1

Comparative analysis of adult education legislative framework in Austria, Belgium, Denmark, Spain and Montenegro

Table of Contents:

1. Introduction……………………………………………………………………………...2 2. EU Legislative Framework……………………………………………………………..3

2.1 Denmark…………………………………………………………………………….4 2.2 Austria……………………………………………………………………………….6 2.3Spain…………………………………………………………………………………7 2.4 Belgium/Flanders…………………………………………………………………..8 2.5 Montenegro……………………………………………………………………… .10 3. EU policies and strategies for encouraging the participation of mature students in higher education…………………………………………………………...11 3.1 Recognition of non-formal and informal learning……………………………...12 3.1.1 Legislation which enables the validation of non-formal and informal learning in higher education……………………………………………………..12 3.1.2 Access to higher education……………………………………………………13 3.1.3 Progression in higher education…………………………………………........15

3.1.4 Preparatory programmes in the higher education sector for non- traditional candidates……………………………………………………………..15

4. Alternative modes of study in the higher education sector…………………………16 5. Funding of formal adult education………………………………………………........18

5.1 Public funding……………………………………………………………………....18 5.2 Tuition fees……………………………………………………………………….....19 5.3 Funding from employers………………………………………………………......20 5.4 Financial support for learners……………………………………………………..20

6. Case studies/success stories……………………………………………………........23 7. Challenges and recommendations for Montenegro………………………………..27

2

1. Introduction Faure Report published by UNESCO in 19721 can be regarded as the first phase of discourse about lifelong learning (LLL), it emphasises the humanistic point of view toward lifelong learning, the education which enables an individual to become the whole person and the advances in knowledge that foster human development. In the years to come, especially during the 1990s, the discussion about lifelong learning revolved around the need for development of the knowledge economy and the knowledge society due to globalisation, therefore the central issues supported also by OECD, the European Union and UNESCO were learning and work, or employability and education. The new stage was set with the Lisbon conference in 2000 and the goal that Europe should be the leader in the knowledge economy by 2010. It was also decided that the economic viewpoint is not sufficient to ensure prosperity and that that the realisation of economic goals also requires the simultaneous realisation of social, cultural, and personal goals. Therefore, lifelong learning should be a right, not something compulsory.

Nowadays, at both European and global level, the shift in focus from the formal education and training system towards a more individualised learning, non-formal and informal education in relation to adults is obvious, due to a number of factors. First of all, there is an evident increase in ageing population in the majority of European countries; we are witnessing the changes in economic structures as well, since the traditional industries are being replaced by knowledge-based enterprises calling for new knowledge and skills of the employees. Technological development also brought about new possibilities for people, who cannot attend regular courses, to study via distant learning and the Internet. Therefore, all these changes call for addressing the new challenges in education, such as: educating adults with different learning styles, developing adequate methods of teaching, reaching all adults irrespective of prior education, social status, gender or age etc. Another important aspect is how it is possible to integrate these types of adult education in the formal educational structures. This document outlines the policy framework in the EU, which enables the lifelong learning, with a specific focus on countries which are partners in the project: “Development of Lifelong Learning Concept at the University of Montenegro (DeLLCo)”. Further on, it maps the various policy initiatives and measures to promote the widening of access to the higher education sector in order to attract non-traditional learners, including adult returners. Provision of non-traditional access routes to higher education, alternative ways to progress within higher education and flexible modes of delivering higher education programs are some of the specific actions described, as well as recognition and validation of prior learning which represent one the most challenging tasks in this area. Sources of funding are also given due consideration as an important aspect for enabling systematic and comprehensive approach to lifelong learning. The last chapters cover success stories in adult education from project partner countries and challenges/recommendations for Montenegro. 1 Faure, E. 1972. Learning to Be. Paris: Unesco

3

2. EU Legislative Framework

Lifelong learning has been given an important place in the Bologna process and in all the communiqués: Prague 2001, Berlin 2003, Bergen 2005, London 2007, Leuven/Louvain-la-Neuve 2009 that followed the Bologna Declaration (1999). The most recent Leuven/Louvain-la-Neuve Communiqué (2009) emphasised the importance of implementing lifelong learning policies in the higher education sector. Moreover, the Action Plan on Adult Learning It is always a good time to learn (European Commission, 2007) includes a direct reference to the participation of adults in higher education, and that they should be provided with opportunities to achieve a qualification at least one level higher than before. Further below are given some important milestones in the development of Lifelong learning policy and legislative framework in Europe, narrowing it down to policy experiences of project partner countries: Denmark, Austria, Spain, Belgium and Montenegro. The Lisbon Strategy, which was adopted in 2000, underlines that knowledge, and the innovation it sparks, are the EU’s most valuable assets which set the strategic goal that Europe should “become the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion”2. As the EU’s overarching programme focusing on growth and jobs, the Lisbon Strategy gave an added impetus to the European Union’s education and training policy. The “Education and Training 2010” work programme established for the very first time a solid framework for European cooperation in the field of education and training and set the following objectives:

- Improving the quality and effectiveness of education and training systems in the European Union;

- Making lifelong learning accessible to everyone; - Making the education and training systems more outward-looking with regards to

the rest of the world. It is important to note that the programme highlights the shift in the terminology from using the term “basic skills” to “key competences”, which focuses on the needs of modern society when stressing the need for the assessment of “personal efforts” and “attitudes”. A declaration3 on working towards creating a knowledge-based Europe and ensuring that the European labour market is open to everyone was signed in Copenhagen in 2002 resulting in The Copenhagen Process aiming at establishing recognition and transparency in the standards and content of vocational qualifications, and compatibility between the qualifications framework of Member States; and introducing measures for

2 http://ec.europa.eu/information_society/eeurope/i2010/ict_and_lisbon/index_en.htm

3 http://ec.europa.eu/education/pdf/doc125_en.pdf

4

quality assurance with regards to mutually recognised qualifications. The actions and tools developed within this process aim to allow users to link and build on learning acquired at various times, in both formal and non-formal contexts. Strategic framework for European cooperation in education and training, called Education and Training 20204, represents a crucial part of a new strategy, Europe 2020. Education has been perceived as an important tool to meet the socio-economic, demographic, environmental and technological challenges that Europe and its citizens are facing nowadays. The main aim of the ET 2020 is to support Member States to develop their own education and training systems in order to provide their citizens with all possible means to realise their potential as well as to ensure sustainable economic prosperity and employability. The framework looks at the whole spectrum of education and training systems from a lifelong learning perspective, covering all levels and contexts (including non-formal and informal learning). The main objectives of Education and Training 2020 Strategy are: making lifelong learning and mobility a reality, improving the quality and efficiency of education and training, promoting equity, social cohesion and active citizenship, enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.

