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FLLLEX WP 2, 3, 4
Stefan Humpl Sigrid Nindl Iva Voldanova 3s
research laboratory Eurashe
3s research laboratory, www.3s.co.at
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Work package 2 Survey of expectations of
Lifelong Learners

__Survey outline of expectations of potential
and existing learners in view of Life Long
Learning __Development of a typology of LifeLong
Learners __Target groups of LifeLong
Learners __Listing and comparison of expectations
of target groups towards LLL __Typology of
LifeLong Learners Expectations ? basis for
choice of indicators of the self-assessment
tool in WP 5
3s research laboratory, www.3s.co.at
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Deliverables of Work package 2

__Questionnaire in a web based format gathering
and processing of results by WP
leader __Questionnaire to address specific
target groups of LifeLong Learners in the
concerned countries, underrepresented in existing
surveys __Questionnaire will be hosted on the
website of Eurashe and the networks of all
partners of the consortium __Internal report
about results
3s research laboratory, www.3s.co.at
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Support to fulfill WP 2 from HE institutions

__Send questionnaire (web-based, link to
questionnaire will be provided) to as many LLL
students as possible Within your own
institutions, within partner institutions in your
countries, within institutions you will have
interviews with (WP 4) __Questionnaire will be
in English
3s research laboratory, www.3s.co.at
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Typology of Lifelong Learners I Who participates
in Adult Education?

__Formal vs. non-formal adult education __Admissio
n Criteria / Admission Fees __Mode of Attendance
(classroom teaching, web-based teaching
) __Target Award (undergraduate/graduate
programs .) __Student Profile (gender, age,
level of education, nationality) __Duration
(ECTS) __Purpose/Motivation (status, prestige,
career, social contact ) __Learning Location
(campus, work based, distance ) __Funding Source
(government, employer, individual ) __Pedagogic
Style (dependent traditional, interdependent,
independent)
3s research laboratory, www.3s.co.at
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Typology of Lifelong Learners II patterns of
participation with focus on education

Completing __Finishing working while
completing formal education (without
particular connection of work and
education) __Entering being hired in late phases
by an employer in need of graduates Returning
returning to education and revising a temporary
transition from learning to work (desire to
return to school from full-time job and to take
up studies again) Transforming transformation
of the existing career pathway and/or individual
development (formal AE as basis for a significant
break with existing career pathway)
3s research laboratory, www.3s.co.at
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Typology of Lifelong Learners III patterns of
participation with focus on work

Reinforcing reinforcing an existing career
pathway (use offers of formal AE to solve
developmental issues or to support progress
within the chosen line of occupational/professiona
l development) __progressing in the current
field (one step ahead) __adapting to the current
field (in relation to qualifications) __specialisi
ng completing a program as specialization __peaki
ng completing a program for professionals (often
ISCED 6) Compensating compensation for
shortcomings of an existing career pathway (less
important than other four strategies)
3s research laboratory, www.3s.co.at
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Focus Main Type Sub-types Description Relation Contents / Tasks Start of programme before / after joining career
Education Completing Finishing Working while studying without particular connection of work and education Insignificant Before
Education Completing Entering Being hired in late phases by an employer in need of graduates Strong, clearly visible relation Before
Education Returning Returning Returning to education and overruling a temporary transition to work Insignificant After
Education Transforming Transforming General transformation using education as a basis No relation After
Work Reinforcing Progressing Progressing in the current field by at least one step on the educational ladder Strong, clearly visible relation After (exceptional before)
Work Reinforcing Adapting Making one step in the current field, in parallel to an existing one not relevant in the field Strong, clearly visible relatioin After
Work Reinforcing Specialising Completing one programme as a specialisation Strong, clearly visible relation After
Work Reinforcing Peaking Completing a formal programme designed for experienced professionals in the field Strong, clearly visible relation After
Work Compensating Compensating Compensating the restriction of an existing pathway Insignificant After

3s research laboratory, www.3s.co.at
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Different aspects of education for Lifelong
Learners

Further education __interest in general
education __pleasure in learning __motives for
explorations (interest in new fields of
knowledge) __interest in a special field of
knowledge Private demands __budget
management __child education __preservation of
health
3s research laboratory, www.3s.co.at
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Why do adults participate in LLL?
Status prestige __climb up the career
ladder __keep the social status __creation of a
social status __protection and improvement of the
economic situation Career choice __correction
of a mistaken career choice __other causes for a
career change Social contact __general desire
for social contact __contact people with equal
interests

3s research laboratory, www.3s.co.at
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Barriers for Adult Education
Situational factors __financial needs __lack of
time __family responsibilities __lack of
childcare __lack of supports Social
factors __forgot how to study __thought of
being to old __afraid of technology __discourageme
nt __self doubts __fear of competition with
younger students

3s research laboratory, www.3s.co.at
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Work package 3 Survey of expectations of
businesses

__Survey of expectations of a selected number of
businesses and enterprises __Development of
a questionnaire, as basis for national
interviews __Interviews conducted by phone, Skype
or personal within the country __process and
deliver statistical data based on the
interviews __Outcome report identifying main
obstacles, major driving forces and main
expectations for businesses to engage in the LLL
programme
3s research laboratory, www.3s.co.at
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Deliverables of Work package 3

