FLLLEX – WP 2, 3, 4 Stefan Humpl Sigrid Nindl Iva Voldanova 3s research laboratory Eurashe 3s research laboratory, www.3s.co.at
Dec 25, 2015
FLLLEX – WP 2, 3, 4
Stefan HumplSigrid NindlIva Voldanova
3s research laboratoryEurashe
3s research laboratory, www.3s.co.at
3s research laboratory, www.3s.co.at
Work package 2: Survey of expectations of Lifelong Learners
__Survey & outline of expectations of potential and existing learners in view of Life Long Learning __Development of a typology of LifeLong Learners__Target groups of LifeLong Learners__Listing and comparison of expectations of target groups towards LLL
__Typology of LifeLong Learners & Expectations basis for choice of indicators of the self-assessment tool in WP 5
3s research laboratory, www.3s.co.at
Deliverables of Work package 2
__Questionnaire in a web based format; gathering and processing of results by WP leader
__Questionnaire: to address specific target groups of LifeLong Learners in the concerned countries, underrepresented in existing surveys
__Questionnaire will be hosted on the website of Eurashe and the networks of all partners of the consortium
__Internal report about results
3s research laboratory, www.3s.co.at
Support to fulfill WP 2 from HE institutions
__Send questionnaire (web-based, link to questionnaire will be provided) to as many LLL students as possible: Within your own institutions, within partner institutions in your countries, within institutions you will have interviews with (WP 4)
__Questionnaire will be in English
3s research laboratory, www.3s.co.at
Typology of Lifelong Learners I: Who participates in Adult Education?
__Formal vs. non-formal adult education__Admission Criteria / Admission Fees__Mode of Attendance (classroom teaching, web-based teaching …)__Target Award (undergraduate/graduate programs ….)__Student Profile (gender, age, level of education, nationality)__Duration (ECTS)__Purpose/Motivation (status, prestige, career, social contact …)__Learning Location (campus, work based, distance …)__Funding Source (government, employer, individual …)__Pedagogic Style (dependent traditional, interdependent, independent)
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Typology of Lifelong Learners II: patterns of participation with focus on education
Completing: __Finishing: working while completing formal education (without particular connection of work and education)__Entering: being hired in late phases by an employer in need of graduates
Returning: returning to education and revising a temporary transition from learning to work (desire to “return to school” from full-time job and to take up studies again)
Transforming: transformation of the existing career pathway and/or individual development (formal AE as basis for a significant break with existing career pathway)
3s research laboratory, www.3s.co.at
Typology of Lifelong Learners III: patterns of participation with focus on work
Reinforcing: reinforcing an existing career pathway (use offers of formal AE to solve developmental issues or to support progress within the chosen line of occupational/professional development)
__progressing in the current field (one step ahead)__adapting to the current field (in relation to qualifications)__specialising: completing a program as specialization__peaking: completing a program for professionals (often ISCED 6)
Compensating: compensation for shortcomings of an existing career pathway (less important than other four strategies)
3s research laboratory, www.3s.co.at
Focus Main Type Sub-types Description Relation Contents / Tasks
Start of programme before / after joining career
Education
CompletingFinishing
Working while studying without particular connection of work and education
Insignificant Before
Entering Being hired in late phases by an employer in need of graduates
Strong, clearly visible relation Before
Returning Returning Returning to education and overruling a temporary transition to work Insignificant After
Transforming Transforming General transformation using education as a basis No relation After
WorkReinforcing
ProgressingProgressing in the current field by at least one step on the educational ladder
Strong, clearly visible relation
After (exceptional: before)
AdaptingMaking one step in the current field, in parallel to an existing one not relevant in the field
Strong, clearly visible relatioin After
Specialising Completing one programme as a specialisation
Strong, clearly visible relation After
PeakingCompleting a formal programme designed for experienced professionals in the field
Strong, clearly visible relation After
Compensating Compensating Compensating the restriction of an existing pathway Insignificant After
3s research laboratory, www.3s.co.at
Different aspects of education for Lifelong Learners
Further education:__interest in general education__pleasure in learning__motives for explorations (interest in new fields of knowledge)__interest in a special field of knowledge
Private demands:__budget management__child education __preservation of health
3s research laboratory, www.3s.co.at
Why do adults participate in LLL?
