Linking the University and the Economy through Lifelong learning -Development of the LLL Concept at the University of Montenegro – DeLLCo.

• The key objective of the Tempus – Strategic Measures project, Development of the Lifelong Learning Concept at the University of Montenegro (DeLLCo), is to create a favourable environment for enabling flexible and adaptable courses and modules in order to keep a pace with the fast changing labour market needs by– Defining UoM institutional LLL strategy– Developing model courses and modules adapted to the needs of various learners

and teacher training for delivery of courses– Creation of better links with the labour market– Raising of awareness and promotion of the idea of LLL in the society in general, – Matching courses and the real needs of the labour market.

• This was achieved through the development of LLL University strategy with the aim to:– Enable wide access to Higher Education– Incorporate non-formal and informal education into the overreaching national

qualification framework– Enhance partnerships with relevant social partners.

Introduction

• After reflecting on what can be interpreted as LLL and clarifying some of the different interpretations of LLL concept adopted by universities across the Europe, we introduced our own working definition for LLL as:– A continued education and training of citizens of Montenegro and

neighbouring regions throughout their lives by encompassing all academic levels and all forms of learning (formal, non formal, or informal) through structured courses or activities at the University and through the formed partnerships.

– It refers to an individual’s opportunity to acquire knowledge, qualifications and skills throughout his/her life, as well as the capacity to have his/her prior learning recognised (whether personal, civic, social, professional or employment-based learning).

– University’s LLL should include all type of education including: adult education and continuing training, on-the-job competence development and liberal adult education activities in their leisure time.

Working Definition of LLLLifelong Learning Definition

Forms of Learning Included in LLLWorking Definition of LLL

• The University of Montenegro should take the following four key aspects into consideration for implementation of its LLL concept:

– Diversification of student population • Full and part time students from non traditional backgrounds

• Mature learners: Returners including either drop-outs or professional up-skilling, mid-career professionals, or senior citizens taking advantage of their increasing longevity pursuing cultural interest.

• Learners with no formal qualifications (e.g. the learners with no formal qualifications who apply for recognition of prior learning),

• Interest-driven population,

• Students with disabilities,

• Ethnic minorities,

• Geographic service area populations, and others.

Key Aspects for Developing LLL Concept

• Key aspects into consideration for creation and implementation of its Institutional LLL (conts):

– Diversification of UoM services to learners• Access offices, access programmes and procedures: pre-entry

preparatory courses, orientation programmes, entry routes, etc.

• Validation (recognition) of non formal and informal learning, validation of prior learning, validation of experience with diversity in the conception and the implementation of this procedure,

• Other services,

• Social and psychological services,

• Career guidance offices.

Key Aspects for Developing LLL Concept

• Key aspects into consideration for creation and implementation of its Institutional LLL (conts):

– Diversification of educational provision• Time and place of delivery: flexibility and tailor-made arrangements allowing

students to study at their individual pace, organize individual learning pathways, and take into account specific constraints faced by the learners (e.g., distance/e-learning, tailor-made up-grading or professional development programmes, summer schools, third age, resources centres, modular part-time programmes, bridging courses, credit accumulation systems, etc.

• Recognition: Willingness to meet non traditional learners’ needs through the recognition of non-formal and informal learning

• Relationship: More supportive relationship to learners, based on tutoring and mentoring, new assessment approaches, and active learning especially when reaching out to non-traditional students such as children, students with no formal qualifications and adults

Key Aspects for Developing LLL Concept

• Key aspects into consideration for creation and implementation of its Institutional LLL (conts):

– Diversification of UoM partnerships in other to achieve their LLL educational goals

• Local and national authorities (e.g., Ministry of Education, Ministry of Science, other ministries)

• Employment offices (e.g., Employment Agency of Montenegro)

• Domestic and International companies, business sector

• Trade Unions and professional organizations (e.g. Chamber of Economy of Montenegro, Centre for Vocational Education, Union of employers)

• Educational institutions

• Individual Experts in the field

Key Aspects for Developing LLL Concept

• When creating LLL Values, Mission, and Vision statements of the University’s LLL concept, the following issues should be considered:– Why do we want to offer LLL programmes as institution– What are the visions for the operation in a 3-5 years perspective– How does the LLL concept relate to the overall University

strategy– Will the offering of LLL have an impact on the core main-stream

educational programmes and the way they are taught

What are the legal requirements for taking LLL• E.g. Are there any restrictions on the type of programmes that may

be offered as LLL

Creating UoM LLL Values, Mission, and Vision – Key Questions

• Based on the University’s existing strategic plans and guidelines, the LLL concept may be organized around few major areas: academic teaching, research and innovation.

