WP4 Personalised Lifelong Learning services By Kees Schuur, EC-VPL ALLMEET Kick-off meeting Kazan, Russian Federation 03.03.2014 ALLMEET – 544410-TEMPUS-1-2013-IT-TEMPUS-JPHS

LIFELONG LEARNING EU: General education, vocational education & training, non-formal education, informal learning throughout life Resulting in knowledge, skills and competences Perspective: personal, social and/or employment related UNESCO: Learning to KNOW (learn to learn) Learning to DO: needed for work now and in the future, to adapt Learning to LIVE: together, and with others: full participation in society, inclusion Learning to BE: complete personal development: mind, body, sensitivity, aesthetic appreciation and spirituality OECD: Demand for and offer of learning opportunities as parts of an integral system that includes the whole personal lifecycle and all forms of learning; Central point is the learner, their needs Motivation by learner: learn to learn Goals: personal development and acquired knowledge to economic, social and cultural targets

STEPS OF ACCREDITATION

10 STEPS OF VPL 1 2 3 4 5 6 7 8 9 10 VPL narrow Aware-ness   VPL narrow 1 2 3 4 5 6 7 8 9 10 Aware-ness Star-ting/ targets Preparation & PDP Retro-spective Choose stan-dard Valu-ation Vali-dation Pro-spec-tive Wor-king on PDP Empo-wer-ment Commitment Recognition Valuation Development VPL wide (Duvekot, 2005)

Evaluation of the offer THE MARKET ARENA Market place Producer/supplier (University, training institute, online,…) Customer (learner/student/worker/…) Social identity Distribution Image Buying relation Communication concept Price Evaluation of the offer Availability Lust, meaning Design Benefit Function Valuing Cost (Linn, 2010)

Lifelong learning model HIGHWAYS OF VALUING LEARNING HIGHWAYS OF VALUING LEARNING Qualification model Upgrade model HRM model Lifelong learning model

1. QUALIFICATION MODEL Target getting a qualification Targetgroup workers, jobseekers,unskilled, drop-outs Standard vocational standard Effect qualification, empowerment Valu.Learning co-makership, shorter learning routes, learning-made-to measure Example : education sector 7

2. UPGRADE MODEL Target the need for upskilling and upgrading Targetgroup workers, job-seekers (intra- & inter-sectoral) Standard vocational standard Effect employability, empowerment Val.Learning showing the necessary development steps Examples: banking 8

3. HRM model: HRM model: Target getting grip on the quality of personell Targetgroup workers Standard company-, sectoral or vocational standards Effect employability Val.Learning setting the target for portfolio-based development Example: building sector, army 9

4. LIFELONG LEARNING MODEL Target recognising and valuing one’s personal learning opportunities, school- or work- independent Targetgroup all targetgroups Standard any standard Effect personal effects, enjoyability Val.Learning personal values valued Example: trade union, volunteers, SMEs 10

CRITICAL SUCCESS FACTORS Raising awareness (training course) Creating lifelong learning strategies Working with learning outcomes (see EQF) Organising Quality-light Matching competence-systems Offering learning-made-to-measure Professionalising staff Financing the highways

HIGHWAYS OF VALUING LEARNING Roadmap for the Learning Society: Put the learner in the centre (portfolio & PDP) Offer self-management of competencies Responsibility of demand-articulation Match competence-systems Create a standard based on learning outcomes Make the process portfolio-steered: qualifying, updating, upgrading, enriching Uitdaging is een leven lang leren vormgeven én gebruiken Hoe: via het spel van de rozen of het EVC-spel

ROADMAP FOR LLL SOCIETY Put the learner in the centre (portfolio & PDP) Offer Self-management of competencies Responsibility of demand-articulation Match competence-systems Create a standard based on learning outcomes Make the process portfolio-steered: qualifying, updating, upgrading, enriching

BOTTOM-UP vs TOP-DOWN

AIMS OF VALUING LEARNING Active citizenship Employability Professionalisation/innovation Personal development Empowerment Qualification (sustainability)

WP4 : PERSONALISED L2 SERVICES Deliv. Deilerables 4.1 Raising awareness strategies & case-studying 01.08.2014 4.2 Identification of learning outcomes 01.05.2015 4.3 Assessment for/as/of learning outcomes 01.06.2015 4.4 Division of tasks in PL2S 01.01.2016 4.5 “Do-It-Yourself teams” & PL2S-centres 01.02.2016 4.6 Quality-system for PL2S 4.7 Toolkit Travel + activity 4.a Visit & PF-training in NL Month 6 4.b Visit & final audit on PF-training in NL Month 26