A European reference framework for qualifications for lifelong learning (the European Qualification Framework, EQF) is under development and represents a tool to enable qualification levels (course certificates, professional certificates, etc.) to be better understood and compared, both by individuals and employers, across different European countries. The purpose of EQF is to make it easier to compare educational and professional qualifications by linking examination and educational levels in different European countries to a common European framework. It serves also to increase, ease and stimulate the mobility and facilitate the lifelong learning.5

2.1 Denmark The Nordic countries, including Denmark, are among the best performers in the world in relation to participation in adult learning and very often their policy making influenced that of international organisations and vice versa. The Danish Parliament had its first formal debate about “adult education” (voksenundervisning) in December 1972 a few months after the UNESCO world conference had been held in Tokyo. It has been demonstrated that in the early 1980s the political argument for educational “equality” was dominant. In the 1990s the Danish Government promoted an “active employment policy” which had consequences for the provision of adult learning: it was expanded, mainly as vocational education. The equality argument was still present but the economic argument – the national need for economic growth – was in the forefront. The shift was complete when the Ministry of Education in 1995 announced a ten point plan for recurrent education. The end result of the second Danish ten point plan was the

4 Official Journal C 119 of 25.05.2009, http://eur-

lex.europa.eu/LexUriServ/LexUriServ.do?uri=CELEX:52009XG0528(01):EN:NOT 5 SOLIDAR briefing on EU Lifelong Learning Policy Framework

5

construction of the “Further Education System for Adults” (2000) which is a model for provision of adult learning at all educational levels, university level included. Liberal education (non-formal learning) was not integrated in the new approach. The move away from the culture and the equality arguments had ended. However, the current Danish strategy for lifelong learning (2007) mentions liberal education as well. In 2007 new rules relating to the development and recognition of prior learning in the adult and continuing education system were passed, following the annual Sorø Meeting titled “Learning for Life- a conveyor belt to reality”. Nowadays, Denmark’s Government has launched extensive educational reforms that will ensure higher quality and better coherence from pre-school to higher education level, as well as in adult education and continuing training. Denmark’s policy and development objectives indicate that highly qualified and well-educated workforce plays crucial role in the global knowledge economy and in Denmark’s development as a leading knowledge society. After all, Denmark is a country where most people participate in education, formal or informal, and where both public and private investments in the development of new qualifications and competences are among the highest in Europe. Denmark’s strategy for lifelong learning includes the following objectives:

- “A coherent education system from pre-school to higher education must provide the opportunity for everyone to acquire excellent basic skills, a qualifying education and a solid foundation for lifelong learning. There must be equal opportunities and room for all

- The education programmes must be world class. The education system is to foster talent and be more accommodating to weak learners. Quality is given pride of place, and education must match the needs of the labour market and society

- There is a shared responsibility to ensure that everyone in the labour market is engaged in lifelong learning and systematic competence development in the workplace should be strengthened in both public and private enterprises

- A global perspective must be included in all education programmes and better conditions developed for interaction between educational institutions and enterprises and other relevant players”6

Lifelong learning in Denmark is also supported and promoted through actions and initiatives in a large number of other areas, for example employment and integration efforts, liberal adult education and in association and cultural activities. It is also important to note that one specific feature of Denmark’s lifelong learning and education in general, is the aim of the Government to strengthen dialogue and partnership between all players in order to upgrade lifelong skills and realise the education strategy. With regard to higher education, Denmark’s LLL Strategy stipulates that at least 50% of youth should have higher education in 2015 and that the quality of higher education programmes should match the best in the world and their content should match the

6 Danish Ministry of Education: http://eng.uvm.dk

6

needs of society. When it comes to adult and continuing education, Denmark’s Government recognises that the competitiveness of Danish enterprises and the quality of services is largely dependent on investment in continuing training and competence development. Therefore, in close dialogue with the social partners the Government has set the goals to promote adult education and continuing training, namely: LLL should be available to everyone, it must support good opportunities for individuals and good competitiveness for enterprises and adult education and continuing training must reflect changes in the qualification requirements and needs of the labour market. Recognition of prior learning is also given due consideration and it is emphasised that promotion of participation of adults in adult education and continuing training is to be promoted through the implementation of legislation on increased recognition of prior learning, from general adult education to diploma level. Guidance and counseling about opportunities in adult education is encouraged for both employees and enterprises, and special efforts are made for the groups that have the greatest barriers to participation. 2.2 Austria First discussions in Austria concerning an education policy/strategy on LLL started in 1996, the European Year of LLL and the first “indirect” LLL strategy was the National Action Plan, adopted in 1998/9. Further developments in the area of higher education in Europe, such as Bologna Declaration and Lisbon Strategy, also brought about changes in Austria, resulting in Austrian Country Report which was produced in 2001and represents a milestone in LLL development in Austria. However, at this point the definition of LLL still remains unclear, whether it is lifelong learning, adult education or continuing education. Adult education for the first time became part of a government programme when new government took the office in 2006/7. Moreover, the National Report on the Development and the State of the Art of Adult Learning and Education was produced in 2008. More significant changes in Austrian legislative framework regarding LLL started in 2010 when development of the National Qualifications Framework (NQF) officially commenced as well as the activities of inter-ministerial working group on drafting an Austrian LLL Strategy 2020. Nowadays, Austrian universities are required by law to include continuing education in their performance objectives: continuing education, particularly post-graduate training (Austrian Universities Act 2002, fully implemented on 1 January 2004). In addition, the Austrian Universities Act 2002 explicitly allows, in order to provide financial and organisational support, cooperation with other legal entities. Even though continuing education is included in Austrian laws, its implementation is left mostly to universities themselves and there are a number of issues being raised. For instance, LLL is still regarded as an add-on at universities vs. fundamental restructuring and organisation of the educational system at large (from crèche to grave); Who provides the conditions and covers the extra costs for an education that is tailored to the requirements of different user groups (more lectures in the evening, longer opening hours of libraries, new technologies, etc)?; Widening access to higher education; Recognition of prior (certified or experiential) learning/non-formal and informal learning; Autonomy of the learner/self-development; Learning as an opportunity vs. learning as obligation.

7

2.3 Spain Adult continuing education and training in Spain is structured into two main branches: adult education programmes planned by education administrations, which cover formal adult education and some aspects of non-formal training as well, and adult education provided by employment administrations. Education administrations organise learning provision for adults as distance or in-class courses. In-class programmes include the following:

- Basic education for adults - Upper secondary education (Bachillerato) for adults - Specific vocational training for adults - Professional training - Preparatory courses for entrance examinations to different educational levels - Official second language learning courses - Spanish for immigrants courses - Non-formal education

Educational actions undertaken by the Ministry of Education are guided by the general principles established in the Act on Education of 2006. Article 5 of this law is devoted to lifelong learning, and chapter IX to adult education. Furthermore, this law opens the possibility of collaboration among public administrations with competence over adult education, and especially with employment administrations, local corporations and other social agents. Each Autonomous Community, within the scope of its competences, has further developed its own legislation on adult education.

As regards university levels, Royal Decree 1892/2008, outlines the new requirements to gain access to university as well as the structure of entrance examinations for adults over 25 and 45 years of age. The new examination model was implemented in 2010. Furthermore, in order to update training programmes and to foster the adaptation of workers to new professional needs, as well as their complete and effective participation in social, cultural and economic life, this decree provides for a series of opportunities for university education, planned for those who, not being in possession of the required entrance qualifications, are nevertheless able to demonstrate certain professional or working experience. People over 40 years of age may apply for admission through this procedure.

Finally, Royal Decree 1538/2006 is devoted to the general organisation of vocational training in the education system and the regulation of the provision for vocational training modules (módulos profesionales). Vocational training for adults has the same basic characteristics and follows identical guidelines as mainstream vocational training. It is also worth mentioning the 1224/2009 Royal Decree, which recognises professional skills acquired through working experience and establishes the accreditation of skills acquired in non-formal and informal ways.

