Abstract:

This article is based on the experience of UNAVE and continUA from the University of Aveiro (UA) to present the lifelong learner profile. In UA, the prevailing lifelong learner profile is that of an active professional looking for upskilling, with higher education, he is between 35 and 44 years old and it depends in terms of gender. Based on this profile some policy implications are to be derived.

The population structure is changing [1]. Thus, nowadays we have an increased percentage of adult learners, workers, thus lifelong learners. The need to enroll later in courses/formation/education, working needs in terms of learning, self-assessment, and needs and financial constraints are some of the reasons pointed for the increased number of lifelong learners (LLLs), especially in the University, and this article explores the reasons behind these learnings needs at the University of Aveiro, Portugal. For this article, the most relevant definition for lifelong learning (LLL) is the one from the European Commission [3] which says that it is “all learning activity undertaken throughout life, to improve knowledge, skills, and competences within a personal, civic, social and/or employment-related perspective”. This includes all forms of learning: formal (courses and examinations), nonformal (without examinations), and informal (without either courses or examinations).

Like other European universities, nowadays, Portuguese higher education institutions must ensure that any person, at any stage of life, may continue their studies as a logical recognition of the skills and competencies acquired in a variety of contexts, or simply to allow any person to refocus their career. According to this assumption, the University of Aveiro, through UNAVE - Association for Professional Training and Research of the University of Aveiro - entity certified by DGERT (Directorate-General for Employment and Labour Relations) and continUA – Center for Lifelong Learning of the University of Aveiro - center for scientific, pedagogical and administrative coordination, aim to support learning and research activities on lifelong learning (All credited trainings, for traditional and non-traditional audiences, are the responsibility of continUA). Since 2014 and to promote a cohesive training offer that integrates, in a transversal way, all the lifelong training areas existing at the University of Aveiro, UNAVE, and the Center for Lifelong Learning (continUA) have passed to work articulated, thus enabling the accreditation of courses through ECTS (European Credit Transfer and Accumulation System). Both seek to develop effective lifelong learning strategies, based on the European Universities' Charter on Lifelong Learning.

Using a novel and unique dataset statistical analyses are presented. Data were collected from several formations and courses administered in both UNAVE and continUA to infer the profile of lifelong learners enrolled in these courses. Data is collected through the applications of these learners and based on questionnaires implemented at the beginning and the end of each of the frequented courses. It is important to highlight that these formations depend on the area, but the University of Aveiro invests in active methodologies, like flipped classroom, gamification, PBL, TBL, CBL, etc. CBL – Challenge Based Learning - is used in formal and non-formal education to promote research and to develop critical thinking.

Keywords:

Lifelong Learning, Experience, Expectations, Motivation, Needs, Portugal.