Lifelong Learning – conceptual delineations

Dr. Rodica MOCAN, (1)

Director of The Center for Lifelong Learning, Babes-Bolyai University

Abstract:
The article is presenting an introductive, basic approach to the concept of lifelong
learning from the perspective of the academic institutions that are offering such
programs. Next to the definition of basic concepts, the main characteristics of
such programs are described and complemented by a case study from the
Romanian academic settings.

In the new knowledge society, learning is a concept that requires some

revisions. The impact of unprecedented development of new technologies is felt in
all domains of social, economic, cultural life, modifying social mechanisms and
patterns of relationships, which have functioned unchanged for many decades or
even centuries. We are constrained to redefine, constantly, almost everything:
what fulfills us, what does it mean to be a good citizen (citizenship), what
knowledge is necessary for finding and keeping an adequate job (employability).
Paradoxically, the only constant is change.
In “Lifelong Learning in Knowledge Society”, Mashayek (2007) underlies the need
for a new approach on learning in the sense of attaining an equilibrium between
formal knowledge, applied knowledge and meta-knowledge. He is also
distinguishing between the knowledge that is transmitted today through the
language and the written word, and the diversification of representations in the
future, mostly due to new communicational and informational technologies. This

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is why the interdisciplinary approaches and transversal themes become more
important than the strict discipline delimitations. The “meta” perspectives are
increasingly common and suggest both shyness and realism in the exhaustive
approach of knowledge in a specific field.
Lifelong learning is the concept that defines the change of paradigm in the
approach of education in the knowledge-based society. Taken from different
perspectives, lifelong learning highlights eventually the striking need of changing
the mentality in learning. This is true whether we talk about the way in which
education institutions elaborate and deliver their educational offer, about the
individual approaches to the learning process or about the family, which values
and invests in education. Without this change of paradigm, the individual, the
family or the community cannot cope with the complex changes we are facing,
and are exposed to an entire spectrum of incongruence that result from the gap.
Mashayek (2007, p. 1) describes lifelong learning as being: “A cradle to grave
process designed to provide any citizen with a constantly updated personal and professional
development. A tool which enables him/her to face change, to adapt to the requirements of the labour
market, to take responsibility for his or her own life, to attain personal fulfilment and to assume the
responsiveness of an active citizen.“
In a candid approach, Texas Women University defines lifelong learning as
the concept that tries to “build a long-term relationship with students of all ages
from all places and Texas Women University. The concept relies on
communication and cooperation among academic and administrative structures
in order to attain a common goal.” Lifelong learning is perceived as the structure
through which the university adapts rapidly to the needs of their students and the
requirements of the labor market, in permanent mobility.
Brophy, Craven and Fisher (1998) are defining education as the process
through which one obtains knowledge, understanding, abilities and competences.
They also underline the systemic character and the need to involve all
stakeholders which have something to gain from this process: the individual itself;
the employer, who needs well trained empolyees; the academic institution, that is
responsible for providing efficient and relevant education; the society, that needs
educated individuals and the government, who can therefore fulfill its objectives

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through a well-prepared and flexible work force. The complexity of this approach
integrates all stakeholders in a systemic relationship.
The definition of European Commission highlights the need for permanent
learning processes as well as the importance of covering a large assortment of
competences and social abilities. Lifelong learning is defined in the Communication 1 as "all
learning activity undertaken throughout life, with the aim of improving knowledge, skills and
competence, within a personal, civic, social and/or employment-related perspective."
Lifelong Learning is an essential strategy in the domain of educational
policies for developing civic attitudes (citizenship), social cohesion and personal
fulfillment. Its main objectives are to build an inclusive society, which will ensure
the access to qualitative education throughout the entire life for all individuals
and in which education will be student centered. The educational offer needs to
be adapted in such a way as to insure that the abilities and competences gained
by the student are adapted to the continuing changes of different professions and
jobs. It also needs to encourage people to participate in all domains of social life,
especially in the political and public life, at all levels, including the European level.
Competences necessary in the knowledge-based society
Among the competences that are considered to be necessary, Mashayek
underlines the ones that contribute to the development of cultural capital (the
capacity of the person to follow individual objectives based on personal
aspirations and interests, and the desire to develop and learn throughout the
lifetime), social capital (the capacity to participate as an active citizen in the
society) and human capital (each citizen’s capacity to obtain a decent job on the
labor market).
In the vision of European Commission, “key competences represent a
transferable, multifunctional package of knowledge, abilities and attitudes each
individual needs in order to attain a satisfactorily level of development and
personal fulfillment in order to integrate2 and being able to find a job3. These
competences should be developed until the end of the mandatory school and

