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The Bologna Process Bergen, 19-20 May 2005

Report from the Parallel Session on Lifelong Learning Prof. Pavel Zgaga, University of Ljubljana Rapporteur. The Bologna Process Bergen, 19-20 May 2005. LLL and the structural dimension of the Bologna Process LLL and the social dimension of the Bologna Process

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The Bologna Process Bergen, 19-20 May 2005

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  1. Report from the Parallel Session on Lifelong Learning Prof. Pavel Zgaga, University of Ljubljana Rapporteur The Bologna ProcessBergen, 19-20 May 2005

  2. LLL and the structural dimension of the Bologna Process LLL and the social dimension of the Bologna Process LLL and the role of institutions Conclusions and recommendations Key points

  3. LLL and the structural dimension • We all know that recognition is often a difficult issue in the mainstream education (e.g. mobility); in the case of LLL (with often less formalized structures) it is even more demanding issue. • FQ in the EHEA gives new chances also to improving LLL in our HE systems; making these chances a reality depends very much on national QF, based on clear definitions of cycles and levels, learning outcomes and competences, credits and workload. • Quality assurance systems are very important with regard to LLL; its promotion in HE depends first of all on quality provision (evaluation; accreditation). • LL learning paths should allow broad transitions between programmes and not be treated only as a “second chance education”. • The EC idea of a broader FQ for LLL should be considered very thoroughly in the BolognaProcess.

  4. LLL and the social dimension • For a growing number of students of different age groups LLL is the only realistic path to qualifications. • Concrete institutional LLL strategies supported at the national level could importantly increase the share of population with tertiary education. • Concrete LLL provision is also a tool which supports sustainable employability (e.g. after 1st cycle, etc.). • In LLL, universities should search for contacts with “the real world”, with real needs of learners. • LLL provision at HEI should not be primarily “a good business”; it is an integral and important part of public responsibility for (higher) education. • The main principle of LLL should be the principle of inclusiveness; LLL should not be a ghetto for certain social or age groups.

  5. LLL and the role of institutions • LLL and the mission of institution; differentiation among institutions in this regard needed – how far? • Recognition of prior learning (including “short” HE) gives basis for promotion of LLL at HEI. • E-learning brings a need for new learning methods; however, traditional teaching is not replaced. • There is a lack of clear picture about developments in LLL at the institutional level. • Changing perception what student is; traditional “student age” is (should be?) a relative notion. • Learners with special needs are also LL learners. • We should not forget that LLL perspectives start growing from the very beginning of education; children could give parents a motivation for LLL.

  6. Conclusions and recommendations The Bologna Process has made a substantial progress; however, there is an obvious lack of progress with regard to the LLL as one of the ten Bologna action lines (sincePrague, 2001). At the institutional level, there is a huge need for more developed tools / methodologies / procedures for validation of prior learning; progress at this level can help removing many existing barriers and mistrust. At the level of the Process, it is very important that opportunities for flexible learning paths and procedures for recognition of prior learning are made a part of stocktaking for 2007. Participants of the workshop strongly recommend to the BFUG to consider LLL in its various aspects a priority of the working programme 2005-2007 (LLL and QF, LLL and social issues, a specialized follow-up seminar etc.)

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