Identification and determination of a strategy for innovation & science lifelong learning

Action Area 1: New European Open Research Area
Deliverable 4.4 | WORK PACKAGE 4 – Science and Innovation Based Life-Long Learning

Technische Universität Bergakademie Freiberg

Type: Summary
Ancient philosophers already recognized that people’s life span is enhanced through learning. However, the first written concepts relating to lifelong learning (LLL) emerged in the 1970s, whereas LLL is supposed to be a prerequisite for equal opportunities/justice (participatory concept), to promote permanent personality development from a cultural-humanistic perspective, and to be a prerequisite for increasing labour productivity and thus economic growth (Wolter, 2012).

The ranges in age groups, for genders and types of learning follows the global trends but are wide-ranging in the countries of the EURECA-PRO Alliance, e.g. the rate for all 15-64 year olds is between 11 and 28 percent, for 25-54 year olds between one and 15 percent and for the 55-64 year olds between 0.3 and nine per cent (United Nations Department of Economic and Social Affairs (UNSD), 2023).

The feedback of partner universities following the request for examples of LLL at their institutions points at a manifold engagement. Significant variations are the existence of a strategy as well as formats of the institutionalization. However, there are some similarities that can be observed between partner universities. However, in most cases this is carried out in terms of individual target groups and less in terms of the entire life cycle. Focusing on individual core topics or profile orientations of the universities is regarded as an example. Some characteristics, were not covered by the surveys undertaken. For instance, this includes the support through legislation or in financial terms. With the actions of RE-EURECA-PRO, further target groups are addressed through activities that have already been carried out such as the Project Days, and are still planned, e.g. researchers in the sense of their career planning. A complete list can be drawn up that covers all areas of the lifecycle within the alliance. Supporting questions for the development of an LLL strategy were formulated, such as to start with a common understanding of LLL and/or target groups and further measures. Extensive coordination between the management levels of the universities and a period of time are required to implement a joint strategy. Combining the information on the activities at the universities, it seems possible and sensible to promote the exchange on the activities for individual target groups and to identify what can be carried out together.

  • United Nations Department of Economic and Social Affairs (UNSD). (2023). Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex. Retrieved July 1, 2023, from
  • Wolter, A. (2012). Perspektiven für lebenslanges Lernen im Studium 2020 (Perspectives for Lifelong Learning in Study Programmes 2020). Studium 2020 – Positionen und Perspektiven (p. 32). Berlin: Berlin-Brandenburgische Akademie der Wissenschaften.
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