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European Commission website, Policy Areas, Lifelong Learning
(http://ec.europa.eu/education/policies/lll/life/what_islll_en.html)
2
“Inclusion”
3
“employability”
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should represent the basis of further learning as part of the lifelong learning.”
In the European Report of Quality Indicators in Lifelong Learning, the
workgroup define 15 key characteristics of lifelong learning programs, subscribed
to wider domains:
The domain “Abilities, competences and attitudes4” comprise the main
competences considered necessary in the knowledge-based society, important to
be developed and studied in lifelong learning programs. These are:
communication in maternal language and communication in a foreign language,
numeric notions5 and basic competences in science and technology, digital
competences, learning to learn skills, civic and interpersonal competences,
entrepreneurship and cultural expression.
The domain “Access and participation” highlights the importance to ensure
access to learning to all categories of individuals, regardless of age, gender, social
category, in the entire life, and stimulate participation in lifelong learning
programs.
In order to attain the objectives of the lifelong learning programs there are
necessary resources that comprise: investments, instructors trained in
educational technologies and specific technologies. These are objectives of the
domain “Resources in Lifelong Learning”, while “Strategies and Systemic
Development” approach the need to elaborate coherent strategies, to offer
counseling and consultancy programs, and solicit monitoring and quality
insurance, accreditation and certification.
In Appendix we present a short case study regarding the way in which
Babes-Bolyai University from Cluj approaches the field of lifelong learning.
Starting from the Memorandum of the European Commission from 2001, Babes-
Bolyai University elaborated a strategy reflected in the strategic plan of the
university for 2003-2007, plan that highlights a few of the basic principles
adopted (Mocan, p. 130, 131):

4
Reviewd in 2005 in the document “EU-Framework and Definition of Key
Competencies”, the competences described in domain A are better structured and
we choose to present them according to this document
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“mathematical literacy” sau “numeracy”
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 a. The learning adult is a partner in education – his must have access
to all educational opportunities and all paths to specific learning need to be
ensured and supported [inclusion]
b. The investment in human resource represents a long-term
investment in competitiveness and academic, personal and social innovation
[investment]
c. The recognition of the value of formal, non-formal and informal
learning – learning has value if the learners share conceptions, values and
responsibilities, recognize and ensure quality of learning and if this learning is
recognized and valued scientifically, professionally and socially.
d. Social partnership and scientific partnership – quality education and
access are not possible on the long term without a partnership that determines
communitarian and scientifically coherent development.

Conclusions – implications lifelong learning processes on the family

system
The real challenge the academic field has to face is the conception,
development and implementation on a large scale of flexible, open lifelong
learning programs that are capable of forming competences and abilities truly
relevant in the context of the rapid changes of the society. The conceiving of
programs needs to be followed by their implementation and the monitoring of the
results. The evaluation’s feedback will have a circular impact over the revision of
the concepts and the optimization of the strategy.
The financial costs involved by any form of education are not insignificant in
a transition society, with economic difficulties. Assuming them requires maturity
and determination from the couple and extended family, as well as the certainty
that their future benefits will exceed and reward the effort.
The feeling of progress, inherent to the process of lifelong learning, is
benefic and is reflected at all levels: individual, family and community.

Appendix: Case study

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Lifelong Learning programs and policies at Babes-Bolyai University from
Cluj

In the last years, Babes-Bolyai University from Cluj elaborated a series of

programs and initiatives, which reflect the understanding of the importance of
developing of lifelong learning competences, even if, at that moment, they were
not specifically designed under that concept.
We will revise some of the programs identified, using the structure offered
by the Report concerning the indicators of competencies in lifelong learning,
presented above. We will start by underlying that we did not conduct a study to
specifically identify them, therefore, inevitably but unintentionally, some
programs/activities might miss from this presentation. Identifying all these
programs and re-designing them under the concept of lifelong learning is one of
the objectives of the recently established Centre for Lifelong Learning from Babes-
Bolyai University
Domain A: Abilities, competences and attitudes
1. Communication in maternal language – the multicultural character of
Babes-Bolyai University is known and we will not have here a presentation of the
offered programs. It is worth mentioning that these programs develop important
communication competences, which form the base for the individual’s personal
development in the approach of lifelong learning.
Lines of studies (Courses) in maternal languages (Hungarian, German)
Communication in a foreign language. The founding of the centers for
foreign languages at Babes-Bolyai University and the introduction of mandatory
study of two foreign languages for all students has been one initiative that reflects
the understanding of the importance of the development of these competences.
They are also a condition for graduation or acceptance in the superior levels of
study with linguistic proficiency testing.
Lingua Center, Alpha Center
2. Basic math notions and competences in science and technology

