The project provided a framework and a tried and tested implementation tool (WP1) by exploring the potential for a European University Alliance to create a comprehensive LLL offer based on existing components of their curricula. Building on the development of the CLCs in EUTOPIA, FLECSLAB created a dedicated tool for all HEIs that goes beyond the demand of graduate students and addresses non-modal learners looking for international learning experiences. This tool includes guidelines and training modules to support HE staff in reaching out to adult learners. Secondly, through pilot testing and practical experience, the project has developed a business model (WP2) that will enable HEIs to continue their efforts to provide a high-quality LLLL offer. Due to its focus on active learning and innovative transdisciplinary topics, FLECSLAB actively involved stakeholders working in the social context of CLCs. It also identified the conditions for maintaining LLL capacity in HEIs as dictated by policy, regulations and legislation (enablers and barriers).
The demographic structure of Higher Education (HE) is changing. Graduates increasingly want to broaden their skills as they are confronted with the many changes in a globalized society. Six EUTOPIA universities have introduced this important measure to provide better opportunities to meet the European Commission's (EC) ambitions in the field of Lifelong Learning (LLL) by developing flexible mechanisms that recognise short-term intensive learning efforts in a transnational context. FLECSLAB proposes a roadmap for a more inclusive approach to meaningful international learning processes, enabling HEIs to reach a broad spectrum of lifelong learners from different backgrounds and disciplines. The main inspiration for the launch of this project came from the realization that current HE models are limited in their ability to accommodate lifelong learners, esp. in the transnational context. FLECSLAB thus extends the work of EUTOPIA connected learning communities (CLCs) towards international networking of best practices in active learning and explores the LLL potential in transnational communities to address the lack of knowledge and common understanding and “more holistic and institution-wide approaches needed to fully transform HEIs int