FLLLEX – WP 2, 3, 4

FLLLEX – WP 2, 3, 4

Stefan HumplSigrid NindlIva Voldanova

3s research laboratoryEurashe

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


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


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


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)


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)


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)


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


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


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


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


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


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


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


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


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]

Iva [email protected]

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Documents

FLLLEX – WP 2, 3, 4