The Role of Universities
in Lifelong Learning
Dr. Kathryn Chang Barker
Director, Education Excellence
Presentation to International Conference on Lifelong Learning 2011
Overview
1. Actual roles
2. Potential roles
3. Situational analysis
Actual Lifelong Learning Roles
Offerings
 Continuing or Further
Education
 Community Education
Services
 LLL as a discipline of study
 Participation in LLL
associations
 Continuing Professional
Development
 Meeting community needs
 Adult education and/or
university preparation
 Research
 APL/PLA
Dr. KC Barker
9 April 2015
3
University = Lifelong Learning
 If Lifelong learning can  Then universities are
be defined the
part of that system
development of human, And
social and cultural
 They are “elite” part of
capital
that system
Dr. KC Barker
9 April 2015
4
Potential Roles for Universities
Devolution
Evolution
 Embed LLL in strategic
 Redesign university to be
and operational plans, e.g.,
more learner-focused, e.g.,
– CPD for staff
– Graduate attributes for
students
– ePortfolios of all forms of
learning
– Flexible access
– Accreditation of prior
learning
– Responsive curriculum
Dr. KC Barker
9 April 2015
5
“Lifelong Learning University”
Characteristics
1.
Clearly defined outcomes for learning –
staff, students, community
2.
Systematic assessment and documenting
of learning
3.
Learner participation in a diverse array of
engaging experiences
4.
Data about learning that prompts the
individual and institution to reflect and act
5.
Emphasis on student learning in hiring
and management processes
6.
Key documents and policies focus on
learning – all types
Results
 Offer learning,
not credentials
 Moves from
learner-focus to
learning focus
 Removes the
concept of
“finished”
Dr. KC Barker
9 April 2015
6
Transforming Universities
Imperatives
 Threats from ODL
 Aging demographics of
traditional staff
 Increasing learner demand
 Decreasing public funds
 Additional economic and
social factors
Options
 Ascendant thesis:
knowledge economy
thrives and depends on
strong universities
 Declinist thesis: more
capable competitors meet
unmet needs
 Co-existence
Dr. KC Barker
9 April 2015
7
Future Lifelong Learning & Universities
On the one hand “two
realities define the new
agenda for higher
education in the new
economy: lifelong
learning and technology”
Sir John Daniel
On the other hand,
“widespread provision by
universities would require
a revolution in university
education; the signs of
such a revolution do not
appear in sight”
EU Study 2001
Dr. KC Barker
9 April 2015
8
For more information:
kathryn.barker@monash.edu
www.FuturEd.com
Thank You