The Enphe Lifelong Learning Focus Group Final Report. Towards a lifelong learning culture

The Enphe Lifelong Learning Focus Group Final Report Towards a lifelong learning culture September 2012

This document is published by the European Network of Physiotherapy in Higher Education (Enphe). This document is also available on the Internet: http://www.enphe.org/ Text completed in September 2012. European Network of Physiotherapy in Higher Education The contents of this publication may be reproduced in part, except for commercial purposes, provided that the extract is preceded by a reference to Enphe, followed by the date of the publication of this document. European Network of Physiotherapy in Higher Education Enphe Office PO BOX 70.000 7500 KB ENSCHEDE The Netherlands T: +31 53 4871242 F: +31 53 4320373 E-mail: info@enphe.org Website: http://www.enphe.org/ Towards a LLL Culture Enphe LLL FG 2012 Page 2

Foreword This report has been prepared for the 2012 Enphe Conference held in Vienna and concludes the work carried out for the past three years (2009 2012) by the Lifelong Learning Focus Group. Throughout these three years, we have met as educators of physiotherapy, between us and also with the participation of the students, at a number of conferences and working meetings to discuss and investigate the significance of the Lifelong Learning strategies as they apply for physiotherapy education. This conference is taking place at a time when the European Region of the WCPT is organising the 3 rd European Congress on Physiotherapy Education and hence the outcome of this report, in my opinion, has a greater significance since it is directly related with education. It is thus a timely moment to reflect upon the input that we are providing as physiotherapy educators within the greater dimension and philosophies of learning. As this report shows, Lifelong Learning is a new old concept that needs to be understood properly by all participants in the learning process: the students, the teachers and the administrators. And especially since the concept of lifelong learning is embedded in the Bologna Process, it is important that we converge towards a similar understanding on the meaning of lifelong learning. This report delivers a clear description on lifelong learning for the members of the European Network of Physiotherapy in Higher Education and sets out a list of indicators that were agreed upon between the members that should serve to kick start a lifelong learning strategy. John Xerri de Caro Lifelong Learning Focus Group Leader Towards a LLL Culture Enphe LLL FG 2012 Page 3

Contents Foreword... 3 Preamble... 5 Timeline... 7 The Literature Reviewed... 8 Engaging in Lifelong Learning for Enphe members... 14 The positioning of physiotherapy education institutions in the LLL paradigm... 21 Conclusion... 25 References... 26 Towards a LLL Culture Enphe LLL FG 2012 Page 4

Preamble The lifelong learning Focus Group (LLL FG) of the European Network of Physiotherapy in Higher Education (Enphe) was commissioned together with another five focus groups following the Enphe seminar in Malta in 2009. John Xerri de Caro, from the University of Malta (Malta), was nominated by the Executive Board to lead this group. By March 2010, the focus group was identified and included Pauline Buttling from the Sheffield Hallam University (UK) and Peter Johannsen from the University College Sealand (Denmark). The SMART plans for the LLL FG were presented to the Enphe members during the Riga conference in March 2010. The LLL FG and a group of other persons identified as the Sounding Board Group (SBG) met during the Enphe seminar in Sigtuna in September 2010 and discussed the work of the LLL FG. The seminar resulted in the creation of a questionnaire that was distributed to the Enphe members in order to understand the implementation of LLL practices in their institutions. It was also agreed that a literature review would be carried out into the LLL issues. During the ensuing Estoril conference, in September 2011, the LLL FG took the lead together with another two focus groups. A resume of the SIRUS 1 report by Smidt and Sursock (2011) for the European Universities Association (EUA) was presented to the plenary. During the workshops, participants were invited to map out the position of their institution relative to the LLL philosophy and also to discuss the advantages/disadvantages of implementation of LLL practices for them and to identify examples of good practice. The LLL FG met again at the Bibione seminar in March 2012 to review the work. The LLL FG prepared a list of specific indicators that could be used as key indicators by physiotherapy schools as a check list to substantiate how close they are to being an institution that adopts a LLL policy. 1 SIRUS stands for Shaping Inclusive and Responsive University Strategies Towards a LLL Culture Enphe LLL FG 2012 Page 5