8

The main sources of public funding for adult education are the Ministry of Education and the education authorities in each Autonomous Community. However, other ministries, local administrations, universities and different administration bodies in the autonomous regions may also contribute to financing adult learning programmes. Education administrations (the Ministry of Education and the Autonomous Communities) may sign agreements with local administrations (provincial and municipal councils, provincial associations and coalitions of municipalities) to develop educational provision. Furthermore, education administrations grant subsidies to non-governmental organisations, trade unions and private non-profit organisations for the same purpose. Private funding is mainly provided by families and private institutions.

With regard to admission, education administrations carry out entrance examinations to higher educational levels (advanced vocational training, advanced artistic education and university education) for adults. These tests have been devised for candidates who do not fulfil the academic requirements for ordinary access to these programmes, and a minimum age is also required. In the case of advanced vocational training (advanced ciclos specializa), candidates must be at least 19 years old, or reach that age during the year in which they sit the exam, or 18 years old if they hold a certificate of Técnico related to the area of studies of the higher vocational training programme they are applying for. People over 19 may enter the higher artistic education after passing a specific test which evaluates their degree of maturity in relation with the objectives proposed for Bachillerato. Entrance to university education is regulated in three different ways, according to criteria of age and working experience: there is an entrance examination for people over 25; people over 40 may apply for admission if they have accredited professional or working experience; and candidates over 45 must pass a specific entrance examination. The organisation and methodology of adult educational provision is based upon self-learning principles. It must be open and flexible, so as to cater for the needs, interests and capacities of these students. Furthermore, it must provide adequate attention to those learners who require specific educational support. Finally, students’ evaluation is formative, continuous and integrative. Upon successful completion of each course, students are entitled to receive the same qualifications as the ones awarded in mainstream education. Furthermore, they obtain a certificate which specifies the courses they have concluded and, in case they have not achieved the proposed objectives, a detailed account of which of them have been attained and which ones they still need to pass.

2.4 Belgium/Flanders

Because of a Belgium State Reform in the beginning of the 1990s, (higher) education is a task for the governments of the Communities in Belgium (Flemish, French speaking and German speaking). The Flemish Community is responsible, roughly said, for the Dutch speaking part of Belgium. Two new laws (universities: 1991, “hogescholen”: 1994) established this situation.

9

Flanders signed the Sorbonne and Bologna declaration quite early and changed its laws accordingly. The so-called Structural Degree (structuurdecreet) of April 2003 covered all forms of regular higher education and introduced the two-tier structure, accompanied by accreditation and the formation of associations. Due to the rapidly changing situation, other laws were also discussed and accepted. The main topics were flexible learning paths and the participation of students (which was mainly realised at university level since 1991 but is now also fully implemented in the “hogescholen”). Law on Participation (participatiedecreet) came into force in March 2004, and the Law on Flexible Learning Paths (flexibiliseringsdecreet) in April 2004. Modular education and ECTS credit system and the validation of Recognition of Prior Learning (RPL) are laid down in the Law on Flexible Learning Paths. Under this legislation all institutions are obliged to implement a RPL procedure. Following the Recommendation on the European Qualifications Framework for lifelong learning of 23 April 2008, Flanders is introducing a new Qualifications Structure. This new structure will encompass the whole of education but it will not affect the cycle descriptors for higher education and keep the level indicators and the award-type descriptors of the higher education qualifications as it was stipulated in the Law on Higher Education Reform of 4 April 2003. The new qualifications structure will however introduce subject descriptors, also in higher education. Each qualification in higher education will be linked to generic subject descriptors. In Belgium there is a Constitutional freedom of education. This implies that institutions, which are totally private may offer any kind of education, but they may not call their qualifications Bachelor, Master or Doctor/PhD. Only people who have been conferred the title of Bachelor, Master or Doctor, pursuant to the Flemish Law on Higher Education Reform of 4 April 2003 may carry the corresponding title of Bachelor, Master or Doctor and the legally protected abbreviations “dr” and “PhD”. The Law on Flexible Learning Paths gives students opportunities for changing between programmes and institutions, enhanced differentiation in respect of the types of programmes on offer, and opportunities for lifelong learning. The curriculum of a programme consists of a coherent set of components. Such a component is a well defined unit of teaching, learning and evaluation activities aimed at acquiring well defined competences regarding knowledge, skills and attitudes. A component can consist of one subject (in the traditional sense of the word) but can also consist of a cluster of subjects and learning activities. Institutions may grant students exemptions on the basis of: - previously acquired qualifications (eerder verworven kwalificaties – EVK) - and/or prior learning (eerder verworven competenties – EVC) EVK is a previously acquired (foreign) qualification confirming that the holder has successfully completed a formal learning path, either or not through education. EVC is the confirmation of prior learning, that is, the knowledge, skills and attitudes which are

10

obtained through non-formal learning, informal learning and work experience. People may also obtain the degree of Bachelor and Master if the institution deems, based on the EVC and EVK, that the persons in question have acquired the necessary competences.7 2.5 Montenegro Legislative framework in Montenegro relevant for the lifelong learning and recognition and validation of prior learning exists to a certain extent, however it calls for further development in this area, especially when it comes to the implementation of laws and strategies and creation of more flexible system of education and flexible learning paths. The most important adopted strategic documents are: Strategy for Adult Education 2005-2015, Adult Education Plan 2010-2014, Strategic Plan for the Development of Vocational Education, Entrepreneurship Education Strategy, National Action Plan for Employment 2010-2011, Action Plan for the Inclusion of Disabled 2010-2011, as well as pending: National Employment Strategy 2012-2017, National Strategy for Lifelong Career Guidance 2011-2016 and four local employment strategies tailored for the municipalities in the North of Montenegro. The most relevant laws in this area are: Law on Adult Education, Law on Vocational Education, Law on National Qualifications Framework adopted in December 2010. It is also important to note that it is planned to adopt in the near future the Methodology for validation and recognition of non-formal and informal knowledge, skills and competencies, Methodology for matching qualifications to the Montenegrin Qualifications Framework and Methodology for validation of qualifications according to the credit system. The Law on Adult Education of 2007 envisages four forms of education: formal, non-formal, informal and self-learning and stipulates that adult education is based on the principles of lifelong learning. However, the major breakthrough was realised with the adoption of Strategy and Law on National Qualifications Framework in Montenegro. The Law on National Qualifications Framework, together with the previously adopted Strategy on Montenegrin Qualifications Framework (MQF), can now guide the future development of MQF, which entails setting up the necessary systems and procedures to support the functioning of the MQF and the development and approval of qualifications that meet international standards. If implemented appropriately, the developments will improve the quality of qualifications and the value of Diplomas and Certificates awarded as a result of learning and assessment and will increase the possibilities for people to gain recognition for their knowledge, skills and competences however they have been acquired. As the Montenegrin system will be compatible with the European Qualification Framework it should be easier to see how qualifications in Montenegro compare to those abroad and can be accepted internationally. The establishment of the MQF will create systems that ensure the qualifications match the needs of individuals and of the labour market and that the certificates and diplomas are only awarded to those who can demonstrate the appropriate level of performance. It is

7 Higher Education Qualifications Framework in Flanders (Belgium): A presentation for compatibility with

the Framework for Qualifications of the European Higher Education Area , 2008

11

also important to note that certain advancements in the area of labour market – (higher) education cooperation in Montenegro have been achieved through the active involvement of the labour market representatives in the MQF creation. Their members are now represented in the sectoral commissions established for tourism and hospitality on one hand, and construction and architecture on the other, as strategically, the most important industries to be developed in Montenegro. National steering group for MQF and the National Council for Qualifications, established in the beginning of 2011, also involve labour market representatives.

