Summary of the public seminar on “The Role of Universities in ...

<strong>Summary</strong> <strong>of</strong> <strong>the</strong> <strong>public</strong> <strong>seminar</strong> on “The Role <strong>of</strong> Universities inPromoting Lifelong Learning”, held in <strong>the</strong> context <strong>of</strong> <strong>the</strong> 60 thAnniversary <strong>of</strong> <strong>the</strong> UNESCO Institute for Lifelong LearningIntroductionOn <strong>the</strong> occasion <strong>of</strong> its 60 th Anniversary, <strong>the</strong> UNESCO Institute for Lifelong Learning (UIL)organised a <strong>public</strong> <strong>seminar</strong> on “The Role <strong>of</strong> universities in Promoting Lifelong Learning” incollaboration with <strong>the</strong> University <strong>of</strong> Hamburg. The <strong>seminar</strong>, held on 25 May 2012, broughttoge<strong>the</strong>r renowned scholars and education practitioners to address possible ways <strong>of</strong> expandingand transforming higher education to facilitate lifelong learning in different socio-economiccontexts. The specific objectives <strong>of</strong> <strong>the</strong> <strong>seminar</strong> were: (1) to exchange experiences andcompare needs with regard to transforming teaching and learning; (2) to explore possibilities forcooperation in research intended to inform national and regional policy and practice; (3) to shareinformation and ideas on ways to develop <strong>the</strong> capacity <strong>of</strong> policy-makers and practitioners forpromoting lifelong learning.The <strong>seminar</strong> was opened by Pr<strong>of</strong>essor Rosemarie Mielke, Vice-President <strong>of</strong> <strong>the</strong> University <strong>of</strong>Hamburg. The two co-moderators were Ekkehard Nuissl von Rein, Pr<strong>of</strong>essor <strong>of</strong> Adult Educationat <strong>the</strong> University <strong>of</strong> Duisburg-Essen and Carolyn Medel-Añonuevo, Deputy Director <strong>of</strong> UIL.Seven speakers, from Denmark, Estonia, China, Latvia, Malaysia, <strong>the</strong> United Kingdom and1

ConclusionOverall, <strong>the</strong> <strong>seminar</strong> constituted a searching and wide-ranging examination <strong>of</strong> <strong>the</strong> issue <strong>of</strong> howto expand and transform <strong>the</strong> role <strong>of</strong> universities in promoting lifelong learning. The salientconclusions that can be drawn from <strong>the</strong> presentations and debates are as follows:1) Higher education should be seen as part <strong>of</strong> a larger social reality in which societystate-marketrelations are part <strong>of</strong> <strong>the</strong> equation; by <strong>the</strong> same token, universities areexpected to contribute to social cohesion in <strong>the</strong> communities where <strong>the</strong>y operate.2) Teaching and learning in <strong>the</strong> universities can be transformed by linking learning to<strong>the</strong> wider issues <strong>of</strong> life, by recognising shared responsibilities, by creating innovativecurricula and by capitalising on <strong>the</strong> diverse experiences <strong>of</strong> learners. Innovation andentrepreneurship in education can be crucial in terms <strong>of</strong> changing attitudes andvalues and helping to cultivate <strong>the</strong> necessary capacities for lifelong learning.3) The reform <strong>of</strong> higher education goes beyond mere pedagogy and didactics; it is asocial process which links teaching and learning to students’ personal and individuallife patterns, <strong>the</strong>ir social and cultural context and <strong>the</strong>ir chosen discipline.4) The recognition <strong>of</strong> prior learning is also relevant for higher education. In particular,universities should build capacities to recognise, validate and accredit prior learningand vocational experience in order to accommodate <strong>the</strong> needs <strong>of</strong> adult learners;5) Increased access to universities is not enough; <strong>the</strong> higher education system shouldensure retention and progression <strong>of</strong> all learners, and adult learners in particular.6) Especially in communities with a rapidly emerging aging population, universitiesshould facilitate learning for senior citizens with support from <strong>the</strong> <strong>public</strong> and privatesector. University pr<strong>of</strong>essors and graduates can be recruited as volunteers insupporting programmes for senior citizens.7) Given <strong>the</strong> rapid changes in <strong>the</strong> labour market, universities are expected to becomemore responsive to <strong>the</strong> work situation <strong>of</strong> <strong>the</strong> learners, especially <strong>the</strong> middle-aged, soas to help <strong>the</strong>m to maintain and improve <strong>the</strong>ir position in <strong>the</strong> labour market andultimately to improve <strong>the</strong>ir quality <strong>of</strong> life.5