Status & prestige:__climb up the career ladder__keep the social status__creation of a social status__protection and improvement of the economic situation
Career choice:__correction of a mistaken career choice__other causes for a career change
Social contact:__general desire for social contact__contact people with equal interests
3s research laboratory, www.3s.co.at
Barriers for Adult Education
Situational factors:__financial needs__lack of time__family responsibilities__lack of childcare__lack of supports
Social factors:__“forgot” how to study__thought of being to old__afraid of technology__discouragement__self doubts__fear of competition with younger students
3s research laboratory, www.3s.co.at
Work package 3: Survey of expectations of businesses
__Survey of expectations of a selected number of businesses and enterprises__Development of a questionnaire, as basis for national interviews__Interviews conducted by phone, Skype or personal within the country__process and deliver statistical data based on the interviews
__Outcome: report identifying main obstacles, major driving forces and main expectations for businesses to engage in the LLL programme
3s research laboratory, www.3s.co.at
Deliverables of Work package 3
__Questionnaire in a web based format; gathering and processing of results by WP leader
__Conducting interviews, gathering information based on the questionnaire by project partners
__Internal report about results
3s research laboratory, www.3s.co.at
Support to fulfill WP 3 from HE institutions
__Get in contact with labour market stakeholders (employers, professional bodies etc.) for survey
__Deliver the questionnaire to as many labour market stakeholders as possible (please try to define in advance min. 20); part of the questionnaires should be delivered to business and finance sector for possible sectoral analysis
__Contacts for additional 16 interviews in the 8 countries of institutional partners (interviews will be made by 3s)
__Questionnaire will be in English
3s research laboratory, www.3s.co.at
Expectations of enterprises to engage in LLL of their employees
__Improvement of skills & competences of their employees__Familiarity with company-specific processes__Knowledge of legal/technical/functional developments__Motivation/reward for employees__Application of new technologies__Development of new business segments__Innovations/development of new products__Career perspectives for employees__Internal further education program for employees__Upkeeping/improving the competitiveness of the company
3s research laboratory, www.3s.co.at
Barriers for enterprises to engage in LLL of their employees
__Shortage of time: “off time” of employees__Problem of substituting employees during their absence__Costs/financial problems__Lack of adequate courses__Risk of skilled workers being headhunted by other companies__Effort of organizing education measures__Scepticism against benefits of further education activities__Problems with the identification of competence deficits__Lack of information about available further education measures
__Collection of interview testimonials__Collection of good practices__Collection of existing materials
EACH PARTNER 3 testimonies of HEIs in his respective country (on-site visit/
telephone interview)3 testimonies of BTPs in his respective country (on-site visit/
telephone interview)
Alternative: What about involving the private HEIs?Selection of the respondents:based on their relevance, excellence and importance
WP 4 - Methodology
__Examples of good practice__Marketing__Course Design__Delivery of LLL__Recognition of Prior Learning (RPL)__Approaches to learners__Staff policy__Quality Assurance, Performance Indicators__Links to qualifications
__Differences in provision of LLL between BTP and HEI
WP 4 – Key Topics
3s Unternehmensberatung GmbH, www.3s.co.at
TimelineWP 2 WP 3 WP 4
Survey of existing material (3s and Eurashe will ask all partners) 16.03. 16.03. 16.03.
Infopack for the project (3s and Eurashe) 16.03. 16.03. 16.03.
Internal Research on potential respondents (institutional partners) 31.03. 31.03. 31.03.
Draft Survey Material (3s and Eurashe) 31.03. 31.03. 31.03.
Guidelines for Surveys (3s and Eurashe) 31.03. 31.03. 31.03.
Feedback to Draft Surveys and Guidelines (inst. Partners) 10.04. 10.04. 10.04.
Survey Material and Guidelines (3s and Eurashe) 17.04. 17.04. 17.04.
"Field Phase“ until (institutional partners) 15.05. 15.05. 08.05.
Sending Testimonies to Eurashe (institutional partners) 15.05.
Analysing the data (3s and Eurashe) 30.06. 30.06. 30.06.Draft Report on WP 2, 3, 4 (3s and Eurashe) 10.07. 10.07. 10.07.Final Reports WP 2, 3, 4 (3s and Eurashe) 31.07. 31.07. 31.07.
WP 2, 3, 4: Questions of Interest 1
Formulation / Development of the Programme: Market research, employer requests, policy pressure, definition of specific groups of students, target groups for institutions…
Before studying: How to address future LLL students? How to address their employers? Marketing in HE institutions?
Admission and Recognition of PL: School diploma or equivalent, 1st cycle award, 2nd cycle award, professional qualification, RPL
Mode of attendance: Evening / Weekend / Blocs, „e“-learning, blended
Pedagogical style: Dependent traditional (lectures / seminars face to face), interdependent (group work, work based, interactive), independent (project work, research dissertation, distance learning)
WP 2, 3, 4: Questions of Interest 2
Targetted Awards: Pre-degree / diploma, Bachelor / Master, professional qualification, undergraduate credit points, postgraduate credit points, no award. Are the programmes relevant to official structures (job titles…)
Duration of course / programme: No. of semesters, no. of ECTS
Funding Sources: Central / local government, individual, company / employer
Barriers to HE: What are key factors to neglect the supply of HE institutions in LLL?
Partnerships: Between HE institutions and students (social life…), between HE and labour market (agreements…), between HE and other institutions (LLL partnerships…)
3s Unternehmensberatung GmbH, www.3s.co.at
3s and Eurashe – Contact
Stefan [email protected]
Sigrid [email protected]
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