There are many advantages of introducing the MQF: increased flexibility and array of possibilities, easier identification of progression/path from one qualification to another as a support to lifelong learning, possibility to transfer credits earned for one qualification to another to avoid duplicating and overlapping. With regard to planning education and training, MQF enables greater coherence and compatibility within the system, increased efficiency, overcoming of barriers between different levels and types of learners and their results, which improves flexibility, supports equality and transparency.

3. EU policies and strategies for encouraging the participation of mature students in higher education

First of all, it is quite difficult to define the category of mature students, adult learners or adult returners and there is no common definition of a mature student at European level. All students can study full time, part time, or participate in distance and e-learning and most students who enroll at higher education studies are 18 years old or older. Therefore mature students are perceived to be those who are older than the typical higher education student, who were outside of the formal education system for some time and have decided to re-enter the system. Most often mature students join programmes of flexible arrangements, such as part-time, open, e-learning, distance learning courses etc. More precise definition of a mature student can be found at the level of certain countries which have introduced specific policies and strategies to attract mature students into higher education. Higher Education Academy EvidenceNet, 2010 research indicates that mature students are not a homogenous group and that they are linked only by their decision to participate in higher education at a later stage of life. When it comes to their age, employment and social status, they differ considerably and that is why some countries have adopted certain policy measures in order to take this diversity into account. For example, Spain has developed a policy of alternative access to higher education directed at three different age groups of mature students: learners who are over 25, 40 and 45 years old. Strategic documents of most other European countries refer to the participation of mature students in higher education in rather general terms, and the special emphasis is laid on the promotion of formal and informal learning opportunities for adults in the higher education sector. Various measures tailored to the needs of mature students have been adopted in many countries, even though there are only few explicit policy objectives for the participation of mature students in higher education.

12

In majority of Western European countries, at least one alternative access route to higher education exists, therefore it is not necessary to possess the upper secondary general or vocational school leaving certificate to be able to enter into higher education. Among these counties are also the project partners: Austria, Belgium, Denmark and Spain. Most often the alternative route for admission to higher education institution includes validation of prior learning or attendance of specific preparatory programmes. It is also possible in some countries to be exempted from some units of study if a student has his/her prior non-formal and informal learning accredited, but it is still not a common practice in Europe to recognise the outcomes from non-formal and informal learning as the equivalent of a full higher education qualification. Alternative modes of studying at higher education institutions and policies measures which support them, are of crucial importance in widening participation of adult learners in formal higher education, most of all because they often face difficulties in undertaking traditional full-time studies.

3.1 Recognition of non-formal and informal learning Recognition and validation of prior non-formal and informal learning in higher education is perceived as one of the most challenging tasks. It is a contested issue, since this process requires that non-formal courses, work experience and life experiences are placed on an equal footing with the learning outcomes from years of formal education, which means that a candidate can progress further in his/her studies or be awarded a full higher education degree. Bologna process and the objectives agreed within its framework though, impose the adoption of more flexible culture and practices when it comes to validation of non-formal and informal learning in the sector of higher education. 3.1.1 Legislation which enables the validation of non-formal and informal learning higher education Non-formal and informal learning in higher education are validated and recognised in different ways in Europe. Sometimes the legislation explicitly requires the institutions to adopt the process of recognition and validation in different ways and to a different extent, whereas, in some countries the legislative framework is such that it enables the institutions to make provision for the validation of non-formal and informal learning, but they are free to chose whether they want to refer to it or not. In the Flemish Community of Belgium, there is a specific higher education body (The Council for Disputes about Decisions on Study Progress) which has been established in accordance with legislation, to evaluate students’ appeals against decisions taken by higher education institutions in various areas, including the area of recognition of prior learning.

In the French Community of Belgium, Spain and Austria, on the other hand, legislation explicitly allows higher education institutions to implement procedures for the

13

recognition of prior non-formal and/or informal learning and institutions can decide independently whether they will implement such procedures to the extent that they are allowed. However, validation procedures have been implemented to various degrees in different countries: in some countries, the validation of prior non-formal and/or informal learning is already a common practice in the majority of higher education institutions, in other places this option is still rarely used in practice. In addition, the legislation which refers to the validation of non-formal and informal learning varies from one country to another and also the extent to which prior non-formal and informal learning can be taken into account by higher education institutions.

The example of Denmark however is the mix of both legislative approaches described above, namely, the responsibility for higher education is divided between the Ministry of Education, the Ministry of Science, Technology and Innovation, and the Ministry of Culture. For the programmes under the Ministry of Education, the legislation requires higher education institutions to recognise prior non-formal and informal learning in the admissions process. For the programmes under the Ministry of Science, Technology and Innovation, and the Ministry of Culture, institutions are allowed (but not obliged) to implement such procedures as part of the admissions process. Despite the fact that the United Kingdom is not a partner in the project, it is important to note that there are also countries, where legislation does not specifically refer to the validation of prior non-formal and informal learning in the field of higher education. In the United Kingdom the universities are autonomous institutions, responsible for the quality of the qualifications they award and the conditions on which they are awarded. Consequently, even though there is no legislation regulating such procedures, there is a long tradition of recognising prior learning in the higher education sector in the UK and decisions on this matter are taken by the institutions themselves.

In some countries also, specific guidelines have been issued to support higher education institutions in the implementation of procedures for the recognition and accreditation of prior learning, whether to allow students to gain admission to a higher education institution, or to demonstrate that they have met, partially or completely, the requirements of a higher education programme.

3.1.2 Access to higher education There is a range of accreditation methods and approaches for the accreditation of prior learning for admission to higher education. Most often, age and duration of prior professional experience, determine whether a candidate can gain admission to higher education institution on the basis of his/her prior learning. In order to be granted the admission, sometimes the candidates are required to submit evidence in their application, attend an interview, or pass a specifically designed test to verify that they have the necessary skills to embark on higher education studies. For instance, in the Flemish Community of Belgium, it is possible to grant access to bachelor’s programmes on the basis of a candidate’s overall knowledge and skills which are assessed by the board of the institution. Regulations also allow the prior non-formal

14

and informal learning to be taken into account for access to doctoral programmes for those who do not hold a master’s degree. Universities in Spain, reserve a certain number of places each year for candidates who fit into specific categories, that is, three groups of mature students: students older than 25, 40 and 45 years. There is a special university entrance examination for candidates aged over 25 who comply with traditional entry requirements in order to be admitted to higher education programmes. The examination consists of a general part and a specific part to assess the skills, abilities and aptitude for the studies chosen. For people who are older than 40 and do not have a qualification according to which they can be admitted to higher education programme, they can have their prior professional experience accredited if it is linked to the courses they want to take. It is universities who define the accreditation criteria and the professional experience required for different study programmes and there is always a personal interview included in the admissions procedure. For people above 45, who do not possess a qualification or relevant professional experience, there is a general test to be passed and personal interview in order to be permitted access to higher education.

