Higher education institutions must evolve into beacons of lifelong learning

In the face of rapid technological advancements, amplified by the acceleration of Generative-AI, the climate crisis, labour market volatility, and dynamic demographic change, a paradigm shift is needed in learning and education systems to equip individuals of all ages with the necessary knowledge and skills for live and work. In this context, higher education institutions must transcend their traditional roles and emerge as unwavering beacons of lifelong learning. This is the key message of the publication International trends of lifelong learning in higher education, which the UNESCO Institute for Lifelong Learning and Shanghai Open University, in collaboration with the International Association of Universities, launched on 5 June 2023 during an international webinar.

“To empower learners for the challenges of our times, higher education institutions must become vibrant hubs that radiate knowledge, embracing individuals from every age group and diverse backgrounds and needs. From working individuals in need of upskilling and reskilling to older learners, vulnerable groups and non-traditional learners, including early school leavers, unemployed persons, migrants and refugees, and people with disabilities – targeted learning opportunities are essential for all. While significant progress has been made in the implementation of lifelong learning by higher education institutions worldwide, a more comprehensive and institution-wide approach is needed to fully transform these institutions into lifelong learning hubs,” underlines Borhene Chakroun, Director a.i. of the UNESCO Institute for Lifelong Learning on the occasion of the launch of the report.

The report draws on insights gathered from a survey conducted among 400 universities in over 90 countries. Key findings from the survey include:

• Strong national commitments and supportive policy environments are crucial for the advancement of lifelong learning in higher education. Two-thirds of surveyed institutions reported the presence of national legislation defining lifelong learning as a mission at the higher education level in their country. Governments should establish a supportive policy environment to encourage and incentivize higher education institutions to strategically provide lifelong learning opportunities.
• Institutional strategies and effective governance are vital for the successful implementation of lifelong learning programmes. Developing an institutional strategy for lifelong learning allows for a well-coordinated approach across the whole institution. Universities should define clear responsibilities for lifelong learning for all faculties and centres, with strong commitment from the institution’s leadership and a dedicated unit which coordinates lifelong learning implementation. Establishing such central unit can streamline implementation efforts, considering resource allocation, internal and external stakeholder involvement, quality assurance, and ensuring the availability of learning opportunities for diverse groups of learners.
• Quality assurance procedures play a significant role in ensuring the credibility and effectiveness of lifelong learning programmes and more than 50 per cent of institutions surveyed declare having systematic quality assurance procedures in place. Nevertheless, quality assurance mechanisms for lifelong learning are not yet on a par with those for regular study programmes. Further efforts should be made to strengthen quality assurance mechanisms for lifelong learning and align them with institutional strategies.
• Widening access to lifelong learning requires embracing diversification and flexibility in learning provision. Higher education institutions should target a broader range of learners, including working individuals in need of upskilling and reskilling, vulnerable groups, and non-traditional learners. Offering flexible learning times, places, and modalities, as well as shorter non-degree programmes and alternative credentials, such as certificates and badges, industry certification by employers and micro-credentials, can help support the diverse educational needs of lifelong learners.
• Mechanisms for the recognition of prior learning are required to enable flexible learning pathways and continuity of learning in higher education. Flexible learning pathways allow learners to enter and re-enter higher education at various points of their lives and promote individualized and learner-centred education. While two-thirds of surveyed institutions stated to have policies in place to support flexible learning pathways, when asked to indicate specific alternative admission and transfer pathways, these still appear to be rather limited. The recognition of prior learning is key for widening and diversifying access to higher education.
• Collaborative engagement with the wider community, including other universities, the private sector and the public, is essential for the success of lifelong learning initiatives. Higher education institutions should continue to host public lectures and workshops, and collaborate with external stakeholders to ensure the relevance and societal impact of their lifelong learning programmes. By actively contributing to the 2030 Agenda for Sustainable Development, higher education institutions can align their lifelong learning provision with the global goal of inclusive and equitable quality education and lifelong learning opportunities for all.

A second report launched at the webinar provides insights into ‘Institutional practices of implementing lifelong learning in higher education’ with an analysis of lifelong learning structures and practices at universities in Argentina, Canada, the People’s Republic of China, Ireland, Lebanon and Uganda.

Further information

Download publication International trends of lifelong learning in higher education

Download publication Institutional practices of implementing lifelong learning in higher education

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Background

Two publications have been launched as outcomes of an extensive research project conducted by the UNESCO Institute for Lifelong Learning (UIL) and Shanghai Open University (SOU). The project explores the role of universities and higher education institutions in lifelong learning through various components, including a literature review, international surveys, case studies, interviews and thematic studies. The publications provide valuable insights into lifelong learning within universities and serve as a resource for policy-makers and educators.