About this paper

Appears in:
Pages: 8285-8290
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0808

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

UNDERSTANDING LIFELONG LEARNING THROUGH THE EYES OF PORTUGUESE HIGHER EDUCATION INSTITUTIONS

D. Soares1, D. Dias2

1Center for Research on Higher Education Policies (PORTUGAL)
2aUniversidade Europeia I Laureate International Universities and Center for Research on Higher Education Policies (PORTUGAL)
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.
@InProceedings{SOARES2016UND,
author = {Soares, D. and Dias, D.},
title = {UNDERSTANDING LIFELONG LEARNING THROUGH THE EYES OF PORTUGUESE HIGHER EDUCATION INSTITUTIONS},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.0808},
url = {http://dx.doi.org/10.21125/edulearn.2016.0808},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {8285-8290}}
TY - CONF
AU - D. Soares AU - D. Dias
TI - UNDERSTANDING LIFELONG LEARNING THROUGH THE EYES OF PORTUGUESE HIGHER EDUCATION INSTITUTIONS
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.0808
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 8285
EP - 8290
ER -
D. Soares, D. Dias (2016) UNDERSTANDING LIFELONG LEARNING THROUGH THE EYES OF PORTUGUESE HIGHER EDUCATION INSTITUTIONS, EDULEARN16 Proceedings, pp. 8285-8290.
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