Lifelong Learning in European Higher Education 2


Hannele Niemi, Richard Trainor, Margret Wintermantel, Jean-Pierre Finance, Pat Davies, Michel Feutrie


12,99 € (67 Seiten, PDF)


  • Universities’ Role in Lifelong Learning: Reflections in the Frame of Research on Learning

    Hannele Niemi

    This article considers lifelong learning (LLL) holistically as the process which starts from a person’s early years and continues throughout the whole life course. The article introduces the results of recent research on learning and explores what these findings offer to promoting lifelong learning, and provides a number of examples from the University of Helsinki. Universities can contribute to several LLL forums. Firstly, for university degree students, the main task is to provide them with good learning skills and the readiness to learn continuously in their expert tasks in society. Secondly, universities play an important role in updating the skills and competencies of experts after their HE degree. Thirdly, universities are also responsible for activating citizens to learn throughout their lifetime and offering them flexible routes to study in higher education. Universities also contribute to regional development and have responsibilities for knowledge transfer.

  • Making Lifelong Learning a Reality – The UK Experience

    Richard Trainor

    This article looks at the United Kingdom’s experience of making lifelong learning a reality, at a time when this topic, as well as widening participation and engagement with employers, is high on the agendas of the European Union and Bologna process. The article covers the ways in which UK higher education institutions have expanded the numbers and types of students they now take in, have broadened the membership of their governing bodies, and extended the ways in which they collaborate with employers. The main challenges for the future are also outlined.

  • Embedding Lifelong Learning in German Higher Education

    Margret Wintermantel

    This article provides a short overview on the topic of embedding lifelong learning in German higher education, with a focus on continuing education. German higher education institutions have legal obligations in this area, and the article outlines recent important developments which open a number of opportunities. The article also lists the seven action lines recently identified by German higher education institutions and employers in the field of continuing higher education.

  • From Diploma to Qualification: The Place and Mission of Universities

    Jean-Pierre Finance

    This article analyses the context of continuing education and lifelong learning in France, and the challenges facing universities in this field. It discusses the opportunities now open to expand, in a coherent way, the supply of programmes to adults who wish to return to higher education, and puts forward a series of proposals for action at institutional, regional, national and European levels.

  • University Lifelong Learning to Lifelong Learning Universities

    Pat Davies, Michel Feutrie

    Until recently there has been little systematic enquiry into the state of play in university lifelong learning (ULLL) and it has been given little attention in the Bologna process. That is now changing and the first Europe-wide survey undertaken as part of the BeFlex project financed by the Socrates programme is reported here. It shows very patchy development and enormous diversity in what counts as lifelong learning (LLL): a working definition is proposed in this article. Although the Bologna tools are only just beginning to be exploited to promote flexibility, there has been an expansion of professionally oriented master programmes in many countries. The big issue is whether LLL should be separate or integrated into the mainstream curriculum and management structure – different models are in use at present and different approaches are being taken. The system is in transition, with ULLL rapidly moving up the list of priorities in many universities, even though some countries and some institutions have yet to begin. Finally the article proposes key features of a fully developed Lifelong Learning University.

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