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 3. Digital competences – introduction at all specializations of the study of PC
operating systems.
4. The ability to learn (Learning to learn skills) – in this domain we
identify
The Pedagogic Module but also courses that are introducing research skills in
different domains.
5. . Civic and interpersonal competences, entrepreneurship and
cultural expressions. Encouraging implication in society reflected in the
scores given at a certain moment to the teaching staff in BBU for
accomplishments in this field (non-academic accomplishment). As far as we
know, this criterion was abandoned.
Domain B: Access and participation
6. Access to LL – the development of a Lifelong Learning strategy and the
offering of LL courses (named “adult education”) started since 2002, but the
program never developed as envisioned. Here we refer specifically to the access
as an audient to some of the courses offered by some specializations in BBU.
However, there are postgraduate programs that can fit into this domain. It is
important to differentiate between Continuing Education and Lifelong
learning programs. In our understanding, continuing education programs are a
continuation of a bachelor or a masters program and have as an objective the
development of new competences and abilities in the basic domain through
complementary and updated knowledge. For example, the program for The
Methodology of Forensic Investigation offered by the Faculty of Law or the
programs offered by the Department for Development of Teaching Staff.
Lifelong learning programs are not necessarily a continuation of the basic
studies, but offer preparation in a field requested on the labor market or which
offer personal satisfaction and fulfillment. These programs have an open
character, allowing registration for anyone who wants to study, regardless of their
prior education. For example, the courses of Mediator, Advertising or Community
Police offered by the Faculty for Political Science and Public Administration. As far
as we know, such a differentiation has not been defined so far.
7. Participation in Lifelong Learning – in previously defined, there are LL

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 programs offered by different successful specializations.
The launching by the European Commission of the Lifelong Learning Program
(LLP) 2007-2013, with a budget of 7 billion EU, is coming to replace the
educational, vocational and e-learning programs closed in 2006. LLP has four
components: Comenius (pre-university), Erasmus (university level), Leonardo da
Vinci (vocational education and training) and Gruntvig (adult education). At this
moment, this is the most important European initiative concerning lifelong
learning. In BBU the LLP functions as a continuation of the Socrates program,
within Center for International Cooperation. Other universities in Romania
consider the European LLP being the spinal cord (or the only component) of the
institutional development in the direction of LL. From the perspective of this
program, Babes-Bolyai University has an important participation in EU LL
programs, and soon we will celebrate 10 years since the launching of the Erasmus
program.
Domain C: Resources for Lifelong Learning
8. Investment in LL
9. Instructors and trainers for LL
10. Technologies in LL – the endowment of all faculties with computer
labs for preparing students to utilize digital technologies represents a basis for
developing competences in technologies for LL learning. Even if they were not
developed specifically for LL, the facilities of the Centre of Continuing Education
and Distance Learning, including the equipment for distance communication can
support specific LL programs.
Domain D: Strategies and Systemic Development
11. Strategies for LL – The strategies elaborated in 2002 were
concordant with the development of the concept at that moment, and the
package of actions was well elaborated. There is a need for revising the reasons
for which the program was not successful at that time and the implementation of
a new organizational model, in a new context, in which the concept of LL is
revitalised at the European Union, regional and local level.
12. The coherence in the LL offer – There are a number of LL programs
offered by different specializations that respond to specific needs on the labor

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market.
13. Counseling and consultancy – offered in the Center for Career
Counseling
14. Accreditation and certification – ensured by the Council for
Curriculum
15. Ensuring quality – The Center for Quality Insurance
This review of the programs and functional structures at Babes Bolyai
University that fit the definition of the Lifelong Learning concept, as well as the
successive development and the definition of the concept in the vision of the
European Commission takes us to the observation that, at least theoretically,
Babes-Bolyai University is already at an advanced level in promoting principles
that congruent with basically lifelong learning concepts. The recently founded
Center for Lifelong Learning intends to elaborate a solid theoretical basis
regarding the practices in the field and promotes a coherent development and
communication of these activities.

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