__Questionnaire in a web based format gathering
and processing of results by WP
leader __Conducting interviews, gathering
information based on the questionnaire by
project partners __Internal report about results
3s research laboratory, www.3s.co.at
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Support to fulfill WP 3 from HE institutions

__Get in contact with labour market stakeholders
(employers, professional bodies etc.) for
survey __Deliver the questionnaire to as many
labour market stakeholders as possible (please
try to define in advance min. 20) part of the
questionnaires should be delivered to business
and finance sector for possible sectoral
analysis __Contacts for additional 16 interviews
in the 8 countries of institutional partners
(interviews will be made by 3s) __Questionnaire
will be in English
3s research laboratory, www.3s.co.at
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Expectations of enterprises to engage in LLL of
their employees

__Improvement of skills competences of their
employees __Familiarity with company-specific
processes __Knowledge of legal/technical/functiona
l developments __Motivation/reward for
employees __Application of new technologies __Deve
lopment of new business segments __Innovations/dev
elopment of new products __Career perspectives
for employees __Internal further education
program for employees __Upkeeping/improving the
competitiveness of the company
3s research laboratory, www.3s.co.at
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Barriers for enterprises to engage in LLL of
their employees

__Shortage of time off time of
employees __Problem of substituting employees
during their absence __Costs/financial
problems __Lack of adequate courses __Risk of
skilled workers being headhunted by other
companies __Effort of organizing education
measures __Scepticism against benefits of further
education activities __Problems with the
identification of competence deficits __Lack of
information about available further education
measures
3s research laboratory, www.3s.co.at
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WP 4 - Methodology

• __Collection of interview testimonials
• __Collection of good practices
• __Collection of existing materials
• EACH PARTNER
• ?3 testimonies of HEIs in his respective country
  (on-site visit/ telephone interview)
• ?3 testimonies of BTPs in his respective country
  (on-site visit/ telephone interview)
• Alternative What about involving the private
  HEIs?
• Selection of the respondents
• based on their relevance, excellence and
  importance

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WP 4 Key Topics

• __Examples of good practice
• __Marketing
• __Course Design
• __Delivery of LLL
• __Recognition of Prior Learning (RPL)
• __Approaches to learners
• __Staff policy
• __Quality Assurance, Performance Indicators
• __Links to qualifications
• __Differences in provision of LLL between BTP and
  HEI

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Timeline
WP 2 WP 3 WP 4
Survey of existing material (3s and Eurashe will ask all partners) 16.03. 16.03. 16.03.
Infopack for the project (3s and Eurashe) 16.03. 16.03. 16.03.
Internal Research on potential respondents (institutional partners) 31.03. 31.03. 31.03.
Draft Survey Material (3s and Eurashe) 31.03. 31.03. 31.03.
Guidelines for Surveys (3s and Eurashe) 31.03. 31.03. 31.03.
Feedback to Draft Surveys and Guidelines (inst. Partners) 10.04. 10.04. 10.04.
Survey Material and Guidelines (3s and Eurashe) 17.04. 17.04. 17.04.
"Field Phase until (institutional partners) 15.05. 15.05. 08.05.
Sending Testimonies to Eurashe (institutional partners) Sending Testimonies to Eurashe (institutional partners) Sending Testimonies to Eurashe (institutional partners) 15.05.
Analysing the data (3s and Eurashe) 30.06. 30.06. 30.06.
Draft Report on WP 2, 3, 4 (3s and Eurashe) 10.07. 10.07. 10.07.
Final Reports WP 2, 3, 4 (3s and Eurashe) 31.07. 31.07. 31.07.

3s Unternehmensberatung GmbH, www.3s.co.at
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WP 2, 3, 4 Questions of Interest 1
Formulation / Development of the Programme
Market research, employer requests, policy
pressure, definition of specific groups of
students, target groups for institutions Before
studying How to address future LLL students? How
to address their employers? Marketing in HE
institutions? Admission and Recognition of PL
School diploma or equivalent, 1st cycle award,
2nd cycle award, professional qualification,
RPL Mode of attendance Evening / Weekend /
Blocs, e-learning, blended Pedagogical style
Dependent traditional (lectures / seminars face
to face), interdependent (group work, work based,
interactive), independent (project work, research
dissertation, distance learning)
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WP 2, 3, 4 Questions of Interest 2
Targetted Awards Pre-degree / diploma, Bachelor
/ Master, professional qualification,
undergraduate credit points, postgraduate credit
points, no award. Are the programmes relevant to
official structures (job titles) Duration of
course / programme No. of semesters, no. of
ECTS Funding Sources Central / local
government, individual, company /
employer Barriers to HE What are key factors to
neglect the supply of HE institutions in
LLL? Partnerships Between HE institutions and
students (social life), between HE and labour
market (agreements), between HE and other
institutions (LLL partnerships)
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3s and Eurashe Contact
Stefan Humpl humpl_at_3s.co.at Sigrid
Nindl nindl_at_3s.co.at Iva Voldanova iva.voldanova_at_
eurashe.eu gtgtgt flllexsurvey_at_3s.co.at ltltlt

3s Unternehmensberatung GmbH, www.3s.co.at