Following the Bibione Seminar the Executive Board put forward a number of recommendations: 1. The work of the LLL FG be brought to completion by November 2012 2. A presentation on the final outcomes be presented at the Vienna conference in November 2012 3. A poster prepared for exhibition during the 3 rd European Congress on Physiotherapy Education, immediately following the Enphe conference, also in Vienna at the same time in November 2012. Contributors to the Lifelong Learning Focus Group of Enphe: John Xerri de Caro (Malta) Pauline Buttling (United Kingdom) Peter Johanssen (Denmark) Bodil Vassard (Denmark) Kadri Pill (Estonia) Lieke Dekkers (Netherlands) Bilsen Sirmen (Turkey) Dunja Barrak (Italy) Giovanni Saccavino (Italy) Povilas Beseckas (Lithuania) Ursula Hyrkkanen (Finland) Towards a LLL Culture Enphe LLL FG 2012 Page 6

Timeline November 2009 6 x Focus Groups Conceptually Created by ENPHE Board Lifelong Learning FG John Xerri de Caro (MT) nominated LLL FG Leader Riga Conference, March 2010 LLL FG Commissioned to include: Pauline Buttling (UK) Peter Johannsen (DK) SMART PLans Presented Sigtuna Seminar, September 2010 Discussion/Preparation/ Assignment of Duties Questionnaire prepared Literature Review planned Estoril Conference, September 2011 Presentation of the SIRUS project of EUA LLL FG takes the Lead of one of the workshops - Mapping exercise - Advantages and disadvantages discussed - Examples of good practices Bibione Seminar, March 2012 LLL FG Work reviewed Possible Key Indicators listed Proposed suggestions for future work Towards a LLL Culture Enphe LLL FG 2012 Page 7

The Literature Reviewed Background The European Commission define lifelong learning as all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competence, within a personal, civic, social and / or employment-related perspective. 2 One of the key components of the Bologna Process has been the commitment to this principle of lifelong learning from the cradle to the grave (Pepin, 2007 p3). This fundamental principle has become an integral part of producing workers who are not only able to adapt to personal and professional change, but also can reinvent themselves as new opportunities develop to manage the ever changing world of work whilst playing an important role in society (Jones 2005). This idea has its basis in demographics and is considered a necessity to produce workers who... to remain effective, each person has to learn and relearn throughout his or her working life (Jones 2005 p 4). Purpose The concept of lifelong learning may be viewed as a noble objective aimed at the benefit of the whole community by offering each individual learning opportunities that not only assist in personal development but also have an impact on society. The idea offers the individual the ability to develop in all areas of life thus achieving an enhanced control of their future with the ability to influence their surroundings (ESAE, 2007). Aspects of lifelong learning therefore, refer not only to personal development but also to economic development and social inclusiveness (McBride and Mustchin 2007). These three notions provide a platform for education that offers the development of a skilled workforce and also a sense of achievement for the individual. The trade union UNISON in the UK has recognised the value of this as being essential to self-esteem, motivated workers who will have a positive effect on society and their place of work (UNISON 2003). Within the health sector this ensures that health workers, physiotherapists among them, can work flexibly in clinical care by realising their full potential (McBride and Mustchin 2007). 2 http://ec.europa.eu/education/policies/iii/iii_en.html Towards a LLL Culture Enphe LLL FG 2012 Page 8

