- EHEA
- TOPICS
-
Groups
-
Working Group on Monitoring the Implementation of the Bologna Process
-
Working Group on Fundamental Values
-
Working Group on Internationalisation and Mobility
-
Coordination Group on Global Policy Dialogue
-
Task Force on the Future of Bologna
-
Task Force on establishing a long-term Secretariat
-
Advisory Group on ECTS User's Guide Revision
- Bologna Implementation Coordination Group
-
Final Reports 2021-2024
-
2021-2024 working structures
- Working Group on Social Dimension
- Task Force on the Review of the Rules and Regulations...
- Ad Hoc Task Force to Increase Synergies Between the EHEA...
- Task Force on Enhancing Knowledge Sharing in the EHEA community
- Working Group on Learning & Teaching
- EHEA Network of National Correspondents for Qualifications Frameworks
- Working Group on Roadmap for San Marino's accession to the EHEA
-
Working Group on Monitoring the Implementation of the Bologna Process
- EVENTS
-
NEWS
Lifelong Learning has been recognised as an essential element of the European Higher Education Area since its early beginnings, more precisely in the Prague Communiqué (2021). Within the EHEA, lifelong learning has been seen under multiple facets:
- as promoting equity, equal opportunities and improving the quality of life (Prague Communiqué, 2001), by ensuring access to higher education and adaptive learning environments for learners of all ages, including as a mechanism for increasing employability (London Communiqué, 2007), up-skilling and reskilling (Rome Communiqué, 2020).
- as a mechanism for building the knowledge-based society and economy, and thus facing the challenges of competitiveness and the use of new technologies (Prague Communiqué, 2001)
Several tools have been recognised as supporting lifelong learning in higher education:
- ECTS credits, which can be offered in non-higher education contexts (Bologna Declaration, 1999)
- Recognition of prior learning, supporting access and progression in higher education for those with diverse educational backgrounds (Berlin Communiqué, 2003)
- Qualifications frameworks, which should encompass the wide range of flexible learning paths and opportunities (Berlin Communiqué, 2003).
Furthermore, flexible learning pathways have been considered a cornerstone of lifelong and student-centred learning (London Communiqué, 2007). In London, ministers asked the BFUG to work towards a common understanding of the role of higher education in lifelong learning, which was developed for the Leuven/Louvain la Neuve Ministerial Conference in 2009, where ministers concluded in the Leuven/Louvain la Neuve Communiqué that:
- Lifelong learning involves obtaining qualifications, extending knowledge and understanding, gaining new skills and competences or enriching personal growth.
- Lifelong learning implies that qualifications may be obtained through flexible learning paths, including part-time studies, as well as work based routes.
- Lifelong learning is subject to the principle of public responsibility. The accessibility, quality of provision and transparency of information shall be assured.
- Successful policies for lifelong learning will include basic principles and procedures for recognition of prior learning on the basis of learning outcomes regardless of whether the knowledge, skills and competences were acquired through formal, non-formal, or informal learning paths.
- Lifelong learning will be supported by adequate organisational structures and funding.
- Lifelong learning encouraged by national policies should inform the practice of higher education institutions.
In subsequent communiqués, ministers emphasised the role of engaging employers in designing lifelong learning policies (Bucharest Communiqué, 2012), the importance of improving the permeability and articulation between different educational sectors (Yerevan Communiqué, 2015), and the contribution of appropriately quality-assured digital and blended education to lifelong learning (Paris Communiqué, 2018).
Acknowledging the transversal nature of lifelong learning across policy fields, both the Principles and Guidelines to Strengthen the Social Dimension of Higher Education in EHEA (PAGs) and the Recommendations to National Authorities for the Enhancement of Higher Education Learning and Teaching in the EHEA referred to lifelong learning. Under a principle related to lifelong learning, the PAGs stressed the importance of synergies with all education levels and related policy areas (such as finance, employment, health and social welfare, housing, migration etc.)
Finally, in the Tirana Communiqué in 2024, the ministers highlighted the diverse objectives of seeking lifelong learning, including its professional, personal and civic potential.