Euro-Mediterranean integration through lifelong learning (EU-MILL): a memory of cooperation and dialogue on education in the Mediterranean basin

ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) EDITORIAL UNIVERSIDAD DE SEVILLA Ministère de l´Enseignement Supérieur et Ministry of High Education and Ministry of Education and Higher Education, Lebanon ISBN 978-84-472-1944-5 EURO-MEDITERRANEAN INTEGRATION - THROUGH LIFELONG LEARNING (EU-MILL) Ministère de l´Enseignement Supérieur et de recherché scientifique (Tunis) Ministry of High Education and Scientific Research of Algeria Ministry of Education and Higher Education, Lebanon ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) A memory of cooperation and dialogue on Education in the Mediterranean basin 530401-TEMPUS-1-2012-1-ES-TEMPUS-SMHES (2012-2995/001-001) ÍNDICE Sevilla 2017 EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Colección: Divulgación Científica EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING 530401-TEMPUS-1-2012-1-ES-TEMPUS-SMHES This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Editorial Board José Beltrán Fortes (Director de la Editorial Universidad de Sevilla) Araceli López Serena (Subdirectora) Concepción Barrero Rodríguez Rafael Fernández Chacón María Gracia García Martín Ana Ilundáin Larrañeta Emilio José Luque Azcona María del Pópulo Pablo-Romero Gil-Delgado Manuel Padilla Cruz Marta Palenque Sánchez José-Leonardo Ruiz Sánchez Antonio Tejedor Cabrera Any reproduction extracted of this work is forbidden Editorial Universidad de Sevilla 2017 C/ Porvenir, 27 - 41013 Sevilla. Tlfs.: 954 487 447; 954 487 451; Fax: 954 487 443 Email: [email protected] Web: http://www.editorial.us.es Coordinators © Encarnación Mellado, 2017 © Bosco Govantes, 2017 Printed in Spain-Impreso en España ISBN: 978-84-472-2104-2 DOI: http://dx.doi.org/10.12795/9788447221042 ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Colección: Divulgación Científica EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING 530401-TEMPUS-1-2012-1-ES-TEMPUS-SMHES This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Editorial Board José Beltrán Fortes (Director de la Editorial Universidad de Sevilla) Araceli López Serena (Subdirectora) Concepción Barrero Rodríguez Rafael Fernández Chacón María Gracia García Martín Ana Ilundáin Larrañeta Emilio José Luque Azcona María del Pópulo Pablo-Romero Gil-Delgado Manuel Padilla Cruz Marta Palenque Sánchez José-Leonardo Ruiz Sánchez Antonio Tejedor Cabrera Any reproduction extracted of this work is forbidden Editorial Universidad de Sevilla 2017 C/ Porvenir, 27 - 41013 Sevilla. Tlfs.: 954 487 447; 954 487 451; Fax: 954 487 443 Email: [email protected] Web: http://www.editorial.us.es Coordinators © Encarnación Mellado, 2017 © Bosco Govantes, 2017 Printed in Spain-Impreso en España ISBN: 978-84-472-2104-2 EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) “I don’t divide the world into the weak and the strong, or the successes and the failures… I divide the world into learners and non-learners.” Benjamin Barber ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Contents 1. EUMILL Project presentation 2. Introduction George Anthony Abdelnour, Kamal Abouchedid, Mariano Aguayo, Mohamed Bakkali, Fawzi Baroud, Ahmed Belhani, Zoheir Benyelles, Miguel de Castro Neto, Anouar Derguech, Abdelkarim Filali-Maltouf, Bosco Govantes, Marta Gutiérrez, Hocine Hamdi, Fuad Hashwa, Farida Hobar, Ana Irimia, Raouf Jaziri, Amin Laglaoui, Michel Majdalani, Faysal Mansouri, Carmen Márquez, Mohamed Mars, Encarnación Mellado, Jorge M. Mendes, Mustapha Missbah El Idrissi, Asma Msougar, Sirpa Purtilo-Nieminen, Sidi Mohammed Sahel, Skander Slim, Helka Urponen, Nadia Ykhlef 2.1. Approach to the socio-political context of the participating countries 2.2. Approach to the educational system of the participating countries 2.3. Lifelong Learning on the regional context 3. General Methodology George Anthony Abdelnour, Kamal Abouchedid, Mariano Aguayo, Mohamed Bakkali, Fawzi Baroud, Ahmed Belhani, Zoheir Benyelles, Miguel de Castro Neto, Anouar Derguech, Abdelkarim Filali-Maltouf, Bosco Govantes, Marta Gutiérrez, Hocine Hamdi, Fuad Hashwa, Farida Hobar, Ana Irimia, Raouf Jaziri, Amin Laglaoui, Michel Majdalani, Faysal Mansouri, Carmen Márquez, Mohamed Mars, Encarnación Mellado, Jorge M. Mendes, Mustapha Missbah El Idrissi, Asma Msougar, Sirpa Purtilo-Nieminen, Sidi Mohammed Sahel, Skander Slim, Helka Urponen, Nadia Ykhlef 3.1. Diagnosis of LLL in Partner Countries and identification of best practices 3.2. Institutional capacity building measures in Partner Countries HEIs 3.3. Extensive & multi-level networking, dissemination and exploitation of project results 15 19 19 22 24 49 49 70 76    Para ir a página pulsar en la línea EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 4. Towards recognition of LLL George Anthony Abdelnour, Kamal Abouchedid, Mariano Aguayo, Mohamed Bakkali, Fawzi Baroud, Ahmed Belhani, Zoheir Benyelles, Miguel de Castro Neto, Anouar Derguech, Abdelkarim Filali-Maltouf, Bosco Govantes, Marta Gutiérrez, Hocine Hamdi, Fuad Hashwa, Farida Hobar, Raouf Jaziri, Amin Laglaoui, Michel Majdalani, Faysal Mansouri, Carlos Marcelo, Carmen Márquez, Mohamed Mars, Encarnación Mellado, Jorge M. Mendes, Mustapha Missbah El Idrissi, Asma Msougar, Sirpa Purtilo-Nieminen, Sidi Mohammed Sahel, Skander Slim, Helka Urponen, Nadia Ykhlef 4.1. Methodological Framework 4.2. Implementation of a Credit and Competences System 4.3. Quality Assurance System 4.4. Towards regional and national qualification frameworks 5. Enhancing an advanced distance learning model Ahmed Belhani, Hocine Hamdi, Victor Hugo Perera, Mª Carmen Talavera, Juan Jesús Torres 5.1. The role of ICT in the Lifelong Learning 5.2. Learning Methodologies: a splash at the recent history 5.3. Implementation of distance and blended programmes through the use of ICT. Training experience 6. Main outputs and results of EUMILL project 7. Our guiding vision: Trends and recommendations 8. Concluding remarks 9. References Annexes Annex I. Information of EUMILL partners Annex II. Good practices for the design of LLL programmes (EU-MILL project) Annex III. Report university enterprise meetings 79 49 92 102 109 123 123 126 129 145 157 167 173 187 201 225 ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 4. Towards recognition of LLL George Anthony Abdelnour, Kamal Abouchedid, Mariano Aguayo, Mohamed Bakkali, Fawzi Baroud, Ahmed Belhani, Zoheir Benyelles, Miguel de Castro Neto, Anouar Derguech, Abdelkarim Filali-Maltouf, Bosco Govantes, Marta Gutiérrez, Hocine Hamdi, Fuad Hashwa, Farida Hobar, Raouf Jaziri, Amin Laglaoui, Michel Majdalani, Faysal Mansouri, Carlos Marcelo, Carmen Márquez, Mohamed Mars, Encarnación Mellado, Jorge M. Mendes, Mustapha Missbah El Idrissi, Asma Msougar, Sirpa Purtilo-Nieminen, Sidi Mohammed Sahel, Skander Slim, Helka Urponen, Nadia Ykhlef 4.1. Methodological Framework 4.2. Implementation of a Credit and Competences System 4.3. Quality Assurance System 4.4. Towards regional and national qualification frameworks 5. Enhancing an advanced distance learning model Ahmed Belhani, Hocine Hamdi, Victor Hugo Perera, Mª Carmen Talavera, Juan Jesús Torres 5.1. The role of ICT in the Lifelong Learning 5.2. Learning Methodologies: a splash at the recent history 5.3. Implementation of distance and blended programmes through the use of ICT. Training experience 6. Main outputs and results of EUMILL project 7. Our guiding vision: Trends and recommendations 8. Concluding remarks 9. References Annexes Annex I. Information of EUMILL partners Annex II. Good practices for the design of LLL programmes (EU-MILL project) Annex III. Report university enterprise meetings 79 49 92 102 109 123 123 126 129 145 157 167 173 187 201 225 This book recompiles the different documents generated by the partners during the EUMILL project. The following participants from the partner institutions have been involved in some of the activities performed in the context of the EU-MILL project: George Anthony Abdelnour Notre Dame University-Louaize, Beirut, Lebanon Kamal Abouchedid Notre Dame University-Louaize, Beirut, Lebanon Mariano Aguayo University of Seville, Seville, Spain Mohamed Bakkali University Abdelmalek Essadi, Tétouan, Tangier, Morocco Fawzi Baroud Notre Dame University-Louaize, Beirut, Lebanon Ahmed Belhani University of Constantine 1, Constantine, Algeria Nard Bennas National Union of Moroccan Women, Provincial Office of Tétouan, Morocco Zoheir Benyelles University AbouBekr Belkaid Tlemcen, Tlemcen, Algeria Mahmoud Bouhafs Ministry of Higher Education and Scientific Research, Tunis, Tunisia Djamel Boukezzata Ministry of Higher Education and Scientific Research, Algiers, Algeria Miguel de Castro Neto University Nova of Lisbon, Lisbon, Portugal Anouar Derguech University of Gabes, Gabes, Tunisia Abdelkbir Errougui Ministry of Higher Education, Scientific Research and Training, Rabat, Morocco Abdelkarim Filali-Maltouf Universidad Mohamed V, Rabat, Morocco Bosco Govantes University of Seville, Seville, Spain Marta Gutiérrez University of Seville, Seville, Spain Hocine Hamdi University of Constantine 1, Constantine, Algeria Fuad Hashwa Lebanese American University, Beirut, Lebanon Farida Hobar University of Constantine 1, Constantine, Algeria Ana Irimia University of Seville, Seville, Spain ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Raouf Jaziri University of Sousse, Sousse, Tunisia Hadjira Kara Terki University AbouBekr Belkaid Tlemcen, Tlemcen, Algeria Adel Khalife Ministry of Education and Higher Education, Beirut, Lebanon Amin Laglaoui University Abdelmalek Essadi, Tétouan, Tangier, Morocco Laayouni Loubna Ministry of Higher Education, Scientific Research and Training, Rabat, Morocco Michel Majdalani Lebanese American University, Beirut, Lebanon Faysal Mansouri University of Sousse, Sousse, Tunisia Carlos Marcelo University of Seville, Seville, Spain Carmen Márquez University of Seville, Seville, Spain Mohamed Mars University of Gabes, Gabes, Tunisia Justine Martin Maghreb office of the Agence universitaire de la Francophonie, Rabat, Morocco Encarnación Mellado University of Seville, Seville, Spain Jorge M. Mendes University Nova of Lisbon, Lisbon, Portugal Mustapha Missbah El Idrissi Universidad Mohamed V, Rabat, Morocco Asma Msougar University Mohamed V, Rabat, Morocco Abderrahim Ouabbou Ministry of Higher Education, Scientific Research and training, Rabat, Morocco Victor Hugo Perera University of Seville, Seville, Spain Sirpa Purtilo-Nieminen University of Lapland, Rovaniemi, Finland Cristina Robalo Maghreb office of the Agence universitaire de la Francophonie, Rabat, Morocco Sidi Mohammed Sahel University AbouBekr Belkaid Tlemcen, Tlemcen, Algeria Skander Slim University of Sousse, Sousse, Tunisia Benaich Souad Ministry of Higher Education, Scientific Research and Training, Rabat, Morocco Abderrazak Souai University of Gabes, Gabes, Tunisia Mª Carmen Talavera University of Seville, Seville, Spain Juan Jesús Torres University of Seville, Seville, Spain Helka Urponen University of Lapland, Rovaniemi, Finland Nadia Ykhlef University of Constantine 1, Constantine, Algeria ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Raouf Jaziri University of Sousse, Sousse, Tunisia Hadjira Kara Terki University AbouBekr Belkaid Tlemcen, Tlemcen, Algeria Adel Khalife Ministry of Education and Higher Education, Beirut, Lebanon Amin Laglaoui University Abdelmalek Essadi, Tétouan, Tangier, Morocco Laayouni Loubna Ministry of Higher Education, Scientific Research and Training, Rabat, Morocco Michel Majdalani Lebanese American University, Beirut, Lebanon Faysal Mansouri University of Sousse, Sousse, Tunisia Carlos Marcelo University of Seville, Seville, Spain Carmen Márquez University of Seville, Seville, Spain Mohamed Mars University of Gabes, Gabes, Tunisia Justine Martin Maghreb office of the Agence universitaire de la Francophonie, Rabat, Morocco Encarnación Mellado University of Seville, Seville, Spain Jorge M. Mendes University Nova of Lisbon, Lisbon, Portugal Mustapha Missbah El Idrissi Universidad Mohamed V, Rabat, Morocco Asma Msougar University Mohamed V, Rabat, Morocco Abderrahim Ouabbou Ministry of Higher Education, Scientific Research and training, Rabat, Morocco Victor Hugo Perera University of Seville, Seville, Spain Sirpa Purtilo-Nieminen University of Lapland, Rovaniemi, Finland Cristina Robalo Maghreb office of the Agence universitaire de la Francophonie, Rabat, Morocco Sidi Mohammed Sahel University AbouBekr Belkaid Tlemcen, Tlemcen, Algeria Skander Slim University of Sousse, Sousse, Tunisia Benaich Souad Ministry of Higher Education, Scientific Research and Training, Rabat, Morocco Abderrazak Souai University of Gabes, Gabes, Tunisia Mª Carmen Talavera University of Seville, Seville, Spain Juan Jesús Torres University of Seville, Seville, Spain Helka Urponen University of Lapland, Rovaniemi, Finland Nadia Ykhlef University of Constantine 1, Constantine, Algeria PREFACE Preface The University of Seville has always had a strong commitment with the promotion of Lifelong Learning as a key element to enhance connections with the local and regional contexts with the aim of having an impact on employment opportunities and entrepreneurship. Moreover, our University has a strong vocation of internationalization, being the European cooperation projects crucial elements in the internationalization strategy of our institution. On this context, emerges the Tempus Project “Euro-Mediterranean integration through Lifelong Learning”, a structural measures project financed by the EACEA and coordinated by our University. This project has approached during its lifetime the LLL perspective to the Mediterranean region, where it was hardly developed beforehand. The consortium has combined the experiences of different local universities, professional associations and the expertise of European universities to introduce a LLL strategy in the region. This book summarizes the main outcomes and results of the project implementation in one of the regions with higher expected development worldwide. The first part is focused on comparative overviews and technical reports, including the analysis of national LLL legislation in the Mediterranean region, existing LLL practices on the participating countries’ HEIs or analysis of good practices models in the curricular LLL context. ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 2. INTRODUCTION Introduction 2.1. Approach to the sociopolitical context of the participating countries When we approach the participating South Mediterranean countries, we may be suddenly stunned by their diversity, the different characteristics of their societies, their political regimes or their public freedoms. The first wide difference we can appreciate is the geographic one: three of the countries are located on the Maghreb 2 , on the North West side of Africa with geographic continuity among them (Morocco, Algeria and Tunisia). On the other hand, it is Lebanon, located more than 2,000 kilometers away from these countries on the Mashriq area 3 , which is situated in the Middle East and even in another continent, Asia. Nonetheless, this social diversity does not imply there are not social and cultural common points among these communities. Most of the population of these countries is Arab and Muslim, sharing 2 2 The Maghreb, from the Arabic al-Maghrib al- ʻ Arabī (المغرب) literally place of the sunset, is the western part of the Arab world, usually defined the western part of North Africa . A wide definition of Maghreb will include Morocco, Algeria, Tunisia, Western Sahara and Mauritania. Politically is frequently referred to Morocco, Algeria and Tunisia. The inclusion or not of Libya is a recurrent debate among specialists. 3 The Mashriq, from the Arabic Al-Mašriq (المشرق) literally place of the sunrise, is the eastern part of the Arab world. Most authors define the Mashriq like the geographic area limited by Jordan River and Sinai Peninsula, including Iraq, Syria, Lebanon, Jordan and Palestine. The permanence of Egypt is somehow controversial and consider by most authors as a transition country between the Maghreb and Mashriq areas. ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) space with other relevant minority communities. They use their different dialects of the Arabic language in their territories. French is used as administrative language in all of them and it is widely spoken by the population, and the University production is frequently developed in this language. Somehow, Lebanon is the country presenting a wider representation of different ethnic and religious communities (with a 40% of Christians) and a higher use English language on the younger communities. In addition, the tertiary sector is quite relevant for the economic development of these countries, being the first economic sector for Morocco, Tunisia and Lebanon, and the second one for Algeria, after the industrial sector in the oil and gas industry. Demographically, Lebanon is rather complex. The country has a rooted multi-confessional character with 18 distinct official religious communities organized along a power-sharing formula of coexistence (Ayyash-Abdo et al., 2009). The population in is estimated in 5,882,562, including 1.1 million Syrian and 450,000 Palestinian refugees (CIA, 2014). In addition, a phenomenon called short-term diaspora is rampant in Lebanon, with youth leaving for career-making opportunities in the Arabian Gulf region and North Africa, and returning to the country for retirement (Abourjeili, 2006); this phenomenon is having a positive effect on Lebanon’s economy. Algeria has an estimated population of 37.9 million inhabitants, the 99% of the population is classified ethnically as Arab-Berber and religiously as Sunni Muslim 96%; the few non-Sunni Muslims are mainly Ibadis, 1.3% from the M'Zab valley. A mostly foreign Roman Catholic community, protestant Christians and a small Jewish one live mainly in Bejaia. At the same time, it also counts with a wide population of refugees between 90,000 and 165,000 Sahrawis and more than 4,000 Palestinians. The population is mainly urban, currently, 24,182,736 Algerians live in the urban area; about 1.5 million nomads live in the Saharan area (CIA, 2014). In Algeria, women enjoy a high level of integration, having access to prominent positions, as an example, women make 70% of the lawyers, being equality dominant in the field of the judiciary or medicine. Socially the female contribution in their households is higher than the case of men, providing as well a higher rate of university enrolment (60%) (Slackman, 2007). ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) space with other relevant minority communities. They use their different dialects of the Arabic language in their territories. French is used as administrative language in all of them and it is widely spoken by the population, and the University production is frequently developed in this language. Somehow, Lebanon is the country presenting a wider representation of different ethnic and religious communities (with a 40% of Christians) and a higher use English language on the younger communities. In addition, the tertiary sector is quite relevant for the economic development of these countries, being the first economic sector for Morocco, Tunisia and Lebanon, and the second one for Algeria, after the industrial sector in the oil and gas industry. Demographically, Lebanon is rather complex. The country has a rooted multi-confessional character with 18 distinct official religious communities organized along a power-sharing formula of coexistence (Ayyash-Abdo et al., 2009). The population in is estimated in 5,882,562, including 1.1 million Syrian and 450,000 Palestinian refugees (CIA, 2014). In addition, a phenomenon called short-term diaspora is rampant in Lebanon, with youth leaving for career-making opportunities in the Arabian Gulf region and North Africa, and returning to the country for retirement (Abourjeili, 2006); this phenomenon is having a positive effect on Lebanon’s economy. Algeria has an estimated population of 37.9 million inhabitants, the 99% of the population is classified ethnically as Arab-Berber and religiously as Sunni Muslim 96%; the few non-Sunni Muslims are mainly Ibadis, 1.3% from the M'Zab valley. A mostly foreign Roman Catholic community, protestant Christians and a small Jewish one live mainly in Bejaia. At the same time, it also counts with a wide population of refugees between 90,000 and 165,000 Sahrawis and more than 4,000 Palestinians. The population is mainly urban, currently, 24,182,736 Algerians live in the urban area; about 1.5 million nomads live in the Saharan area (CIA, 2014). In Algeria, women enjoy a high level of integration, having access to prominent positions, as an example, women make 70% of the lawyers, being equality dominant in the field of the judiciary or medicine. Socially the female contribution in their households is higher than the case of men, providing as well a higher rate of university enrolment (60%) (Slackman, 2007). 2. INTRODUCTION According to the National Statitics Institute of Tunisia (2014), Tunisia has a population of 10.982.754 inhabitants, mostly (98%) Arabic speaking Arabized Berber or Arab-Berber, and they are Tunisian Arabic speakers. However, there are other small relevant communities such as pure Berber or Jewish both of them located in the island of Djerba. The Berber community speaks primarily Berber languages or have shifted to the Tunisian Arabic. According official statistics, Morocco’s population was estimated in 2014 in 33,848,242 inhabitants (Haut Commissariat au plan du Royaume du Maroc, 2015). The majority of them are Arab-Berber descent, whether they speak amazigh language or not. Part of Moroccans identifies themselves as Berbers especially the Berber language communities. Another part of Moroccans identify themselves as Arabs or Arabized Berbers, Moroccan Arabic speaking communities are unable to speak Berber. Religiously, there is an overwhelming majority of Sunni Muslims. The number of the Jewish which used to be particularly relevant has progressively gone down, not reaching 5,000 individuals today. There is a small, but apparently growing minority of Moroccan Christians from local Moroccan convert communities (not Europeans). Most foreigners living in Morocco are French, Spaniards, Algerians and sub-Saharan African students. There is a small community of Shia Muslim converts in northwestern. These countries count with a very socially active society acting on the context of societies with a certain level of limitation in expression and association freedoms. Socially we are talking about young societies, especially if we compare them with European standards (CIA, 2015): Morocco (45.4%), Algeria (48.5%), Tunisia (39%), Lebanon (42.4%), against a 26.6% of average young population in the European Union countries. Politically, Morocco is the only state with a Monarchic head of State besides three republican states. Algeria, Tunisia and Lebanon have experimented political instability during the last decade, but it is not the case of Morocco. Notably, Tunisia was the first country where upheavals against the authoritarian regimes took place on the region in December 2010, starting a wave of demonstrations and protests that is hitting the whole region on the movement known as Arab springs (from the Arabic, عیبرلا يبرعلا ). Tunisian revolution succeeded and its process is considered an example of pacific liberation movement worldwide. ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Contrarily to the case of the other countries, Lebanon is one of the more liberal countries in the world, with one of the lowest level of intervention of the State on the economy worldwide. Economically, all these countries have an average or low level of economic development, varying its GDP from 7,813$ (Morocco) to 18,052 $ (Lebanon), far from the average GDP (PPP) on the EU countries (IMF, 2014). 2.2. Approach to the educational system of the participating countries In some countries, the educational system is affected by a certain level of historical delayed that is expressed notably in the adult illiteracy rate, which is still high in all South Mediterranean countries, affecting particularly the rural areas. In Algeria, education is free and compulsory up to 16 years old, but enrollment drops off profoundly from primary to secondary school. Secondary school, consisting in two three-year cycles beginning at the age of 12 years old, only enrolls about half the eligible population. The primary instruction is mainly delivered in Arabic language, nevertheless, instruction in amazigh language is permitted since 2003, partly due to complaints about Arabization of Berber communities. As a consequence of Algeria's French colonial past, French language is the first foreign language taught in all types of schools (public and private) and it is the language used in post-secondary programs. Most literate Algerians are bilingual in both, Arabic and French languages (US Library of the Congress, 2008). Lebanon has been ranked globally as the fourth best country for maths and science education and the tenth best overall for quality of education worldwide (World Economic Forum, 2009). All Lebanese schools are required to follow a prescribed curriculum designed by the Ministry of Education. Some of the 1,400 private schools offer international programs and also have the possibility of adding more courses to their curriculum with approval of the Ministry of Education. The first ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Contrarily to the case of the other countries, Lebanon is one of the more liberal countries in the world, with one of the lowest level of intervention of the State on the economy worldwide. Economically, all these countries have an average or low level of economic development, varying its GDP from 7,813$ (Morocco) to 18,052 $ (Lebanon), far from the average GDP (PPP) on the EU countries (IMF, 2014). 2.2. Approach to the educational system of the participating countries In some countries, the educational system is affected by a certain level of historical delayed that is expressed notably in the adult illiteracy rate, which is still high in all South Mediterranean countries, affecting particularly the rural areas. In Algeria, education is free and compulsory up to 16 years old, but enrollment drops off profoundly from primary to secondary school. Secondary school, consisting in two three-year cycles beginning at the age of 12 years old, only enrolls about half the eligible population. The primary instruction is mainly delivered in Arabic language, nevertheless, instruction in amazigh language is permitted since 2003, partly due to complaints about Arabization of Berber communities. As a consequence of Algeria's French colonial past, French language is the first foreign language taught in all types of schools (public and private) and it is the language used in post-secondary programs. Most literate Algerians are bilingual in both, Arabic and French languages (US Library of the Congress, 2008). Lebanon has been ranked globally as the fourth best country for maths and science education and the tenth best overall for quality of education worldwide (World Economic Forum, 2009). All Lebanese schools are required to follow a prescribed curriculum designed by the Ministry of Education. Some of the 1,400 private schools offer international programs and also have the possibility of adding more courses to their curriculum with approval of the Ministry of Education. The first 2. INTRODUCTION eight years of education are, by law, compulsory (US Department of State, 2010). Lebanon largely operates, in both public and private sectors, in French or English languages. According to the Global Competitiveness Report 2008-9, Tunisia ranked 17th in the category of "quality of the higher educational system" and 21st in the category of "quality of primary education". Most children acquire Tunisian Arabic at home, learning standard Arabic read and written in school after the age of 6, introducing later the foreign languages in the curriculum, French at 8 and English at the age of 10. The secondary education, spread throughout four years, is open to all holders of the Diplôme de Fin d'Etudes de l'Enseignement de Base, offer two potential itineraries, access to university education and access to the job-market after completion. Regarding the higher education system, it has experienced a rapid expansion in terms of number of students in recent years (World Economic Forum, 2009). Education in Morocco is free and compulsory during primary school. Although the literacy rate is still not enough high, UNESCO awarded Morocco with UNESCO 2006 Literacy Prize for its efforts to tackle the problem. The al-Qarawiyin University, founded as a madrasa in the city of Fez in 859, is considered by some sources, including UNESCO, the oldest university in the world. Although adult illiteracy is a notable problem in all South Meditarranean participating countries, the intensity of the problem varies roughly from one country to another: Over 30% in Morocco, over 20% in the cases of Morocco, Algeria and Tunisia and over 10% in the case of Lebanon (UNDP, 2013). The gender breakdown of literacy is still quite big high in the case of the three Maghrebian countries: in Algeria the literacy rate is 87.2% for males and 73.1% for females (14.1% of gender breakdown rate), in Morocco 82.7% for males and 62.5% for females (20.2% of gender breakdown rate) and Tunisia 89.6% for males and 74.2% for females (15.4% of gender breakdown rate). In the case of Lebanon, the equality is much lower, showing a literacy rate of 96% for males and 91.8% females (4.2% of gender breakdown rate). ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Regarding the years of schooling, the situation does not differ in a relevant way among the partner countries: the average goes from 11.6 years in the case of Morocco to 14.6 years in Tunisia (UNDP, 2013). In relation to the public funding for education, the situation of Lebanon contrasts with the rest of the countries. Lebanon is one of the most liberal countries worldwide and its public funding for educational policies does not even reach 1% or of the GDP (0.76%). The public funding in the case of the other partner countries goes from 4.3% in Algeria to 6.2% in Tunisia, reaching 5.4% of the GDP in Morocco (UNDP, 2013). Vis-à-vis to the enrolment on tertiary education, we can observe several differences among countries (UNDP, 2013). Morocco’s rate is the lowest, only 16% of the schooling-age individuals follow university studies. Algeria and Tunisia have a similar ratio 31% and 35%. Higher than the former cases and close to 50%, Lebanon’s ratio reaches 46%. The data, even in the case of Lebanon, are very far away from EU’s standards and show that university in these countries is still not accessible for people coming from modest backgrounds. Concerning the development of a public university system, the liberal Lebanon is still an exception among the partners. While a public university system is widely spread over the other three countries, Lebanon counts with only one public university with several financing problems. On the other hand, the private universities in Lebanon are widely internationalized with a big presence of American and French universities, as well as private catholic universities, complementing the network in primary and secondary school centers. 2.3. Lifelong Learning on the regional context Within this context of the general evolution of the education system approached in the previous section, it is not difficult to understand the poor development of Lifelong Learning in these countries. The policies are scare and depend mainly on individual initiatives. Furthermore, the information on LLL policies and progresses within the Maghreb and Middle East regions are still very limited. Even on UNESCO’s Lifelong Learning Policies and Strategies report, probably the most comprehensive report worldwide on LLL, there is not a single data about any Maghreb or Middle Eastern country ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Regarding the years of schooling, the situation does not differ in a relevant way among the partner countries: the average goes from 11.6 years in the case of Morocco to 14.6 years in Tunisia (UNDP, 2013). In relation to the public funding for education, the situation of Lebanon contrasts with the rest of the countries. Lebanon is one of the most liberal countries worldwide and its public funding for educational policies does not even reach 1% or of the GDP (0.76%). The public funding in the case of the other partner countries goes from 4.3% in Algeria to 6.2% in Tunisia, reaching 5.4% of the GDP in Morocco (UNDP, 2013). Vis-à-vis to the enrolment on tertiary education, we can observe several differences among countries (UNDP, 2013). Morocco’s rate is the lowest, only 16% of the schooling-age individuals follow university studies. Algeria and Tunisia have a similar ratio 31% and 35%. Higher than the former cases and close to 50%, Lebanon’s ratio reaches 46%. The data, even in the case of Lebanon, are very far away from EU’s standards and show that university in these countries is still not accessible for people coming from modest backgrounds. Concerning the development of a public university system, the liberal Lebanon is still an exception among the partners. While a public university system is widely spread over the other three countries, Lebanon counts with only one public university with several financing problems. On the other hand, the private universities in Lebanon are widely internationalized with a big presence of American and French universities, as well as private catholic universities, complementing the network in primary and secondary school centers. 