It is also interesting to mention the example of the United Kingdom where the Quality Assurance Agency for Higher Education (QAA) has published a code of practice, which states that a range of evidence may be considered in judging the potential of a prospective student to succeed on a particular higher education programme. This evidence might include abilities, aptitudes, skills, qualifications, other prior learning and experiences, including that achieved in the workplace. Nevertheless, within the same country, different higher education institutions can have different approaches to the accreditation of prior learning for admission. For example in the French Community of Belgium, there is a difference between alternative access to universities, hautes écoles and art schools. Actually, art schools and their programmes are very flexible with respect to their entry qualifications in several countries, including those where the accreditation of prior learning for access to higher education is standard practice (e.g. Flemish Communities of Belgium, Denmark).

Denmark, for instance, has a central admissions system for higher education and non-traditional learners are often advised to contact the chosen higher education institution directly, so that their non-formal learning and work experience can be evaluated and taken into account. The available higher education places are divided into two quota systems, so the applicants with upper secondary school leaving certificates are eligible for the places in the first quota depending on their grade point average and they apply for admission through a Coordinated Enrolment System (KOT). 10% of all places in the universities fall in the second quota and here the applicants with no upper secondary qualification can be admitted if the institution considers that the applicant has competences similar to those required by an upper secondary exam. It is important to note that validation of prior learning for admission to higher education will most probably be influenced by the implementation of National Qualifications Frameworks (NQF), since it is intended to clarify the content of different national

15

qualifications. Therefore, it would be possible by higher education institutions to understand and accept certain “non-traditional” qualifications/certificates as an alternative to traditional upper secondary school leaving qualifications due to the establishment of NQF.

3.1.3 Progression in higher education In several European countries it is possible to obtain validation of prior learning in order to meet the requirements of a study programme and not only for fulfilling the entry requirements. If a student can provide evidence that he/she possess relevant knowledge, skills and competences, he/she can be exempted from certain parts of the study programme. For instance, in the Flemish Community of Belgium, the Law on Flexible Learning Paths (2004) stipulates that students may be granted exemptions from higher education courses on the basis of previously acquired qualifications and/or validation of prior learning. It is also possible to obtain a Bachelor’s or Master’s degree in the Flemish Community of Belgium, if the institution deems, based on the previously acquired qualifications and/or prior leaning, that the person in question has acquired the necessary competences.

In Spain, it is left to the universities to decide whether to recognise the prior learning of students and reduce the number of courses candidates must complete to obtain a higher education degree. In some cases regulations specify the extent to which the accreditation of prior learning can contribute to the fulfillment of programme requirements. This is the case in the French Community of Belgium where the students in hautes écoles who can provide evidence for three years of relevant professional experience can benefit from exemptions based on the validation of their prior learning. However, the exemptions cannot exceed 20 % of the total programme. This is also valid at universities where students have to prove at least five years of relevant professional or personal experience, which can be validated as an equivalent of up to 60 credits per academic year. The decision is taken by evaluation committees and is based on evidence submitted by learners.

3.1.4 Preparatory programmes in the higher education sector for non-traditional candidates Several European countries have developed specific programmes to help non-traditional learners, including mature students to gain the skills necessary for higher level study before they enter higher education. These programmes last usually one academic year, and upon successful completion and obtained certificate/qualification, it is possible to enroll at higher education studies. Learners who did not complete upper secondary education or who attended short vocational education which does not allow access to higher education, are the most usual candidates for preparatory programmes.

16

Most developed range of preparatory programmes for non-traditional higher education candidates who plan to embark on higher education studies, can be found in the United Kingdom where programmes, for example focus on a named discipline area (e.g. the ‘Access to HE Diploma (Nursing)’ or ‘Access to HE Diploma (Law)’), and combine subject specific content with elements designed to support adult learners, such as key skills in information technologies, numeracy and communication, and study skills. Teaching methods include individual tutorial support. A typical programme takes a year of full-time study but many are also available on a part-time basis.

4. Alternative modes of study in the higher education sector It is of utmost importance to include flexible study arrangements in formal higher education programmes in order to increase the uptake of mature students. Most often the absence of flexibility and alternative modes of study is the major obstacle for the participation of mature students in formal education and training. First of all, some of the alternative modes of study, such as part-time studies, external studies or distance learning, are understood in different ways in different countries across Europe. For instance, part-time studies have diverse connotations; in some countries it is measured according to the number of ECTS credits obtained within one academic year, in others, the difference between a full-time and part-time student is based on the number of contact hours and both categories of students are expected to have the same number of ECTS.

Report Social and Economic Conditions of Student Life in Europe (Eurostudent, 2008) also points to the differences in the interpretation of the term “part-time” studies and differentiates between four types of ‘part-time’ students:

- Students enrolled in distance education (i.e. students usually work and spend only part of their time on higher education studies);

- Students enrolled in evening and weekend courses at higher education institutions. These courses are offered by higher education institutions in addition to courses for full-time students;

- Students enrolled in traditional full-time programmes, but with an official part-time status (i.e. the time until graduation is expected to take longer than for full-time students);

- Students enrolled as full-time students, but who actually spend only part of their time on study-related activities.

This implies that the cross-country comparisons of flexible modes of study in higher education should be carried out with caution, taking into account different national interpretations and understanding of certain terms, especially when it comes to the funding systems of flexible higher education programmes.

UNESCO and OECD for example, define a part-time student as an individual who is taking an educational programme that requires less than 75 % of a full-time study load. If this kind of definition of a part-time student is taken into account, the statistics show

17

that part-time students represent anything between 10% and 40% of higher education students in countries like Belgium, Denmark and Spain.8

It is also evident that, in the majority of European countries, the pattern of part-time studying is followed mostly by higher education students aged 30 and over, since they often need to reconcile their studies with their work life and/or family responsibilities.

It is up to the higher education institutions, in the majority of European countries, to decide whether they offer higher education programmes and courses under flexible arrangements (e.g. part-time studies), therefore it is common that the availability of alternative modes of study varies from one institution to another. In some countries, higher education programmes are routinely organised in a flexible way, offering students enough freedom to set their own annual workload and decide how to spread it out and there are some national-wide initiatives to improve the availability of flexible modes of study.

In the Flemish Community of Belgium, since the introduction of the Law on Flexible Learning Paths (2004), higher education institutions have been required to offer their programmes under three main types of learning arrangements: the degree contract, the credit contract and the exam contract. Under the degree contract, students may choose how much study they undertake: 60 credits per academic year (full-time programme) or less than 54 credits per academic year (part-time programme). Other programme options are also available including a personalised study programme. Under the credit contract, students enroll for a number of credits with a view to obtaining a credit certificate for one or several programme units. Under the exam contract, students only enroll for the examinations, with a view to obtaining a degree or a credit certificate for one or more programme units.9

In the United Kingdom (England), accelerated programmes, work-based programmes, accelerated part-time programmes and programmes delivered by distance, e-learning or ‘blended’ learning (involving some distance learning and some learning on campus) were piloted as flexible learning pathways at eight higher education institutions. Funded by the Higher Education Funding Council for England (HEFCE) these programmes, mostly in vocational subject areas, were aiming to attract students from non-traditional and under-represented backgrounds by using flexible methods of delivery.