Modernising health care has been an aim of many governments to ensure reduction of waste and implementation of best practice. In the UK the development of a Skills Escalator to support the progression of staff fulfils the requirements of lifelong learning from the management side. Tapping into this from a physiotherapy viewpoint means that there is support available to take on the challenges to move forwards. Physiotherapists are not slow to take any opportunity to develop (Gorard and Selwyn 2005). As time has progressed there have been the inevitable squeezes due to finance and while the aim remains to up skill the workforce, the financial support needed is not always present. The principle falls down as support is withdrawn. Looking at other countries in the EU such as Latvia, who have signed up to the Bologna Process, things appear to be managed differently. As an example Latvia is undergoing change as a country and constructing a route to offering lifelong learning will not be easy. There are underlying social issues that need to be addressed fully before the concept can be fully implemented and although the willingness is there, the actuality may mean that it will take time (Woolfson 2008). These two extremes show the convoluted path that the policy will have to travel before there is equality across Europe. Physiotherapy in Higher Education To provide a system that is lifelong learning friendly, higher education institutions need to implement the basic principles of the concept as set out by the European Commission. These mean being flexible and responsive to education to facilitate the development of the learner. Examples of this are considering part time provision, the age range of students and widening participation. There is also a need to not exclude students with disabilities. Yet in physiotherapy in the UK, there is still a bias towards younger, full time students (Schuller and Watson 2008). The majority of students recruited in physiotherapy are still white, middle class 18-21 year olds following a level study. Most universities recognise the need to offer places to students from a variety of backgrounds with different educational qualifications but it has proved difficult not only to recruit them, but to retain them. The reasons for this are varied and often outside of the control of the university setting as society, culture and support impact on studying. Once this mix is established beyond the first year of study, it has Towards a LLL Culture Enphe LLL FG 2012 Page 9

proved within physiotherapy to be successful as group and peer support offer a valuable supportive network. It is a curious situation that allows higher education including physiotherapy, to expand on the basis of providing lifelong learning opportunities to all and yet the take up of these life chances appear to be focused in certain sectors of society. As Schuller and Watson (2008) state it allows those who would normally take the opportunity, a greater choice, whilst those who are limited by personal circumstances, remain unable to participate. From an educational viewpoint students need to be prepared for the ever changing world of clinical practice. This presents a problem as educationalists are not crystal ball gazers who can predict the future in health care and so may retreat into a comfort zone where normality reigns and knowledge can be imparted with skills being developed in the reality of practice (Hills 1993). Therefore the standard physiotherapist is produced, replicated across many countries. If these graduates are not imbued with a passion for self-development in the early stages of the training, it becomes a shock when this becomes the reality of the job (Shaughnessy and Slawson 1999). In delivering a very full curriculum over a period of time the students suffer from information overload and can be disappointed that they have learnt a lot which may be of little use when faced with the clinical reality. This process can detract from becoming a lifelong learner as they have come to expect their awareness to retain its value (Shaughnessy and Slawson 1999). What needs to be provided in the curriculum is the thirst for the application of knowledge rather than reams of knowledge itself by offering the tools and training for lifelong learning to occur. Effect on the workforce Lifelong learning has offered qualified physiotherapists the opportunity to develop their skills and competencies, bringing their knowledge up to date. The aims of lifelong learning of producing a more highly skilled workforce, personal development and thus a more inclusive society cannot be separated out as all three will impact on the other. It is the interplay between them that develops and supports society in general. Towards a LLL Culture Enphe LLL FG 2012 Page 10

Within physiotherapy this has an impact not only on clinical care but also on education. If the workforce is to be empowered by lifelong learning then the concept should be initiated in the university setting. Educators themselves must become lifelong learners and move with the times to act as role models to students (Chapman et al 2005). The universities are encouraged to review the education of physiotherapy students to use a variety of learning methods to stimulate an ethos of enquiry and autonomy that will continue throughout working life and allow them to face the challenges of a swiftly evolving health care system (Redenbach and Bainbridge 2007). Courses offered by HEIs to qualified staff need to use the concept of lifelong learning to stimulate autonomy and criticality. This is a challenge recognised by The European University Association (2008). The educational arm of the physiotherapy profession needs to keep developing in light of changes in health care and to keep abreast of new developments to remain attractive in what they offer, this satisfying the lifelong learning agenda. There is the need to create a learning culture to provide support for physiotherapy staff to continue to develop, but also there is the need to have their learning developments valued amongst their peers (ESAE 2008). This ideal is one that is being paid lip service to, as financial pressures in the health care economies squeeze the budget and focus on patient throughput and ultimately on HEIs. Lifelong learning can take place in any situation and the HEIs need to recognise and rise to this challenge. Continuing Professional Development Continuing professional development (CPD) has become a major part of professional life. As a concept it is a part of the ethos of lifelong learning narrowing the obligation down to the personal responsibility of the individual (Bannigan 2011). Lifelong learning has become the umbrella term that allows for growth and opportunity, with CPD becoming the activity that implements the concept. As a responsibility it begins on qualification and continues throughout professional life incorporating clinical proficiency and in addition several non-clinical activities that support clinical development such as management, leadership and information technology (French et al 2008). There is little doubt that physiotherapy needs to provide a quality and accountable service. As a profession there is a demand to show that as health care professionals, Towards a LLL Culture Enphe LLL FG 2012 Page 11

