Abstract:

Lifelong learning is fundamental, not only for the competitiveness and economic prosperity of the EU, but also for social inclusion, employability, active citizenship and people’s personal fulfilment. Individuals must be able to update and complement their knowledge, competences and skills throughout life.

In a world where knowledge has become a key resource, governments have realised the importance of developing the intellectual capital of their citizens. In this context, the topic of lifelong learning has become of immense importance in the policies and practices of a large number of institutions in recent years. To help learners continually upgrade their skills and knowledge so they can effectively address emerging organizational and professional needs and opportunities, universities must prepare students for their professional life using teaching methodologies that develop their capacity for and disposition towards lifelong learning.

Lifelong learning is an approach to learning that encompasses far more than what happens within the traditional classroom. It is a philosophy that involves the development of knowledge, skills and values throughout all stages of a person’s life—from early childhood to adulthood.

In this approach, the two main objectives of this research are: firstly, to conceptualize lifelong learning and its role in the higher education system (HES) and, secondly, to measure and evaluate lifelong learning, focusing on one of the main agents involved in the processes: graduates. Through an empirical research using data obtained through computer assisted telephone interview (CATI) to a sample of 1,000 graduates from two Spanish universities, post-graduate training (quality and quantity), the intention to continue learning and the intention to do so at the same institution where they obtained their degree were measured.

After data analysis, it can be concluded that universities are affected by the many changes surrounding them and graduates’ willingness to continue their learning. One of the results show that 72.5% of the sample has done some kind of training after obtaining their degree. Moreover, the intention to go on training in the future is quite high as well as doing the training at the same university where the degree was obtained. We can therefore infer some kind of loyalty to higher education institutions.

To conclude, this study contributes to know more deeply the reality of Lifelong Learning in the Spanish context and shows its importance in higher education. The focal point of LL is on learning, more than teaching, and it aims to help students take more responsibility for their learning.


*Acknowledgement: The present paper has been elaborated in the context of the R+D National Plan SEJ2007-68105-C02- 01/ECON and SEJ2007-68105-C02-02/ECON of the Spanish Ministry of Education and Science and with ERDF funds.

Keywords:

Lifelong learning, graduates, higher education, university.