Bratislava, Sept.10.2009. - Lifelong Learning - BME, Budapest 1 Lifelong Learning and Higher...

Bratislava, Sept.10.2009. - Lifelong LearniBratislava, Sept.10.2009. - Lifelong Learning - BME, Budapestng - BME, Budapest

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Lifelong Learning and Lifelong Learning and Higher EducationHigher Education

The Hungarian and BME The Hungarian and BME PerspectivePerspective

Péter MosonPéter MosonDean, Faculty of Sciences and Vice-Rector for International RelationsDean, Faculty of Sciences and Vice-Rector for International Relations

András SzűcsAndrás SzűcsDirector, Center for Learning Innovation and Adult LearningDirector, Center for Learning Innovation and Adult Learning

Budapest University of Technology and Budapest University of Technology and Economics (BME) – Rector: Economics (BME) – Rector: Gábor PéceliGábor Péceli


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The Lifelong Learning Strategy of Hungary The Lifelong Learning Strategy of Hungary (2006)(2006)

Adopted by the Government - A multi-sectoral document Adopted by the Government - A multi-sectoral document (Ministry of Education, Ministry of Labour) (Ministry of Education, Ministry of Labour)

Priorities:Priorities:• equal opportunities;equal opportunities;• strengthening links between the education/training system strengthening links between the education/training system

and the labour market;and the labour market;• application of new governance methods;application of new governance methods;• enhancing efficiency of the education and training system and enhancing efficiency of the education and training system and

increasing public and private investment;increasing public and private investment;• improving the quality of education and trainingimproving the quality of education and training..


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Hungarian Lifelong Learning Strategy Hungarian Lifelong Learning Strategy Areas of intervention and policy principlesAreas of intervention and policy principles

Development of basic skills and key competencesDevelopment of basic skills and key competences Career guidance, counselling and monitoringCareer guidance, counselling and monitoring Recognition of informal and non-formal learningRecognition of informal and non-formal learning Supporting disadvantaged groups and groups at risk Supporting disadvantaged groups and groups at risk

on the labour marketon the labour market Establishment of a new teaching/learning cultureEstablishment of a new teaching/learning culture New teacher roles New teacher roles

• enhancing the teachers’ self-reflectivityenhancing the teachers’ self-reflectivity• supporting the model of learning organisationsupporting the model of learning organisation

ExExtending learning opportunitiestending learning opportunities• Use of information and communication technologiesUse of information and communication technologies• Development of distance learningDevelopment of distance learning• Prospects of informal learning, alternative learning formsProspects of informal learning, alternative learning forms


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The Hungarian lifelong learning paradigmThe Hungarian lifelong learning paradigm

Novel approach: promoting collaboration of sectors, instead of following the Novel approach: promoting collaboration of sectors, instead of following the content and structure of traditional sectoral strategiescontent and structure of traditional sectoral strategies

• Lifelong learning for the whole lifecycle: from pre-school education to Lifelong learning for the whole lifecycle: from pre-school education to retirement age;retirement age;

• Development of competences in focus – professional, social etc. Development of competences in focus – professional, social etc. competences, enabling people to retain integrity in the changing environment;competences, enabling people to retain integrity in the changing environment;

• Schools should also build on knowledge acquired outside its walls – Schools should also build on knowledge acquired outside its walls – formal, non-formal and informal learning;formal, non-formal and informal learning;

• Learning for all: strategies offering new chance for drop-outs, Learning for all: strategies offering new chance for drop-outs, programmes combating learning disorders, programmes combating learning disorders,

• New learning culture, shift in attitude New learning culture, shift in attitude Learning is not only a tool for the appropriate job, but something positive Learning is not only a tool for the appropriate job, but something positive

in itself, with impact on several dimensions of the quality of life;in itself, with impact on several dimensions of the quality of life; Motivation to learn to be increased, learning can become an enjoyable, Motivation to learn to be increased, learning can become an enjoyable,

rewarding and successful activity;rewarding and successful activity;


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Lifelong Learning and the quality of lifeLifelong Learning and the quality of life


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Lifelong learning and universities: international contextLifelong learning and universities: international context

Increasing role of higher education in LLLIncreasing role of higher education in LLL: : New challenges and opportunitiesNew challenges and opportunities

Lifelong Learning Charter of European universities Lifelong Learning Charter of European universities • ““Framework for universities to develop their specific contribution to the overall Framework for universities to develop their specific contribution to the overall

objectives of lifelong learning”objectives of lifelong learning”

Lisbon Declaration of the Council of the European University Association Lisbon Declaration of the Council of the European University Association (EUA, 2007):(EUA, 2007):• ““Universities understand the urgent need to make lifelong learning a reality in the Universities understand the urgent need to make lifelong learning a reality in the

years to come” years to come”

