European Master In Lifelong Learning: Policy And Management (Erasmus Mundus)

This European Masters in Lifelong Learning is created as a consequence of a growing significance of Lifelong Learning both in national and international policy and as regards the public, private and voluntary sectors and because of the need to bring its implications under close and critical scrutiny. It aims to provide policy-makers and professionals with responsibility for managing, delivering or supporting Lifelong Learning with opportunities to develop their own analysis and practice in what is a constantly changing economic, social, technological and policy environment. The Master in Lifelong Learning is also to be considered a response to a strong need for conducting educational reform activities, such as the Bologna and Copenhagen processes, all over the world and to the ensuing need for quality management of Lifelong Learning in terms of design, delivery, and recognition of prior learning (in accordance with the principles of the European Credit System for Lifelong Learning). Knowledge and understanding.
The Master seeks to explain the emergence of the concept of Lifelong Learning and its incorporation into national and transnational policies for educational and professional development; to analyze the theoretical and policy implications of Lifelong Learning, to identify the concepts of learning that inform current thinking about Lifelong Learning in a range of areas, and to stimulate participants to raise fundamental questions about the concept of Lifelong Learning, the contexts and the mode of its development. It also seeks to develop practitioners who can engage in small-scale research in the area of Lifelong Learning which will be of value in developing policy and professional practice.
Intellectual competences
Participants will develop the theoretical knowledge, concepts and practical skills to distinguish between and appraise different issues in and perspectives on Lifelong Learning, give critical considerations to the goals of Lifelong Learning and critique existing research, relate their professional concerns to the wider concern to foster Lifelong Learning, successfully write essays and to conduct small-scale research in an area of Lifelong Learning; work as a member of a community of learners and independently.
Practical competences.
The European Master in Lifelong Learning seeks to form professionals able to:

• Design and develop educational policies concerned with Lifelong Learning.
• Promote innovation processes within Lifelong Learning suited to the social and organizational contexts in which they are to be undertaken, so as to facilitate change and social transformation.
• Develop competences required in order to mediate between the educational community and the needs of the local environment.
• Advice organizations on the planning, implementing, evaluating, supervising and control of training mechanisms in Lifelong Learning.
• Apply techniques for recognizing diverse learning needs (depending on age, gender, aptitudes, socio-cultural conditions, etc.) and for identifying the appropriate and sustained educational actions which will meet this needs.
• Take part in the new developments and reforms taking place in Europe in accordance with the Bologna - and Copenhagen - process.
• Design and develop flexible learning paths, using ECTS and including recognition of prior learning.
• Integrate ICT and e-learning as a tool in educational programs.
• Develop systemic competences related to management, quality, creativity and leadership.

Contenido:The Master in Lifelong Learning is a flexible and semester-based, based on a personal Learning Agreement (LA). Each semester totals 30 ECTS.
Each module totals 15 ECTS.
It is a multi-site programme, with the participation of:

• The Institute of Education of the University of London
• The University of Deusto
• The Danish University of Education

First semester. Introductory modules.
For the students at the Institute of Education at the University of London (Policy strand):

• Comparative education: theories and methods (15 ECTS)
  This module will introduce participants to the theory and practice of comparative education. It will review the historical development of the field and its relations with policy-making and other areas of comparative study; explore key concepts and theoretical frameworks used by comparativists, and develop understanding of the main methodological approaches to systematic comparative research. The use of comparative evidence by policy-makers and the process of policy-borrowing will be critically examined and the module will explore, through a range of case studies, how comparative analysis has contributed to the understanding of educational process and the relations between education and its social contexts.
• Lifelong learning: theories and perspectives (15 ECTS)
  The purpose of this module is to analyze the concept of LLL from a theoretical, policy and practitioner standpoint. The module will consider critically the implications for LLL as a result of global economic and technological change; the emergence of the ?knowledge economy? and the changing relations between the state, private enterprise and the ?social partners? in market-based knowledge economies. A number of theoretical perspectives will be introduced, including human and social capital theory of informationalism, social epistemology, cultural-historical activity theory, and other perspectives on global post-modernity. The emerging research field of LLL constitutes the overarching perspective, providing a link between the general debates about knowledge and learning, the university in the context of LLL, the totality of learning environments for young and mature adults, including education institutions and the work-place as sites of learning-

For the students at the Danish University of Education (Management strand):

• Comparative education: theories and methods (15 ECTS)
  This module will introduce participants to the theory and practice of comparative education. It will review the historical development of the field and its relations with policy-making and other areas of comparative study; explore key concepts and theoretical frameworks used by comparativists, and develop understanding of the main methodological approaches to systematic comparative research. The use of comparative evidence by policy-makers and the process of policy-borrowing will be critically examined and the module will explore, through a range of case studies, how comparative analysis has contributed to the understanding of educational process and the relations between education and its social contexts.
• Learning theory and adult psychology. (15 ECTS)
  In this module students will gain insight into the psychology of the adult learner viewed in a lifespan perspective and combine this insight with the complexity of learning theories. Lectures will be followed by exercises in class as well as field studies of good practice. Key elements are (a) age and experience, (b) values and self esteem, (c) gender and personal relations, (d) learning styles, (e) equality and social cohesion, (f) learning in formal, non-formal and informal settings, (g) validation of life-wide learning. Implementation and evaluation of new learning strategies, including case-study methodology will be examined.