Distance learning and technology supported learning are often included to support the delivery of alternative modes of higher education programmes. In Spain, for example, there are higher education institutions specifically set up to deliver degree programmes under open and distance arrangements. The Open University (Universidad Nacional de Educación a Distancia – UNED) in Spain was created in the early 70’s and currently has more than 160 000 students. This higher education institution, the largest in the country, offers 26 higher education programmes and over five hundred continuing professional development courses. The Open University’s style of teaching is called ‘supported open

8 Adults in Formal Education: Policies and Practice in Europe, EACEA P9 Eurydice 2011

9 ibid

18

learning’, meaning that students receive support from a tutor and the student services staff at regional centres, as well as from specialised services such as the library. Some courses include residential or day schools, held at various times and locations.

5. Funding of formal adult education

Public funding, fees paid by learners and funding from employers are the most possible sources of funding for formal adult education and training. 5.1 Pubic funding Formal adult education and training is to some extent funded through public funding earmarked by education or employment policy decisions in all European countries. Vocational education and training programmes as formal learning activities are most often eligible for financial support under the umbrella of employment policy, targeting the unemployed and vulnerable groups of society. Moreover, the national financial resources in EU countries in this area are complemented by the Funding from the European Social Fund (ESF).

There are various mechanisms used by public authorities for financing formal adult education and training. When dealing with upper secondary level, funding is usually transferred from central government to local administrations which, in turn, fund the providers and funds from the central budget may also be combined with various local sources. Central government may fund directly the providers of formal adult education and this is the dominant model in the higher education sector, where institutions most often receive funding directly from the state budget.

In the Flemish Community of Belgium, for instance, the top-level authorities responsible for education and training provide direct subsidies not only to higher education, but also to formal adult education at lower levels. Direct financial support can also be provided by public authorities to those individuals who would otherwise not be in a position to participate in education and training and the level of funding is usually calculated as a percentage of the costs of a full-time pupil in initial education at the same level for completing compulsory or upper secondary level education. Moreover, similar funding schemes are also applied for flexible learning modes, such as part-time courses, distance learning or e-learning.

There are also countries (like French Community of Belgium) that allocate additional funding based on social criteria to institutions providing adult education and training programmes, including formal programmes. According to the Education for Social Advancement (enseignement de promotion sociale), schools can be allocated extra funding depending on the proportion of learners who are unemployed or are earning the minimum wage, and for recruiting additional teachers to reduce class sizes or to improve their equipment. At the level of higher education, funding is often based on the number of ECTS units taken by students.

19

In counties like Denmark, for example, there is distinction between full-time students and those studying under various flexible arrangements when it comes to funding. Since two parallel higher education systems exist, the funding arrangements are also different: the traditional higher education system is fully funded by the state, whereas the system developed specifically for mature students is partly funded by the state and partly by student tuition fees.

5.2. Tuition fees In the majority of countries in Europe, completion of basic or lower secondary education for adult returners is free of charge since they most often belong to the most vulnerable groups in society. In some countries, though, it might be expected that adult learners, who are not considered to be at risk of social or labour market exclusion, will be required to contribute financially towards basic or lower secondary programmes.

In Spain, for example, completing upper secondary education at public education and training institutions, including through alternative modes of study (e.g. part-time courses) is free of charge for individuals, regardless of age. Other countries generally expect mature students to contribute towards their upper secondary tuition and/or examinations, provided they do not belong to any category of disadvantaged learner, but in several countries, like Belgium, student contributions for courses leading to the completion of upper secondary education are relatively modest and are often regulated by legislation or fixed by public authorities. In addition, in the Flemish Community of Belgium, the government refunds any registration fees lost by the centres for adult education due to the full or partial exemption from registration fees for some course participants.

Usually there is no difference regarding the fees applicable to those who enter higher education directly after secondary school and mature students who undertake their studies later in life. Nevertheless, different fees for traditional full-time studies and various alternative modes of studying, like part-time courses, apply in some countries. In Belgium and Austria for example, full-time and part-time studies receive equal treatment and students who study part-time are not required to pay higher fees than students following traditional full-time programmes. However, in some countries, like Slovenia, Hungary, Estonia, part-time higher education students which are usually mature students, are expected to make higher financial contributions than full-time students. Sometimes the financial support from public sources may only be available for the standard duration of the full-time programme in the relevant field, but in some countries, students’ individual circumstances, such as their work or family commitments, may be taken into account as well.

In Austria, students who are given the same rights as Austrian nationals do not have to pay higher education fees as long as they complete their courses within the set period for the full-time curriculum, plus two semesters. The usual fee is EUR 363 per semester and students may be exempt from paying the fees, as long as they can provide evidence that they are also in employment, suffering from an illness or disability, or looking after their children and therefore not able to study full-time. Additional fees are

20

paid by students who have been admitted to an external/part-time study programme, students who overrun the standard study period and those who concurrently study two or more programmes.

5.3 Funding from employers Employers in all European countries make significant contributions to adult education and training due to their vested interest in developing the knowledge and skills of their employees, but the support is most often directed to job-related courses, ICT courses, languages, seminars and other forms of non-formal learning. Regarding the legal obligations of employers to invest in continuing education and training of their employees, they are quite limited in many European countries and in majority of cases this kind of support depends on company policy, industry/business sector initiatives or agreements between the employer and the employee. It is also a common practice that if the employer has requested the employee to undertake a specific education or training programme, the employer must usually meet the costs.

In some countries, companies must make mandatory contributions to collective funds for the continuing education and training of adults. The funds collected through these contributions are often used to finance not only non-formal education and training activities, but also formal programmes. For example in Spain, regulations oblige companies to finance the formal and non-formal vocational training of workers and the unemployed. Funds from companies are combined with aid from the European Social Fund and from the State Employment Public Service (Servicio Público de Empleo Estatal – SPEE). The Ministry of Labour and Immigration allocates these funds annually to different management and training initiatives. The amount of funding received by companies for training depends on their previous year’s contribution and on their size.10 5.4 Financial support for learners Direct or indirect financial support to facilitate the return of mature students to formal education and training has been established in the majority of European countries. There are also schemes which enable employed people to take time out for study and specific support schemes directed at the unemployed.

Direct financial support Study allowances, grants, scholarships, subsidies and training vouchers, are some of the forms of direct financial support available to adult learners. There is also a possibility of obtaining a bank loan which must be repaid, however adult learners may also be entitled to a reimbursement of their tuition fees upon completion of their course.