WP4 : INDICATORS OF PROCESS Deliv. Indicators of progress 4.1 Nature and diversity of raising awareness activities Quality indicators for case-studies (good practices) Diversity of stakeholders in the stakeholders groups 4.2 Accessible portfolio-formats Quality of portfolio-training 4.3 External quality-audit of manual for assessment-methodology, competence-profiles and training-guide 4.4 Quality audit for portfolio-training Academic approval of case-study design and SWOT-analyses 4.5 Academic and vocational audit of quality of DIY-teams and PL2S-centres 4.6 International audit of accreditation-program for professionals International audit of quality-audit system for PL2S-centres 4.7

D4.1 : AWARENESS STRATEGIES + CASES Presenting cases of good practice Of empowering people By self-steered learning Through workshops, webinars, training activities Supported by social media, Communities of Practice, webinars (Youtube)

D4.2: IDENTIFICATION OF LEARNING OUTCOMES A personal portfolio (PF) as basis for a goal-directed development and career-planning. Learning how to identify valuable learning environments. Design & test PF-formats HEI-staff fill in own PF & act as teachers PF-management Design and test general PF-training for guiders & counsellors of HEIs

D4.3 : ASSESSMENT FOR/AS/OF LEARNING OUTCOMES Manual for assessment-methodology; assessing of/as/for learning outcomes Competence-profiles for guiders and assessors Training for assessor and guide

D4.4 : Role-models in PL2S PF-training for test groups of adult learners Case-study research of design and test PF and assessment approach Making a SWOT analysis of division of tasks and roles in PL2S

D4.5 : “DO-IT-YOURSELF TEAMS” & PL2S-CENTRES Final design of DIY-teams in HEIs, with all functiosn filled in (guiders, trainers, manager, assessors, counsellors, developers, researchers) Final design of PL2S-centers in HEIs with business plan and marketing-strategy

D4.6 : QUALITY-SYSTEM FOR PL2S Accreditation program for PL2S professsionals Quality-audit system for PL2S centers

D4.7 : PL2S Toolkit Training manual for PF-guiders Training manual for assessors Publication of PL2S manual (good practices, general manuals for training)

GESTALT VON KANIZSA - 1 Do you see the BLUE TRIANGLE in the middle?

3x 3x GESTALT VON KANIZSA - 2 Here are the six elements. But where is the white triangle? 3x If the construct was our educational system, where has the core element (blue triangle) gone?

3x 3x GESTALT VON KANIZSA - 3 And if the elements where the actors (students, teachers, researchers, supporting organisations, politicians, etc.) and the learning environment / context: 3x What will happen with our imaginary white triangle……?

GESTALT VON KANIZSA - 4 THIS?

GESTALT VON KANIZSA - 5 Maybe we should organise it completely different….

GESTALT VON KANIZSA - 6 And will our imaginary white triangle stay as a memory in our mind……

LLL – REALITY AND/OR ILLUSIONS Distortion and/or different views are a.o. caused by: Ambiguous illusions perceptual "switch" between the alternative interpretations. Distorting distortions of size, length, position or curvature. Paradox illusions Paradoxical or impossible, a cognitive misunderstanding Fictions a figure is perceived even though it is not in the stimulus. Let’s have a look at different views of LLL?

Students Teachers/ Education Society CHANGES The increasing speed of change in a networked society / economy....... Learning Society Soc.-psych. Parent to child (lifetime) Safety assurance Writing 5000 agriculture Master to apprenticee (workinglife) Students Printing 500 0 – 20yr Teachers/ Education teacher to pupil (20 yrs) Social control industrial Computing 50 courses (years) Knowledge/ information 20 – 40yr seminars (days/hours) 5 Communicative Self-steering Networking Society Now future networks (minutes/ instant) Network 40 - … yr ?????? ?????? © C.C.M. Schuur, ECommovation bv

Exponential increase in speed of change Exponential increase in speed of change +and consequently increase of uncertainty: ???? EXPONENTIAL CHANGE ! Uncertainty (certainty of change)  Development Network + Knowledge Controlled uncertainty Industrial + Agrarian Safety now  t (yrs) © C.C.M. Schuur, ECommovation bv