Abstract:

Fostering students' lifelong learning is one of the main trends in Higher Education agenda. In fact, this issue has always been part of the Bologna Process outline. In this line, curricula should be designed to enable students to take part in stimulating learning experiences, as well as promoting both developing and training opportunities in the course of their lives and careers. Despite the relevance given to lifelong learning in the educational system, little is known about how its dimensions are implemented and assessed in higher education curricula. Accordingly, this paper intends to analyze how lifelong learning skills and competences are defined in the learning outcomes proposed in the new study programs submitted to accreditation in Portugal, since 2004. Using a qualitative methodology (a lexical search), we propose a conceptual framework connecting the different terms used as lifelong learning outcomes, according to study cycles (1st, 2nd and 3rd). In general, results reveal that Portuguese Higher Education Institutions are committed to the lifelong learning mission, particularly in the 2nd and 3rd study cycles. Students are expected to “invest in personal and professional development through life” and to “develop learning competences through life”, as well as to the ideal of “fostering lifelong learning”. Our study allows us to describe and to better understand the diversity of skills and competences mentioned as a lifelong learning outcome. Another conclusion point out for the “lifelong learning” concept could embrace many concepts and be subject of different interpretations and understandings, according to each Higher Education institution and study cycle.

Keywords:

Lifelong learning, Learning outcomes, Higher education.