10

Adults in Formal Education: Policies and Practice in Europe, EACEA P9 Eurydice 2011

21

Education/study allowances are provided in some countries and their size depends on various circumstances. For instance, in Austria, students attending a school for working adults who leave or interrupt work in order to study for the school leaving examination are entitled to a special study allowance for up to six months. Married students whose spouse does not have an income are entitled to a monthly allowance, also if the learner pays statutory child support, his/her special study allowance is increased for each child. Moreover, the province of Upper Austria has introduced a system named Bildungskonto, under which the administrative office of the government of Upper Austria refunds 50 % of individual course fees to people participating in further education, up to a certain maximum amount. People over 40 years of age and unskilled persons may have up to 80 % of their course fees refunded. Preparatory courses for officially recognised exams, such as apprenticeship certification exams, foremen’s exams, etc. are among the most frequently subsidised educational activities. Different schemes to refund tuition fees also exist in all other provinces of Austria. There is a state grant system for adults (VEU) in Denmark, directed at those engaged in adult vocational training and the funding is awarded as compensation for lost wages or work opportunities. Various types of grants for students in non-compulsory and higher education, including adult learners, exist in Spain. There are enrolment and mobility grants available, as well as specific type of support for students of technical subjects. In 2009/10, grants compensating the absence of income for university students and assistance for unemployed university graduates were introduced to cover the costs of enrolment in a Master’s programme in a public university. In that way, the recipient’s level of education is upgraded and university graduates who have become unemployed are enabled to re-enter the labour market. Moreover, young people as well as adult learners can apply for the financial assistance to cover their travel expenses, residential costs and costs of learning materials in upper secondary and tertiary education. This assistance is intended to benefit students with a certain level of academic achievement whose family income is not sufficient to meet the expenses related to the education programme for which they have enrolled. Candidates who already hold a qualification, which would allow them to access a professional activity, are not eligible.

In Belgium, in the Flemish Community and in the Brussels-Capital Region, employees may purchase the training vouchers to pay for training programmes organised by education and training providers which are orgnaised by the public service for labour and employment (VDAB), such as centres for adult education (CVOs). The employee only needs to pay half of the cost of the training vouchers. Moreover, adult learners can receive financial support to cover or reimburse expenses incurred during education and training, such as transportation costs, accommodation expenses in those cases where the training programmes require relocation, as well as the cost of study materials. In the Flemish Community of Belgium, once they have completed their training programme, course participants taking a diploma-oriented programme may reclaim tuition fees, either in part or in full.

22

Tax incentives In some countries, adult learners are entitled to claim a tax deduction when filing their tax returns for costs incurred for further education and vocational training, including programmes leading to formal qualifications. Study leave Employed adults who want to embark on formal education can be supported through study leave scheme. However, the approach to providing study leave amongst EU countries is not the same and one of the basic differences is reflected in the categories of employees who are covered. The right to take or request study leave is often determined by the sector in which employees work or the size of the enterprise. Also, the length of study leave varies across Europe, while in Belgium, the length of leave depends on the type of programme the employee has enrolled in, and should be between 32 and 120 hours per year, in Austria, employers and employees may agree on a period of study leave lasting between three and twelve months.

There are systems where an employee can retain his/her salary during the study leave, but it can be paid by the government, not necessarily by the employer, like in Belgium, where the Federal Ministry of Employment reimburses the salary. Also in Belgium, the paid leave is allowed only for courses matching certain characteristics as laid down in legislation and the programme followed by the employee on study leave does not necessarily have to be directly related to the activities of the company, or with the activity actually performed by the employee. Still, there is a tendency to exclude courses, which do not lead to the acquisition of any vocational skills and/or have no work-related objective (e.g. decorative arts, photography, etc.) as in the French Community of Belgium.

Support for the unemployed Job seekers who sign up for formal education or training programmes are partially or totally exempt from tuition fees in majority of European countries and there are a number of schemes which help them to reintegrate into the labour market. Depending on the national context, unemployed people who participate in education and training either keep their unemployment benefits or these benefits are replaced by other financial support schemes. Participants also retain their secondary benefits (such as subsidies for fuel, rent or medical expenses) and can be eligible for a range of additional allowances designed to cover the costs of attending education and training programmes, such as meals and travel.

In Belgium, in the French Community, job seekers are exempt from paying tuition fees for education provided within the framework of the Education for Social Advancement scheme (enseignement de promotion sociale). The Flemish Community provides for full exemption of tuition fees to several target groups including

23

job seekers who are in receipt of a job-seekers allowance or unemployment benefits, and who register for a pathway-to-work programme provided by the public labour and employment service (VDAB). In addition, the public service for labour and employment (VDAB) provides a number of allowances for job-seeking course participants, including a travel allowance, an accommodation allowance if overnight accommodation is required for the course undertaken, and a childcare allowance for course participants with small children. In Spain, unemployed people who participate in vocational training activities can receive assistance for transportation, meals and accommodation, as well as support to care for children under 6 years of age or dependents.

6. Case studies/success stories

Austria- University of Graz and Montagsakademie

The Center for Continuing Education is a division of the department “Administration and Services” of the University of Graz and is the responsibility of the Vice-Rector for Research and Continuing Education. The Center’s role in the strategic project “Partner in Lifelong Learning” is to develop and test innovative programmes and learning environments in different areas of university continuing education.

The tasks of the Centre are as follows:

1. To develop and test an innovative programme of general interest courses at university level for public access;

2. Based on academic/scientific research, to develop and test an innovative programme of university continuing education and innovative learning environments in the area of academic/scientific learning;

3. To set up an information centre and counselling service on university continuing education for target groups in the area of public access programmes and academic/scientific learning programmes;

4. To develop programmes to further competence and increase professionalism of educators working in university continuing education (teaching within the context of university continuing education; learning with older and inter-generational learners);

5. To build up and maintain regional, national and European partnerships for programme development, cooperation projects and networks.

Montagsakademie – Education for Everyone and for All Ages

The idea behind the “Montagsakademie” is to offer “education for everyone and for all ages” through a series of open access lectures by well-known scholars for the general public, thus providing an interesting insight into many fields of research, not only at the University of Graz. Each year there is a key theme, i.e. “Sustainability”, “Future Development” or the “Memorial Year 2005”, providing listeners with a wide range of

24

academic approaches to each topic. The lectures take place in the Aula of the University of Graz on 13 Mondays during the academic year. The University of Graz invites everyone who is interested in furthering their knowledge to attend the lectures of the Academy, no matter what previous education they have received. The lectures are open to everyone. Registration is not necessary; the attendance is also free of charge.

Since the beginning of the academic year 2004/05, the “Montagsakademie” has been broadcast live to partner institutions in Austria. Starting with just 3 “pioneers”, today 11 partner institutions are following the lectures and attendees are able to take an active part in the discussion afterwards. Two local radio stations are also broadcasting the lectures in their programmes.

An anthology of the year’s lectures is published at the end of each academic year. “Open Course Ware”, a new project currently being developed, will make a streamed version of the lectures available for viewing on the internet.

More information is available at: http://www.uni-graz.at/montagsakademie/

Belgium – Next Programme

As a result of consolidating reforms to promote a flexible and creative learning environment for all students, successful NEXT Bachelor Degrees at the University College for adult learners and students with a job, have been produced, namely:

- Bachelor of Business Management - Bachelor in Teacher Training - Bachelor of Socio-Educational Care Work - Bachelor in Nursing (bridging programme) - Bachelor in Nursing

Next programme represents combination of working and studying, therefore there is a limited number of contact hours and is mostly based on independent learning the self-study. The curricula include courses and practical training and the students are supported by a coaching team and a digital learning platform. There is an evident increase in the number of students who enrol in Next programme, namely in 2008/9 there were 228, in 2009/10 387 and in 2010/11, 450 students were enrolled. Further below are also given the numbers of students for each Bachelor programme, as of March 2011:

- Bachelor Teacher Training for Pre-Primary Schools: 46 - Bachelor Teacher Training for Primary Schools: 79 - Bachelor Teacher Training for Secondary Schools: 83 - Bachelor Business Administration: 24 - Bachelor in Socio-Educational Care Work: 62 - Bachelor in Nursing (Bridging Programme for practitioners): 117

25

- Bachelor in Nursing: 38

Next programme differs from the regular education programme since it has different student groups and is adjusted to their needs, taking into account their life, learning and work experience, family situation, new educational concepts since graduation, need for digital communication skills, focus on obtaining the degree and independent learning, etc.

