The document discusses the role of universities in lifelong learning. It outlines universities' actual roles, which include continuing education programs and adult education. It also discusses potential roles, such as embedding lifelong learning in strategic plans, making programs more flexible and recognizing prior learning. Finally, it examines how universities could transform by becoming "lifelong learning universities" that focus on learning outcomes rather than credentials and remove the concept of a finished education.

1. The Role of Universities
in Lifelong Learning
Dr. Kathryn Chang Barker
Director, Education Excellence
Presentation to International Conference on Lifelong Learning 2011

2. Overview
1. Actual roles
2. Potential roles
3. Situational analysis

3. Actual Lifelong Learning Roles
Offerings
 Continuing or Further
Education
 Community Education
 Continuing Professional
Development
 Adult education and/or
university preparation
Services
 LLL as a discipline of study
 Participation in LLL
associations
 Meeting community needs
 APL/PLA
 Research
23 June 2016 3Dr. KC Barker

4. University = Lifelong Learning
 If Lifelong learning can
be defined the
development of human,
social and cultural
capital
 Then universities are
part of that system
And
 They are “elite” part of
that system
23 June 2016 4Dr. KC Barker

5. Potential Roles for Universities
Devolution
 Embed LLL in strategic
and operational plans, e.g.,
– CPD for staff
– Graduate attributes for
students
– ePortfolios of all forms of
learning
Evolution
 Redesign university to be
more learner-focused, e.g.,
– Flexible access
– Accreditation of prior
learning
– Responsive curriculum
23 June 2016 5Dr. KC Barker

6. “Lifelong Learning University”
Characteristics
1. Clearly defined outcomes for learning –
staff, students, community
2. Systematic assessment and documenting
of learning
3. Learner participation in a diverse array of
engaging experiences
4. Data about learning that prompts the
individual and institution to reflect and act
5. Emphasis on student learning in hiring
and management processes
6. Key documents and policies focus on
learning – all types
Results
 Offer learning,
not credentials
 Moves from
learner-focus to
learning focus
 Removes the
concept of
“finished”
23 June 2016 6Dr. KC Barker

7. Transforming Universities
Imperatives
 Threats from ODL
 Aging demographics of
traditional staff
 Increasing learner demand
 Decreasing public funds
 Additional economic and
social factors
Options
 Ascendant thesis:
knowledge economy
thrives and depends on
strong universities
 Declinist thesis: more
capable competitors meet
unmet needs
 Co-existence
23 June 2016 7Dr. KC Barker

8. Future Lifelong Learning & Universities
On the one hand “two
realities define the new
agenda for higher
education in the new
economy: lifelong
learning and technology”
Sir John Daniel
On the other hand,
“widespread provision by
universities would require
a revolution in university
education; the signs of
such a revolution do not
appear in sight”
EU Study 2001
23 June 2016 8Dr. KC Barker

9. For more information:
kathryn.barker@monash.edu
www.FuturEd.com
Thank You