About the strands in 2020

1. The Role of ULLL in Learning Cities

Week 1: Mon 02 – Fri 06 November
Moderator: Denis BARRETT
Master Class by: Seamus O’TUAMA, University College Cork (IE) and President of ASEM LLL-Hub

The UNESCO Institute for Lifelong Learning has been leading a new global agenda to develop and promote Learning Cities. The role of universities is seen as pivotal to the success of this project. Learning cities are presenting universities with an opportunity to be ‘innovators, research leaders, sustainability champions, economic drivers’ (Ó Tuama, 2019). The context is one of partnership, ensuring no one is left behind and that the sustainable development goals are paramount. In this theme within the conference we will explore exemplars of good practice of ULLL in learning cities and explore current and future potential in this realm.

2. Higher Education Work-based learning in a Changing World

Week 2: Mon 09 – Fri 13 November
Moderator: Eva CENDON
Master Class by: Prof Carol COSTLEY, Middlesex University (UK)

In the rapidly changing labour market jobs are becoming increasingly complex. Business strategies may change dramatically as organisations face internal and external challenges in their environment, new skills and competences are in high demand. What is the role of Higher Education Institutions in the middle of this rapid change? How responsive are the degrees and qualifications HEI award to their graduates? The adoption and enhancement of work-based learning opportunities at university level can integrate the current labour market needs in the curricula and offer state of the art programmes that benefit learners, industry and the HEIs as well. In this strand, we will explore work-based learning strategies in higher education and look at future oriented practices.

3. Digital learning in continuing education – the aftermath of Covid-19

Week 3: Mon 16 – Fri 20 November
Moderator: Pascal PASCHOUD
Master Class by: Ingrid LE DUC, EPFL (CH)

The Covid-19 crisis has seen a dramatic surge in digital learning. Although it was already on the rise before the crisis, through fully online or blended programs, digital learning suddenly became the only way to deliver programs through what is sometimes referred to as “emergency remote teaching”. The learning curve was steep for learners, teachers and course organizers.

Where do we go from here? What did participants and teachers really learnt from this experience? How will digital learning reshape continuing education beyond emergency remote teaching? Should providers build on their recent experience and focus their post-Covid-19 offer even more on digital learning? Which courses should be offered in online, face-to-face or blended formats?

4. Bridging active citizenship and ULLL

Week 4: Mon 23 – Fri 27 November
Moderator: Balazs NEMETH
Master Class by: Prof. Alan TUCKETT, Wolwerhampton University (UK)

Active citizenship was brough to the European scene of educational discourse in the middle of the 1990s when the newly created European Union put citizenship and governance, amongst employment and competitiveness, into the focus of the policy discourse upon lifelong learning. The Lisbon process right at the year of 2000 turned this approach towards governance, learning and education, identity building and inclusive community development. Recently, the UNESCO Institute for Lifelong Learning has brought back the topic of global and active citizenship so as to highlight the roles and responsibilities of adult and lifelong learning in the development and strengthening of such skills for active community responsibilities both in economic and in social contexts, which will be reflected in the next Global Report on Adult Learning and Education (GRALE 5).

This strand will relate university lifelong learning to challenging matters as the learning society, inequality and social exclusion, power, employment, knowledge and skills, access and equity, ethics and values, etc.