How does the LLL concept relates to the overall University ‘s strategy

UoM Research and Innovation Mission: World Class Academic

Research and Translation of knowledge in

innovation

Lifelong Learning Teaching Mission Education relevant to Work/Employability, Interests, Health & Lifestyle of citizens

Academic Teaching Mission:

Bachelor, Master, PhD Programme

Teaching:

• To meet the LLL needs of individuals, communities and organizations• To widen access to a more diversified student population• To strengthen the relations between Academic Teaching programmes and LLL• To create a new structure to manage the entire academic studies and the Lifelong learning programs

How does the LLL concept relates to the overall University’s strategy

UoM Research and Innovation Mission: World Class Academic

Research and Translation of knowledge in

innovation

Lifelong Learning Teaching Mission Education relevant to Work/Employability, Interests, Health & Lifestyle of citizens

Academic Teaching Mission:

Bachelor, Master, PhD Programme

Research and Innovation:

• Consider LLL initiatives as potential means to transfer research-based knowledge from the university towards the community and society in general.• To establish links between the University academic research and LLL through competitive research, internal evaluation of research groups.

Value Audit Creating the University LLL Values

SOCIAL RESPONSIBILITY: Expressed through our belief in lifelong education as a foundation for enriching the quality of life, promoting social and economic development and strengthening the future of Montenegro and its citizens

ADVOCACY: Responsiveness to the needs of non-traditional and part time students and representation of their interests within the university

PROGRAM EXCELLENCE: As exercised in our commitment to work closely with the University units and the community to advance our tradition of innovation and leadership in providing programs of the highest quality and value.

TEAMWORK AND PARTNERSHIPS: As exercised in our commitment to fostering strong relationships with academic departments, administrative units and with the external stakeholders and the community

INTEGRITY: Expressed through our attention to the highest ethical standards in all domains and our insistence and demand for honesty, decency and fairness.

• Next steps:– Setting up objectives: sub-goals or steps needed to

take to achieve goals. – Setting up the actions: specific tasks that University

will complete in order to carry out the plans, implement strategies and accomplish the objectives

• Action plan

Goal, Objectives, Action Plan

• The aim of a business model is to turn the strategy into action with concrete goals, a timeframe and financial plan.

– Value proposition: do we have courses or programmes that learners outside of our traditional group of campus-based students need, or do we have the expertise to create such courses of programmes

– Customer Segments: who are the learners and how are they segmented

• Potential Learner Population for LLL: Full and part time students from non traditional backgrounds; Mature learners: Returners including either drop-outs or professional up-skilling, mid-career professionals, or senior citizens taking advantage of their increasing longevity pursuing cultural interest); Learners with no formal qualifications (e.g. the learners with no formal qualifications who apply for recognition of prior learning); Interest-driven population; Students with disabilities; Ethnic minorities; Geographic service area populations, and others

• Key Learning Motivators: work related (trade knowledge and skills, training, continuing professional education), personal development and enrichment, credential acquisition (degree, certificates, licenses), basic skills

– Production and Delivery:

• Production and delivery of courses/programmes, servicing of LLL students and their recruitment plays important role in defining the provision of LLL

• Product: courses / programmes that fulfils a need for learners in such a way that they want to purchase it

– Customer Relationships: how do we service the learners? Which sort of communicative infrastructure and learning support should be in place for non-full-time learners

Resources and Business Models for LLL

• Key questions– From which sources does the University receive the funds necessary for

providing LLL?

– To what extent is the revenue dependent upon student fees?

– How many times and with how many students does the course/programme have to be offered before the development costs have been paid – assuming that the delivery costs are calculated per student

– Does the programme aim at an audience from whom the fee is of minor importance (e.g. programmes for executive levels in companies

– Is it possible to develop and deliver a course with a high and competitive content that fulfils the quality standards of the institution for a price that students/companies are willing to pay?

– Does the delivery format place considerable additional costs on the students (e.g. travelling and accommodation for lab work, exams, study materials).

Open questions

THANK YOU!