‘FLLLEX-Radar as a
tool for measuring
lifelong learning:
experiences of 8 HEI’s
across Europe’
Rob Mark
Centre for Lifelong Learning,
University of Strathclyde,
Glasgow, Scotland.
22nd EURASHE Conference, Riga , 10-11 May
2012
FLLEX http://www.flllex.eu/
EU & Lifelong Learning
 White Paper on Teaching and Learning: Towards
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
the Learning Society (1995)
Maastricht Treaty.(1997)
Lisbon Economic Council (2000)
The Memorandum on Lifelong Learning (CEC,
2000).
Making a European Area of Lifelong Learning a
Reality (CEC,2001).
Survey of Participation in Lifelong Learning in the
European Union (2000 & 2006)
3
FLLEX Radar : Impact of Lifelong Learning Strategies on
Professional Higher Education in Europe. (2009-2012)
 challenges and implications of lifelong learning
incorporation into European Higher Education
Institutions (HEIs)
 findings from using self-evaluation instrument for
lifelong learning in HEI’s.
FLLLEX Radar : http://www.flllex.eu/
Impact of Lifelong Learning Strategies on Professional
Higher (EU Transversal Programme)
 January 2010-31 August 2012
 24 partners from 10 European countries
 Results based on 3 visits - Ireland; Lithuania;
Belgium
FLLLEX
Partners
National Agencies
• Belgium (Flanders)
• Finland
• France
• Ireland
• Lithuania
• The Netherlands
• United Kingdom (Scotland)
• Turkey
Institutions
• KHLeuven – Leuven University College
• Laurea UAS
• IuT de Saint-Nazaire
• Letterkenny IoT
• Vilnius College
• Hanzehogeschool
• Cardonald College
• Yasar University
Structural partners
• Eurashe
• 3s
• Banku Augstskola
• Educonsult
Advisory Board
• Business Europe
• Education International
• European Student’s Union
FLLLEX
Self Assessment: Key Questions
 Perception of the Lifelong Learning context
 Lifelong Learning Provision at the HEI
 Institutional Policy
 Quality Assurance –Guidance; Access; Progression
etc;
 Stakeholders –Decision-Makers; Policy Makers;
Lecturers; Employers; Learners;
Stakeholders
GOVERNMENT
TRAINING
PROVIDERS
HEI
LifeLong Learning
programmes
BUSINESSES
LEARNERS
FLLLEX
FLLLEX8
FLLLEX-Radar ON INSTITUTIONAL STRATEGIES FOR LIFELONG LEARNING
 Implications for incorporating Lifelong Learning
(LLL) into European higher education institutions
(HEI’s), with special attention given to RPL
(recognition of prior learning).
 Implications for National and Local Policies
 Implications for LLL Practices across Europe
FLLLEX-Radar
 challenges in implementing a LLL strategy (mainly for
HEI’s) and examples of good practice
 Indicators used to assess LL within HEI’s.
e.g. how LLL strategies make an impact on: policy,
curricular aspects (design, flexibility); management of
programmes; delivery of courses; RPL; marketing; staff
policy and management; internal processes (academic
– administrative); student counselling; quality
assurance;
Results From FLLLEX-Radar
 Identification of national and local policy contexts
 Typology of lifelong learners in colleges and an
overview of their expectations and of those of other
stakeholders.
 New areas for development - links with employers;
unemployed; cultural & language groups
Comments on the importance of the Tool
 The institutional phase demands a strategic approach and it is important that
the LLL practitioners in HEI’s think carefully about how to develop lifelong
learning
 Using the tools is very time-consuming. While it may be possible is it worth
the effort?
 The most appropriate tools will vary for different institutions.
 It is useful to be reflective and flexible during the process – and to allow
change in a constructive way.
 Those who can help may vary from one institution to another.
Review of the Self-Assessment Tool
Views of participants: Positive features
 Helpful questions and a lot of useful information
generated
 Reflections on provision – discussions provided many
different views from stakeholders
 Methodology (focus groups) provided opportunity for
sharing views and understandings
Negative Features:
 Questions difficult to understand by some groups -
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teachers; learners; employers; repetitive questions; too
long;
Time and effort- e.g. focus group met 5 x 3/4 hours
Did not focus on the future and what might be
possible
Need for more information ,training etc;?
Missing components – new course to be developed;
additional support needed; on-line delivery; plans for
the future;
Issues From Evaluation
 More information available in advance on purpose of focus
group meetings
 Prepare questions based on discussions with stakeholders group
 Only request information which is really needed
 Prepare different questions for different target groups
e.g. how to employers feel greater engagement can be
achieved? What training is needed for employees?
 Tool available online
Findings from FLLLEX-Radar
 Self-assessment tool supports
progress towards lifelong learning
HEI’S.
 The focus is on professional
programmes- work-based;
 Some evidence of new
programmes focused on access of
adults and disadvantaged groups
 Colleges are largely orientated
towards engaging with younger
age groups
 Need for clarity of LL policies
 Useful in identifying strengths
and weaknesses
 Employers and learners had
different knowledge and
understanding
FLLLEX-Radar : the next steps
 Assessment tools serves as ‘first’ step in process;
 Need to design a LLL strategy/policy that can enhancement of LLL in
HEI’s;
 Building expertise and capacity for development of LLL;
 Constructing new partnerships with internal and external actors that
share similar interests;
 Connecting LLL with academic staff development, educational
development and skills advancement;