practice is continuously updated. Taking on this challenge has been seen as having three aspects. A maintenance aspect fulfils the overarching concept of lifelong learning with a personal survival role requiring physiotherapists to demonstrate that they have retained their competence. Finally personal development enhances the possibility of mobility and employability in the profession (Sadler-Smith et al 2000). Changes to the health care system resulting in greater accountability have promoted the development of CPD. Recognising that inevitably graduates leaving university today will become out of date within five years if they did not maintain their personal development and lifelong learning, it is surprising that the concept was not given greater priority previously (Dubin 1972). Traditional training courses have been replaced with a move to more active and experiential learning ensuring that professionals identify their learning needs that can be recognised by the outcomes produced (Donen 1999). Whilst lifelong learning is a concept that has been accepted as essential for the profession and the professionals within it to survive, the argument has moved to considering if CPD should be mandatory. Other health professions have taken this on and award points or demand evidence of CPD. However there is not as yet clear evidence that mandatory CPD produces an improvement in competence or a change in practice and as such affects lifelong learning. Within the United Kingdom the Health Professions Council has demanded of its members that evidence has to be provided on request, to remain on the register (HPC 2009). This has made CPD mandatory and has increased the range and time spent on CPD activities. Conversely it has also affected the acceptance of lifelong learning and CPD as a threat especially in the current economic climate where finance is limited and consequently other methods of reporting CPD are needed (Ashton 2002). However the positive message from the UK s professional body The Chartered Society of Physiotherapy, is that CPD remains an integral part of lifelong learning and as such is a professional requirement of all members whether qualified or students (CSP 2007). The ultimate consequence of CPD and lifelong learning is to improve health care with the additional effect of personal and professional self-development for the practitioner (du Boulay 1999). Taking this on, means accepting change whether personally or Towards a LLL Culture Enphe LLL FG 2012 Page 12

professionally. Lifelong learning and CPD are challenges to the profession that need to be recognised (French 2008). Providing an environment that recognises and supports these concepts offers the individual, the profession and the patient access to the best possible health care. Towards a LLL Culture Enphe LLL FG 2012 Page 13

Engaging in Lifelong Learning for Enphe members Resume of the SIRUS project The values for Enphe to understand and engage with lifelong learning principles means that Enphe members must follow certain processes: engaging with the latest developments in LLL for higher education institutions (HEIs); understanding the terms; give meaning and value; share and discuss understadings and finally create the physiotherapy perspective. The European University Association (EUA) adopted its Charter on Lifelong Learning in 2008 and intentionally did not provide a definition, inadvertently leading to a lack of understanding as to what constitutes lifelong learning. It became evident that LLL was more of a paradigm which linked to the vision of a learning society that was accepted both theoretically and politically and that combined the formal and informal processes. It was definitely not intended to be a platitude or catchy slogan; or intended to perpetuate social class division or a means to maintain status. The EUA LLL Charter of 2008 outlined a set of ten commandments: 1. Embedding concepts of widening access and lifelong learning in institutional strategies 2. Providing education and learning to a diversified population 3. Adapting study programmes to ensure that they are designed to widen participation and attract adult learners 4. Providing appropriate guidance and counseling services 5. Recognising prior learning 6. Embracing lifelong learning in quality culture 7. Strengthening the relationship between research, teaching and innovation in a perspective of lifelong learning 8. Consolidating reforms to promote a flexible and creative learning environment for all students 9. Developing partnerships at local, regional, national and international level to provide attractive and relevant programmes 10. Acting as role models of lifelong learning institutions. Towards a LLL Culture Enphe LLL FG 2012 Page 14