2.3. Lifelong Learning on the regional context Within this context of the general evolution of the education system approached in the previous section, it is not difficult to understand the poor development of Lifelong Learning in these countries. The policies are scare and depend mainly on individual initiatives. Furthermore, the information on LLL policies and progresses within the Maghreb and Middle East regions are still very limited. Even on UNESCO’s Lifelong Learning Policies and Strategies report, probably the most comprehensive report worldwide on LLL, there is not a single data about any Maghreb or Middle Eastern country 2. INTRODUCTION which may help us to insert the case of EU-MILL partner countries and partner universities properly within their regional context. In the framework of Work Package 1 (WP1), Diagnosis of LLL, it has been performed an extensive analysis concerning the legislation and the existing practices of LLL in the partner countries, bringing over some reliable information about the current situation. Morocco With the approval of the National Charter for education and training in 1999, Morocco rooted profoundly LLL and continuing education within its education system. The charter dedicates several articles to this type of offer, such as articles 51 (roles and missions of the LLL), 53 (target audience of the LLL) or 59 (establishing that a minimum of 20% of workers, employees and officials must receive continuing training). In 2000, the Law 01-00 regulated precisely the implementation of LLL learning in articles 3, 8, 12 and 18. In the Moroccan case, the level of awareness regarding the necessity of involving private sector actors in the design of LLL university programmes is very high. In fact, direct links between universities and enterprises have been fostered, orienting research activities towards the specific needs of business world and society. The current innovation policy is based on the creation of technological networks built around enterprises and universities. Within this context, two initiatives have been launched by the Ministry of Education, the establishment of centres of excellence and the creation of interface and technologytransfer structures. 18 centres of excellence have been created, which cover various fieldsarts, biology, environment and quality – and bring together a wide number of partners – (EACEA, Tempus Country Fiches Morocco). The public instrument that was established to promote innovation, business start-ups and technological cooperation includes university-enterprise interface structures, the Moroccan Incubation and Spin-off Network (Réseau Maroc Incubation et Essaimage), the Technology Dissemination Network (Réseau de Diffusion Technologique), the Industrial Engineering Network (Réseau de Genie Industriel) and the Moroccan Institute of Scientific and Technical Information (Institut Marocain D’Information Scientifique et Technique). ÍNDICE Concerning the legal framework in Morocco, the State upholds the responsibility of the planning, organization, development, regulation and guidance of the Higher Education system, as it is established in Law No 01-00 of May 2000. Law No 01-00 reinforces the autonomy of the universities at the educational, administrative and financial levels. In order to implement these provisions, universities should broad in the framework of a reorganized educational structure. There is also a consideration for vocational courses, establishing an evaluation and an accreditation system for these courses, as well as a system for auditing institutions. Law No 01-00 foresees the creation of a National Coordination Committee for Higher Education and a National Evaluation Authority, so as to accelerate the rhythm of the implementation of the reforms. Within this framework, an emergency plan for 2009-2012 was adopted in June 2008. The legal framework is completed with The National Education and Training Charter of 1999 which was settled on the principles and guidelines for the reform of the education system of Morocco (EACEA, Tempus country fiches: Morocco). Lifelong Learning is considered in several articles of the main legal reference documents: nNational Charter for education and training: article 51 on roles and missions of the LLL, article 53 on target audience of the LLL, article 59 establishing that 20% of workers, employees and officials must receive continuing training. nThe letter of Minister of Finances No. 8784/E of 10/02/2003 to the Minister of Education on the development of scientific and technical research in the universities. nLaw No 01-00: article 3 where the initial training and continuing training is specified among the main missions of the University; article 8, establishing University graduates in the field of initial training and continuing education; article 12 where the supervision of University continuing education or art is established among the responsabilities of the Board of the University, and article 18 establishing that the budget of the University includes State grants and fees in respect of continuing education. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE Concerning the legal framework in Morocco, the State upholds the responsibility of the planning, organization, development, regulation and guidance of the Higher Education system, as it is established in Law No 01-00 of May 2000. Law No 01-00 reinforces the autonomy of the universities at the educational, administrative and financial levels. In order to implement these provisions, universities should broad in the framework of a reorganized educational structure. There is also a consideration for vocational courses, establishing an evaluation and an accreditation system for these courses, as well as a system for auditing institutions. Law No 01-00 foresees the creation of a National Coordination Committee for Higher Education and a National Evaluation Authority, so as to accelerate the rhythm of the implementation of the reforms. Within this framework, an emergency plan for 2009-2012 was adopted in June 2008. The legal framework is completed with The National Education and Training Charter of 1999 which was settled on the principles and guidelines for the reform of the education system of Morocco (EACEA, Tempus country fiches: Morocco). Lifelong Learning is considered in several articles of the main legal reference documents: nNational Charter for education and training: article 51 on roles and missions of the LLL, article 53 on target audience of the LLL, article 59 establishing that 20% of workers, employees and officials must receive continuing training. nThe letter of Minister of Finances No. 8784/E of 10/02/2003 to the Minister of Education on the development of scientific and technical research in the universities. nLaw No 01-00: article 3 where the initial training and continuing training is specified among the main missions of the University; article 8, establishing University graduates in the field of initial training and continuing education; article 12 where the supervision of University continuing education or art is established among the responsabilities of the Board of the University, and article 18 establishing that the budget of the University includes State grants and fees in respect of continuing education. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) The Ministry of Education defines and implements the government policy on Higher education and scientific research in keeping with other related ministries; it is also responsible for the planification, coordination and evaluation of HEI activities related with the training of future executives. A recently created National Coordination Committee for Higher Education is empowered to accredit Master degrees, courses and centres for doctoral studies of these institutions. The Conference of University Presidents is a national body comprising all the heads of universities. It serves as their mouthpiece and represents their interests. Created and working informally since 1989, its tasks and structures have been clearly defined in 2002 under Law No 01-00 (EACEA, Tempus country fiches: Morocco). Lifelong Learning at Abdelmalek Essaâdi University (UAE) exists since 2003-2004. Statistics show optimism in the area of LLL, as 182 national courses were planned in 2012-2013 and 13 new courses were submitted for accreditation in 2012-2013. This university offers two different types of LLL certificates: Diplôme du cycle d’approfondissement (DCA) and Diplôme du Cycle des Etudes Supérieures Spécialisées (DCESS) not accredited at a national level, but at an institutional level. Lebanon Lebanon is a particular case; there is no formal system for Lifelong Learning in the country and no formal legal framework for LLL despite the fact that the first vocational school in Lebanon was founded in the 1860s by western religious missionaries (Ramadan, 2002). Concerning the legal framework for the development of Lifelong Learning, LLL as well as all Higher Education related issues is under the responsibility of the Ministry of Education and Higher Education (MEHE). Nevertheless the Lebanese universities have an autonomous structure and a high level of independence. The Council for Higher Education, created in 1961, has the means for licensing new private Higher Education Institutions. 2. INTRODUCTION ÍNDICE In recent years, many regulations have updated the 1961 decree, aiming to modernize the university institutions. The most important decrees were approved in 1996 setting out clear criteria for the new institutions to be created, regulating special technical auditing committees to control these criteria are properly met. One of these decrees set out the conditions for establishing a sort of “University Institute of Technology”(EACEA, 2012a). A Directorate-General for Higher Education (DGHE) was established in 2002 to regulate the huge private higher education sector (currently 41 private higher education institutions), supervising and coordinating all actions related to it. The only public university, Lebanese University (LU) has as well a great level of autonomy and self-government. The student population in higher education is around 195,000 according to figures for the academic year 2010-2011. 39% of the students are enrolled in the Lebanese University and 61% in private centers. Regarding the gender perspective, up to 53% of the student university population is female. A recently drafted law, submitted to the government for approval, calls for the implementation of quality assurance procedures in the institutions, leading to a sort of accreditation. Another law for the creation of a Quality Assurance Agency has recently been drafted and submitted to the government (EACEA, 2012a). The reform plans to modernize the public school were essentially based on training the administrative staff, and preparing frames to develop the public school on bases of planning and development, emanating from leadership skills acquired through training. Non-formal education has surfaced as an option to train schoolteachers in the private sector to adapt to the changes in content and styles of pedagogy requirement of the new national curriculum. Training took the form of sporadic piecemeal initiatives that lacked sustainability and continuity and thereby, lacked Lifelong Learning opportunities and frameworks. Training sessions were held only once and were specifically conducted for the purpose of familiarizing teachers with the new curricula. The scope of training expanded at times to address emerging educational needs such as upgrading schoolteachers’ teaching competencies and skills in subjects that students failed in the national examinations. These non-formal training sessions intended to enhance the performance schoolteachers in their teaching and were not set as perquisites for staff related decisions such as hiring or renewing the contracts of the teachers. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE h. Export CEP programs to the region with program design, instruction and assessment exclusively controlled by LAU. According to the Notre Dame University—Louaize’s mission statement, the University seeks to provide a quality education that promotes scholarship, humanism and “Lifelong Learning”. As such, NDU furnishes Lifelong Learning opportunities formally through its Division of Continuing Education (DCE), administered by a director and three support staff members in addition to faculty members drawn from the University and the community. The main authority tasked with assessing the quality of continuing education at NDU is the Director of the Division of Continuing Education (DCE) who is in charge of managing all staff and administrative issues at the division, undertaking regular analysis of market needs in the immediate environs of the DCE and accordingly suggesting programs of study in collaboration with concerned university constituents and offices. No data is available on the quality of learning outcomes of DCE’s curricula against national and international standards due to lack of criteria to assess, internally or externally, the quality of the programs offered. In addition, there is a distinct scantiness of follow-up studies that collect and analyze data to improve the educational process and outcome of the DCE programs. However, existing mechanisms for evaluation are in place. These mechanisms focus on teacher performance in class, his/her skills and competencies in the subject matter as well as the views of students and feedback on teaching. The main person in charge of the evaluation is the Director assisted by staff members in the DCE. The evaluation is conducted at the end of each course. In addition, NDU through its Division of Continuing Education (DCE) offers external programs in English Language, Computer Science and Business Administration, among others. The University has six research centers that perform specialized research, hold workshops, and organize scientific conferences. In addition, NDU has a Division of Audiovisual Services, specializing in the production of documentaries and short movies. The roster of programs at NDU-DCE shows a clear bias in favor of professional training or “skills update” to help trainees succeed in a tight labor market. To the degree that the philosophy behind Lifelong Learning emphasizes continuous professional development, NDU-DCE fulfills a key aspect of its mission. However, internal analysis also shows a relative weakness in terms of socially tailored programs of LLL, especially in the liberal arts, public service programs such as teacher training and EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) citizenship and areas of dire need in Lebanon. In this sense, NDU-DCE mirrors the larger, albeit limited, LLL program offering in NDU’s immediate context and Lebanon generally. The DCE offers a variety of programs during five annual sessions covering a range of professional areas that result in certificates issued by NDU-DCE. The following is a list of the certificate-granting programs available to adult learners: nEnglish Certificate Program nBusiness Certificate Program nComputer Certificate Program nPractitioner in Insurance Certificate nProfessional Information Technology Diploma nProgram in Sport Management Tunisia Lifelong Learning is still seen as a marginal activity in many universities in Tunisia, but there is a certain level of awareness for the need of its development among academic staff and there are embryonic or developed structures for its provision. The number of recipients is still very low compared to the number of students enrolled in initial learning system. Concerning the legal framework, LLL in Tunisia encloses three main dimensions: the field and the concepts of continuing education, the management of the tax of the vocational training (TFP) and the approval of certificates and diplomas of continuing education. The main legal texts are: nLaw No. 93-10 of February 17th 2001, bearing guidance law of the vocational training, particularly the chapter V emphasizes in continuing education and professional adaptation. nDecree No. 9-1397 of 20th June 1994, setting up the national classification of jobs as well as the conditions of ratification of certificates and diplomas of initial and continuous vocational training. nDecree No. 2372 of 21th November 1994, fixing the schedule of granting of discounts on the tax of professional training. 2. INTRODUCTION ÍNDICE nDecree No. 93-696 of 5th April 1993, fixing the criteria and the modalities of granting of discounts related to the tax of the vocational training. The Legal framework of continuing education suggests a set of concepts and definitions and clearly distinguishes between several forms of training. The orientation law provides the following declared objectives: nContinuing training aims to consolidate general knowledge and professional skills and adapt them to the technological evolution. It is also intended to provide other skills and qualifications in order to prepare workers to practice new tasks in order to ensure social and professional promotion of workers. nVocational training is intended to facilitate the integration of young seeking a first job. nCareer development aims to assist workers in acceding to educational levels, which may allow an improvement of their professional situation. nVocational retraining aims to allow workers whom, for economic, technological or health reasons, have lost their jobs or are threatened to lose it or for the ones who need to gain other qualifications to accomplish new professional taks. Vocational training was regulated in the law 2008-10, with the aim of assuring integration of all categories of professionals in active life, with a special emphasis on youth risking social exclusion. Some of the measures implemented to reduce failure and dropout rates are the establishment of training sessions leading to a certificate of competence for young people as well as a validation system for previous experience in order to open tracks on the qualification scale, with flexibility to adapt to anyone wanted to improve his/her career (UNESCO, IBE). The Ministry of Education and Training in keeping with all related ministries is leading a new quality approach also applicable to Lifelong Learning. They are currently working on the implementation of National Qualification Scale, which is a framework that defines the qualification levels required on the labor market through learning outcomes, linking these levels with the certificates provided by the human resources department. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE nDecree No. 93-696 of 5th April 1993, fixing the criteria and the modalities of granting of discounts related to the tax of the vocational training. The Legal framework of continuing education suggests a set of concepts and definitions and clearly distinguishes between several forms of training. The orientation law provides the following declared objectives: nContinuing training aims to consolidate general knowledge and professional skills and adapt them to the technological evolution. It is also intended to provide other skills and qualifications in order to prepare workers to practice new tasks in order to ensure social and professional promotion of workers. nVocational training is intended to facilitate the integration of young seeking a first job. nCareer development aims to assist workers in acceding to educational levels, which may allow an improvement of their professional situation. nVocational retraining aims to allow workers whom, for economic, technological or health reasons, have lost their jobs or are threatened to lose it or for the ones who need to gain other qualifications to accomplish new professional taks. Vocational training was regulated in the law 2008-10, with the aim of assuring integration of all categories of professionals in active life, with a special emphasis on youth risking social exclusion. Some of the measures implemented to reduce failure and dropout rates are the establishment of training sessions leading to a certificate of competence for young people as well as a validation system for previous experience in order to open tracks on the qualification scale, with flexibility to adapt to anyone wanted to improve his/her career (UNESCO, IBE). The Ministry of Education and Training in keeping with all related ministries is leading a new quality approach also applicable to Lifelong Learning. They are currently working on the implementation of National Qualification Scale, which is a framework that defines the qualification levels required on the labor market through learning outcomes, linking these levels with the certificates provided by the human resources department. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Regarding adult Lifelong Learning, it exists an extensive training offer moving from the most traditional formats to the totally informal formats, arranged by training centers as well as by universities. This offer is mainly available in urban areas and is mostly focused to a population that has already achieved a certain level of education. In most cases, the individuals pay for themselves, but it is also frequent that employers play the training of their employees. In Tunisia training is available to individuals wishing to improve their competences and looking for recognition on their qualifications. The Ministry of Employment and Labour Market Integration is responsible for all continuing education and training programmes in Tunisia (Gordon, 2009) implemented through the Centre National de la Formation Continue et de la Promotion Professionelle (CNFCPP) for industrial and services sectors. Therefore, CNFCPP is focused on the implementation of training programmes to support professional development, in order to allow people to progress into a higher level of training, to help reconversion of employees who have lost their jobs or are likely to do so and to support enterprises through programmes to enhance training and quality. This body works with both, the public and private sectors, making available a number of funding instruments coordinated through the central services and regional offices, through the IPST and through partnerships with other organizations. Other government departaments presented below, are also responsible for training in their different domains: nThe Centre National de la Formation Continue et de la Promotion Professionnelle (CNFCPP) nAgence de la Vulgarisation et de la Formation agricole nThe National Tunisian Tourism Office Besides, a big priority for the adult education and training program is the unemployed people, especially, young people who have completed higher education but still has problems to access the job-market. The training offer for first job seekers and long-term unemployed is provided by public and private organizations. This offer is coordinated by the Ministry of Education and Training and count with the participation of several ministries also organizing the specific training offer for job seekers in their sectors. The main public provider is the Agence Tunisienne de Formation Professionelle (ATFP) in particular for the industrial sector. Additionaly, other bodies, sush as the Agence Tunisienne de l’Emploi et du Travail Indépendant, also organize training sessions for job seekers (Gordon, 2009). 2. INTRODUCTION ÍNDICE Four main types of programmes are organized to address the issue of youth unemployment: 1. Training for university graduates to improve their chances of labor market integration (CIES). 2. Labor market integration contracts for university graduates and long term unemployed that give them the possibility of retraining. 3. Qualification contracts that enable job seekers to train in the field in which skilled employees are needed (CIAP). 4. Training for enterprise creation and other technical training needed for setting up an enterprise. Regardless all of the above centers are predominantly focused on initial training, they also provide adult-oriented training. The number of trainees in training centers (all types) is growing regularly and has increased from 61,377 in 2006 to 76,223 in 2008. For public sector training, the trainees only have to pay a registration fee to be able to access to diferent programmes. Private providers charge fees but they can be covered by the “training cheque” system which was introduced in 2007 and allows some of the costs to be covered for the sectors. In some cases, if the trainees do not have the required level to follow a cycle to a Diploma level, a certificate of competence can be delivered. All adult training certificates and Diplomas are part of the national qualification classification and therefore the assessment of the trainees is part of the regular procedure and the qualifications are fully recognized and progression is within the classification system, following a competence-based approach (Gordon, 2009). The number of enterprises having adhered to continuous training programmes for their staff and the number of participations of individual learners has increased between 2003 and 2008. However, the mean participation number of individuals per enterprise has sharply declined during the same period. The University of Sousse develops several training areas of study, which are computing, electrical engineering, information system development and management. The High Institute of Technological Studies (ISET) organizes the programmes and all the courses are attended in the evening. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE Four main types of programmes are organized to address the issue of youth unemployment: 1. Training for university graduates to improve their chances of labor market integration (CIES). 2. Labor market integration contracts for university graduates and long term unemployed that give them the possibility of retraining. 3. Qualification contracts that enable job seekers to train in the field in which skilled employees are needed (CIAP). 4. Training for enterprise creation and other technical training needed for setting up an enterprise. Regardless all of the above centers are predominantly focused on initial training, they also provide adult-oriented training. The number of trainees in training centers (all types) is growing regularly and has increased from 61,377 in 2006 to 76,223 in 2008. For public sector training, the trainees only have to pay a registration fee to be able to access to diferent programmes. Private providers charge fees but they can be covered by the “training cheque” system which was introduced in 2007 and allows some of the costs to be covered for the sectors. In some cases, if the trainees do not have the required level to follow a cycle to a Diploma level, a certificate of competence can be delivered. All adult training certificates and Diplomas are part of the national qualification classification and therefore the assessment of the trainees is part of the regular procedure and the qualifications are fully recognized and progression is within the classification system, following a competence-based approach (Gordon, 2009). The number of enterprises having adhered to continuous training programmes for their staff and the number of participations of individual learners has increased between 2003 and 2008. However, the mean participation number of individuals per enterprise has sharply declined during the same period. The University of Sousse develops several training areas of study, which are computing, electrical engineering, information system development and management. The High Institute of Technological Studies (ISET) organizes the programmes and all the courses are attended in the evening. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) The programmes are initiated by both the ISET and the Institute de Promotion Supérieure du Travail (IPST) attached to the CNFCPP. The IPST supports the training expenses. The activation of these programmes is subject to the formal approval of the Ministry of Higher Education. The recipients follow the same education programmes and study components of the initial education programmes and are subject to the same rules and regulations. The recipients of these programmes may be categorized into two groups: applicants with a baccalaureate diploma who follow a three year training schedule and applicants having a bachelor degree for which the training period is one year. Applicants in the two groups have to prove that they have job and a certificate of employment is required for the admission. This training offer, except the management programme, use face-to-face teaching. This model enables students not only to meet and interact with university teachers but also with fellow students. Applicants are evaluated through theoretical and practical exams during the period of training. A final evaluation is based on a compulsory six months internship in an enterprise. The main purpose of LLL at the University of Gabes, is to upgrade staff (administrators, managers, etc.) in specified disciplines. A Diploma, supervise this training or certificate (recognized by the State) is delivered to the learner who has passed the examination sessions or certification. Training at the University of Gabes, is basically done through agreements between academic and socioeconomic and cultural organizations: A - Higher Institute of Management: Training in "computer science applied to management" B - Higher Institute of Languages: Training in "Business English" C - National Center for Continuing Education and Professional advancement LLL offer is also available to individuals who wish to improve competences and have recognized qualifications especially through specific institutions such as: 2. INTRODUCTION ÍNDICE nVirtual University of Tunis, a public institution created in January 2002, has as principal mission the development of courses and programmes of university education online for Tunisian universities. nThe Institut Bourguiba des Langues Vivantes is attached to the University of Tunis and proposes language courses in a number of different languages for adults in 15 regional centers. Algeria Algeria's educational system has grown rapidly since the country's independence in1962, doubling the number of students in the last 12 years, reaching currently more than 5 million students. Despite the allocation of substantial educational resources, the government has been overflown by the demand not being able to compensate the serious shortage of teachers as well as dealing with terrorist attacks against the educational infrastructure during the 1990s. In 2000, the government launched a major review of the country's educational system to improve these shortages. Higher Education in Algeria is regulated by the Act of 25 February 2008, which enshrined the reforms that had recently been implemented in the sector, such as the establishment of the three cycle-degree system of the Bachelor degree (al-Ijaza), the Master degree (al-Magistir) and the Doctorate (al-Dukturah), or the reform of university governance or the establishment of quality assurance systems. Algerian Higher Education has launched a profound renovation system connected with the reforms of the degree structure. The reform introducing the Bachelor degree has now been completed, following a three-phase process (Ministère de l'enseignement superieur Algeria, 2009; EACEA, 2012b). Most of the regulations are primarily by executive decrees. The main legislation related to continuing education in Algeria is the following: nExecutive Decree No. 91-141 of 11 May 1991, laying down the conditions for the creation and control institutions accredited training. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE nVirtual University of Tunis, a public institution created in January 2002, has as principal mission the development of courses and programmes of university education online for Tunisian universities. nThe Institut Bourguiba des Langues Vivantes is attached to the University of Tunis and proposes language courses in a number of different languages for adults in 15 regional centers. Algeria Algeria's educational system has grown rapidly since the country's independence in1962, doubling the number of students in the last 12 years, reaching currently more than 5 million students. Despite the allocation of substantial educational resources, the government has been overflown by the demand not being able to compensate the serious shortage of teachers as well as dealing with terrorist attacks against the educational infrastructure during the 1990s. In 2000, the government launched a major review of the country's educational system to improve these shortages. Higher Education in Algeria is regulated by the Act of 25 February 2008, which enshrined the reforms that had recently been implemented in the sector, such as the establishment of the three cycle-degree system of the Bachelor degree (al-Ijaza), the Master degree (al-Magistir) and the Doctorate (al-Dukturah), or the reform of university governance or the establishment of quality assurance systems. Algerian Higher Education has launched a profound renovation system connected with the reforms of the degree structure. The reform introducing the Bachelor degree has now been completed, following a three-phase process (Ministère de l'enseignement superieur Algeria, 2009; EACEA, 2012b). Most of the regulations are primarily by executive decrees. The main legislation related to continuing education in Algeria is the following: nExecutive Decree No. 91-141 of 11 May 1991, laying down the conditions for the creation and control institutions accredited training. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) nExecutive Decree No. 99-77 of 25 Dhul Hijjah 1419, corresponding to 11 April 1999, on the organization and sanction training and examinations professionals. nExecutive Decree No. 01-419 of 20 December 2001, laying down the conditions for the creation, opening and inspection of private schools for vocational training. nOrder of 25 Jumada Al Awwal 1423, corresponding to 4 August 2002, fixing the specifications related to the creation, openness and control private training establishments. nOrder No. 015 of 30 January 2003, concerning the technical and pedagogical inspection private institutions of vocational training. nOrder No. 068 of 15 April 2003, laying down the terms and conditions of participation, trainees private institutions of vocational training, State graduation exams organized by the Ministry of Training and Vocational Education. nExecutive Decree No. 07-140 of 2 Jumada I 1428, corresponding to 19 May 2007 establishing the organization and functioning of institutions public hospitals and public health facilities nearby. nExecutive Decree No. 09-316 of 17 Shawwal 1430 ,corresponding to 6 October 2009 establishing the status of National Institute of Training and Education professionals (INFEP). nExecutive Decree No. 12-108 of 12 Rabie Ethani, corresponding to 5 March 2012 approving the blueprint for training and vocational education. There is no text giving equivalence to distance training as well as no specific text on copyright and neighboring rights for courses deposited on distance learning platforms. Public Higher Education in Algeria is delivered by institutions that are directly and exclusively dependent on the state within a framework of autonomy (administrative, academic and financial) and participation (direct implication on the countries life and its socio-economic field). The training or LLL in Algeria is mainly developed under the Ministry of Vocational Training as private training. The development of LLL entails five different types depending on the level of the candidates: 1 - National Educational Centre (NEC) or distance education r (DENC): settled in the 48 provinces (departments) of the country, under the supervision of the Ministry of Education (primary and secondary). It is oriented to people excluded from the formal education system (for various reasons) to help them continuing their education. 2. INTRODUCTION ÍNDICE 2 - Public vocational training Centers, under the Ministry of Vocational Training, these centers are oriented for young people and they allow them to acquire professional qualifications to access to the job-market. These centers are characterized by a strong demand. 3 - Private training centers (or "schools"), under the Ministry of Vocational Training, they offer two categories of training programmes with no age limitation: Qualifying training period of 3, 6 or 12 months, to gain a professional qualification and Diploma courses of 18, 24 or 30 months. In the latter case, there is an additional professional course (6- months) and defense. 4 - The College of Continuing Education (CE) is independent and active in supervision of the Ministry of Higher Education and Scientific Research. Located across the country, they are especially designed for active people. The Training takes place mainly: meetings in the evening from 5:30 pm to 8:30 pm and Saturday from 8:30 am to 1 pm. Thus, it is also referred as evening university (in contrast to the university during day time) because lessons use to take place in the evening and because it uses the same premises (classrooms and Tutorial) as traditional university and wherever there is a college or a university, there is a center of the College of Continuing Education. Universities have a centralized architecture. Therefore, in addition to its own continuing education program (by its own or in partnership with the socio-economic sector that has a legal obligation to ensure regular training for its staff ) it is required that each university or university center of the country to host a College of Continuing Education. The University Constantine 1 (ex University Mentouri Constantine), through the College of Continuing Education distinguishes two main pillars of training: nClassical and general training: which prepare a license during the evening, in various fields, and which contents are set at national level by the authority. It is currently experiencing 100% training on site and distance and hybrid formations. They are all leading to an on-site exam at the end of each semester. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE 2 - Public vocational training Centers, under the Ministry of Vocational Training, these centers are oriented for young people and they allow them to acquire professional qualifications to access to the job-market. These centers are characterized by a strong demand. 3 - Private training centers (or "schools"), under the Ministry of Vocational Training, they offer two categories of training programmes with no age limitation: Qualifying training period of 3, 6 or 12 months, to gain a professional qualification and Diploma courses of 18, 24 or 30 months. In the latter case, there is an additional professional course (6- months) and defense. 4 - The College of Continuing Education (CE) is independent and active in supervision of the Ministry of Higher Education and Scientific Research. Located across the country, they are especially designed for active people. The Training takes place mainly: meetings in the evening from 5:30 pm to 8:30 pm and Saturday from 8:30 am to 1 pm. Thus, it is also referred as evening university (in contrast to the university during day time) because lessons use to take place in the evening and because it uses the same premises (classrooms and Tutorial) as traditional university and wherever there is a college or a university, there is a center of the College of Continuing Education. Universities have a centralized architecture. Therefore, in addition to its own continuing education program (by its own or in partnership with the socio-economic sector that has a legal obligation to ensure regular training for its staff ) it is required that each university or university center of the country to host a College of Continuing Education. The University Constantine 1 (ex University Mentouri Constantine), through the College of Continuing Education distinguishes two main pillars of training: nClassical and general training: which prepare a license during the evening, in various fields, and which contents are set at national level by the authority. It is currently experiencing 100% training on site and distance and hybrid formations. They are all leading to an on-site exam at the end of each semester. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) nTraining on demand: the content is agreed in partnership with the applicant organization training. The duration varies from three months to one year. This typology allows several training models: on-site, extended on-site and blended learning. Specific training provided at the UMC: nTraining at the evening college: On site Learning: nGeneral computing nEnglish, French nPsychology: Educational and Vocational Guidance nInternational Trade nTechnical & bank money, accounting and financial audit nPublic Management nReal Estate Law, notaries, business law, law of economic relations international Distance Learning: nThe courses are the same as those of classroom training nNo use of platform nStudents receive the DVD content of the 3 years, organized per semesters nThe grouping is done one time per week Open distance learning: nUse of the Moodle platform "ead.ufc.dz" nBeginning: 2012-2013 academic year nBusiness Law and International Relations Law Training on demand: nTeachers training: 7 specialties: Technology (physics and chemistry), Mathematics, English, French, Arabic literature, Social Sciences (History and Geography), Natural Sciences. nTraining of staff at universities nTraining for permanent staff for promotion. 2. INTRODUCTION ÍNDICE nBlended learning - group every 15 days nTraining of administrative "new" staff nTeacher Training in French Language The University AbouBekrBelkaid de Tlemcen (UABT) does not offer a very extensive catalogue of LLL training. At the request of the socio-professional sector, it organizes a post graduate specialized training called PGS, issuing a National Diploma DGPS. It also includes the Intensive Language Teaching Centre with a transversal structure within the common services of the University. Specialties offered under the PGS cover the following topics: nEngineering Management nManagement nOccupational This type of training is not very developed; in fact, over the past ten years, the number of staff trained does not exceeds 200 participants belonging to local and regional businesses. Currently at the UABT, continuing education is most developed at the "Intensive Language Teaching Centre”. Two sessions are open to applicant students each year. Each session is evaluated by a placement test and a certificate is issued to students who passed the examination. In addition to the main task assigned to it, the ILTC provides training in French and Arabic to African students. The training should have been implemented at Algerian universities, not in direct competition with those training provided by other institutions, but rather as a parallel offer. Also, data collection for this type of training is difficult to find, as sources of information and dissemination are rare or incomplete. Only field investigations extending over a long period would raise more data and awareness of this type of training. Given the number of graduate trained each year by this university, it is quite clear there is a real potentiality for the development of Lifelong Learning studies. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE nSupport the creation of appropriate guidance for the student. nRecognition of prior learning. nRemoving legal obstacles that prevent the return or the access of potential students to higher education. nEnsuring autonomy and develop incentives for Lifelong Learning in universities. nStrengthen regional partnerships at local authorities, employers and agencies. nInform and encourage citizens to take advantage of the benefits of Lifelong Learning, which is offered by the universities. 3.1.2. Methodological approach to LLL situation in the SM partner countries In order to get to know the current situation of LLL in the partner countries, a SWOT Analysis was implemented as a methodological strategy. SWOT is used as a planning tool to understand the Strengths, Weaknesses, Opportunities and Threats involved in the EU-MILL project partners. During the Kick-off meeting of the project in Rabat (Morocco), a discussion took place in order to make a comparison and analysis of the current situation of development and implementation of national Lifelong Learning strategies in the partner countries, clarifying and defining the detailed tasks of this WP. These discussions were the basis for the following step, the implementation of a SWOT analysis of the national LLL Strategies and about the status of the implementation accomplished in every partner country. The SWOT analysis for each partner country was executed at the national level (self-assessment). The SWOT analysis is taken as a basis for the preparation of study visits of a cross boarder peer learning team, directly involved in the development of the national LLL strategy. During the study visits, the process of the development of the national LLL strategy and the status of implementation was discussed. Study visit reports summarized the key findings for all partner countries and are the basis not only for the development of recommendations to improve the national LLL strategies in the partner countries, but also to progress on the cross-border strategy and at the EU level. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE nSupport the creation of appropriate guidance for the student. nRecognition of prior learning. nRemoving legal obstacles that prevent the return or the access of potential students to higher education. nEnsuring autonomy and develop incentives for Lifelong Learning in universities. nStrengthen regional partnerships at local authorities, employers and agencies. nInform and encourage citizens to take advantage of the benefits of Lifelong Learning, which is offered by the universities. 3.1.2. Methodological approach to LLL situation in the SM partner countries In order to get to know the current situation of LLL in the partner countries, a SWOT Analysis was implemented as a methodological strategy. SWOT is used as a planning tool to understand the Strengths, Weaknesses, Opportunities and Threats involved in the EU-MILL project partners. During the Kick-off meeting of the project in Rabat (Morocco), a discussion took place in order to make a comparison and analysis of the current situation of development and implementation of national Lifelong Learning strategies in the partner countries, clarifying and defining the detailed tasks of this WP. These discussions were the basis for the following step, the implementation of a SWOT analysis of the national LLL Strategies and about the status of the implementation accomplished in every partner country. The SWOT analysis for each partner country was executed at the national level (self-assessment). The SWOT analysis is taken as a basis for the preparation of study visits of a cross boarder peer learning team, directly involved in the development of the national LLL strategy. During the study visits, the process of the development of the national LLL strategy and the status of implementation was discussed. Study visit reports summarized the key findings for all partner countries and are the basis not only for the development of recommendations to improve the national LLL strategies in the partner countries, but also to progress on the cross-border strategy and at the EU level. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Table 1. The SWOT Matrix Model 3. GENERAL METHODOLOGY Source: Authors elaboration from Humphrey (2005) The model of SWOT analysis was used to reflect the national situation and to make use of the results for further development. The following pages will summarize the main findings of the SWOT analysis partner per partner. Positive Internal External Strengths Weaknesses Negative or Potential to be Negative Opportunities Threats Table 2. SWOT Analysis on the National Strategy in LLL in Algeria Strengths - Open to anyone who would want to enhance their skills and professional experience either at school or university levels: employees, job seekers and professionals can enroll at the university - At the request of socio-professional sector - National accreditation - Abundant human resources - Relatively advanced technology - Popularity of university - Extremely strong technical expertise on staff in key areas - Desire of experts on staff to make quantum improvements (and the skills needed to do so) Weaknesses - LLL is not developed. In fact, over the past ten years, the number of staff trained did not exceed 200 belonging to local and regional businesses - Lack of global advanced technology - Relatively less developed IT infrastructure - Lack of a coordinated, articulated and documented long term strategy - Poor capacity in relation to data collection, analysis, dissemination, maintenance and updating has resulted in lack of data or out-of- date data. ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) - Given the number of graduate trained each year it is quite clear that there is a real potential candidate for the development of LLL - Management and centralized decision–making - Operation and national programs (determined by the Rector) This weakens the capacity for an accurate monitoring activity, evaluation and research - High cost considering the infrastructure Opportunities - LLL is provided by several public and private institutions - Vast domestic market - Reforming education - There is no text giving equivalence for training completely remote - There is a text (ministerial order) linking incentive pay for teachers to use IT in teaching Threats - Accelerated expectations vs. capacity - Inconsistencies in keeping up - Direct competition with LLL provided by other institutions as a parallel offer - There is currently no specific legislation on copyright and related rights for courses deposited on distance learning platform. Source: EU-MILL Consortium (2016) ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) - Given the number of graduate trained each year it is quite clear that there is a real potential candidate for the development of LLL - Management and centralized decision–making - Operation and national programs (determined by the Rector) This weakens the capacity for an accurate monitoring activity, evaluation and research - High cost considering the infrastructure Opportunities - LLL is provided by several public and private institutions - Vast domestic market - Reforming education - There is no text giving equivalence for training completely remote - There is a text (ministerial order) linking incentive pay for teachers to use IT in teaching Threats - Accelerated expectations vs. capacity - Inconsistencies in keeping up - Direct competition with LLL provided by other institutions as a parallel offer - There is currently no specific legislation on copyright and related rights for courses deposited on distance learning platform. Source: EU-MILL Consortium (2016) 3. GENERAL METHODOLOGY Table 3. SWOT Analysis on the National LLL Strategy in Lebanon2 Strengths - Unique provider (access) - Geographic location - Certificate-based/Professional orientation - Faculty/staff - Growth has been increasing over the past five years - Aggregate key performance indicators have been very encouraging - Overall enrolment doubled over the last four years, new programs have escalated - Unparalleled capacity building in LLL faculty support has been provided by the university, along with internal LLL quality controls and assurances - Some university style LLL programs have emerged over the past years with a separate university division within an university setting - LLL divisions at universities grant Certificates / Diplomas in response to the growing needs of the labor market for such concentrations, and as a means to bridge the gap between the traditional academic curricula versus the competitive market (both local and regional markets since many young Lebanese ready themselves in Lebanon to join the market in the Arabian Gulf) Weaknesses - There is no formal system for Lifelong Learning in Lebanon and no formal legal framework for LLL - There is not known established university that grants a BS / BA or Masters degree in CE / LLL - Breadth/variety of programs - Inadequate quality control assessment system - Deficient distance/online platforms - Recent studies conducted by AbouRjeili / Abouchedid on Higher Education and the Labor market in Lebanon revealed that more than half of university graduates in Lebanon end up with careers that have no relation with their respective university majors. This has created many informal training centers in the country. - Non-formal education has surfaced as an option to train schoolteachers in the private sector to adapt to the changes in content and styles of pedagogy required by the new national curriculum - Despite the importance of training offered to schoolteachers in the public sector, LLL is not 2 The SWOT is university based and it cannot be generalized into the country as a whole ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) - The demand for programs from the private sector requires programs such Soft skills, English, Engineering, Technology, entrepreneurships which prompted some LLL units, including universities, to develop programs to help bridge the knowledge gap - Establishing separate entities dedicated to continuing education demonstrates the im portance that major private universities in Lebanon such as the American University of Beirut, the Lebanese American University, Haigazian University, St Joseph University and others to bridge the LLL gap. However, the LLL unit is to respond quicker to market needs, is more responsive to local culture and habits with a dedication for service, has flexibility in making decisions on the ground, is more entrepreneurially oriented and must have its own capacity (physical, space, financial,…), in addition to new features including new opportunities for the university (new professional figures, new demands of training processes of re-qualification,…) - Above all, it must expand the partnership zone aiming at sharing knowledge, experience, ideas and resources as well as focusing on building skills, on increasing knowledge and on developing abilities of the participating individuals through specifically designed programs yet well entrenched in the educational system of Lebanon ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) - The demand for programs from the private sector requires programs such Soft skills, English, Engineering, Technology, entrepreneurships which prompted some LLL units, including universities, to develop programs to help bridge the knowledge gap - Establishing separate entities dedicated to continuing education demonstrates the im portance that major private universities in Lebanon such as the American University of Beirut, the Lebanese American University, Haigazian University, St Joseph University and others to bridge the LLL gap. However, the LLL unit is to respond quicker to market needs, is more responsive to local culture and habits with a dedication for service, has flexibility in making decisions on the ground, is more entrepreneurially oriented and must have its own capacity (physical, space, financial,…), in addition to new features including new opportunities for the university (new professional figures, new demands of training processes of re-qualification,…) - Above all, it must expand the partnership zone aiming at sharing knowledge, experience, ideas and resources as well as focusing on building skills, on increasing knowledge and on developing abilities of the participating individuals through specifically designed programs yet well entrenched in the educational system of Lebanon 3. GENERAL METHODOLOGY Opportunities - Non-saturated market for LLL - Partnership opportunities - LLL is a growing field in Lebanon and many non-formal offerings of LLL are trying to fill the void, both in cities and in rural regions of the country. It is recognized junior universities, for-profit private training companies, vocational schools (public, semi-private and private), Lebanese NGO companies, funded Agencies (CNAM, USAID,), the training arms of Orders / Chambers / Syndicates, internal corporate training at large institutions and others - At the corporate level, corporate strategists generally associate a more educated, a more knowledgeable and a more skillful workforce with mobility, adaptability and better disposition to changes necessitated in the workplace - For students, LLL is associated with job entry level positions, whereas for the unemployed, it is a mean to match newly acquired skills with job requirements. From these basic identifiers, we can infer that LLL is closely associated with economic and social issues concerning society at large - The state has historically associated vocational training and vocational schooling with the ability to feed laborers into the labor market - A new ministerial decree was issued in the year 2000 (decree 31/2000 by the Council of Threats - Political instability - Institutional ‘stigma’ - Capacity/resources - A new ministerial decree was issued in the year 2000 (decree 31/2000 by the Council of Ministers) to modernize and establish new educational structure for vocational education and training leading to technical higher education under the auspices of the higher education framework. However, no practical steps for implementation ever took place since - No credit transfer or consistency in documentation or transcripts exists between the general education system and the vocational education system - Lack of adaptability of curricula to the job market requirements. Indeed the VTE planning, management and organization is supplyside oriented that has not consider enough the demands side of the market - Outside the government’s legal education box, informal and/or non-formal education programs and opportunities are left at the discretion of either institutions of higher education that have centers of continuing education, Non-Governmental Organizations (NGOs) ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Ministers) to modernize and establish new educational structure for vocational education and training leading to technical higher education under the auspices of the higher education framework (3 years for Technique Superieur TS, Diplome Technique [TS+2 years], and a Masters degree) that implement literacy programs and training that often target the disadvantaged in rural areas. It also exists other types of NGOs also which appeals to government organization or to other NGO for training (For example, CEP@LAU has a Leadership program for Municipalities in Lebanon in partnership with another NGO organization. Also, CEP@LAU offers a Diploma in NGO capacity building) or private fee-paying centers that provide training courses to adults - Lack of internal institutional recognition of the merit of Lifelong Learning and the central role that continuing education centers play in promoting learning for life, a major threat affecting everything from administrative support to financial capacity - Limited resources: unsustainability over the long term, which affects planning and quality enhancement. This requires an internal education campaign to strengthen the support for LLL programs Source: EU-MILL Consortium ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Ministers) to modernize and establish new educational structure for vocational education and training leading to technical higher education under the auspices of the higher education framework (3 years for Technique Superieur TS, Diplome Technique [TS+2 years], and a Masters degree) that implement literacy programs and training that often target the disadvantaged in rural areas. It also exists other types of NGOs also which appeals to government organization or to other NGO for training (For example, CEP@LAU has a Leadership program for Municipalities in Lebanon in partnership with another NGO organization. Also, CEP@LAU offers a Diploma in NGO capacity building) or private fee-paying centers that provide training courses to adults - Lack of internal institutional recognition of the merit of Lifelong Learning and the central role that continuing education centers play in promoting learning for life, a major threat affecting everything from administrative support to financial capacity - Limited resources: unsustainability over the long term, which affects planning and quality enhancement. This requires an internal education campaign to strengthen the support for LLL programs Source: EU-MILL Consortium 3. GENERAL METHODOLOGY Table 4. Analysis on the National LLL Strategy in Morocco Strengths - Accessible to those who would want to enhance their skills and professional experience either at school or university levels: employees, job seekers, professionals, etc can enroll at the university. - At the request of the socio-professional sector - National accreditation - Abundant human resources - Relatively advanced technology - Two types of Continuing Education diplomas: DCESS (diploma of Cycle of higher studies specialized) and DCA (diploma of Cycle of deepening) - Established and differentiated methodology for LLL courses - Accreditation form report on progress (If renewal) - Established process of validation by CPU taking into account the value of the proposal and if deadlines have been respected - Accreditation by the University Council Weaknesses - Lack of involvement of the educational commission - Submission of the same theme by several teachers - Training courses not adapted to reality context - Few reporting lines to the Presidency - Lack of coordination among experts - No e-learning - No national diploma - No recognition of non-formal and informal learning - Breadth/variety of programs - Lack of distance/online platforms - Lack of staff trained on LLL - Lack of global advanced technology - Relatively less-developed IT infrastructure - Lack of a coordinated, articulated, documented long term strategy - Poor capacity regarding the data obtained, no data regarding analysis, dissemination, maintenance and updating ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Opportunities - The rapid development of the region - Diversification of sectors - Law 01-00 • Article 3: among the main missions of the University, initial training and continuing training • Article 8: universities may under the conditions laid down in their rules of procedure, establishing University offers in the field of initial training and continuing education. These graduates may be subject to accreditation by the Government authority of guardianship after the opinion of the national commission for the coordination of higher education above. Accredited diplomas can be recognized equivalent to national diplomas • Article 12: among the responsibilities of the Board of the University the supervision of University continuing education • Articles 18: the University's activities budget include State grants; fees for continuing education - LLL is a growing field in Morocco and many non-formal offerings of LLL are trying to fill the void, both in cities and in rural regions of the country - The purpose of LLL is to set a programme that enables individuals no matter at what level of their lives they are to continue their learning process throughout all their life - Understanding of Lifelong Learning as the one proposed by the EU - The authorities in Morocco are aware of the importance of Lifelong Learning Threats - Illiteracy - Low qualifications - The training is not adequate to the necessities. - Gender male / female - There is a lack of adaptability of the curricula to job market requirements. Indeed the VTE planning, management and organization is supply-side oriented that has not kept pace with the needs/demands side of the market - No credit transfer or consistency in documentation or transcripts exists between the general education system and the vocational and technical education system - Lack of internal institutional recognition of the merit of Lifelong Learning and the central role that continuing education centers play in promoting learning for life, a major threat affecting everything from administrative support to financial capacity Source: EU-MILL Consortium (2016) ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Opportunities - The rapid development of the region - Diversification of sectors - Law 01-00 • Article 3: among the main missions of the University, initial training and continuing training • Article 8: universities may under the conditions laid down in their rules of procedure, establishing University offers in the field of initial training and continuing education. These graduates may be subject to accreditation by the Government authority of guardianship after the opinion of the national commission for the coordination of higher education above. Accredited diplomas can be recognized equivalent to national diplomas • Article 12: among the responsibilities of the Board of the University the supervision of University continuing education • Articles 18: the University's activities budget include State grants; fees for continuing education - LLL is a growing field in Morocco and many non-formal offerings of LLL are trying to fill the void, both in cities and in rural regions of the country - The purpose of LLL is to set a programme that enables individuals no matter at what level of their lives they are to continue their learning process throughout all their life - Understanding of Lifelong Learning as the one proposed by the EU - The authorities in Morocco are aware of the importance of Lifelong Learning Threats - Illiteracy - Low qualifications - The training is not adequate to the necessities. - Gender male / female - There is a lack of adaptability of the curricula to job market requirements. Indeed the VTE planning, management and organization is supply-side oriented that has not kept pace with the needs/demands side of the market - No credit transfer or consistency in documentation or transcripts exists between the general education system and the vocational and technical education system - Lack of internal institutional recognition of the merit of Lifelong Learning and the central role that continuing education centers play in promoting learning for life, a major threat affecting everything from administrative support to financial capacity Source: EU-MILL Consortium (2016) 3. GENERAL METHODOLOGY Table 5. Analysis on the National LLL Strategy in Tunisia Strengths - The IT strategy is seen as a driving force for development processes, innovations and quality enhancement in all areas of the education system - Widening access: creating provision for new target groups - Formal recognition - Regarding quality assurance, a Référentiel National Qualité de la Formation Professionnelle has been developed and is currently being used - The number of enterprises having adhered to continuous training programmes for their staff and the number of participations of individual learners increased between 2003 and 2008 Weaknesses - The capacity looks scarce regarding humble to the data collection, analysis, dissemination, maintenance and updating. This weakens the capacity for precise monitoring, evaluation and research - Lack of capacity for using accurate research results to favour certain policies, despite the recognition of a higher demand of data by the policymakers in order to justify investments in LLL - Lack of implementation of basic competences in all curricula - Lack of professionalization of counselors, trainers and staff on LLL - Quality assurance and evaluation of provision, processes and structures: in order to create an efficient lifelong guidance system it is necessary to systematically analyze and further develop the quality of provision, processes and structures in the field of LLL - The number of enterprises having adhered to continuous training programmes for their staff and the number of participations of individual learners has decreased during the same period - The majority of implemented LLL programmes uses face-to-face teaching rather than distance education ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) We can remark some of the following achievements: • Definition of the strategy • Academic structure • Administrative structure • Types of training offered • Administrative procedure to create new courses • Definition of a Quality Assurance System for LLL based on the EFQM • Definition of the academic functioning of the Center • Presentation of the main academic and economic data of the Center • Presentation of the tools for the academic management of the LLL training sessions The results could be considered highly interesting for the visiting partners because they were able to find common approaches to interesting subjects such as the analysis of the LLL in all SM countries. The visit was certainly enriching for the visitors as well as for the USE professors. Deepening on the LLL analysis, it was quite interesting to see how the LLL training is approached on the different countries from highly centralized models on the State to more European decentralized models where LLL training is offered by universities. Finally, the discussion on the Methodological Framework was enriching and showed, one more time, the different approaches coming from every national context. Frequently, these different methodologies emerge directly from the diversity of the legal framework, regulating education or high education in every participant country. This debate generated positives synergies. At the end of the visit, a survey was conducted and the evaluation of this one was a basic element for the subsequent definition of a common Methodological Framework. ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) We can remark some of the following achievements: • Definition of the strategy • Academic structure • Administrative structure • Types of training offered • Administrative procedure to create new courses • Definition of a Quality Assurance System for LLL based on the EFQM • Definition of the academic functioning of the Center • Presentation of the main academic and economic data of the Center • Presentation of the tools for the academic management of the LLL training sessions The results could be considered highly interesting for the visiting partners because they were able to find common approaches to interesting subjects such as the analysis of the LLL in all SM countries. The visit was certainly enriching for the visitors as well as for the USE professors. Deepening on the LLL analysis, it was quite interesting to see how the LLL training is approached on the different countries from highly centralized models on the State to more European decentralized models where LLL training is offered by universities. Finally, the discussion on the Methodological Framework was enriching and showed, one more time, the different approaches coming from every national context. Frequently, these different methodologies emerge directly from the diversity of the legal framework, regulating education or high education in every participant country. This debate generated positives synergies. At the end of the visit, a survey was conducted and the evaluation of this one was a basic element for the subsequent definition of a common Methodological Framework. 3. GENERAL METHODOLOGY Nova University of Lisbon (Portugal) The objective of the study visit to the University NOVA of Lisbon was to collect NOVA’s experiences on Lifelong Learning, in particular its experience with distance learning programmes. Collaterally, the fundamentals of a credit system for future implementation at EU-MILL project partner universities were introduced as well. The visit was based on a free format and covering the following points: • Strategy on NOVA’s international cooperation • Extent of implementation of NOVA’s e-learning strategies • Implementation of a system of credits and competencies for future mutual recognition • Identification of possible media and special formats that can be used for Lifelong Learning purposes • Analysis on EU funding opportunities for capacity building • Development of entrepreneurship strategies The presence of NOVA’s experts in charge of NOVA strategy and some LLL programmes kicked the debate off on the necessary framework to implement similar programmes at partner countries universities. More generally, the study visit to the NOVA University gave the project partners the opportunity to look at a well-succeeded experience in LLL projects they had not previously experienced and integrated into their perspective or projects. The representatives of the partner countries found the study visit to NOVA University of Lisbon a learning process, mainly based on an established strategy for LLL. ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 3.2. Institutional capacity building measures in partner countries HEIs Throughout the lifetime of EU-MILL project, there have been several activities developed in order to reinforce the partner countries universities capacity building in the field of LLL. Within this context, we can remark the following activities as the most relevant and with a higher level of impact: • Workshops and training sessions • Elaboration and implementation of pilot courses 3.2.1. Workshops and training sessions The workshops and training sessions have been a vital part of the functioning of EU-MILL Project. There are two categories of workshops: the Consortium workshops, organized to train the EUMILL consortium members and the partners’ workshops, organized on the South Mediterranean partner universities with the aim of extending these methodologies to their academics following a training for trainers' approach. a) WP2 and WP4 Workshops. WP2 was devoted to design a common methodological framework for prototype models of LLL short curricula and projects, workload and learning outcomes to be implemented in the SN area. The methodological framework used a bottom-up approach, starting from the needs identified and specific target groups to meet them through the LLL curricula and projects design, being strongly connected with the following WP’s: WP5, WP7 and WP8. Several seminars and workshops were carried out in the context of WP2. There were two consortium workshops held in Rabat and Seville during 2013, followed by training workshops replied in the ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 3.2. Institutional capacity building measures in partner countries HEIs Throughout the lifetime of EU-MILL project, there have been several activities developed in order to reinforce the partner countries universities capacity building in the field of LLL. Within this context, we can remark the following activities as the most relevant and with a higher level of impact: • Workshops and training sessions • Elaboration and implementation of pilot courses 3.2.1. Workshops and training sessions The workshops and training sessions have been a vital part of the functioning of EU-MILL Project. There are two categories of workshops: the Consortium workshops, organized to train the EUMILL consortium members and the partners’ workshops, organized on the South Mediterranean partner universities with the aim of extending these methodologies to their academics following a training for trainers' approach. a) WP2 and WP4 Workshops. WP2 was devoted to design a common methodological framework for prototype models of LLL short curricula and projects, workload and learning outcomes to be implemented in the SN area. The methodological framework used a bottom-up approach, starting from the needs identified and specific target groups to meet them through the LLL curricula and projects design, being strongly connected with the following WP’s: WP5, WP7 and WP8. Several seminars and workshops were carried out in the context of WP2. There were two consortium workshops held in Rabat and Seville during 2013, followed by training workshops replied in the 3. GENERAL METHODOLOGY partner universities, in most cases together with a workshop for WP4 taking advantages of the synergies among both Work-Packages. A template presentation for both workshops was prepared in English and French by the EU-MILL coordination team. These sessions succeeded in extending the impact of the methodological framework. The training sessions achieved a total number of 238 trainees. WP4 was devoted to the design and establishment of a common system of credit validation, recognition and accumulation, paying specific attention to ensure a shared criteria based on skills, knowledge and competences acquired. WP4 was strongly connected with the following WP’s: WP2, WP5, WP7 and WP8. Several seminars and workshops were carried out in the context of WP4, as the workshop organized during the study visits in Lisbon, Portugal (2013) and in Constantine, Algeria (2014). The results achieved of these workshops succeeded in extending the Credit & Competences system to the design of the courses. Most universities implemented training for trainers’ workshops, achieving a total number of 283 trainees. b) WP7 and WP8 training sessions. As part of the project EU-MILL, Quality Assurance in the implementation and teaching of courses created on the EU-MILL platform remains a crucial and fundamental activity for the success and relevance of the training LLL. Within this framework, a quality assurance manual was created for LLL pilot courses. This manual describes step-by-step the development of various tools for assessing quality. Trainers training sessions have been scheduled throughout the project in parallel with the other project activities. These sessions aim to train teachers for each partner university on the importance of quality assurance in such a field and on the means and procedures to be used to guarantee and ensure the ÍNDICE quality of pilot modules as well as the internal and external valuation techniques throughout the teaching process. Several seminars and training for trainers’ sessions have been carried out in the context of WP7. Two face-to-face consortium workshops by Prof. Mariano Aguayo were held in Seville (Spain) in 2013 and in Djerba (Tunisia) in 2015. A training program for trainers was designed by Prof. Carlos Marcelo (University of Seville) and was made available for all SM partners, through the Project’s Moodle platform in order to be used for the training for trainers' sessions at their universities. Summary of the training modules: nQuality Assurance in University LLL training programmes nQuality Assurance in University education nQuality Assurance system into practice The objective of this training activities is to train professors of all partner universities in Quality Assurance, as well as to the professors developing pilot courses on the framework of WP5. These training for trainers' method in Quality Assurance has been delivered in English and French. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE quality of pilot modules as well as the internal and external valuation techniques throughout the teaching process. Several seminars and training for trainers’ sessions have been carried out in the context of WP7. Two face-to-face consortium workshops by Prof. Mariano Aguayo were held in Seville (Spain) in 2013 and in Djerba (Tunisia) in 2015. A training program for trainers was designed by Prof. Carlos Marcelo (University of Seville) and was made available for all SM partners, through the Project’s Moodle platform in order to be used for the training for trainers' sessions at their universities. Summary of the training modules: nQuality Assurance in University LLL training programmes nQuality Assurance in University education nQuality Assurance system into practice The objective of this training activities is to train professors of all partner universities in Quality Assurance, as well as to the professors developing pilot courses on the framework of WP5. These training for trainers' method in Quality Assurance has been delivered in English and French. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) All partners have developed these sessions on the EU-MILL platform or in their own platform after replicating the courses, with the only exception of Tunisian universities which due to legal requirements have implemented their courses through the Tunisia Virtual University platform. Due to the close relation between WP7 and WP8 (Enhancing an advanced distance learning model), most partners celebrated the WP7 and WP8 on-site sessions together to explain the methodology of both online trainings. The results of the achievement of those training programmes have succeeded in improving the level of awareness of the professors organizing the pilot courses (WP5) and also to make them aware of the importance of quality assessment inside a Global Quality System. The training for Quality Assurance reached a total number of 236 trainees. 3. GENERAL METHODOLOGY Source: EUMILL Consortium (2016). Figure 1. Screenshot of the index of the Quality Assurance online course at the EUMILL Platform (French version) ÍNDICE Deeply related to WP7, WP8 aims to improve the access to LLL through e-learning. In this sense, elearning provides a more flexible, cost-effective and educationally powerful alternative, especially for workers that have to share work and training. This work-package aims at addressing the demotivation of the students due to the lack of time of the employed and distance from the High Education Institutions. The use of Information and Communication Technologies (ICT) is a powerful alternative to on-site training: E-learning and blended learning educational paths by creating the tools, methodologies and techniques to support a distance learning, providing e-learning and blended learning modules aside contact-hours courses. The major result has been an open source platform where deliver the LLL modules and a series of web aiming at enhancing the interaction among participants and teaching staff. Three consortium workshops have taken place during the lifetime of the project: in 2013 by Prof. Hugo Perera and e-learning expert Mrs Carmen Talavera at University of Seville (Spain), in 2014 by Profs. Hugo Perera and Ahmed Belhani at University of Constantine 1 (Algeria) and in 2015 by Prof. Belhani in Djerba (Tunisia) under the organization of University of Gabes. The results achieved of these trainings sessions succeeded in extending the design of the courses in an open source e-learning platform. nIntroduction to e-Learning nE-learning methodology nPractices on e-learning nEvaluation in e-learning All the universities implemented training for trainers workshops, achieving a total number of 252 trainees. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE Deeply related to WP7, WP8 aims to improve the access to LLL through e-learning. In this sense, elearning provides a more flexible, cost-effective and educationally powerful alternative, especially for workers that have to share work and training. This work-package aims at addressing the demotivation of the students due to the lack of time of the employed and distance from the High Education Institutions. The use of Information and Communication Technologies (ICT) is a powerful alternative to on-site training: E-learning and blended learning educational paths by creating the tools, methodologies and techniques to support a distance learning, providing e-learning and blended learning modules aside contact-hours courses. The major result has been an open source platform where deliver the LLL modules and a series of web aiming at enhancing the interaction among participants and teaching staff. Three consortium workshops have taken place during the lifetime of the project: in 2013 by Prof. Hugo Perera and e-learning expert Mrs Carmen Talavera at University of Seville (Spain), in 2014 by Profs. Hugo Perera and Ahmed Belhani at University of Constantine 1 (Algeria) and in 2015 by Prof. Belhani in Djerba (Tunisia) under the organization of University of Gabes. The results achieved of these trainings sessions succeeded in extending the design of the courses in an open source e-learning platform. nIntroduction to e-Learning nE-learning methodology nPractices on e-learning nEvaluation in e-learning All the universities implemented training for trainers workshops, achieving a total number of 252 trainees. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 3.2.2. Elaboration and implementation of pilot courses The implementation of LLL curricula as piloting models pretended to achieve a mutual understanding and methodology on the design, implementation, evaluation and promotion of LLL curricula and projects as well as their permanent inclusion in the didactic offer of the PCs HEIs. The transferability of the implemented pilot projects will contribute to a long-term sustainability of the project. The proposed programs aimed to foster dialogue among local realities (universities, regional and local governments, entrepreneurs, etc.) on entrepreneurship and local development. The development of online courses was preceded by training courses for teaching staff. Training sessions were held by every university in order to familiarize trainees with the Moodle platform, the platform adopted by the project for the delivery of the training. Trainees got familiarized with the importance of online courses for enhancing their professional skills and competences, a key element for the Lifelong Learning methologies. Hands-on applications on the use of Moodle were provided during the training. Overall, the training gave partners confidence that online courses could yield positive models as well as examples which might be of help in promoting Lifelong Learning opportunities to employees in specified productive sectors in partnering countries. The trainers developing the pilot courses have been chosen in every university among the participants of the four training sessions previously mentioned (WP2, 4, 7 and 8 in their own universities). Guidelines and a structured course-development template have been designed to ensure consistency in the design and delivery of online courses by and across partner universities and it was used in the training sessions. Partners reported the development of a total of 33 LLL pilot courses with a total enrollment count of 761 participants. NDU as the WP team leader was granted access to all courses that were either found on the EUMIIL provided platform or on platforms serving selected partner institutions. NDU evaluated LLL curricula according to the guidelines established by the project, bearing in mind the pilot nature of these 3. GENERAL METHODOLOGY ÍNDICE courses and the different levels of prior technical knowledge for this type distance learning model. The purpose was to generate information that would help assess the overall experience of each participating university. Most partner universities were able to implement the technical design of the courses even though not all conform to the general guidelines issued by the WP5 leaders. The information provided in the various appendices gives further evidence of the extent of design and level of completion during this piloting process. While analysis of the LLL courses developed by project partners found wide variation in their design, content and evaluation, a range of pilot courses exhibited can be considered as “best practices” in their design and subsequent development. Four courses have been selected, designed by the Lebanese American University, Notre Dame University—Louaize, University of Gabes and University of Sousse (Annex II). 3.3. Extensive & multi-level networking, dissemination and exploitation of project results At the beginning of the project, USE and UM5 experts have designed a dissemination and exploitation strategies. The purpose of these documents was to clearly define dissemination and exploitation objectives for the entire duration of the EU-MILL project, determining dissemination channels, tools and the activities required to achieve the sustainability objectives. Several dissemination activities have been performed: • Establishment and maintaining of an interactive permanently updated project website (www. tempus.us.es/eumill). • Preparation and publication of three joint annual reports. • Printing and distribution of project promotional materials. • Organization of meetings and workshops in order to present the project results. There are several actions implemented to involve the different target groups in order to achieve project sustainability such as workshops and meetings with active participation of entrepreneurs, EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE courses and the different levels of prior technical knowledge for this type distance learning model. The purpose was to generate information that would help assess the overall experience of each participating university. Most partner universities were able to implement the technical design of the courses even though not all conform to the general guidelines issued by the WP5 leaders. The information provided in the various appendices gives further evidence of the extent of design and level of completion during this piloting process. While analysis of the LLL courses developed by project partners found wide variation in their design, content and evaluation, a range of pilot courses exhibited can be considered as “best practices” in their design and subsequent development. Four courses have been selected, designed by the Lebanese American University, Notre Dame University—Louaize, University of Gabes and University of Sousse (Annex II). 3.3. Extensive & multi-level networking, dissemination and exploitation of project results At the beginning of the project, USE and UM5 experts have designed a dissemination and exploitation strategies. The purpose of these documents was to clearly define dissemination and exploitation objectives for the entire duration of the EU-MILL project, determining dissemination channels, tools and the activities required to achieve the sustainability objectives. Several dissemination activities have been performed: • Establishment and maintaining of an interactive permanently updated project website (www. tempus.us.es/eumill). • Preparation and publication of three joint annual reports. • Printing and distribution of project promotional materials. • Organization of meetings and workshops in order to present the project results. There are several actions implemented to involve the different target groups in order to achieve project sustainability such as workshops and meetings with active participation of entrepreneurs, EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) awareness campaigns to promote results and benefits in society or the cooperation with Ministries and government bodies, etc. During the first year of the project, the methodological design was oriented towards self-assess- ment production. EU-MILL has produced useful documents to implement LLL programmes, which have been distributed among the target stakeholders to promote the design and development of LLL programmes in the future (Best practices handbook on e-learning practices, a Credit and Competencies user’s guide, a handbook on Quality Assessment for LLL courses, a guideline to implement the LLL pilot courses). Ministries of Education and senior partner university management staff have supported the project, helping to resolve the appearing problems: potential security problems in the PC (in case of difficulties, activities were relocated or implemented via video-conferences), commitment and interest of PC staff (project activities are developed in cooperation with PC institutions according to their needs). The different meetings, activities and conferences organized through the lifetime of EUMILL have had a wide impact on the regional press. Different dissemination documents have been produced to disseminate the results contributing to the sustainability of the project: nTwo exploitation brochures nThree annual reports nDifferent Executive summaries for exploitation The Lifelong Learning in the Mediterranean Region Policies and Practices University Enterprise Conferences Summary main Outputs and Results Conclusions, Trends and Recommendations nRegular Newsletters 3. GENERAL METHODOLOGY ÍNDICE students’ outcomes differs according to the significance, activity orientation, collaborative environment and transferability of the learning outcomes to a job position. Lifelong Learning has its own specific strategies applicable to all kind of profiles of learners and is has become one of the main exes of the European High Education Area (EHEA). Learning strategies: • Are consistent with the objectives and contents of the programme, to facilitate the achievement of the programme’s objectives through them. • If applicable, they provide an appropriate combination of classroom and online strategies to promote student learning. • Provide flexibility to develop a wide variety of learning paths throughout the training programme. • The design offers a suitable justification on the adequacy of the teaching strategies with the expected learning goals of the programme. • The complexity of the tasks is appropriate to the content addressed in the training programme: not too easy or simple, not too complex. • The time devoted for the development of tasks (depending on their complexity) is appropriate. A.6. Teaching resources: Training requires access to resources accompanying the process of the student learning. Lifelong Learning programmes for adults should ensure at least: • A variety of resources: textual, graphic, multimedia. • There is coherence between the resources used and the programme contents. • Allow adequate interaction among students. • Provide motivational skills to students. B. Design of the training. Optional in case of face-to-face or blended training models. When a training programme is developed through an e-learning or blended mode, the designed process requires the use of a virtual learning environment. This design process results in determining EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE students’ outcomes differs according to the significance, activity orientation, collaborative environment and transferability of the learning outcomes to a job position. Lifelong Learning has its own specific strategies applicable to all kind of profiles of learners and is has become one of the main exes of the European High Education Area (EHEA). Learning strategies: • Are consistent with the objectives and contents of the programme, to facilitate the achievement of the programme’s objectives through them. • If applicable, they provide an appropriate combination of classroom and online strategies to promote student learning. • Provide flexibility to develop a wide variety of learning paths throughout the training programme. • The design offers a suitable justification on the adequacy of the teaching strategies with the expected learning goals of the programme. • The complexity of the tasks is appropriate to the content addressed in the training programme: not too easy or simple, not too complex. • The time devoted for the development of tasks (depending on their complexity) is appropriate. A.6. Teaching resources: Training requires access to resources accompanying the process of the student learning. Lifelong Learning programmes for adults should ensure at least: • A variety of resources: textual, graphic, multimedia. • There is coherence between the resources used and the programme contents. • Allow adequate interaction among students. • Provide motivational skills to students. B. Design of the training. Optional in case of face-to-face or blended training models. When a training programme is developed through an e-learning or blended mode, the designed process requires the use of a virtual learning environment. This design process results in determining EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) which technology platform will be used and its characteristics. This procedure, logically, requires internet accessibility conditions to allow distance learning. A virtual learning environment provides a teaching-learning space, where educational materials and communication tools are integrated in the same virtual space (Hercules, Portal de E-learning, 2015). These environments must support the training process by a friendly interface between people and computers. In addition, they should provide adequate flexibility understanding, as the ability of the learning setting space to be sensitive to different motivations, interests and learning styles. The e-tutors have to be familiarized with the virtual environment, being capable to elaborate accessible teaching material to orientate the students in the optimal use of the course resources and to communicate with the students through the platform (Blazquez and Alonso, 2009). Internet learning is developed nowadays through ‘technological platforms’ or ‘Learning Management Systems (LMS)’. These technology platforms are software hosted on Internet servers, allowing individuals with an Internet connection to access these spaces. Access is generally protected by a password students receive from the training organization. The platforms include tools to design different training models from transmissible collaborative models. • The technology platform used is adequate and appropriate for the target as well as the learning objectives. • The technology platform allows students to customize some elements (Calendar, Schedule, color of modules). • The technology platform used has an intuitive interface and it is easy to understand for users. • The technology platform offers various communication tools: email, forums, chats. • The technology platform has tools for managing and monitoring the student progress. C. Set up of the training programme. Once the training programme has been designed, it is required to set up a management procedure, including the quality of the information provided on the programme, the availability of access to 4. TOWARDS RECOGNITION OF LIFELONG LEARNING ÍNDICE teachers and the guidance provided. Similarly, at the end of the training programme there are management issues to be considered, as they are important to ensure the quality. C.1. Information and guidance on the course syllabus: The accuracy of the information provided to students before the programme constitutes a key element to ensure the clarity of a training programme. Students must receive as much detailed information as possible to enable them whether to participate in the programme or not. This information has to include the programme itself, technical requirements as well as the type of activities and expected workload. • Adequate information concerning the target student profiles • Information about the teachers of the course: qualifications, experience, type of tutoring along the course, etc. • Information about the period of development of the programme. • Clear and concise information on the training programme: files, programmes, duration, etc. • Information for students about the type of assessment to be conducted in the course: individual work, group work, exams, term paper, etc. • Information about possibilities to continue the programme in case it is not concluded in the expected period. • The communication of the administration of the programme with students before the course starts has to be fast and efficient. • Use of e-management for all documents related to the course. • Information on funding opportunities for students about programme costs, fractionation payments, etc must be provided. • A Quality commitment with the students exists and it is public. • Information on claims and problem resolution have to be available to students. C.2. Enrolment, selection and certification: For the implementation of a training programme it is necessary to provide students adequate and reliable information regarding the entry requirement, selection and accreditation processes. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE teachers and the guidance provided. Similarly, at the end of the training programme there are management issues to be considered, as they are important to ensure the quality. C.1. Information and guidance on the course syllabus: The accuracy of the information provided to students before the programme constitutes a key element to ensure the clarity of a training programme. Students must receive as much detailed information as possible to enable them whether to participate in the programme or not. This information has to include the programme itself, technical requirements as well as the type of activities and expected workload. • Adequate information concerning the target student profiles • Information about the teachers of the course: qualifications, experience, type of tutoring along the course, etc. • Information about the period of development of the programme. • Clear and concise information on the training programme: files, programmes, duration, etc. • Information for students about the type of assessment to be conducted in the course: individual work, group work, exams, term paper, etc. • Information about possibilities to continue the programme in case it is not concluded in the expected period. • The communication of the administration of the programme with students before the course starts has to be fast and efficient. • Use of e-management for all documents related to the course. • Information on funding opportunities for students about programme costs, fractionation payments, etc must be provided. • A Quality commitment with the students exists and it is public. • Information on claims and problem resolution have to be available to students. C.2. Enrolment, selection and certification: For the implementation of a training programme it is necessary to provide students adequate and reliable information regarding the entry requirement, selection and accreditation processes. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) • Facilitate students clear and accurate information on the registration process: documentation to submit, deadline for submission of documentation, etc. • If the programme requires selection of candidates, information about the selection criteria is provided, including selection committee, deadlines and appealing forms. • Information is provided to students about the process of accreditation of the course if any, as well as about the procedure. • The organization of the programme will send diplomas and certificates on the expected time, evidencing completion of the programme. D. Implementation of the training programme For a proper implementation of a programme for adults, it is essential the support and motivation efforts made by trainers as well as the use of technical and human resources. Finally, evaluation must be present at all stages of development of the training plan. D.1. Trainers: In adult education, a key element is the quality of trainers. It is, therefore, necessary to ensure that the people performing functions in training for trainers possess the necessary qualifications not only as specialists in the content they teach, but also in teaching methodologies for a proper development. • Trainers of the programme have adequate skills: know the characteristics of adult learning, have competencies to perform group dynamics, etc. • Trainers have a proper level of competence in keeping to the contents of the training programme. • Trainers programme demonstrate competence in managing the collaborative work of students. • The organization of the programme counts with mechanisms to ensure coordination among the trainers of the course, so that there is congruence between their units and evaluation tasks developed by the students. • Trainers programme show high quality in relation to assessments made on the tasks performed by the learners either individually or in groups. • The programme incorporates different teaching systems: various trainers depending on the specialty of the contents and the different functions expected to be performed (dynamic, evaluator, etc.). 4. TOWARDS RECOGNITION OF LIFELONG LEARNING ÍNDICE D.2. Learning processes: Any Lifelong Learning programme aims to make adults gain the personal or professional qualifications indicated in the objectives. In other to achieve this, it is important that throughout the training process, the adults get involved in learning situations leading to understanding of contents, inquiries, reflections and practical experimentation. Learning of adults is caused by the involvement of these ones in planned situations that allow them to acquire and/or develop new skills. To accomplish this aim, there are some principles that research on training has been developing to help establishing clear criteria regarding the quality of them. Among these principles we can remark the following: • Participation: the programme allows students to make proposals in relation to the learning activities in which they are involved. • Practical implementation: Learning situations are oriented to facilitate students to apply the course contents to their own professional or personal pathway. • Inquiry: All through the programme students are encouraged to research in keeping with the contents of the training program. • Interaction: The programme promotes a wide communication at all levels: students with trainers, student-student, etc. • Collaboration: The programme promotes opportunities for collaborative work. Trainers must provide adequate and constructive feedback. • Reflection: The programme promotes individual and collective reflection by the students. • Comprehension: The contents and strategies of the programme encourage a deep comprehension of the contents. • Coherence: The programme bears in mind the existence of an appropriate coherence between objectives and contents and the learning situations proposed by the students. • Flexibility: The programme promotes the use of flexible learning situations that may be composed by a balanced combination of face-to-face and online strategies, or the application of different online situations. • Belonging: The programme promotes the development of a “belonging feeling” among the students group. In order to do so, different activities are designed to favor social spaces and interaction. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE D.2. Learning processes: Any Lifelong Learning programme aims to make adults gain the personal or professional qualifications indicated in the objectives. In other to achieve this, it is important that throughout the training process, the adults get involved in learning situations leading to understanding of contents, inquiries, reflections and practical experimentation. Learning of adults is caused by the involvement of these ones in planned situations that allow them to acquire and/or develop new skills. To accomplish this aim, there are some principles that research on training has been developing to help establishing clear criteria regarding the quality of them. Among these principles we can remark the following: • Participation: the programme allows students to make proposals in relation to the learning activities in which they are involved. • Practical implementation: Learning situations are oriented to facilitate students to apply the course contents to their own professional or personal pathway. • Inquiry: All through the programme students are encouraged to research in keeping with the contents of the training program. • Interaction: The programme promotes a wide communication at all levels: students with trainers, student-student, etc. • Collaboration: The programme promotes opportunities for collaborative work. Trainers must provide adequate and constructive feedback. • Reflection: The programme promotes individual and collective reflection by the students. • Comprehension: The contents and strategies of the programme encourage a deep comprehension of the contents. • Coherence: The programme bears in mind the existence of an appropriate coherence between objectives and contents and the learning situations proposed by the students. • Flexibility: The programme promotes the use of flexible learning situations that may be composed by a balanced combination of face-to-face and online strategies, or the application of different online situations. • Belonging: The programme promotes the development of a “belonging feeling” among the students group. In order to do so, different activities are designed to favor social spaces and interaction. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) E. Evaluation of the Programme and Students A training programme should incorporate evaluation as an essential element that has to be present in each one of the development phases. The assessment helps design and redesign programmes in order to improve processes. Similarly, the evaluation provides credibility to the training and promotes better student involvement. Evaluation is a process to be developed throughout the training process. Formative evaluation helps improve the functioning of the programme. To this end, this evaluation should not be only based on the student learning, but also in relation to the programme, content, tutorials, tools, etc. Within this logic assessment occurs: • Throughout the programme: learners are expressly asked to evaluate the quality of the contents, learning tasks, work developed by the trainers or resources used. • Upon completion of the training: students have the opportunity to express their satisfaction with the quality of the programme. • Upon completion of the programme: the student learning is evaluated in keeping to programme contents. This evaluation can use a wide variety of assessment techniques. F. Monitoring results and alumni One of the characteristics of effective training programmes is related to the time of contact between the students and the organization after the formal ending of the training activity. The ability to receive advice and support from instructors or other students participating in the program constitutes one of the most important elements to ensure that the learning is consolidated and overcoming the difficulties of practical application. F.1. Evaluation of results: • Upon completion of the programme, the degree of practical application of learning is evaluated. • A deferred assessment of the training programme is conducted. F.2. Tracking graduates: • Forums, collaborative tools, sharing tools, etc 4. TOWARDS RECOGNITION OF LIFELONG LEARNING ÍNDICE • Creating a network of students involved in the training programme using technology resources is promoted: forums, collaborative tools, sharing tools, etc. • Students advice and information is offered to facilitate job finding. • The organization promotes and manages an employment exchange service for students once the training program is completed. 4.1.2. Template for the design of LLL programmes The proposal of a LLL programme should include a description of different general characteristics as indicated below, as well as other elements each hosting university may consider necessary. •Description: Each proposal must include an adequated and consistent description with the type of course offered that should not lead to confusion towards its content, professional aspects and/or external entities involved in the proposal. •Organization: Identification of the LLL Unit or LLL Center responsible of the organization and management of the course. •Coordination of the course: The coordinator of the course must be a member of the academic staff of the hosting HEI. •Dates: The key dates for the development of the course must be clearly identified. •Justification: Every programme must include a description of the singularities and relevance in case of the novel programmes and information supported by the appropriate references. Each course proposal must be relevant according to the training and/or research experience, appropriate to the academic field referenced and/or in accordance with existing similar studies. The proposed course should be reasonably introduced to society and the academic community. The references or evidence accompanying the proposed course should provide academics, scientific and/or professionals arguments to support it. Companies can offer courses in collaboration with the universities, agreeing the contents, competencies, etc. •Objectives, competencies and workloads: Each course must include specific objectives or training goals to be achieved, whether its profile is professional, scientific, cultural EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE • Creating a network of students involved in the training programme using technology resources is promoted: forums, collaborative tools, sharing tools, etc. • Students advice and information is offered to facilitate job finding. • The organization promotes and manages an employment exchange service for students once the training program is completed. 4.1.2. Template for the design of LLL programmes The proposal of a LLL programme should include a description of different general characteristics as indicated below, as well as other elements each hosting university may consider necessary. •Description: Each proposal must include an adequated and consistent description with the type of course offered that should not lead to confusion towards its content, professional aspects and/or external entities involved in the proposal. •Organization: Identification of the LLL Unit or LLL Center responsible of the organization and management of the course. •Coordination of the course: The coordinator of the course must be a member of the academic staff of the hosting HEI. •Dates: The key dates for the development of the course must be clearly identified. •Justification: Every programme must include a description of the singularities and relevance in case of the novel programmes and information supported by the appropriate references. Each course proposal must be relevant according to the training and/or research experience, appropriate to the academic field referenced and/or in accordance with existing similar studies. The proposed course should be reasonably introduced to society and the academic community. The references or evidence accompanying the proposed course should provide academics, scientific and/or professionals arguments to support it. Companies can offer courses in collaboration with the universities, agreeing the contents, competencies, etc. •Objectives, competencies and workloads: Each course must include specific objectives or training goals to be achieved, whether its profile is professional, scientific, cultural EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) or personal. As well, it must include specific competences and skills that students will acquire upon the completion of the studies and the expected workload. The skills will be evaluated and must be consistent with the objectives previously stated in order to grant the course Certificate. •Entry and admission requirements: The course will define the profile of the target student (High School or University degree). Additionally, the course must ensure transparency in the admission process based on merit, equal opportunity and capacity of the candidate. The candidates are required to provide their CVs and there will be an evaluation process based on several elements, including a personal interview. There will not be any kind of discrimination based on sex, disability, ethnicity, religion or any other personal consideration. •Programming of courses and schedule: The curriculum must have a computed modular structure equivalent to the Credits (1 Credit = 27 hours), consistent with the overall objectives, competencies defined and expected workload. Credits have to consider the time students spend on the course including either face-to-face, online training or homeworking; including participation in seminars, lectures, activities, preparation of reports, etc. •Academic staff: In LLL programmes is recommended to have a fixed number of professors from the hosting university as well as the external academic or professional staff hired for every course. Every training programme should add to the university professors, other external professionals enriching the training offer with their daily working experience. The course outline shall determine the percentage of professors per typology and it must be clearly specified the percentage of academic doctors involved in every training programme. It also has to be specified the profile of the training tutors. •Evaluation system: The courses are designed based in a competence acquisition system, what implies a non-conventional evaluation, in order to assess not only the knowledge of the student, but also his/her ability to apply this knowledge in different contexts. Therefore, the assessment must be focused in showing the capacity to achieve the competences, according to the results of the learning. This approach is proactive and aims at designing a personal learning and development path. In order to do so, several assessment tools are required to be used and indicated in the proposal. •Material resources and services: Each course will describe the learning spaces to be 4. TOWARDS RECOGNITION OF LIFELONG LEARNING ÍNDICE used in case the nature of the course requires special material resources. In the case of online learning, the availability of the platform for future re-editions will be assessed. Likewise, the tools that will allow contact between teachers and students will be introduced. As well, distance learning platforms will be used in a free sources manner in order to ensure the continued use over time. •Internship periods: In case a compulsory period internship in enterprise is established, it must be clearly defined the conditions and the offer of internship available. •Quality Assurance System: The course proposal must include a Quality Assurance System to ensure control, review and continuous improvement. This Quality Assurance System will be based, among others, on the evaluation of the programme performed by the students and professors. •Financial report: The course proposal must be accompanied by a financial report proving the capacity of self-funding. 4.2. Implementation of a Credit and Competences System Credit Transfer and Accumulation System (CTS) is a learner-centered system for credit accumulation and transfer, based on the principle of transparency of the learning, teaching and assessment processes. Its objective is to facilitate the planning, delivery and evaluation of study programmes as well as student mobility by recognizing learning achievements and qualifications and periods of learning (European Commission, 2015a). In Europe, ECTS (European Credit Transfer and Accumulation System) was introduced as a pilot scheme in the Erasmus programme in 1989. Its primary objective at that stage was to facilitate academic recognition for Erasmus students by providing instruments for increased transparency and comparability, to assist recognition and portability of credits obtained in partner institutions. The system facilitated the recognition of periods of study abroad and thus enhanced the quality and volume of student mobility in Europe. Its use expanded from institution to institution and from country to country. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE used in case the nature of the course requires special material resources. In the case of online learning, the availability of the platform for future re-editions will be assessed. Likewise, the tools that will allow contact between teachers and students will be introduced. As well, distance learning platforms will be used in a free sources manner in order to ensure the continued use over time. •Internship periods: In case a compulsory period internship in enterprise is established, it must be clearly defined the conditions and the offer of internship available. •Quality Assurance System: The course proposal must include a Quality Assurance System to ensure control, review and continuous improvement. This Quality Assurance System will be based, among others, on the evaluation of the programme performed by the students and professors. •Financial report: The course proposal must be accompanied by a financial report proving the capacity of self-funding. 4.2. Implementation of a Credit and Competences System Credit Transfer and Accumulation System (CTS) is a learner-centered system for credit accumulation and transfer, based on the principle of transparency of the learning, teaching and assessment processes. Its objective is to facilitate the planning, delivery and evaluation of study programmes as well as student mobility by recognizing learning achievements and qualifications and periods of learning (European Commission, 2015a). In Europe, ECTS (European Credit Transfer and Accumulation System) was introduced as a pilot scheme in the Erasmus programme in 1989. Its primary objective at that stage was to facilitate academic recognition for Erasmus students by providing instruments for increased transparency and comparability, to assist recognition and portability of credits obtained in partner institutions. The system facilitated the recognition of periods of study abroad and thus enhanced the quality and volume of student mobility in Europe. Its use expanded from institution to institution and from country to country. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) In the Bologna Declaration of June, 1999, it was recognized the usefulness of a system like ECTS for mobility and lifelong Learning (recognition of prior learning). In 2003 it was stressed the important role played by ECTS in facilitating student mobility and international curriculum development. It was noted that ECTS was increasingly becoming a generalized basis for national credit systems, and they encouraged further progress towards the goal that ECTS becomes not only a transfer but also an accumulation system, to be applied consistently within the emerging European Higher Education Area. Nowadays, most students use ECTS for local accumulation of credits, moving from a bachelor to a Master or from one learning environment to another. In 2005, the ECTS system was identified as one of the key elements of the Framework for Qualifications of the European Higher Education Area (Bologna Qualifications Framework), attaching credit ranges to first and second cycle qualifications (bachelor, Master). In London, in May 2007, it was stipulated, "Efforts should concentrate in future (…) on proper implementation of ECTS based on learning outcomes and student workload." ECTS Users’ Guide, in which this section is based on, stresses the importance of guidance and counseling staff and the importance of documentation produced in a standard and consistent manner. While the whole process was designed for the benefit of students, it also increased mutual understanding and communication between individual academic staff and institutions. In summary, ECTS makes study programs easy to read and compare. It can be used for all types of programs, regardless their mode of delivery, including lifelong learning ones. As part of the implementation of EU-MILL project in partner country universities, University NOVA of Lisbon as WP4 leader, put in place a set of activities to ensure the design and implementation of 4. TOWARDS RECOGNITION OF LIFELONG LEARNING ÍNDICE meaning that they define the number of credits per type of qualification (e.g. master). Such as credit frameworks, which set the number of credits to be awarded after the achievement of the required learning outcomes. Progression rules define how learners progress within the learning pathway to achieve this number of credits in a progressive manner. Accumulation of credits is documented in an official institutional Transcript of Record, so that learners can have a record, proof or confirmation of what they have achieved at each stage of their educational pathway. Successful credit transfer requires academic recognition of credits. Recognition of credits is the process through which an institution certifies that certain learning outcomes, achieved and assessed in another institution, satisfy the requirements of one of the programmes they offer. Given the diversity of programmes and higher education institutions, it is unlikely that the credits and learning outcomes of a single educational component in different programmes will be identical. Therefore, a flexible approach to recognition of credits obtained in another context is recommended. ‘Fair recognition’ rather than perfect equivalence is to be sought. Such ‘fair recognition’ should be based on the learning outcomes – i.e. what a person knows and is able to do - rather than on the formal procedures that have led to the completion of a qualification or its component. The recognition process should be transparent. The recognition of foreign qualifications should be granted unless a substantial difference can be demonstrated between the qualification for which recognition is requested and the relevant qualification of the State in which recognition is sought. In applying this principle, the assessment should seek to establish whether the differences in learning outcomes between the foreign qualification and the relevant qualification of the country in which recognition is sought are too substantial to not allow the recognition of the foreign qualification as requested by the applicant. Recognition means that the number of credits gained for suitable learning outcomes achieved, at the appropriate level, in another context will replace the number of credits that are allocated for these learning outcomes at the awarding institution. For example in practice a 4 ECTS credit component in one institution can replace a 5 ECTS credit component in another institution if learning outcomes are equivalent. The student will be then awarded 5 ECTS credits. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE meaning that they define the number of credits per type of qualification (e.g. master). Such as credit frameworks, which set the number of credits to be awarded after the achievement of the required learning outcomes. Progression rules define how learners progress within the learning pathway to achieve this number of credits in a progressive manner. Accumulation of credits is documented in an official institutional Transcript of Record, so that learners can have a record, proof or confirmation of what they have achieved at each stage of their educational pathway. Successful credit transfer requires academic recognition of credits. Recognition of credits is the process through which an institution certifies that certain learning outcomes, achieved and assessed in another institution, satisfy the requirements of one of the programmes they offer. Given the diversity of programmes and higher education institutions, it is unlikely that the credits and learning outcomes of a single educational component in different programmes will be identical. Therefore, a flexible approach to recognition of credits obtained in another context is recommended. ‘Fair recognition’ rather than perfect equivalence is to be sought. Such ‘fair recognition’ should be based on the learning outcomes – i.e. what a person knows and is able to do - rather than on the formal procedures that have led to the completion of a qualification or its component. The recognition process should be transparent. The recognition of foreign qualifications should be granted unless a substantial difference can be demonstrated between the qualification for which recognition is requested and the relevant qualification of the State in which recognition is sought. In applying this principle, the assessment should seek to establish whether the differences in learning outcomes between the foreign qualification and the relevant qualification of the country in which recognition is sought are too substantial to not allow the recognition of the foreign qualification as requested by the applicant. Recognition means that the number of credits gained for suitable learning outcomes achieved, at the appropriate level, in another context will replace the number of credits that are allocated for these learning outcomes at the awarding institution. For example in practice a 4 ECTS credit component in one institution can replace a 5 ECTS credit component in another institution if learning outcomes are equivalent. The student will be then awarded 5 ECTS credits. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Decisions on credit recognition and transfer are taken by the qualification-awarding institution on the basis of reliable information on the learning outcomes achieved, as well as on the means of assessment and their validation. Institutions should make their recognition policies known and easily accessible. In ECTS, credit recognition for the purpose of accumulation and transfer are facilitated by ECTS key documents. In the case of agreed student mobility, the three parties involved – the home institution, the host institution and the student – should sign the Learning Agreement for mobility prior to the mobility period. In such cases, recognition of the credits by the home institution is automatic if the conditions stipulated in the learning agreement have been fulfilled. All learning components to be followed abroad should be listed in the Learning Agreement. In case a student is awarded credits for learning components other than those specified in the Learning Agreement, it is up to the home institution to decide whether or not to recognise these. In case of changes to the programme of study agreed with the learner, the Learning Agreement may be amended, but the amended version must be signed again by the same three parties concerned within an agreed period of time. The recognition of credits in the framework of joint programmes is stipulated in the regulations of the programme. There may be no need for Learning Agreement in the case of joint programmes, as the credits achieved in the partner institution are automatically recognised if the rules of the joint programme are followed and the conditions are satisfied. To valorize the work of the partner country universities, four different criteria were set up to select some pilot courses which can be named as "best practices" in their design and subsequent development. The four criteria are: a) Adherence to the project's over-all goals and objectives. b) Adherence to the project's methodological framework, including the implementation of credit system. c) Close following of the Guidelines articulated by the WP 5 leading partner (NDU). d) Innovative approaches to targeting adult trainees over a distance-learning model. 4. TOWARDS RECOGNITION OF LIFELONG LEARNING ÍNDICE 4.3. Quality Assurance System Nowadays, in every field, it is common to hear about quality and quality assessment. In education, at all levels, including Lifelong Learning, quality control must be supported by a Quality Assessment System in order to guarantee the excellence of the training as well as its capacity to fulfill the users’ needs and expectances. According to Van Kemenade et al. (2008), for many academics, quality is a difficult concept to translate to education, due to the difficulty of finding out what is the product, the customer, the manufacturing process in a university?. Also Harvey and Green (1993) considered this concept as slippery, stating that quality can be viewed as exceptional, as perfection (or consistency), as fitness for purpose, as value for money and as transformative. Especially the last definition does more justice to education as a process wherein learners are the centre of the action: they get the added value, are the added value, transform. Thus, it is important to develop processes to analyze and revise the quality of the training programs. It should be taken into consideration relevant elements such as the connection of the contents to the job market demands or the students’ profile: mainly professional adults, frequently with dependents. The commitment of the educational institution with the quality of the training programs requires a systematic approach, based on tools and procedures. It is essential to assert that quality is not the final issue, but an element that must be present throughout the whole decision-making process. The consortium has developed a common quality assurance system specific for LLL programmes, comprising the definition of mechanisms, tools and indicators for quality assessment of those programmes. It is a multidimensional system covering all phases of the program: 1. Training design (target population, objectives, training model, contents, learning strategies, teaching resources) 2. Training production (characteristics and virtual environment) 3. Start-up of the training Program (information and orientation on the course program, enrollment, recruitment process and certification) EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE 4.3. Quality Assurance System Nowadays, in every field, it is common to hear about quality and quality assessment. In education, at all levels, including Lifelong Learning, quality control must be supported by a Quality Assessment System in order to guarantee the excellence of the training as well as its capacity to fulfill the users’ needs and expectances. According to Van Kemenade et al. (2008), for many academics, quality is a difficult concept to translate to education, due to the difficulty of finding out what is the product, the customer, the manufacturing process in a university?. Also Harvey and Green (1993) considered this concept as slippery, stating that quality can be viewed as exceptional, as perfection (or consistency), as fitness for purpose, as value for money and as transformative. Especially the last definition does more justice to education as a process wherein learners are the centre of the action: they get the added value, are the added value, transform. Thus, it is important to develop processes to analyze and revise the quality of the training programs. It should be taken into consideration relevant elements such as the connection of the contents to the job market demands or the students’ profile: mainly professional adults, frequently with dependents. The commitment of the educational institution with the quality of the training programs requires a systematic approach, based on tools and procedures. It is essential to assert that quality is not the final issue, but an element that must be present throughout the whole decision-making process. The consortium has developed a common quality assurance system specific for LLL programmes, comprising the definition of mechanisms, tools and indicators for quality assessment of those programmes. It is a multidimensional system covering all phases of the program: 1. Training design (target population, objectives, training model, contents, learning strategies, teaching resources) 2. Training production (characteristics and virtual environment) 3. Start-up of the training Program (information and orientation on the course program, enrollment, recruitment process and certification) EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 4. Implementation of the training Program (trainers, learning processes) 5. Program and Students’ assessment 6. Evaluation results and follow-up of the trainee. The system aims to be precise, using the valuable indicators to obtain relevant information in order to improve the quality of the training activities. Following , you will find a summary of the main elements of the QA system. CODE P01: Measurement and analysis of academic performance Objective: The purpose of this procedure is to analyze the expected results on the training course regarding their graduation and dropout rate, as well as other supplementary indicators to contextualize the results of the programme. Scope: This is a common procedure for all training courses implemented in the HEI. Definitions • Graduation rate: The percentage of students who complete the course on schedule related to the number of students enrolled. • Dropout rate: The percentage of students who, should have obtained their certificate the former year and didn’t succeed and decided not to enroll in the current year. Development: The Quality Assurance Committee will gather the relevant information concerning the results obtained in every course. The committee will then proceed to analyze the results including a comparison with historical data from the LLL Center in previous years. The report shall recommend an improvement plan intending to solve the identified problems, highlighting to those responsible for its implementation, the mechanisms to carry out the action, the monitoring indicators and established benchmarks, as well as the level of priority to be given (low, medium, high). 