Second semester. Specialist modules I.
For the students at the Institute of Education at the University of London (Policy strand):

• Educational systems and policies in Europe (15 ECTS)
  This module will examine some of the major traditions of education in Europe with an emphasis on secondary schooling and post-compulsory education and training in the EU states. Through holistic historical and contemporary case studies of education systems in Europe, the modules will analyze the significant differences in the dominant regional systems in terms of their institutional structures, curricula and modes of regulation and governance and relate these to the varying political, cultural and economic contexts which shape them. The course will employ comparative methods to identify convergent and divergent trends within European education, to analyze their causes and to assess the role of EU institutions in addressing the important policy dilemmas that face education in Europe.
• Policy and curriculum perspectives in Lifelong Learning (15 ECTS)
  During this module students will examine contemporary policy and curriculum debates and developments in LLL, with a particular focus on current government reforms and their effects on 14-19 year olds and adults. The focus will be on the relationships between curriculum, organizational change, quality assurance and funding reforms within the current post-compulsory policy context. The module will be organized under themes witch will be led by both external and internal speakers. The themes will be (a): The Road to Reform: Getting both the content and context right. (b): The institutional framework for reform and intelligent accountability systems. (c): Teachers/lecturers, professionalism and capacity building. (d): Assessment, regulation and quality assurance. (e): Employers and HE: getting the stakeholders on board.

For the students at the Danish University of Education (Management strand):

• Work-based and educational learning (15 ECTS)
  This module will focus on the identification, analysis and evaluation of working processes in organizations regarded as informal and non-formal learning. The aim is to understand and distinguish between theories of qualifications and competences and their relation to work-based learning. Human Resource Development and the role of external consultation based on field studies in enterprises will be examined. Students will develop a critical understanding of theories of organizational cultures and forms of management that support or prevent organizational learning. The module will provide an introduction to qualitative and quantitative research methods.
• Competence in society (15 ECTS)
  The purpose of this module is to analyze the concepts of LLL and competence development in light of education policy reform and sociological theory. The module will consider policy intentions relating to education and competence development, intended and unintended effects of current adult-and further education policies, the function of education in relation to various stakeholders, societal trends that give rise to the need for new qualifications and new forms of learning, models and theories on educational planning, quantitative research on the effects of education, learning and competence development in a global context including intercultural competence and comparative studies of education systems.

Third semester. Specialist modules II.
At the University of Deusto (compulsory):

• Quality management (15 ECTS)
  The purpose of this module is to review the situation of national education systems, within their social, economical and political contexts, with a view to understanding their strengths and weaknesses and the main challenges facing them. The module will prepare students to : examine and assess processes for quality improvement and the contexts that promote or constrain them; understand and make critical use of quality management models in the context of lifelong learning; manage compulsory evaluation and accreditation frameworks as an opportunity for quality improvement; understand and use programmed and personnel evaluation standards; and utilize leadership models and roles for quality improvement.
• Credits for Lifelong Learning (15 ECTS)
  This module will examine credit systems and transfer and accumulation processes with all their complexities, benefits and shortcomings. Focusing on the reality and changes in lifelong learning and taking into account the meaning and importance learning outcomes and competences have acquired in contemporary qualifications frameworks, the module will analyze the concept of learning outcomes and competences in different experiences and contexts (formal, non formal and informal) from an international perspective. The use of comparative and transnational perspectives in lifelong learning will help us to understand their impact in the new teaching, learning and assessment initiatives, specifically, the credit systems based on learning outcomes and competences. Finally, the module will introduce students to new ways and models of equivalencies through innovative electronic systems for the transfer of credits.

Forth semester: Dissertation
At Institute of Education, Danish University of Education, or the University of Deusto

• Dissertation (Compulsory) (30 ECTS)
  The dissertation consists of a small-scale research project submitted as an extended piece of written work of 20.000 words on a topic related to a particular area of relevance to LLL practitioners. As the aim of the MA LLL is to develop practitioners working with lifelong learning and competence development in a variety of contexts, the dissertation will examine a problem or issue related to the practice of lifelong learning. Knowledge acquired in the taught part of the program in the form of theories, concepts and methods will be applied to a concrete issue or problem related to practice. Students will demonstrate their ability to describe, analyze and engage with complex practical as well theoretical issues and to apply current research findings. The workload is approx. 840 hours.

Aim: The overall aim of the dissertation is to allow students to unify and extend their understanding of the subject as developed in the taught part of the program by pursuing an independent research project on a chosen topic. Students completing the dissertation will have demonstrated:

• detailed understanding of a particular area of relevance to their degree
• in-depth knowledge of the relevant literature on the subject matter of the dissertation
• an ability to undertake sustained critical analysis
• an ability to conduct small-scale research
• an understanding of research work, including research ethics

Learning Outcomes: Students completing the dissertation will be able to:

• communicate complex professional and academic issues to both specialists and laymen
• formulate and analyze complex scholarly issues independently, systematically and critically
• critically appraise various methods of analysis
• work as a member of a community of learners and independently
• continue own competence development and specialization

The degree is awarded and recognized by all Consortium partners.
Observaciones:
El costo de 15.000 euros para estudiantes no europeos.
Becas Erasmus Mundus
El programa cuenta cada curso con 24 becas Erasmus Mundus, cada una con una asignación total de 42.000 euros para estudiantes no residentes en la Unión Europea.
más información.
Becas para estudiantes europeos:
más información.
Coste total:
- No Europeos: 15.000 euros