Denmark- Prior learning campaign11

Danish Ministry of Education launched a number of initiatives that seek to improve the knowledge of prior learning assessment, and to promote its use. In short, the initiatives include:

• A partnership agreement with the social partners regarding recognition of prior learning

• An information and networking campaign focusing on prior learning. Includes a “tool box” to help accomplish the goal

• An on-line skills portfolio www.minkompetencemappe.dk that can be used to document skills when seeking prior learning assessments

• A handbook of prior learning to be used by the adult and continuing education institutions

• Establishment of a National Knowledge Centre for Validation of Prior Learning (NVR)

• Establishment of a counseling web portal that provides general information about prior learning (www.ug.dk)

• A TV campaign aired on Danish National TV, as well as conferences, seminars and meetings.

In the spring of 2008, the Ministry of Education in co-operation with the social partners created a prior learning information and networking campaign. The goal of the campaign was to inform about the new regulations for development and recognition of prior learning in the adult and continuing education system, and to promote the opportunities they opened.

The campaign was divided up into four tracks, aimed at each of the different groups:

• Office workers, skilled workers, and unskilled workers. Together with FTF and LO member organisations

• Managers. Together with The Danish Association of Managers and Executives • Company training managers. Together with DA member organisations • Educational institutions and vocational training providers, educational

counsellors, and job trainees.

11

http://pub.uvm.dk/2008/priorlearning/hel.htm

26

The effect of the campaign amongst labour market organisation members was positive. It was mentioned in newsletters, member publications, as well as in articles in the general press. Overall, it was a success.

As part of the information campaign, the Ministry of Education created a flexible information toolbox that was available to the campaign partners, trade organisations, local adult counselling networks, educational institutions, schools, and vocational training providers. The toolbox can be adjusted to meet any needs the user might have.

“Managers need to encourage employees to get an education. Unskilled jobs are disappearing, and if you don’t update your skills, you’ll find yourself outdated before you know it.” Svend Askær, president of The Danish Association of Managers and Executives

The toolbox contains an overview of the campaign and its main message.

In addition, it contains a ministry-approved fact sheet with:

• Quick facts about prior learning and prior learning assessments • Top 10 reasons to have your prior learning assessed • Case studies • A poster suitable for hanging in high-traffic areas • Two information folders, one with information for individuals with short-cycle or

trade educations and one with information for individuals with medium-cycle higher educations

• A PowerPoint presentation.

As part of the campaign, over 25,000 people completing vocational programmes received a letter of congratulations from Minister of Education Bertel Haarder and two information postcards. The letter and the cards were intended to motivate course participants to encourage their friends and colleagues to request a prior learning assessment.

Spain – Permanent University of the University of Alicante

In Spain, the University Programmes for Seniors (UPS) have been working since the mid 1980s. At present, there are 47 universities which impart these programmes with over 30,000 students all over Spain. UPS reached the peak in 1999, the year when Permanent University of the University of Alicante started its activity.

The Permanent University of the University of Alicante (UPUA) is a scientific, cultural and social development programme of the University of Alicante which has as its aim to promote Science and Culture, as well as intergenerational relationships, in order to improve the quality of life of seniors (older adults) and encourage their participation, within their life context, as social ‘dynamisers’. The University of Alicante for the implementation of training actions addressed the segment of Older Adults above 50

27

years of age. The UPUA programme is integrated into the framework of specific university education for older adults and responds to such demands as the need for a deeper democratisation of knowledge, a reduction of social inequalities, a greater social involvement of older adults in society, and the enhancement of intra- and intergenerational relationships, all of which will contribute to maintain their quality of life and besides, will enlarge the range of options available for them to continue active life outside their normal working environment.

The new challenge that the University of Alicante’s Permanent University is going to take up with the collaboration of the Education and Culture and Welfare Departments of the Valencian Community Autonomous Government, various municipalities, as well as several banks and financial institutions, is offering the UPUA older adult university education programme, which seeks to meet the interests and needs of this sector of the native and resident population living in the Valencian Community.

The Diploma Senior (Senior Diploma) is an academic recognition of the Permanent University programme. It is no official qualification; it does not authorise the access to other official University studies and does not qualify for professional practice. Permanent University programme is an open programme with subjects designed and structured within the fields of Humanities, Experimental Sciences, Health and Social Action, Social Sciences and Computer Sciences, Image and Sound. This way, the student can design his own curricular timetable and obtain the Diploma Senior in a field of specialisation and knowledge or a Diploma Senior of multidisciplinary character and according to his/her interests.

On 13th June 2011, when the registration period opened at the University of Alicante’s Permanent University with 1300 vacancies, 900 people applied on the same day.

Challenges and recommendations for Montenegro

Based on the EU legislative framework, implementation measures, and various experiences in the project countries, the University of Montenegro can take on the challenging task of drafting the LLL Strategy and influencing the national system thereof. However, there are a number of limiting factors that need to be considered. In the year 2000, the old system of adult education in Montenegro was over; the so called Workers Universities, training centres at companies, part-time studying at higher education institutions, etc. ceased to exist, without a new system introduced so far. There are many different providers of adult education with overlapping responsibilities, which calls for the establishment of a comprehensive and functional system with more significant role of universities. The issue of funding of adult education is most probably the biggest challenge which requires involvement of all sectors, primarily public, then private and non-governmental sectors. In order to overcome the difficulties, further below are given some recommendations that can be taken into account:

28

- Strong policy framework and environment which will empower stakeholders involved in LLL and government to enter into partnerships with them

- Strong institutional support to LLL and strategic decision which incorporate LLL, are inevitable in order to provide various student support services and ensure reaching out to different categories of learners

- Development of national guidelines for the recognition and validation of prior learning

- Raising awareness about lifelong learning among general public, promotion of distant and part-time studying

- Forging partnerships and networking between universities, government, civil society and business community

- Creation of flexible and attractive study programmes with clearly defined learning outcomes and introduction of shorter education cycles

- Determine competencies and qualifications of the lecturer/trainer in adult education

- Education concept to be based on the connection between learning outcomes, NQF and recognition of prior learning

- Establishment of institutional networks for lifelong learning - More investment in research in the area of LLL in order to identify key priorities

and implementation of international instruments and standards for follow up and evaluation of LLL

- Education and training (of adults) is low on the agenda of the decision and policy makers, limited public and private funds are available due to lack of vision that investment in human capital is a must

- Stronger role of social partners in the process regarding funding of the employee

learning, necessity of continuous on-the-job training, raising participation levels in

LLL

- Improvement of governance structures and coordination and cooperation

between different stakeholders