4. TOWARDS RECOGNITION OF LIFELONG LEARNING ÍNDICE Proposed tools to be used: • T01 -P01: Historical data of the training course (academic results of the course in the recent three editions (if any). • T02- P01: Improvement Plan for the training course. Measuring and monitoring: For the measurement and analysis of the results the following indicators, amongst others, must be taken into consideration: • I01 -P01: Graduation rate for the training course. Responsible bodies: • Committee on Quality Assurance • Centre of Unit responsible of Lifelong Learning Results management: The Lifelong Learning Centre's management will be responsible for the annual preparation and online publication of an Annual Quality Report on the conclusions of the analysis. The report has to be accessible to the students, academic and administrative staff, and the general society, thus ensuring transparency of information regarding the training course. CODE P02: Evaluation and improvement of the quality of teaching and teachers Objective: The purpose of this procedure is to obtain information on the different aspects regarding the teaching activity, allowing its evaluation and providing indicators to continuously improve the quality of teaching. Scope: This is a common procedure for all training courses implemented in the HEI. Definitions: Not applicable. Development: Data collection system: The following data will be collected: • Results of student surveys on teaching activity EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE Proposed tools to be used: • T01 -P01: Historical data of the training course (academic results of the course in the recent three editions (if any). • T02- P01: Improvement Plan for the training course. Measuring and monitoring: For the measurement and analysis of the results the following indicators, amongst others, must be taken into consideration: • I01 -P01: Graduation rate for the training course. Responsible bodies: • Committee on Quality Assurance • Centre of Unit responsible of Lifelong Learning Results management: The Lifelong Learning Centre's management will be responsible for the annual preparation and online publication of an Annual Quality Report on the conclusions of the analysis. The report has to be accessible to the students, academic and administrative staff, and the general society, thus ensuring transparency of information regarding the training course. CODE P02: Evaluation and improvement of the quality of teaching and teachers Objective: The purpose of this procedure is to obtain information on the different aspects regarding the teaching activity, allowing its evaluation and providing indicators to continuously improve the quality of teaching. Scope: This is a common procedure for all training courses implemented in the HEI. Definitions: Not applicable. Development: Data collection system: The following data will be collected: • Results of student surveys on teaching activity EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Quality Commission will analyze all the information detailed in the previous section, and prepare the final evaluation report which will include as much details as possible on the current situation and, where appropriate, suggestions and recommendations on the appropriate training course, which must be accompanied by measures aiming to address identified deficiencies. Tools: T01-P02 Student´s surveys on teaching activity Measuring and monitoring: For the measurement and analysis of the results the following indicators, amongst others, must be taken into consideration: • I01 -P02: Level of student satisfaction with teaching quality. Responsible bodies: • Quality Assurance Committee. Results management: The Centre's management will publish on the web site an improvement Plan for the training courses and must report the annual monitoring of this improvement Plan. CODE P03: Evaluation of external internships Objective: The purpose of this procedure is to ensure the quality of external internships. Scope:This is a common procedure for all training courses implemented in the HEI. Definitions: Not applicable. Development Data collection system: The Quality Assurance Committee, or the commission unit, must monitor and evaluate students´ internships and employment. Tools: • T01 -P03: Final Student Survey • T02 -P03: Report from the enterprise/institution where the internship was carried out. 4. TOWARDS RECOGNITION OF LIFELONG LEARNING ÍNDICE Measuring and monitoring: For the measurement and analysis of the results, the following indicators, amongst others, must be taken into consideration: • I01 -P03: Satisfaction level of external tutors who have participated in internship programs. • I02 -P03: Level of satisfaction of graduate students who have participated in internships programs. • I03 -P03: Number of companies with an agreement for internship development. Responsible bodies: Quality Assurance Committee for training course Results management: The Lifelong Learning Centre's management must be responsible for the annual preparation and online publication of an annual quality report on the center’s website. CODE P04: Evaluation and analysis of overall training course satisfaction of the various groups involved Objective: This procedure is intended to analyze the overall level of satisfaction of the various groups actively involved in the training courses (academic and administrative staff and students) concerning to the orientation and reception, planning, development, and results of the programme. Scope: This is a common procedure for all training courses implemented in the HEI. Definitions: Not applicable. Development: Data collection system: Information must be gathered concerning the various groups actively involved in a training programme (academic and administrative staff and students). Although particular surveys will be conducted for each group involved, many of their items are similar, which will allow for an adequate contrast of different opinions. The surveys for academic and administrative staff and students will use a scale of 0-10. With these tools, information on the following items will be collected: EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE Measuring and monitoring: For the measurement and analysis of the results, the following indicators, amongst others, must be taken into consideration: • I01 -P03: Satisfaction level of external tutors who have participated in internship programs. • I02 -P03: Level of satisfaction of graduate students who have participated in internships programs. • I03 -P03: Number of companies with an agreement for internship development. Responsible bodies: Quality Assurance Committee for training course Results management: The Lifelong Learning Centre's management must be responsible for the annual preparation and online publication of an annual quality report on the center’s website. CODE P04: Evaluation and analysis of overall training course satisfaction of the various groups involved Objective: This procedure is intended to analyze the overall level of satisfaction of the various groups actively involved in the training courses (academic and administrative staff and students) concerning to the orientation and reception, planning, development, and results of the programme. Scope: This is a common procedure for all training courses implemented in the HEI. Definitions: Not applicable. Development: Data collection system: Information must be gathered concerning the various groups actively involved in a training programme (academic and administrative staff and students). Although particular surveys will be conducted for each group involved, many of their items are similar, which will allow for an adequate contrast of different opinions. The surveys for academic and administrative staff and students will use a scale of 0-10. With these tools, information on the following items will be collected: EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 1) Socio-demographic variables (age, gender, degree, year, sector). 2) Satisfaction with guidance systems and advertising to facilitate their incorporation into the training course. 3) Overall satisfaction with training course planning and development of teaching: • Timing and coordination of modules or subjects. • Adapting schedules, shifts, balance of theory-practice, group size. • Satisfaction with the methodology used (variety, innovation, etc.). • Satisfaction with external internships. • Availability, accessibility, and usefulness of information on training course (level of satisfaction with the training course website and other media, as the Web Portal). • Satisfaction with Human Resources: Academic and Administrative Staff, Director of the training course, and the person managing the training course. • Satisfaction with material resources and infrastructure of the training course. • Satisfaction with the University’s virtual platform. 4) Degree of satisfaction with the results: • Satisfaction with assessment systems. • Satisfaction with attention given to suggestions and complaints. • Satisfaction with training received (overall score). • Fulfilment of expectations concerning the training course. The Quality Assurance Committee will analyze the data on the various groups’ satisfaction with the training course considering all variables included in the survey. The data analysis will be divided by the group involved, presenting both descriptive data and comparative analyses based on different grouping variables (group, course, age, gender). With this information, the committee will prepare a final evaluation report including proposals for improvement, suggestions, and recommendations for the training course. 4. TOWARDS RECOGNITION OF LIFELONG LEARNING ÍNDICE Tools: • T01- P04: Opinion survey on overall student satisfaction with the training course. • T02 -P04: Opinion survey on overall academic staff satisfaction with the training course • T03 -P04: Opinion survey on overall administrative staff satisfaction with the training course. • T02- P01: Improvement Plan for the training course. Monitoring and measurement: For the measurement and analysis of the results, the following indicators will be taken into consideration: • I01-P04: Level of student satisfaction with the training course. • I02-P04: Level of academic staff satisfaction with the training course. • I03 -P04: Level of administrative staff satisfaction with the training course. Responsible bodies: Quality Assurance Committee for training course Results management: The Lifelong Learning Centre's management must publish the training course improvement Plan on its website and will report on the monitoring , conducted on an annual basis, of the improvement Plan. Both elements will take part of the annual Report on Quality. CODE P05 Management and support for complaints, suggestions & troubleshooting Objective: The purpose of this procedure is to establish a flexible system that can address the suggestions, incidents and complaints from various stakeholders involved in the training course. Scope: This is a common procedure for all training courses implemented in the HEI. This procedure is related with a general procedure of the HEI on the management of suggestions, incidents, complaints and compliments. Definitions: Not applicable. Development Data collection system: The Lifelong Learning Centre, as well as having a physical mailbox for complaints and suggestions, must also design an electronic mailbox through which complaints, EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE Tools: • T01- P04: Opinion survey on overall student satisfaction with the training course. • T02 -P04: Opinion survey on overall academic staff satisfaction with the training course • T03 -P04: Opinion survey on overall administrative staff satisfaction with the training course. • T02- P01: Improvement Plan for the training course. Monitoring and measurement: For the measurement and analysis of the results, the following indicators will be taken into consideration: • I01-P04: Level of student satisfaction with the training course. • I02-P04: Level of academic staff satisfaction with the training course. • I03 -P04: Level of administrative staff satisfaction with the training course. Responsible bodies: Quality Assurance Committee for training course Results management: The Lifelong Learning Centre's management must publish the training course improvement Plan on its website and will report on the monitoring , conducted on an annual basis, of the improvement Plan. Both elements will take part of the annual Report on Quality. CODE P05 Management and support for complaints, suggestions & troubleshooting Objective: The purpose of this procedure is to establish a flexible system that can address the suggestions, incidents and complaints from various stakeholders involved in the training course. Scope: This is a common procedure for all training courses implemented in the HEI. This procedure is related with a general procedure of the HEI on the management of suggestions, incidents, complaints and compliments. Definitions: Not applicable. Development Data collection system: The Lifelong Learning Centre, as well as having a physical mailbox for complaints and suggestions, must also design an electronic mailbox through which complaints, EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) suggestions and incidents related must be forwarded to each training course that are conducted at the Lifelong Learning Centre. A link to this mailbox must be available on the Lifelong Learning Centre’s website and in the factsheet of every training course. System for analysis of information: The method for studying the complaint, suggestion or incident must be subject to the principles of transparency, speed and efficiency, and must be promoted in its procedures as well as must respect the general rules on complaints and suggestions established by the University. Tools: T02- P01: Improvement Plan for the training course. Measuring and monitoring: For the measurement and analysis of the results the following indicators, amongst others, must be taken into consideration: • I01 -P05: Number of suggestions received. • I02 -P05: Number of complaints received. • I03 -P05: Number of incidents received. Responsible bodies: Department in charge for complaints and suggestions of the Lifelong Learning Centre and the Commission for Quality Assurance of the training course. Results management: The Lifelong Learning Centre's management must be responsible for the annual preparation and publication of an annual quality report which will be published on the center’s website. 4.4. Towards Regional and National Qualification Frameworks The development of Qualification Frameworks constitutes a key element in the establishment of a strategy for LLL. NQFs have been found to establish a basis for educational program quality improvement, accessibility and linkages. According the International Labor Organization guide on NQF (Tuck, 2007), NQFs help facilitate the labor market recognition of qualifications within a country and internationally. Moreover, the NQF establishes a single system of levels for all qualifications, 4. TOWARDS RECOGNITION OF LIFELONG LEARNING ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Level 7 Level 8 Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research Critical awareness of knowledge issues in a field and at the interface between different fields Knowledge at the most advanced frontier of a field of work or study and at the interface between fields Specialised problem-sol- ving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields The most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice Manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches; take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research Source: European Commission, Directorate General for Education and Culture (2010) ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) Level 7 Level 8 Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research Critical awareness of knowledge issues in a field and at the interface between different fields Knowledge at the most advanced frontier of a field of work or study and at the interface between fields Specialised problem-sol- ving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields The most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice Manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches; take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research Source: European Commission, Directorate General for Education and Culture (2010) 4. TOWARDS RECOGNITION OF LIFELONG LEARNING The Framework for Qualifications of the European Higher Education Area provides descriptors for cycles. Each cycle descriptor offers a generic statement of typical expectations of achievements and abilities associated with qualifications that represent the end of that cycle (European Commission, 2008a, 2008b, 2013, 2015b). • The descriptor for the Higher Education short cycle (within or linked to the first cycle), developed by the Joint Quality Initiative as part of the Bologna process, corresponds to the learning outcomes for EQF level 5. • The descriptor for the first cycle in the Framework for Qualifications of the European Higher Education Area corresponds to the learning outcomes for EQF level 6. • The descriptor for the second cycle in the Framework for Qualifications of the European Higher Education Area corresponds to the learning outcomes for EQF level 7. • The descriptor for the third cycle in the Framework for Qualifications of the European Higher Education Area corresponds to the learning outcomes for EQF level 8. As a result, it was recognized by all partners the European qualification framework (EQF) as a model to consider in the development of QF in the region and in the formation of an RQF. Specifically, some of the major outcomes to consider from EQF were the following: • Capacity for strengthening mutual trust and cooperation between the different stakeholders in LLL • Reduce barriers to recognition of learning and enable learners to make better use of available knowledge, skills and competences • Enable and promote mobility of learners and labor across borders • The relevance given to sectoral framework for improved recognition, and the transferability of learning outcome for ease of learners mobility However, the reference of the EQF it doesn't have to be an absolute objective to be pursued, but a valuable reference. In keeping with the International Labor Organization NQF guide (Tuck, 2007), the value of an NQF is closely related with its possibilities to achieve their policy goals, such as developing Lifelong Learning or improving the quality of education. Therefore, its design should be conceived in coherence with the expected goals and taking into consideration the context in which ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) it will operate. Thus, it is unhelpful to think of the NQF as an entity with fixed or universal characteristics. The characteristics of the NQF should be selected because they are deemed to be the most effective way of achieving objectives and therefore deeply adapted to the context. This point, concerning to the need of adapting the model to be effective to the political and economic context, is also remarked by Young (2003, 2005) who considers the issue as a vital element for its future success. Several examples from around the world on QF have been examined and facilitated the dialogue among participants on the promise and potential of NQF and RQF. After this analysis, the consortium has agreed some common objectives for advancing towards the RQF, that will be explained in detail in the following pages: Objective 1: To bring together key players in the VET and Higher Education sectors in the Southern Partner Countries and EU members of the consortium to exchange ideas on the promises and potentialities of National Qualification Frameworks and a Regional Qualification Framework as well as about how to apply them in the Southern Neighboring context. From the first conference on the WP6, the presentation focused on the objectives of designing a qualification framework, starting with the basic definition of a NQF, the value of an NQF, its goals and objectives, the needs for quality assurance and the stages in developing the system of levels. The “Design of a Qualification Framework” presentation was submitted during the Kick off conference on “Euro-Mediterranean integration though LLL” in Rabat between January 17 and 20, 2013. It was met with great interest and enthusiasm by all participants as it was witnessed by the lively discussions that followed the presentation. The seminar focused on the complexity involved in the design stages of a NQF and a RQF. It showed examples from around the world on QF. The presentation highlighted steps to be taken in the design of a NQF and stressed on other considerations such as the creation of zones of trust. As such, it was agreed that EQF is a means to make comparisons, not an agent of harmonization. We also introduced the European Qualification Framework’s impact on quality assurances and institutional accreditation. ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) it will operate. Thus, it is unhelpful to think of the NQF as an entity with fixed or universal characteristics. The characteristics of the NQF should be selected because they are deemed to be the most effective way of achieving objectives and therefore deeply adapted to the context. This point, concerning to the need of adapting the model to be effective to the political and economic context, is also remarked by Young (2003, 2005) who considers the issue as a vital element for its future success. Several examples from around the world on QF have been examined and facilitated the dialogue among participants on the promise and potential of NQF and RQF. After this analysis, the consortium has agreed some common objectives for advancing towards the RQF, that will be explained in detail in the following pages: Objective 1: To bring together key players in the VET and Higher Education sectors in the Southern Partner Countries and EU members of the consortium to exchange ideas on the promises and potentialities of National Qualification Frameworks and a Regional Qualification Framework as well as about how to apply them in the Southern Neighboring context. From the first conference on the WP6, the presentation focused on the objectives of designing a qualification framework, starting with the basic definition of a NQF, the value of an NQF, its goals and objectives, the needs for quality assurance and the stages in developing the system of levels. The “Design of a Qualification Framework” presentation was submitted during the Kick off conference on “Euro-Mediterranean integration though LLL” in Rabat between January 17 and 20, 2013. It was met with great interest and enthusiasm by all participants as it was witnessed by the lively discussions that followed the presentation. The seminar focused on the complexity involved in the design stages of a NQF and a RQF. It showed examples from around the world on QF. The presentation highlighted steps to be taken in the design of a NQF and stressed on other considerations such as the creation of zones of trust. As such, it was agreed that EQF is a means to make comparisons, not an agent of harmonization. We also introduced the European Qualification Framework’s impact on quality assurances and institutional accreditation. 4. TOWARDS RECOGNITION OF LIFELONG LEARNING After much deliberations and exchange of ideas on the promises of NQFs and a RQF among all key players in the VET and Higher Education sectors in SN PC and EU members of the consortium, we concluded on the need to have a consensus building mechanism for the development of NQFs in the regions, the stages for such development and about how to apply them in the Southern Neighboring context. Objective 2: To contribute to building internal government consensus in the Southern area on Qualification Framework. This objective was achieved through the presentation and subsequent deliberations at the University of Nova Lisbon in October 2013, where we built on learning lessons from the Morocco and Finland case studies. We then demystified the European Qualification Framework as we looked into the benefits and versatilities of referencing programs to the EQF through the National Qualification Framework on the respective countries, or if the case arises and under certain criteria and considerations, to reference programs to the EQF directly. A full case study was presented on the Lebanese National Qualifications Framework. After several discussions and deliberations among group members, it was concluded on the emerging needs for building consensus on Qualifications Framework in the SNA and the urgency to contribute to building internal government consensus on Qualification Framework through the creation of a Regional Qualification Framework community. Objective 3: To start creating a Regional Qualification Framework community A regional qualification framework or RQF based on the EQF framework introduces a common language at the regional level (of levels, outcomes, credits, award types, etc) among employers and the education world. This would indeed lead to a shared understanding of concepts and the better implementation of regional policies and strategies. This objective was met through the virtual Regional Qualification Board (the RQ Board) that was established with a SN representation of one selected member from each of the participating universities in the consortium and two selected members from the team leaders, namely the University of Seville and LAU. The aim of the RQ Board is to evaluate industry specific program qualifications emanating from the SN region against the respective NQF of the country, and to review the linking ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) of that program to the EQF through the existing mapping between the country NQF and the EQF. If no NQF is available in that particular country, then the program qualification would be directly mapped and linked to the EQF and submitted to the RQ Board for review and assessment. For the establishment of the RQ Board, every university was required to submit the name of its representative to the RQ Board. The University Project leaders would submit 2 names. The aim of the RQ Board is to evaluate the proposed program qualifications once submitted by each university to the RQ Board. To initiate a project on a regional qualifications framework: a guide. At the university level, each university selected one industry from the tertiary economy (specifically the banking sector, the health sector or the hospitality sector) in order to come up with an industry specific qualification program. The project entailed the following guidelines: • Run an industry specific survey to include employees, business owners, syndicates, and associations. The objective of the survey is to determine key parameters from the selected qualification with an emphasis on market needs. The CEP@LAU provided a sample of survey based on a 2015 study that was done by themselves and the Syndicate of Hospitals in Lebanon. • Analysis of the qualification including institutional environment analysis, pedagogical and administrative of the qualification, analysis of the qualification content and analysis of the type of information provided. Level of knowledge, skills and competencies needed to obtain that specific qualification –i.e., the learning outcomes in order to align with the NQF or EQF topology and the quality of program qualification management. • Compare and match of qualification contents to the NQF. Analyze the content indicators with respect to the taxonomy of the three descriptors of the NQF (Knowledge, skills and abilities). Comparative reading of the contents and of the NQF descriptors to check the level defined a priori by the institution delivering the qualification or the level usually associated to that specific qualification in your country. Then cross compare your NQF ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) of that program to the EQF through the existing mapping between the country NQF and the EQF. If no NQF is available in that particular country, then the program qualification would be directly mapped and linked to the EQF and submitted to the RQ Board for review and assessment. For the establishment of the RQ Board, every university was required to submit the name of its representative to the RQ Board. The University Project leaders would submit 2 names. The aim of the RQ Board is to evaluate the proposed program qualifications once submitted by each university to the RQ Board. To initiate a project on a regional qualifications framework: a guide. At the university level, each university selected one industry from the tertiary economy (specifically the banking sector, the health sector or the hospitality sector) in order to come up with an industry specific qualification program. The project entailed the following guidelines: • Run an industry specific survey to include employees, business owners, syndicates, and associations. The objective of the survey is to determine key parameters from the selected qualification with an emphasis on market needs. The CEP@LAU provided a sample of survey based on a 2015 study that was done by themselves and the Syndicate of Hospitals in Lebanon. • Analysis of the qualification including institutional environment analysis, pedagogical and administrative of the qualification, analysis of the qualification content and analysis of the type of information provided. Level of knowledge, skills and competencies needed to obtain that specific qualification –i.e., the learning outcomes in order to align with the NQF or EQF topology and the quality of program qualification management. • Compare and match of qualification contents to the NQF. Analyze the content indicators with respect to the taxonomy of the three descriptors of the NQF (Knowledge, skills and abilities). Comparative reading of the contents and of the NQF descriptors to check the level defined a priori by the institution delivering the qualification or the level usually associated to that specific qualification in your country. Then cross compare your NQF 4. TOWARDS RECOGNITION OF LIFELONG LEARNING program selection against the EQF. Evaluate each of the qualification programs directly against the EQF by selecting the proper EQF level according to each program parameters as described above. • Final submission of the program file, including the industry survey results, the quality control parameters and the program evaluation to the RQF Board for proper comments, valuation and final review and approval. Meeting Excellence in LLL delivery: Challenges along the way The RQF Board had to naturally overcome real challenges along the way of sharing learned lessons with related observations. We list some of them: • Cultural barrier in communicating between RQF members • Proper budget allocation considerations of the project • Meeting the challenges of an objective multi-layer industry analysis in third world countries where relevant information may not be available at your disposal • Access to promoting and developing partnerships with enterprises • The difficult choices of making decisions that would sustain quality assurances of the program all throughout • Finding training faculty with the right mix between academic and relevant industry experience for the proper LLL curricula design In conclusion, we believe that while the objective of initiating a project on regional qualifications framework has been achieved, it is more than just mapping the relevant program to the EQF through the RQF community. Rather, it is a serious, thorough and time consuming process that, with proper guidance and detailed analysis will result in finding the right common denominators among the RQF community members, as relevant quality assurance concerns are properly addressed. This has proven to be a full project with its own merit. ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 5. ENHANCING AN ADVANCED DISTANCE LEARNING MODEL 5 Enhancing an advanced distance learning model 5.1. The role of ICT in Lifelong Learning The role of the ICT in the design and development of the LLL Programmes is becoming a key issue in anyone's academic training at any moment of his/her life (Laal, 2011). Thus, it is intended to promote an efficient use of learning methodologies as an essential resource, with the aim of offering a highly qualified education in order to respond to the demand related to LLL demand, through a training offer capable to face the need of permanent updated knowledge claimed by a large part of the population in a changing society. Higher Education Institutions highlight the following objectives, namely: • To expand and promote the use of the ICT to facilitate people the opportunity to participate in teaching-learning processes: these technologies become the way which allows and facilitates the development of LLL. • Turning ICT into an additional tool capable to improve the quality of the teaching and services offered by the universities as well as the guarantee of best practices exchange within this area. Adopting this perspective of LLL means the acceptance of some basic premises as follows: ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) • The student is the centre of the learning process: the attention is focused on the students' learning and on the acquisition of knowledge (not on the mere transmission of it). • New demands of the information and knowledge society include the development of the students' crosscurricular competences as well as the use of the ICT, team-work, communication skills, etc. • Lifelong learning is an essential factor in the improvement of the people's quality of life and personal, social and economic development. • Students' individual needs and their different learning styles must be taken into consideration. The use of the ICT integrated in the field of education contributes to an increase of different education models, spaces for communication, exchange, etc. Within this context, the teaching activity requires a high degree of knowledge which must complement the teacher's specific training in the subject he/she is expert on. Therefore, teachers must integrate these technologies in their teaching practices. They must also make use of new pedagogical resources which will allow them to guarantee a highly qualified training. In this way, technologies and the new training scenarios which derive from their use, play an important role in Lifelong Learning (Koper and Tattersall, 2004). Many definitions and synonyms related with the term e-learning are found in the field of literature. We consider the term e-learning as a teaching-learning processes which are developed over the Internet and which is characterized by a physical separation between teachers and students, but in close communication with each other through an electronic-based didactic interaction. Therefore, students become the centre of interest in the educational process because they have to manage themselves with their own learning path with the help of tutors and classmates. According to specialised literature, these technologies help to overcome many limitations in favour of a highly qualified education (Thorpe, 2000). The application of these technologies to LLL programmes presents characteristics which can directly affect the improvement of the teaching process as follows: ÍNDICE EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) • The student is the centre of the learning process: the attention is focused on the students' learning and on the acquisition of knowledge (not on the mere transmission of it). • New demands of the information and knowledge society include the development of the students' crosscurricular competences as well as the use of the ICT, team-work, communication skills, etc. • Lifelong learning is an essential factor in the improvement of the people's quality of life and personal, social and economic development. • Students' individual needs and their different learning styles must be taken into consideration. The use of the ICT integrated in the field of education contributes to an increase of different education models, spaces for communication, exchange, etc. Within this context, the teaching activity requires a high degree of knowledge which must complement the teacher's specific training in the subject he/she is expert on. Therefore, teachers must integrate these technologies in their teaching practices. They must also make use of new pedagogical resources which will allow them to guarantee a highly qualified training. In this way, technologies and the new training scenarios which derive from their use, play an important role in Lifelong Learning (Koper and Tattersall, 2004). Many definitions and synonyms related with the term e-learning are found in the field of literature. We consider the term e-learning as a teaching-learning processes which are developed over the Internet and which is characterized by a physical separation between teachers and students, but in close communication with each other through an electronic-based didactic interaction. Therefore, students become the centre of interest in the educational process because they have to manage themselves with their own learning path with the help of tutors and classmates. According to specialised literature, these technologies help to overcome many limitations in favour of a highly qualified education (Thorpe, 2000). The application of these technologies to LLL programmes presents characteristics which can directly affect the improvement of the teaching process as follows: 5. ENHANCING AN ADVANCED DISTANCE LEARNING MODEL • Time-space barriers disappear. Students are able to take a course at home or at the workplace, making use of the available contents any day at any time. Therefore, they optimise the time dedicated to their training, which becomes an advantage for students, contributing to favour the teaching's internationalisation. • Interactive and flexible training. The wide variety of methods and resources facilitates the students' active learning and the interaction with contents, classmates, teachers, etc. • The teacher is not a mere transmitter of contents but a tutor who instructs, guides, helps and facilitates the educational process. • Updated multimedia contents, which are based on tasks/activities. Innovations and resources related to this area, can be rapidly inserted with the contents in a way that the teaching is completely updated and adapted to make easier its comprehension through the development of tasks/activities (we learn as we make), together with the support of resources available in the Internet (access to research centres, worldwide prestigious magazines, study of cases, problem-based learning processes, etc.) • Constant communication between participants, by means of tools incorporated by e-learning technological platforms (forums, chats, social networks, etc.) • Internationalisation: possibilities for students, professors and experts from different places and social backgrounds to participate, breaking barriers, promoting interculturality, sharing experiences and establishing professional and human relationships worldwide. • Mentoring system by means of forums, e-mails, these tools allow students to contact their teachers as well as a direct exchange of doubts and ideas with their classmates. • Practical cases: training based on real cases and problems according to the principles of adult learning (adults learn better when the content is closely related to practical situations, solving problems, etc.) and on the search for solutions in groups (collective structuring of knowledge). • Access to a wide variety of support resources for students: lectures, forums, videos, specialised articles, video conferencing with experts from any university. • Continuous evaluation of the learning process by means of different methods, assignments, self-assessment, etc. ÍNDICE 5.2. E-learning Methodologies: a splash at the recent history Most teachers who serve as such today have been trained in traditional education systems with the physical presence of a teacher, whose main role was to organise and direct the entire process. Students assume a passive role just taking notes during class time. The evaluation is understood as a summative assessment based on accountability, giving a final result at the end of the process. Besides, there are other methods where the student does assume a more active role, from individual to group work, problem-based and project or cooperative work. The ICT have joined these methods in the last 15 years. In classroom environments, the use of ICT began to be used combined as a support to onsite methodological strategies. This has been known as blended learning methodology in recent years. In this particular case, different strategies are combined in different learning environments with strong support in ICT. These are, therefore, the first evidences of what is now known as e- Learning. Since 2000, e-learning platforms begin to spread worldwide. This prompted the first teachers to become familiar with e-learning and to read, innovate, prove or research different methodologies. Many of them came, as we have said, from onsite systems. The difference now is that they adapted it to the new non-contact contexts, in mixed (blended learning) or completely online training. Considering this historical perspective, we can assume that teachers do not currently start from zero regarding methodological knowledge. Another issue is to deepen the main approaches about how to teach and learn via online systems, and the different ways to do it. This is known as e-lear- ning methodologies. 5.2.1. e-learning platforms E-Learning technological platforms are an integrated set of interactive online services where new learning processes are developed: it allows a good management of training courses via the Internet. By means of a password, the user accesses to a private site where the teaching-learning processes are developed. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE Disadvantages of e-learning: • Greater effort and dedication It requires more work and dedication from both, the teacher and the student. • Appropriate instructional design Instructional design and a good organization of contents are required. • Students fear of losing human contact Students sometimes experience feelings of isolation and loneliness. • Problems with technology Sometimes students may have technical problems that make it difficult to continue with the course. • Type of content Some contents are more difficult to be taught: not all materials can be delivered through the Internet, for example, certain laboratory practices, etc. • Working Methodology Students and teachers must change their usual way of working. • Dropout Rate When experiencing certain drawbacks, (not following the rhythm of the course etc.) the student can choose to leave the course. • Remote Examinations The true identity of the person performing remote examinations is not guaranteed. Setting Moodle's work environment After creating the course and relating the users through the designer profile, the workspace is set and the tools needed to set the environment are chosen. In order to achieve this, we should be familiar with all the possibilities offered by the platform. The selection and use of tools will depend mainly on the teaching-learning model we want to follow, as well as on the objectives of the course. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 5. ENHANCING AN ADVANCED DISTANCE LEARNING MODEL Teaching-Learning Model From our experience, the teaching-learning model in which we must concentrate on will consider the following key areas, including: • Student as the centre of the process, becoming the principal agent in the creation of his/her own learning. • Active methodologies, use of case studies, problem-based learning, group work, peer tutoring, etc. • Teacher/tutor as a facilitator and guide of the process. • Tasks/activities as key elements to interact with the contents. Different types of dynamics may be programmed: individually, in groups, etc. • Use of ICT and the different communication tools (emails, forums, chats) to answer questions, foster relationships between all participants (students and teachers) during the training process in order to create a true learning community. • Flexibility: teaching is adapted to the pace of the student learning. What are the theories of learning? 'Theories of Learning' refer to those theories that attempt to explain how we learn, that is, how we acquire new skills and knowledge, trying to systematise the mechanisms associated with mental processes that make learning possible. What are they and how many are there? The purpose of these theories is to understand and identify learning processes, trying to describe methods for a more effective teaching. For practical purposes, a detailed classification of all theories and authors will be shown, from which the most significant and those with a more direct involvement will be reviewed. There are four different theories which will be presented: ÍNDICE 1. Behavioral Theories According to behaviourism, our mind behaves as a black box where knowledge is perceived through behaviour. This theory starts from the assumption that knowledge basically consists of a passive and automatic response to environmental external factors and stimuli. Every single step forward enables the subject to deal with the following one, fact which implies that the material must be developed in small stages, thus allowing numerous responses which must be appropriately reinforced. In this way, the sequence of the material submitted will be linear. We start from the assumption that the subject may not have any difficulty if the material has been well-designed. From the point of view of these theories, an e-learning course would include study material whose organization of contents would be presented in a linear and sequential way, through a structured system in which concepts are presented in a logical manner, one after another. The student evaluation would be focused on testing, by means of a final exam, if the student has learned all the contents. 2. Cognitivist Theories This approach is focused on the internal process of the individual, the way of gathering information through perception, understanding, language, elaboration through reasoning, etc. As well as in behavioral theories, the objective knowledge continues to be the centre of learning which must be made by the student. However, the difference is in the fact that this knowledge is not acquired in a passive way, but it is interacted with contents in a way that the subject participates actively in his/her learning, relating the information presented with his/her previous knowledge. Regarding this perspective, an e-learning course would consist of a series of established contents, being able to access to the part which is more interesting for them according to their needs and previous knowledge. Simultaneously, they can develop different types of activities which allow them to know if they have understood the content. The course would be organized in a way that participants would mainly learn individually. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE 1. Behavioral Theories According to behaviourism, our mind behaves as a black box where knowledge is perceived through behaviour. This theory starts from the assumption that knowledge basically consists of a passive and automatic response to environmental external factors and stimuli. Every single step forward enables the subject to deal with the following one, fact which implies that the material must be developed in small stages, thus allowing numerous responses which must be appropriately reinforced. In this way, the sequence of the material submitted will be linear. We start from the assumption that the subject may not have any difficulty if the material has been well-designed. From the point of view of these theories, an e-learning course would include study material whose organization of contents would be presented in a linear and sequential way, through a structured system in which concepts are presented in a logical manner, one after another. The student evaluation would be focused on testing, by means of a final exam, if the student has learned all the contents. 2. Cognitivist Theories This approach is focused on the internal process of the individual, the way of gathering information through perception, understanding, language, elaboration through reasoning, etc. As well as in behavioral theories, the objective knowledge continues to be the centre of learning which must be made by the student. However, the difference is in the fact that this knowledge is not acquired in a passive way, but it is interacted with contents in a way that the subject participates actively in his/her learning, relating the information presented with his/her previous knowledge. Regarding this perspective, an e-learning course would consist of a series of established contents, being able to access to the part which is more interesting for them according to their needs and previous knowledge. Simultaneously, they can develop different types of activities which allow them to know if they have understood the content. The course would be organized in a way that participants would mainly learn individually. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 5. ENHANCING AN ADVANCED DISTANCE LEARNING MODEL 3. Constructivist Theories Although the term contructivism includes a significant number of perspectives about learning, they share the common theme that learning is a process of development of meaning. Unlike Behaviourism, which consists of a series of stimuli-response, Cognitivism, consists of the integration of new information in the current cognitivist scheme, or Constructivism, where learning takes place when a person interprets or extracts the meaning of his/her experience. A person obtains the meaning of his/her dialogue in contact with culture and people. Under this influence, an e-learning course would take into account that contents must be related through links which allow students to move from one place to another according to their needs and interests. Moreover, those contents and activities to be developed by the student are equally important and require an active implication on the part of the student. At the beginning of the course, an inquiry would be made through an activity, questionnaire, brainstorming, etc., in order to test the participants' previous knowledge and their expectations. From that moment onwards, students are involved in the development of course's contents and they are inquired about the way they would like to learn contents. 4. Connectivism In recent years, technology is changing the way we live, communicate and learn. The way people operate and work is altered when new tools are used. Important learning theories used in the creation of learning environments, namely: Behaviourism, Cognitivism and Constructivism are being revised according to the new conditions which define the digital age. This new learning approach proposed by George Siemens in 2004, is articulated according to a set of principles which consider the individual as a starting point. Learning is a complex process which takes place in a changing reality and consists of connecting different sources of information generating, nourishing and updating knowledge with a practical and useful sense. During an e-learning course, students must be offered opportunities in order to develop personal learning atmospheres by means of social web tools. Group learning also becomes the center of the teaching-learning processes. And regarding evaluation, the approach of the true assessment is assumed, as it is the Learning-Oriented Assessment. The term "student-like" is not used in ÍNDICE e-learning. Given the possibilities offered by the Internet, as well as the promotion of training to over a lifetime, there is a wide variety of participants’ profiles: practitioners, unemployed, teenagers, adults, etc. There are some features students should take into account to ensure the success of the training as follows: • To develop basic computer skills as well as having a computer with Internet access. • To be able to plan time and tasks. • Flexibility to be adapted to new ways of learning. • Willingness to participate and to be integrated within the learning group (classmates). • Technical skills in the management and use of technology and a favourable attitude towards them. • Availability of time for training As for the teacher, a new training model requires new trainer functions as a guide, facilitator, monitor, etc. (and not a mere communicator of contents). Taking this into account, there is not a theory that contains all the knowledge required to explain learning. This makes it possible to act applying concepts and other theories depending on the situations and purposes pursued. The goal was to raise awareness of the influence of these theories in practice and the implementation of principles in the design of e-learning training. From our point of view, the teaching-learning process cannot be considered from a single perspective, but from the position of sharing and combining different approaches that will be adapted to the contents, students, availability of time, etc. According to other authors' conclusions, when designing a e-learning course, it is convenient to select principles and techniques from multiple theoretical perspectives, as much as students' characteristics and learning styles, variety of contents, contexts, etc. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE e-learning. Given the possibilities offered by the Internet, as well as the promotion of training to over a lifetime, there is a wide variety of participants’ profiles: practitioners, unemployed, teenagers, adults, etc. There are some features students should take into account to ensure the success of the training as follows: • To develop basic computer skills as well as having a computer with Internet access. • To be able to plan time and tasks. • Flexibility to be adapted to new ways of learning. • Willingness to participate and to be integrated within the learning group (classmates). • Technical skills in the management and use of technology and a favourable attitude towards them. • Availability of time for training As for the teacher, a new training model requires new trainer functions as a guide, facilitator, monitor, etc. (and not a mere communicator of contents). Taking this into account, there is not a theory that contains all the knowledge required to explain learning. This makes it possible to act applying concepts and other theories depending on the situations and purposes pursued. The goal was to raise awareness of the influence of these theories in practice and the implementation of principles in the design of e-learning training. From our point of view, the teaching-learning process cannot be considered from a single perspective, but from the position of sharing and combining different approaches that will be adapted to the contents, students, availability of time, etc. According to other authors' conclusions, when designing a e-learning course, it is convenient to select principles and techniques from multiple theoretical perspectives, as much as students' characteristics and learning styles, variety of contents, contexts, etc. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 5. ENHANCING AN ADVANCED DISTANCE LEARNING MODEL Thus, various theories must be considered and according to the purpose of our training activity, the content, the time used, the methodology taught and especially the students' background (number, characteristics, needs, etc.), are essential for the planning and design of the course. Every theory and every author makes their contribution on how to understand learning and explain different concepts. In short, for some of them, a change in behaviour is considered; for others, a new way of adapting and some others, explain it as a personal experience and as a development of their own learning. Human beings are constantly learning, and previous studies show that in order to achieve these learning, different strategies are individually implemented, both internal and external. Authors point out that there are certain key factors affecting the learning process which are considered in the already mentioned theories: • Biological component. • Intelligence: to understand and process information and to develop responses and thoughts. • Motivation. This is a dynamic element of building momentum. Interest of the individual to meet certain needs. • Experiences of the individual. The individual's experience with the world learning as feelings. • Social context, which is immersed in the subject: the immediate social circle, mainly the family. b) Design phase of the training Planning and implementing a remote training, via the Internet, is not a simple task. To this extent, a series of steps is presented, in order to achieve a proper conduction of courses in e-learning or blended mode. Taking this into consideration, the next step is to start designing the training activity making use of the following elements: ÍNDICE • Objectives: generals and specifics. • Contents: selection of content of interest to students, format and structure. • Methodological strategies: techniques used for students to learn, such as case studies, flexible grouping, various assessment techniques, etc. • Tasks: selection of different types of activities, depending on the purpose, the number of participants, the venue, the evaluation, etc. • Tutorials: define communication tools in order to carry out the tutorial (forums, chats, etc.). • Timing: timing specification for each module / topic schedule for homework, tests, etc. A blended format should also detail the sessions. • Resources: bibliography, articles, links, software, etc. • Assessment to answer the questions of what, how and when to evaluate. Objectives: several main objectives were proposed for the course entitled Enhancing an advanced distance learning model as follows: • To know the training basis via the Internet or e-learning. • To understand the technological platforms for e-learning. • To comprehend organizational implications of the implementation of e-learning projects. • To become familiar with the characteristics of the learning processes of e-learning. • To implement design processes about e-learning formation. • To develop capacities in graphic design, web and multimedia for e-learning. Contents: The contents included the following units: Unit 1: Introduction to e-learning Unit 2: E-Learning Methodology Unit 3: Practices of e-learning Unit 4: Evaluation in e-learning EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE • Objectives: generals and specifics. • Contents: selection of content of interest to students, format and structure. • Methodological strategies: techniques used for students to learn, such as case studies, flexible grouping, various assessment techniques, etc. • Tasks: selection of different types of activities, depending on the purpose, the number of participants, the venue, the evaluation, etc. • Tutorials: define communication tools in order to carry out the tutorial (forums, chats, etc.). • Timing: timing specification for each module / topic schedule for homework, tests, etc. A blended format should also detail the sessions. • Resources: bibliography, articles, links, software, etc. • Assessment to answer the questions of what, how and when to evaluate. Objectives: several main objectives were proposed for the course entitled Enhancing an advanced distance learning model as follows: • To know the training basis via the Internet or e-learning. • To understand the technological platforms for e-learning. • To comprehend organizational implications of the implementation of e-learning projects. • To become familiar with the characteristics of the learning processes of e-learning. • To implement design processes about e-learning formation. • To develop capacities in graphic design, web and multimedia for e-learning. Contents: The contents included the following units: Unit 1: Introduction to e-learning Unit 2: E-Learning Methodology Unit 3: Practices of e-learning Unit 4: Evaluation in e-learning EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 5. ENHANCING AN ADVANCED DISTANCE LEARNING MODEL Methodological strategies: among the methodological aspects based on e-learning that must be considered for a successfully implementation of a learning processes can be highlighted the following: 1. Although we come from a classroom experience, now we are working with e- Learning. This must lead us to plan, communicate, teach, learn, share and evaluate in a different way. The aim is not comparing onsite and online learning, but adopting a global approach considering the possibilities the tools can offer. 2. We should recommend a complete restructuring of the previous work, as an exercise in setting and putting in context the new variables of work and communication. 3. Creativity and innovation are two key variables to succeed this adaptation. A clear concept of change and innovation will be worth it in order to walk on stable ground. We need to reflect IN and FROM the practice (praxis) to understand the new reality. 4. Some of the methodological strategies used in onsite learning are also present in e-learning. Thus, not everything must be invented from scratch in e- Learning. What we must know is how to understand the contexts and what is necessary or appropriated every time, and the fact that what we were doing cannot be necessarily applied within a new context. Thus, it is undoubtedly, necessary to have awareness about the necessity of learning new approaches. 5. Even though there are various methodological strategies, there is no need to apply standardised or stick in certain positions, but, contrarily, keeping an open mind to any adjustments that may be necessary regarding the context. 6. To sum up, the methodology invites us to know the how. It should facilitate the task of the student's learning. The professor, who thinks about methodology and provides ad hoc aid, will have greater success in the learning process of their students, being also part of that learning. ÍNDICE Baseline of the e-learning methodologies • Technology is only a tool • It is not necessary to have the latest technology • Adapting to the context and possibilities • Higher initial commitment (tutoring, monitoring, implementation of learning materials, etc.) • Create learning communities • Provide learning opportunities • Always think of learning Some methodological strategies used were related to: 1. Guiding students to become familiar with the learning environment. 2. Making students understand the way to work in the course. 3. Motivating students to use different communication tools and participate using them. 4. Solving technical or educational problems students can be asked. 5. Achieving a degree of socialization among the students of the course. Tasks: several learning practices were proposed according to the training objectives. Specifically, five activities were presented during the development of the four modules of the course: Activity 1: Analyse the pedagogical structure of the course. Activity 2: Send an abstract highlighting one of the methodological strategy used. Activity 3: Proposal for the educational use of Web 2.0 applications. Activity 4: Design of a rubric for the assessment. Tutorials: Different communication tools were selected in order to carry out the tutorial (forums, chats, etc.). Within the platform’s communication spaces, different methodological strategies were carried out, mainly focused on the online forum. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE Baseline of the e-learning methodologies • Technology is only a tool • It is not necessary to have the latest technology • Adapting to the context and possibilities • Higher initial commitment (tutoring, monitoring, implementation of learning materials, etc.) • Create learning communities • Provide learning opportunities • Always think of learning Some methodological strategies used were related to: 1. Guiding students to become familiar with the learning environment. 2. Making students understand the way to work in the course. 3. Motivating students to use different communication tools and participate using them. 4. Solving technical or educational problems students can be asked. 5. Achieving a degree of socialization among the students of the course. Tasks: several learning practices were proposed according to the training objectives. Specifically, five activities were presented during the development of the four modules of the course: Activity 1: Analyse the pedagogical structure of the course. Activity 2: Send an abstract highlighting one of the methodological strategy used. Activity 3: Proposal for the educational use of Web 2.0 applications. Activity 4: Design of a rubric for the assessment. Tutorials: Different communication tools were selected in order to carry out the tutorial (forums, chats, etc.). Within the platform’s communication spaces, different methodological strategies were carried out, mainly focused on the online forum. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 5. ENHANCING AN ADVANCED DISTANCE LEARNING MODEL During the development of a training course in e-learning, we tested different techniques and strategies for working aspects linked to the training process. Once the areas useful to work are known, this tool would increase its value in the teaching process. The integration of online e-learning forum has raised several issues related to the type of strategy that should be used for a particular type of learning. In this sense, we propose a set of strategies that could be employed to work with on the online forum: a) Strategies for building groups and socialization • To share bibliographic information and stories. This activity is designed so that students can learn from each other by sharing information through the professional development of personal stories. The approach of this type of activity can help the tutor for students to build a group at the beginning of the course. • To share coursework. This type of activity suggests that students develop a paper on a topic related to the course content and share these documents with the other peers for analysis and critique. This task helps to build the group and allows students to access to other students’ knowledge and experience. • To create a social space. A social environment offers students an informal way to meet the interests and goals of the other fellow students. This activity generates an environment for socialization, where the tutor and students can share personal experiences and information on social events that may relate to the course. • To involve students in team projects. The team project gives students the opportunity to practice social skills group, acquiring skills and management of time and experiences in real life situations. These tasks are effective when accompanied by a very clear guide that can be performed in asynchronous environments. b) Strategies for group discussion • To develop asynchronous group discussions. This type of activity can be used in those courses that prioritise the content focused on the issues and where the tutor assigns specific readings on them. The tutor could ask students to complete the assigned readings and actively participate in online debates or may require students to answer questions posed by classmates. These types of online debates allow students to expand their knowledge through interaction with other group ÍNDICE members and to understand some of the main concepts in the readings. • To teach and moderate the discussion. This activity is based on the principle that students can actively learn while helping and moderating group discussions. This activity positions the student as a moderator of the discussion, allowing to better understand what you are learning by teaching others. The student must propose new questions to originate and maintain active and specific data related to the discussion discourse. • To provide feedback. This activity requires students to encourage the continuation of the discussion about an issue replicating comments from his classmates. It is based on an active discussion to stimulate thinking, where students made comments to issues, and raised reactions or responses from peers about the opinions stated. • To summarise information. The objective of this activity is to find the key issues that arise in the conversation and clarify areas of agreement and disagreement among members of a group. When the summary of the discussion is presented, the student is responsible for the overall discussion and provides peer review of the main issues as well as the views of key participants and makes some conclusions that arise from group participation. c) Strategies for research and critical thinking • To promote critical thinking. Given the amount of information available, the student needs to know how to think critically. This type of activity raises the need for students to be able to assess the quality of the materials reviewed to connect and compare them with other information. This involves assessing, analyzing and connecting information. This activity involves students in making decisions by contrast with a standard, determining criteria for judging merits and ideas, prioritizing choices, annealing errors by reasoning and verifying arguments and hypotheses through actual tests. • Recognizing patterns of organization; classifying objects into categories based on common attributes; identifying assumptions (assumptions and beliefs) that are the basis of the positions; identifying the idea to focus on a text; sequences in order to find and organise information, etc. • Committing to compare and contrast similarities and differences between objects and events in the development or testing of an argument or conclusion and providing support for their assumptions. Students will be able to identify causal relationships between events and objects to predict their possible effects. • Investigating and exploring issues. This type of activities involving interactions through discussion EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE The focus on vocational education and training is found in every country. When it comes to investment in adult education and training, it is not clear that Southern Mediterranean countries are progressing in the development of policies and legislation in line with EU policy. Furthermore, EU strategic documents point out that lifelong Learning is both about education and training related to the labor market and about social cohesion. However, Southern Mediterranean countries legislation is almost exclusively focused on vocationally oriented adult education and training. The regional work within LLL is not seen by partner countries as a holistic strategy, and there is no fundamental understanding of how relevant LLL is for overall regional development. b) Existing practices for LLL in participating countries’ HEIs The analysis of the existing LLL practices in the participating partner HEIs show that most of them are developing LLL activities within their institutions, but none of them have adopted yet a LLL strategy. Furthermore, they have not adopted a clear definition of LLL; in most cases, the definition remains more or less implicit. Despite this fact, relevant initiatives are found in some universities favoring the access to a wider heterogeneity of learners, such as the offer of more flexible specific programmes or the introduction of flexible learning pathways. The analysis shows that there is no clear definition of LLL that expresses its richness, diversity, and modes of organization. However, based on the discussions during the first stage of the project, three cross-cutting issues are proposed based on a common definition: student-centred learning, widening participation, and the regional role played by the HEI. Apart from this perspective, all partners agreed with the two main pillars of Lifelong Learning: widening participation and learning throughout life. In summary, the overall situation represents a non-continuous development of LLL in global terms, but, instead, we have observed an improvement in the awareness level of all governments partici- EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) pating in EU-MILL activities throughout the project’s lifetime. The ministerial representatives have shown an important interest in LLL promotion and recognized the added value of these policies, especially in relation to the development of the socio-economic field. We are aware that a new impetus on LLL is expected. c) A collaborative network of participating Mediterranean universities with enterprises This partnership has enhanced the relation between HEIs on the local and regional levels, developing collaborative dialogues for providing professionals the required training and at the same time attracting more funding sources from the entrepreneurial environment. Five conferences titled “Enterprise-University Cooperation: Knowledge and practice” have been organized, one in each country, except Tunisia which held two. The meetings have focused on one strategically pre-selected industry in the tertiary sector. This economic sector has been adopted because it is the main economic sector in all countries, except for Algeria (the 2nd), a sector with a reliable impact on the economic development of all countries involved. These meetings have succeeded in putting together relevant stakeholders, representatives of enterprises, chambers of commerce as well as political decision-makers. These conventions displayed and disseminated the project’s objectives and achievement, in addition to raising awareness on the socio-economic field and political decision makers. In the conferences, the databases of LLL projects have been configured and revised including curricula tailored to the needs of the professional sector from the partner countries. Moreover, an adjustment of curricular models has been promoted in order to ensure the participation of students and adults (e-learning allows the flexibility needed to do so). The discussions among the conference participants pointed out the increasing supply of programmes at the intersection of HEIs, professional practice and vocational training in the four countries. However, all participants agreed that there is a weak development in the validation of non-formal and informal learning. 6. SUMMARY OF MAIN OUTPUTS AND RESULTS ÍNDICE Furthermore, the absence of links between the fields of education, employment and labor, economics and social affairs has been identified. In this regard, as a crucial conclusion of the meetings, the level of awareness about the importance of establishing a close dialogue among all the actors involved in LLL at all levels in society was highlighted. Moreover, all the participants agreed in the need of a reliable assessment system for the LLL programmes. Finally, all partners collaborated in producing a partnership agreement model document for future conventions between HEI and enterprises. The establishment of such conventions will be a key element for a fruitful collaboration in the future. d) Design of pilot LLL programmes EU-MILL has organized 33 pilot course models to achieve mutual understanding and methodology on the design, implementation, evaluation and promotion of LLL curricula and projects to contribute to the future curricular offer of the partner countries HEIs. The subjects of the pilot courses have been selected by the consortium with the aim of fostering dialogue among local institutions (universities, regional and local governments, entrepreneurs, etc.) on entrepreneurship and local development, having a potential impact on the socio-economic field. In this regard, the following subjects have been selected: 1. Entrepreneurship, such as Introduction to Entrepreneurship or Leadership. 2. Business Strategy, such as Marketing or Introduction to Business. 3. Foreign Languages, such as Bussiness English or English for Science. 4. Social Sector, such as Women and Leadership 5. Training, such as Classroom management for secondary school teachers A step-by-step guideline has been designed by the WP leader, Notre Dame University-Louaize, in order to design reliable model courses. These guidelines start with the setting up of a Moodle account; continue with the identification of needs for developing the courses, development of premodules and modules, promotion strategies for these LLL projects, acceptance requirements and ends up with the evaluation of the projects. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE Furthermore, the absence of links between the fields of education, employment and labor, economics and social affairs has been identified. In this regard, as a crucial conclusion of the meetings, the level of awareness about the importance of establishing a close dialogue among all the actors involved in LLL at all levels in society was highlighted. Moreover, all the participants agreed in the need of a reliable assessment system for the LLL programmes. Finally, all partners collaborated in producing a partnership agreement model document for future conventions between HEI and enterprises. The establishment of such conventions will be a key element for a fruitful collaboration in the future. d) Design of pilot LLL programmes EU-MILL has organized 33 pilot course models to achieve mutual understanding and methodology on the design, implementation, evaluation and promotion of LLL curricula and projects to contribute to the future curricular offer of the partner countries HEIs. The subjects of the pilot courses have been selected by the consortium with the aim of fostering dialogue among local institutions (universities, regional and local governments, entrepreneurs, etc.) on entrepreneurship and local development, having a potential impact on the socio-economic field. In this regard, the following subjects have been selected: 1. Entrepreneurship, such as Introduction to Entrepreneurship or Leadership. 2. Business Strategy, such as Marketing or Introduction to Business. 3. Foreign Languages, such as Bussiness English or English for Science. 4. Social Sector, such as Women and Leadership 5. Training, such as Classroom management for secondary school teachers A step-by-step guideline has been designed by the WP leader, Notre Dame University-Louaize, in order to design reliable model courses. These guidelines start with the setting up of a Moodle account; continue with the identification of needs for developing the courses, development of premodules and modules, promotion strategies for these LLL projects, acceptance requirements and ends up with the evaluation of the projects. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) As result of the implementation of the pilot courses good practices have been identified. Four courses were selected as good practices. These included (a) English for Academic Purposes (Notre Dame University—Louaize); (b) Culture et création des entreprises (University of Gabes—Tunisia); (c) Managing Classroom Behavior and Discipline (Lebanese-American University—Lebanon); and (d) Certificat Informatique et Internet de niveau 1 (University of Sousse—Tunisia). The good practices show a balance between LLL curricula aimed at the private (Computer literacy, Entrepreneurship), the social (Classroom Management), and academic (Collegiate English) sectors. Given the medium of instruction, innovative approaches to teaching and training are apparent in the use of online forums and discussions as engaging pedagogical tools. Following comprehensive guidelines in the implementation of the online pilot courses, a clear strategy was formulated based on the following instruments: - Commonly agreed methodological framework. The methodological framework has been accomplished using a bottom-up approach, which was useful to identify the needs of the specific target groups, working subsequently in the way such needs could be met through the LLL curricula and project design. Moreover, study visits to three European universities have been included in the methodology portion of the project as an opportunity to identify factors that favor the development of lifelong learning (LLL) at Mediterranean partner universities, helping the elaboration of strategies, organizational structures for the LLL policy and practice. As a result, it is important to underline that the design of the activities of lifelong Learning has some special characteristics: training planning and design should always include previous analysis of training demand and needs. During the development, it is necessary to offer permanent coordination and monitoring of the activities and tasks. Once the training is concluded, reliable evaluation of training quality and impact is unavoidable. 6. SUMMARY OF MAIN OUTPUTS AND RESULTS ÍNDICE - Commonly agreed credits and competences. To reach consensus on a common system of credit validation, recognition and accumulation, we mapped the systems of credit validation at each of the participating countries, focusing especially on the good-practice models existing in every country. The analysis shows a very heterogeneous situation on all levels among the different partner countries, confirming the need for designing an approach tailored to the real situations. The project has contributed to the design of a Credit and Competencies User’s Guide providing guidelines for implementation of a Credit Transfer and Accumulation System (CTS). The process of credit system development was based on the European Credit Accumulation and Transfer System (ECTS) and European Credit system for Vocational Education and Training (ECVET) as role models. The Guide is offered to EU-MILL partner staff, both academic and administrative, in higher education institutions as well as to other interested parties. It was designed to assist the growing importance of lifelong Learning (LLL), the formulation of qualifications frameworks and the increasing use of learning outcomes. The use of CTS, in conjunction with outcomes-based qualifications frameworks, makes programmes and qualifications more transparent and facilitates the recognition of qualifications. A CTS can be applied to all types of programmes, whatever their mode of delivery (schoolbased, work-based), the learners’ status (full-time, part-time) and to all kinds of learning (formal, non-formal and informal)(European Commission, 2009). - Commonly Agreed Quality Assurance System. A general framework for Quality Assurance (QA) for Continuing Education programmes has been developed. This framework has been adapted to the specific LLL features and needs, and it comprises the definition of mechanisms, tools and indicators for quality assessment of those programmes. All partners agree on a multidimensional system covering all phases of the program: 1. Training Design (target population, objectives, training model, contents, learning strategies, teaching resources) EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE - Commonly agreed credits and competences. To reach consensus on a common system of credit validation, recognition and accumulation, we mapped the systems of credit validation at each of the participating countries, focusing especially on the good-practice models existing in every country. The analysis shows a very heterogeneous situation on all levels among the different partner countries, confirming the need for designing an approach tailored to the real situations. The project has contributed to the design of a Credit and Competencies User’s Guide providing guidelines for implementation of a Credit Transfer and Accumulation System (CTS). The process of credit system development was based on the European Credit Accumulation and Transfer System (ECTS) and European Credit system for Vocational Education and Training (ECVET) as role models. The Guide is offered to EU-MILL partner staff, both academic and administrative, in higher education institutions as well as to other interested parties. It was designed to assist the growing importance of lifelong Learning (LLL), the formulation of qualifications frameworks and the increasing use of learning outcomes. The use of CTS, in conjunction with outcomes-based qualifications frameworks, makes programmes and qualifications more transparent and facilitates the recognition of qualifications. A CTS can be applied to all types of programmes, whatever their mode of delivery (schoolbased, work-based), the learners’ status (full-time, part-time) and to all kinds of learning (formal, non-formal and informal)(European Commission, 2009). - Commonly Agreed Quality Assurance System. A general framework for Quality Assurance (QA) for Continuing Education programmes has been developed. This framework has been adapted to the specific LLL features and needs, and it comprises the definition of mechanisms, tools and indicators for quality assessment of those programmes. All partners agree on a multidimensional system covering all phases of the program: 1. Training Design (target population, objectives, training model, contents, learning strategies, teaching resources) EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) 2. Training production (characteristics and virtual environment) 3. Start-up of the Training Program (information and orientation on the course program, enrollment, recruitment process and certification) 4. Implementation of the Training Program (trainers, learning processes) 5. Program and Students’ assessment 6. Evaluation results and follow-up of the trainee e) Practices on e-learning In the LLL context, it is unavoidable to approach concepts like flexibility deeply related to on-line learning, something that has been slowly introduced in the educational discourse and that suggests the necessity of prioritizing learners instead of teachers: their training necessities rather than the established curricula, and open training opportunities instead of closed formats. Flexibility cannot be conceptualized anymore without taking into consideration new information and communication technologies (ICTs) (Harasim et al., 2000). In the LLL approach, distant training has been developed mainly through ICT, with the aim of bringing closer the training offer to all types of people, regardless of their age or previous formative background. The application of ICT to this type of learning brings a new training model regarding the professor-student relationship in a more flexible environment, with specific tools developed to allow online interaction and collaboration. In conclusion, we are talking about a knowledge-based system, where the student is not just a passive receptor, but also an active actor in his/her knowledge building (Horton, 2000). In this regard, a handbook was designed on best practices on e-learning to assist instructors to develop content for conducting a training activity via the Internet (distance/e-learning or blended learning). It offers guidance on content structure, wording, including recommendations of interest that may assist with content design as well as with content development and implementation. In order to successfully launch an e-learning course, a great deal of care must be taken to adequately structure the interaction systems to favor the students’ pathway. 6 SUMMARY OF MAIN OUTPUTS AND RESULTS ÍNDICE The EU-MILL project has created an open source platform where LLL modules have been delivered using a series of web 2.0 tools (forum, blog, wiki, podcasting) in order to enhance the interaction among participants and teaching staff. This platform offers e-learning training for trainers’ courses developed on Moodle as well as other courses related to Quality Assurance training for trainers. All pilot courses developed present learning material in a way that is largely consistent with the required content and structure, such as common course descriptions, well developed modules, student support information, etc. f) Qualification Frameworks The project has designed a road map to contribute to building internal consensus in the SM area to help design National Qualification Frameworks (NQFs). The goals are improving the understanding of learning routes and qualifications and how they relate to each other, as well as increasing and improving credit transfer between qualifications and the scope of recognition of prior learning (RPL). NQFs have been found to establish a basis for educational program quality improvement, accessibility and linkages. NQFs help facilitate labour market recognition of qualifications within a country and internationally. The NQF proposes qualifications based on learning outcomes with assessment based on explicit criteria in a common approach to describing qualifications (Tuck, 2007). In the project, the European Qualification Framework has acted as a reference, taking into account the diversity of the different national systems. A virtual Regional Qualification Board (the RQ Board) has been established to evaluate industry specific program qualifications emanating from the SM region against the respective NQF of the country and to review the linking of that program to the EQF through the existing mapping between the country NQF and the EQF. In the lenses of positive transformations, the minimal experience among group members of the virtual RQF Board showed that good board governance, sound scientific objectivity and respectful cultural understanding is within reach and can well produce regional cooperation, positive intercountry group dynamics as well as cross-cooperation that could well lead to consensus results among all board members. The final results showed the need to work more on industry linked pro- EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE The EU-MILL project has created an open source platform where LLL modules have been delivered using a series of web 2.0 tools (forum, blog, wiki, podcasting) in order to enhance the interaction among participants and teaching staff. This platform offers e-learning training for trainers’ courses developed on Moodle as well as other courses related to Quality Assurance training for trainers. All pilot courses developed present learning material in a way that is largely consistent with the required content and structure, such as common course descriptions, well developed modules, student support information, etc. f) Qualification Frameworks The project has designed a road map to contribute to building internal consensus in the SM area to help design National Qualification Frameworks (NQFs). The goals are improving the understanding of learning routes and qualifications and how they relate to each other, as well as increasing and improving credit transfer between qualifications and the scope of recognition of prior learning (RPL). NQFs have been found to establish a basis for educational program quality improvement, accessibility and linkages. NQFs help facilitate labour market recognition of qualifications within a country and internationally. The NQF proposes qualifications based on learning outcomes with assessment based on explicit criteria in a common approach to describing qualifications (Tuck, 2007). In the project, the European Qualification Framework has acted as a reference, taking into account the diversity of the different national systems. A virtual Regional Qualification Board (the RQ Board) has been established to evaluate industry specific program qualifications emanating from the SM region against the respective NQF of the country and to review the linking of that program to the EQF through the existing mapping between the country NQF and the EQF. In the lenses of positive transformations, the minimal experience among group members of the virtual RQF Board showed that good board governance, sound scientific objectivity and respectful cultural understanding is within reach and can well produce regional cooperation, positive intercountry group dynamics as well as cross-cooperation that could well lead to consensus results among all board members. The final results showed the need to work more on industry linked pro- EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) jects with practical research in targeted fields like energy, entrepreneurship, real estate and health care. It was discovered there is a need for capacity building for group members in certain critical skills ranging from curriculum design skills to financial budgetary skills passing by project management skills, communication skills and professional management skills. The statistics from the conducted survey regarding training resources and distribution in the healthcare from the various countries (Morocco, Tunisia and Lebanon) favored the promotion of continuing education as a mode of learning over private consultants, online courses, on-the-job training. 6 SUMMARY OF MAIN OUTPUTS AND RESULTS ÍNDICE 7. CONCLUSIONS OUR GUIDING VISIÓN: TRENDS & RECOMMENDATIONS 7 7. Our guiding vision: Trends & Recommendations On the basis of the findings of the EU-MILL project, conclusions, roadmaps and recommendations have been articulated in order to assist in the implementation of LLL strategies in the target region and are summarized in this chapter. Conclusions A number of conclusions emerge from the results of this project: • Most partner countries are experiencing a shift of focus related to education, both on the national as well as the international levels, witnessing an evolution from more formal education, especially concerned with children and young fellows, towards a more individualized, non-formal and specialized adults oriented training. • From the European perspective, Lifelong Learning is both about education and training to labor market and social cohesion. However, in the Southern Mediterranean countries, continuing education legislation is almost exclusively focusing on vocationally oriented adult education and training. Links between the fields of education, employment and labor, economics and social matters are somehow still missing. ÍNDICE • The amount of legislative work on LLL is still modest in all four-partner countries, within this context; Tunisia and Algeria are showing more progress on their regulations. • Our analyses show that a clear definition of LLL has not yet been established in these countries. In most cases, the definition remains more or less implicit and therefore constitutes a real challenge to tackle the issue of the design of a common framework for LLL in the region. On one side, taking into account historical aspects, all evidences support the idea that it is possible to describe a co-operation between all the countries, joining together the four countries projects into a homogenous regional project. On the other side, policy-making, legal framework and definitions do not support this conclusion. The results obtained in the national surveys do not give any support for this idea, as no definition or no type of legislation has been adopted for the region. • The LLL strategies do not seem to be as a priority in national policies and they are not integrated into the missions and strategies of the educational systems; they come mainly from individual initiatives in collaboration with different stakeholders. • The national reports concerning the LLL policies and practices show differences within the countries taking into account national context, and diversity of implementation of LLL within partner institutions. However, they all shared common challenges such as the implementation of an integrated LLL strategy, strengthening the synergies between various actors, the introduction of flexible learning pathways or the promotion of funding sources. • General situation in the target region indicates a discrete development of LLL in global terms. Nevertheless, we could observe an improvement on the awareness level of all governments participating in EU-MILL activities throughout the project’s lifespam, having understood the added value of these policies, in relation to socio-economic development. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) ÍNDICE • The amount of legislative work on LLL is still modest in all four-partner countries, within this context; Tunisia and Algeria are showing more progress on their regulations. • Our analyses show that a clear definition of LLL has not yet been established in these countries. In most cases, the definition remains more or less implicit and therefore constitutes a real challenge to tackle the issue of the design of a common framework for LLL in the region. On one side, taking into account historical aspects, all evidences support the idea that it is possible to describe a co-operation between all the countries, joining together the four countries projects into a homogenous regional project. On the other side, policy-making, legal framework and definitions do not support this conclusion. The results obtained in the national surveys do not give any support for this idea, as no definition or no type of legislation has been adopted for the region. • The LLL strategies do not seem to be as a priority in national policies and they are not integrated into the missions and strategies of the educational systems; they come mainly from individual initiatives in collaboration with different stakeholders. • The national reports concerning the LLL policies and practices show differences within the countries taking into account national context, and diversity of implementation of LLL within partner institutions. However, they all shared common challenges such as the implementation of an integrated LLL strategy, strengthening the synergies between various actors, the introduction of flexible learning pathways or the promotion of funding sources. • General situation in the target region indicates a discrete development of LLL in global terms. Nevertheless, we could observe an improvement on the awareness level of all governments participating in EU-MILL activities throughout the project’s lifespam, having understood the added value of these policies, in relation to socio-economic development. EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL) • In the Mediterranean target region, the LLL activities fall within the domain of various Ministries, such as the Ministry of Education, Higher Education and Employment and Labour Market or Vocational Training. • Universities tend to provide services to target groups in order to satisfy demands and needs, but lose sight of the importance of providing quality-assured and research-based education. • Also, there is not uniformity in the implementation of credit and competences systems in the educational systems of the target region. However, there is a need to establish a common system of credit validation, recognition and accumulation to ensure a shared criteria based on skills, knowledge and competences acquired in the LLL programmes. Although the agreed system cannot be integrated immediately in partner's legal system, it was recognized its informal implementation is raising awareness on the urgency of a future regional area where skills and competences may be object of mutual recognition. • An exhaustive analysis was completed in every partner country using a bottom-up approach, starting from the needs identified in specific target groups and the way to implement them through LLL curricula and projects design. This process included methodology study visits to the three European universities and the analysis on strengths, weaknesses, opportunities and threats and shared the results. Both activities were very useful to design a common methodological framework as a prototype model for lifelong Learning (LLL) short curricula and projects in the South Neighbouring area. • The analysis performed in the field of advanced continuing education indicated these programmes are characterized by specific features, which frequently differ from formal courses. Thus, the common implemented methodological framework includes an analysis of training demand and needs, project design, as well as evaluation of training impact. 7. CONCLUSIONS OUR GUIDING VISIÓN: TRENDS & RECOMMENDATIONS ÍNDICE