Lifelong Learning Competencies Development Program for Higher Education
Keywords:Key Competences Development, Higher Education, Lifelong Learning Program, Questionnaire on Lifelong Learning
Introduction. Lifelong learning (LLL) is an intentional learning that people engage in throughout their lives for personal and professional fulfillment and to improve the quality of their lives. Develop the capability for lifelong learning in Higher Education is important to facilitate the incorporation of new graduates to work. To this end, we have designed a program on "Lifelong learning competencies for Higher Education students', which we have applied to students at University of San Diego, California, USA and to the University of Distance Education, Spain. Methodology. We have presented the program by means a workshop where the debate and the reflection played one important strategy. To check the program’s achievements we used mixed methodologies, according to the evaluative research. We applied one questionnaire, and together to a practice and the students' personal portfolio, they enabled us to assess the program effectiveness, satisfaction and impact. Results. The comparison of the answers in the questionnaire, before and after of the workshops sing that students improved in their knowledge and awareness about the importance of LLL and key competencies for their profession development plan. Discussion. The program contributes to improve key competencies and commitment to learning throughout the people’s lives.
Chisholm, L. (2005) Bridges for Recognition Cheat Sheet: Proceedings of the SALTO Bridges for Recognition: Promoting Recognition of Youth Work across Europe, Leuven-Louvain.
Dunlap, J.C. & Grabinger, S. (2003). Preparing Students for Lifelong Learning: A Review of Instructional Features and Teaching Methodologies. Performance Improvement Quarterly, 16 (2), 6-25.
European Union Council (2000), Lisbon strategy.
European Union Council (2009). European Qualifications Framework in the Higher Education Area (QFEHEA), D.G. Education and Culture, Luxembourg.
European Union Council (2011). Resolution on a renewed European agenda for adult learning Official Journal of the European Union C (2011/C 372/01-06).
Faure, E. (1972). Learning to be: The world of education today and tomorrow, UNESCO, Paris, 1972.
Gonczi, A. (2003). Teaching and learning of the key competencies. In Rychen, D.S., Salganik, L. H. and McLaughlin, M. E. (Eds.) 97-99. Contributions to the Second DeSeCo (Definition and Selection of Key Competencies) Symposium, Swiss Federal Statistical Office, Neuchâtel.
Gonzalez, J. & Wagenaar, R. (2003). Tuning Educational Structures in Europe. Final Report. Phase One. Madrid: Universidad de Deusto.
Hoskins, B. & Fredriksson, U. (2008). Development longlife learning competencies. Learning to Learn: What is it and can it be measured? European Communities, EUR 23432 EN.
Kirby, J. R., Knapper, C. Lamon, P. & Egnatoff, W. J. (2010). Development of a scale to measure lifelong learning, International Journal of Lifelong Education, 29 (3), 291-302.
Knapper, C. & Cropley, A.J. (1985). Lifelong learning in higher education. London: Kogan Page, Routledge. 3rd ed. 2000.
Kommers, P., Stoyanov, S., Mileva, N., & Martinez Mediano, C. (2008). The effect of adaptive performance support system on learning achievements of students. International Journal of Continuing Engineering Education and Life Long Learning. Engineering Education and Life Long Learning. 18 (3), 351 – 365.
Martinez Mediano, C. (2007). Evaluación de programas. Modelos y procedimientos. Madrid: UNED.
Martinez Mediano, C. & Lord, S. M. (2012) Lifelong Learning Compentencies Program for Engineers, International Journal of Engineering Education, 28 (1), 130-143.
Martinez Mediano, C., Riopérez, N. (2009). Design and evaluation of an on line innovative learning experience in higher education. 23rd ICDE World Conference on Open and Distance Learning. EADTU Annual Conference. Maastricht, The Netherlands.
Martinez Mediano, C., Mileva, N. Castro, M., Rioperez, N, & Tzanova, S. (2010). Internet-based Performance-centered Learning Environment for Curriculum Support (IPLECS) and its application in mLearning. Proceedings of the IEEE Global Conference on Engineering Education (EDUCON). Madrid.
Martínez Segura, Mª J. (Coord.) (2009). El portafolios para el aprendizaje y la evaluación. Utilización en el contexto universitario. Universidad de Murcia. Servicio de Publicaciones.
Meredith, J. (2008). Launching your career: lifelong learning – your key to an enjoyable and rewarding career. The Gold Series: Book 4. IEEE-USA E_Books.
Ministerio de Educacion (2011). El aprendizaje permanente en Espa-a. Secretaría de Estado de Educación y Formación Profesional. Retrieved from: www.educacion.gob.es.
OECD (2007). Lifelong Learning and Human Capital, Policy Brief, July 2007. Retrieved from: http://www.oecd.org/dataoecd/43/50/38982210.pdf
Perez Juste, R. (2006). Evaluación de programas educativos. Madrid: La Muralla.
Real Decreto (2011) Marco Español de Cualificaciones para la Educación Superior. 1027. BOE.
Rodríguez, S., Prades, A., Bernaldez, L. y Sánchez, S. (2010). Sobre la empleabilidad de los graduados Universitarios en Cataluña: del diagnóstico a la acción. Revista de Educación, 351, 107-137.
Rychen, D.S., Salganik, L.H., & Mclaughlin, M.E. (Eds.) (2003). Contributions to the Second DeSeCo (Definition and Selection of Key Competences) Symposium. Neuchâtel. OECD.
Saez Carreras, J. (2009). El enfoque por competencias en la formación de los Educadores Sociales: Una mirada a su caja de herramientas. Pedagogía Social. Revista Interuniversitaria. 16, 9-20.
Stoyanov, S., Kommers, P. Bastiaens T. & Martinez-Mediano C. (2008). Performance support system in higher engineering education – introduction and empirical validation. International Journal of Continuing Engineering Education and Lifelong Learning, 18(4), 491-506.
Villar, L.M. (2002). La carpeta digital. In Mª V. Aguiar, J.I. Farray & J. Brito. Cultura y Educación en la Sociedad de la Información (pp.95-107). Coru-a: Netbiblo, S.L.
Copyright (c) 2014 Pedagogia Social. Revista Interuniversitaria
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Copyright and right to archive
The published version of the articles can be self-archived by their authors in open access institutional and thematic repositories. However, Pedagogía Social. Revista Interuniversitaria must authorize partial or global reutilisation on new papers or publications.
Published papers must be cited including the title of the journal Pedagogía Social. Revista Interuniversitaria, issue, pages and year of publication
Pedagogía Social. Revista Interuniversitaria does not accept any material that has been previously published in other documents or publications. Authors are responsible for obtaining the required permissions for partial or global reproduction any material from other publications, and to correctly quote its origin.
Pedagogía Social. Revista Interuniversitaria is obliged to detect and report fraudulent practices.
Only those who have intellectually contribute to the development of the paper must appear as authors.
The journal expects authors to declare any commercial partnership that might entail a conflict of interest with respect to the submitted article.
Authors must mention in the article, preferably in the “methodology” section, that the procedures used during the samplings and controls have been made after getting informed consent.
The journal will not use any received contribution in a way other than the goals described in these guidelines.
© Pedagogía Social. Revista Interuniversitaria. Papers published in both the printed and online versions of this Journal are property of Pedagogia Social. Revista Interuniversitaria, being required to cite the source in any partial or total reproduction.
Unless otherwise stated, all content of this electronic journal is distributed under "Creative Commons Attribution-Non commercial 3.0 Spain" (CC-by-nc) license for use and distribution. The informative version and the legal text of this license is available here. This has to be expressly stated in this way when necessary.