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

2. 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

3. STEPS OF ACCREDITATION

4. 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)

5. 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)

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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. BOTTOM-UP vs TOP-DOWN

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

16. WP4 : PERSONALISED L2 SERVICES
Deliv.
Deilerables
4.1
Raising awareness strategies & case-studying
4.2
Identification of learning outcomes
4.3
Assessment for/as/of learning outcomes
4.4
Division of tasks in PL2S
4.5
“Do-It-Yourself teams” & PL2S-centres
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

17. 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

18. 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)

19. 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

20. 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

21. 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

22. 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

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

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

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

26. 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?

27. 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……?

28. GESTALT VON KANIZSA - 4
THIS?

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

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

31. 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?

32. 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

33. 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