customers
To create a school for the better use of andragogic principles for university teachers
To cooperate with similar structures of other universities within the framework of the Association of Institutions of Continuous Education
of Lithuania (LUTSIA).
Main strategic goals for LLL for the coming years
New study programmes and courses should be developed and should focus on different age groups and needs of customers. All faculties will
take an active role by participating in LLL.
The quality assurance and assessment system should be based on transparency of procedures and decisions taken, and indicators for quality
assurance should be developed. The QA mechanisms should be based on the analysis of students and customers evaluations; external
evaluation; analysis of responses from alumni and stakeholders. Indicators for quality assessment will be developed and mechanisms of quality
improvement will be developed. Training of teachers is a very important factor for the quality of studies.
Marketing structure for LLL: Inform community about activities and services offered by the university. The main information resource can be
the website. Information on offered courses to be found easily. Open days are a well-known form of information on studies. Media can
be used to increase the information to the public. New technologies (Facebook, social networks) are welcomed. Co-operation with partner
municipalities for distribution of information about LLL at Vilnius University. The networks of Vilnius University Alumni organisations and clubs
should be also engaged as a tool for information about LLL activities.
Financial support systems: Financing of LLL is a very important factor for accessibility of courses and programmes for adults; the system cannot
be sustainable if the financing of LLL is based on fees alone. Different financial resources should be used. The funding model of LLL should
have a core income. Utilisation of European Structural Funds is a key factor for the improvement of LLL performance. The university should
initiate a process of improvement of legislation in order to make funding from the business sector more valuable. Municipalities should take
a more active role in funding LLL. The university should use agreements with municipalities to improve income for LLL.
Effective international cooperation: More effective international cooperation of the university in the process of LLL. The university should use
existing networks and agreements in order to improve the quality of LLL activities, accessibility and better management of the process.
Different projects offered by EUA, EUCEN IAU, BSRUN, BUP, UNICA to be used. The Career centre should be involved in improving
international cooperation.
Implementation and performance indicators: The strategy should have an implementation plan with concrete actions taken as well as a time
frame. Necessary resources calculated for each activity, and the strategy re-assessed after two years.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
It was of great use being able to communicate and gain experiences from all those good practices, realising we have common problems and
trying together to see the possible ways out and the most suitable, appropriate solutions, considerations and suggestions. The development
SWOT analysis was very useful as well and helped to determine in a more precise way the key elements on weaknesses and strengths thus
leading to a more thought through and clear strategy to be implemented.

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Wrocaw University of Technology, Poland

Number of faculties: 12
Number of students: 34078

Number of LLL students: 6958

Number of staff: 4078

Number of staff involved in LLL: 4078

Organisation of LLL in the institution

LLL is one of the strategic aims of Wrocaw University of Technology. This was the reason that the LLL Centre was created at the
university level. The LLL Centre is the body that is responsible for promotion, administration, organisation, financial issues and
recruitment. All of the LLL initiatives are realised at faculty level. The person responsible for the coordination of any LLL activity is the
head of the project nominated by the Dean of the Faculty and approved by the Faculty Board.
Reasons and internal/external drivers for creating or updating the LLL strategy
In view of anticipated legislative changes in Poland, the work related to the preparation of a new Wrocaw University of Technology
institutional strategy has begun. Developed under the SIRUS project, the LLL strategy will be taken into account during this work.
The strategy currently in place or under development
The overarching strategic objective is to Build the image of the institution as a leading university in the area of technical sciences in
the country and in Europe. The strategic objectives of the second order are intended to enhance the role of knowledge and learning
and to improve the openness of Wroclaw University of Technology to the educational needs of society at different ages, different levels
of education and different stages of work. The strategic objectives of the third order directly relate to directions of the education of
students at the Wrocaw University of Technology in the LLL system.
The implementation of the strategy
The implementation of the strategy will require the development of some procedures, for example:
elaboration of principles for the validation for single courses
establishing the financial rules (calculations, settlement, billing between departments and units)
establishing rules for the calculation of resource use
separation of resources for the development of LLL in the form of educational investment.
Main strategic goals for LLL for the coming years
As an academic research institution, Wrocaw University of Technology defines the directions of developments in science and
technology, provides its students, auditors and employees with access to current knowledge based on current research. Through
various forms of access to LLL, the university has created the conditions for obtaining, updating and upgrading knowledge through
continuing education of all concerned. The university as an academic community is open to supporting the development of its
students at every stage of their life. In pursuing lifelong learning, the university works with employers and other interested business
entities contributing to the acquisition of new skills and qualifications tailored to the labour-market.
Progress/benefits/lessons learned and achievements realised during the SIRUS project period/during the past 2 years
The primary change in recent years has been understanding the meaning of LLL in the teaching process carried out at the university.

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Annex IV T he presentations given

at SIRUS seminars
SIRUS seminar at the University of Lille 1,
Science and Technology
3-4 June 2010, Lille, France:
Sybille Reichert, Director, Reichert Consulting, Switzerland
Strengthening the role of universities in their regional context
Maria Slowey, Director of Higher Education Research and Development in the Office of the Vice-President
for Learning Innovation, Dublin City University, Ireland
Strengthening the provision of university level continuing education
Liz Thomas, Director, Widening Participation Research Centre, Edge Hill University, United Kingdom
Embedding concepts of widening access in institutional lifelong learning strategies

SIRUS seminar at the University of Vienna,

25-26 November 2010, Vienna, Austria
Ellen Hazelkorn, Vice-President Research and Enterprise and Dean of the Graduate Research School,
Head of the Higher Education Policy Research Unit, Dublin Institute of Technology, Ireland
Teaching, Research and Engagement: Strengthening the Knowledge Triangle
Robin Middlehurst, Director Strategy, Research and International at the Leadership Foundation for Higher
Education (LFHE) and Professor of Higher Education at Kingston University, UK
Engaging with leaders in higher education Implementing Strategies

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E U A P U B L I C A T I O N S 2 0 11

The European University Association (EUA) is the representative organisation

of universities and national rectors conferences in 47 European countries.
EUA plays a crucial role in the Bologna Process and in influencing EU policies
on higher education, research and innovation. Thanks to its interaction with
a range of other European and international organisations EUA ensures that
the independent voice of European universities is heard wherever decisions are
being taken that will impact on their activities.

The Association provides a unique expertise in higher education and research

as well as a forum for exchange of ideas and good practice among universities.
The results of EUAs work are made available to members and stakeholders
through conferences, seminars, website and publications.

European University Association asbl

Avenue de lYser 24
1040 Brussels, Belgium
Tel: +32-2 230 55 44
Fax: +32-2 230 57 51
www.eua.be