Bologna process monitoring finding: Bologna process monitoring finding: • „„Majority of European universities consider lifelong learning as a high priority”Majority of European universities consider lifelong learning as a high priority”

Lifelong learning - European cooperation - global competitionLifelong learning - European cooperation - global competition::• Education sector emerging as a revenue producing one in medium term, Education sector emerging as a revenue producing one in medium term, • Professional developments extend across national borders. Professional developments extend across national borders. • Open co-ordination to take into account the best practices of the EU Member Open co-ordination to take into account the best practices of the EU Member

States, and the features of global competition in education-learning servicesStates, and the features of global competition in education-learning services


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Lifelong learning and universities: Lifelong learning and universities: tasks and perspectivestasks and perspectives

Assessment of social usefulness, efficiency and market position of any educational Assessment of social usefulness, efficiency and market position of any educational institution will greatly depend on their contribution to the Lifelong Learning !institution will greatly depend on their contribution to the Lifelong Learning !

Lifelong learning increasingly integrated in institutional university strategiesLifelong learning increasingly integrated in institutional university strategies• responding to national policy prioritiesresponding to national policy priorities• adapting approach to changes of social-economic environment adapting approach to changes of social-economic environment

Expectations on lifelong learning at universities:Expectations on lifelong learning at universities:• development and expansion of training offers, diversity of services,development and expansion of training offers, diversity of services,

• transparency and overview: easy assessment of the training subjects, the acquired transparency and overview: easy assessment of the training subjects, the acquired knowledge and competence, and their market value,knowledge and competence, and their market value,

• quality assurance,quality assurance,

• application of modern, flexible instructional methods as well as ICT support (e-learning).application of modern, flexible instructional methods as well as ICT support (e-learning).

Organisational and operational changes Organisational and operational changes • greater openness, flexible learning paths, modular structures, greater openness, flexible learning paths, modular structures, • support for credit accumulation and transfer, support for credit accumulation and transfer, • recognition of experiential, work-based or non-formal and informal prior learning,recognition of experiential, work-based or non-formal and informal prior learning,• establishment of specific units for lifelong learning,establishment of specific units for lifelong learning,


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Hungarian national networking and Hungarian national networking and collaborationcollaboration for University Lifelong Learningfor University Lifelong Learning

Hungarian Higher Education Hungarian Higher Education Lifelong Learning Network (MELLearN)Lifelong Learning Network (MELLearN)• In support of LLL strategy and methodology development In support of LLL strategy and methodology development

at universities and for international collaborationat universities and for international collaboration

Members: 23 universities and collegesMembers: 23 universities and colleges Activities: Activities:

Annual Conferences, Workshops, Annual Conferences, Workshops, Task Forces, Task Forces, Policy Papers,Policy Papers, Surveys, Research, Case studies Surveys, Research, Case studies Dialogue with stakeholders/employersDialogue with stakeholders/employers


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Lifelong Learning activities and servicesLifelong Learning activities and servicesat the Budapest University of Technology and Economicsat the Budapest University of Technology and Economics

Continuing and adult education at the University:Continuing and adult education at the University: over 400 courses/programmes over 400 courses/programmes

approximately 9000 participants per year.approximately 9000 participants per year.

Main institutional tasks concerning Lifelong Learning:Main institutional tasks concerning Lifelong Learning: organizational – administrativeorganizational – administrative

• Registration and accreditation of the University as institution and its adult Registration and accreditation of the University as institution and its adult learning programs (according to the Law on Adult Learning 2001),learning programs (according to the Law on Adult Learning 2001),

• Reporting and provision of statistics to national authorities, Reporting and provision of statistics to national authorities, • Quality assurance,Quality assurance,• Support of the legal operations (contracts with students, tax benefits, etc.),Support of the legal operations (contracts with students, tax benefits, etc.),• Develop good relations with the stakeholders, the corporate sector and potential Develop good relations with the stakeholders, the corporate sector and potential

public sector employerspublic sector employers methodology supportmethodology support

• Support for the University Departments in integration of lifelong and adult Support for the University Departments in integration of lifelong and adult learning methods (including open and distance learning as well as e-learning) learning methods (including open and distance learning as well as e-learning) in the higher education contextin the higher education context

information and promotion/marketinginformation and promotion/marketing• provide information and promote the LLL developments, within the University provide information and promote the LLL developments, within the University • marketing of the continuing/adult training offersmarketing of the continuing/adult training offers


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The institutional service system at BME The institutional service system at BME (integrated into faculties)(integrated into faculties)

Principle of organization and managementPrinciple of organization and management: : centralized governance – decentralized executioncentralized governance – decentralized execution

Service and resource centreService and resource centre approach approach to continuing-lifelong-adult education:to continuing-lifelong-adult education:„Center for Learning Innovation and Adult Learning”„Center for Learning Innovation and Adult Learning”

Institute for Continuing Engineering Education:Institute for Continuing Engineering Education:the first such European institution (1939, 70th Anniversary this the first such European institution (1939, 70th Anniversary this year!)year!)

Financing: Financing: Market based, self-sustaining approach, Market based, self-sustaining approach, generating income for the university. generating income for the university. Increasing significance of Increasing significance of EU (co-)funded projectsEU (co-)funded projects..


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Examples of EU Projects at BME Examples of EU Projects at BME in support of Lifelong Learning implementationin support of Lifelong Learning implementation

HEXTLEARN HEXTLEARN Higher Education exploring ICT use for Lifelong LearningHigher Education exploring ICT use for Lifelong Learning

EU Lifelong Learning ProgrammeEU Lifelong Learning Programme

MASSIVEMASSIVEModelling Advice and Support Services to Integrate Modelling Advice and Support Services to Integrate Virtual Component in Higher EducationVirtual Component in Higher Education

EU E-learning ProgrammeEU E-learning Programme

Service areasService areas::

• University Strategies towards the integration of ICT University Strategies towards the integration of ICT in the teaching and learning practice in the teaching and learning practice

• Evolution of University Libraries Evolution of University Libraries • Management of Intellectual Property Right issues Management of Intellectual Property Right issues • Support to teaching staff Support to teaching staff • Support to students Support to students • Development of online courses (Instructional Design)Development of online courses (Instructional Design)


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Life Long Learning with open & Life Long Learning with open & distance learning in Hungarydistance learning in Hungary

a historical perspectivea historical perspective

EU directives and support to establish open & EU directives and support to establish open & distance learningdistance learning

Network of distance learning centres ( in the 90’s) Network of distance learning centres ( in the 90’s) createdcreated

International (EDEN = European Distance International (EDEN = European Distance Education Network – office at BME) and National Education Network – office at BME) and National committeescommittees

Private distance learning university (Gabor Denes Private distance learning university (Gabor Denes College) with early success (financial)College) with early success (financial)


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After the early After the early openopen learning activities learning activities and some success in the private and some success in the private

sector the real break-through did not sector the real break-through did not happen at „classical” universitieshappen at „classical” universities

New educational technologies and New educational technologies and methods are spreading, but mainly as sole methods are spreading, but mainly as sole initiatives of teachersinitiatives of teachers

The traditional higher educational The traditional higher educational institutions do not support the ideainstitutions do not support the idea

The market is small ( Distances, The market is small ( Distances, population in Hungary are small, so the population in Hungary are small, so the demand for distance learning is small demand for distance learning is small ((not not like in the Nordic countries for example)like in the Nordic countries for example)


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Lifelong learning strategy of BMELifelong learning strategy of BME The main principles:The main principles:

1.1. BME’s first priority is to support all BME’s first priority is to support all activities strenghtening its activities as a activities strenghtening its activities as a research universityresearch university. .

2.2. The continuing vocational training has The continuing vocational training has priority over general lifelong learning priority over general lifelong learning coursescourses

3.3. To offer courses based on the demand of To offer courses based on the demand of enterprises, which often involves up-to-enterprises, which often involves up-to-date, new technologies, enriching the date, new technologies, enriching the regular engineering trainingregular engineering training


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3.3. The life-long learning of the The life-long learning of the teaching staff and any such related teaching staff and any such related activity is encouraged which activity is encouraged which improves the quality of educationimproves the quality of education

4.4. Engineering education is heavily Engineering education is heavily based on hands on training, based on hands on training, procedures, tools, and materials. procedures, tools, and materials. Therefore distance learning can Therefore distance learning can only be a useful addition, can not only be a useful addition, can not be used as a complete training be used as a complete training method.method.


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2010 Budapest – Pécs, Hungary2010 Budapest – Pécs, Hungary

You are cordially invited to our next You are cordially invited to our next discussiondiscussion

in in BudapestBudapest and and

PécsPécs ( Europe’s Culture Capital in 2010)( Europe’s Culture Capital in 2010)

September 16-18, 2010September 16-18, 2010


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BUDAPESTBUDAPEST


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PÉCSPÉCS


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Thank You for your attention !Thank You for your attention !2010 2010 – – 100 years 100 years ,, Central Building Central Building

Bratislava, Sept.10.2009. - Lifelong Learning - BME, Budapest 1 Lifelong Learning and Higher...

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