The University missions in Europe were reshaped or redefined to address issues of increased stress on knowledge as a foundation for societal and economic development, globalisation, new demographic trends and rapid advances in new technologies. The drivers of change resulted in the expansion and diversification of the higher education sector, new European policies (such as the Bologna Process) and new national policies aimed at increasing the accountability of universities (such as Quality Assurance). As a result European universities became challenged to prepare citizens for their role in society and the economy and to respond to societal expectations by providing educational development on a professional and personal basis. Lifelong learning is a new old concept that appeared in Denmark 150 years ago when a scholar and priest N.F.S. Grundtvig introduced the idea of liberal education and high schools to improve the general knowledge of citizens so that they could participate in public life. The concept of lifelong learning from a university perspective means that institutions have to provide services to target groups without losing sight of the importance of providing quality-assured, research-based education to a wide audience and over an extended period of their lives. Lifelong Widening participation Learning Learning throughout life Towards a LLL Culture Enphe LLL FG 2012 Page 15

As a result engagement became the core issue for a lifelong learning agenda (Smith and Sursock, 2011). Universities had to become: 1. engaged with the public about its research and scholarship because it is proud of its work and because it values openness and accountability 2. engaged with the public because it believes that it can be valuable to researchers to hear other people s perspectives and points of view 3. engaged with the ways people lead their lives and keen to provide a variety of convenient routes through which they can join the University 4. engaged with the needs, interests and aspirations of the city, its region, or country, and 5. engaged with people s concerns about research and keen to widen debate about the application of research to include public voices. The implications of the concepts of LLL on universities imply the consideration of three distinct issues: student-centered learning, widening participation and the regional role of the universities. Towards a Student-centered approach Student-centered learning is an essential precondition for successful LLL strategies and that involves changing traditional ways of thinking and doing. The implications require teachers to be motivated and having flexible and modularised curricula. Successful measures include curricula that are structured in modules with clear progression paths based on credits and credit accumulation with clear learning outcomes; student support services; and sufficient financial resources to support lower student-staff ratio. On the other hand barriers to change include financial, legal and regulatory constraints; and cultural change and adaptation for staff and students. Widening access and participation Universities need to develop educational offers that are attractive for different groups of European citizens to access and participate in throughout their lives. Recent research (Bartušek, 2009; Usher, 2010) has revealed that the rapid increase in participation rates does not result in widening participation. EUA s Trends 2010 report found that in the majority of European countries, lifelong learning, widening participation and access are considered as a set of activities provided outside mainstream education. Higher Towards a LLL Culture Enphe LLL FG 2012 Page 16

education institutions that recruit a more diverse student group but do not meet these students learning and support needs fail themselves and their students. They will not be able to sustain diversity, and will miss out on the benefits it has to offer. Student retention will be affected (Ferrier, 2010). An inclusive institution will reach its goals by providing services that will enhance the learners chances of success instead of leaving them to sink or swim. Addressing LLL in a regional context Time and money are usually of the essence for the non-traditional students. Therefore, universities need to engage with local employers and identify in cooperation with stakeholders how higher education can support and up-grade the knowledge and skills of the regional workforce for the mutual benefit of the student, the university and the employer. Ideally, such cooperation with stakeholders is a central part of the institutional strategic orientation. Research strengths should be exploited and it is essential to connect all activities, both research and education, and see them as part of the knowledge transfer between the region and the university. Towards a LLL Culture Enphe LLL FG 2012 Page 17

Development of LLL at an institutional level In order to fulfill a lifelong learning strategy institutes must pass through three separate and distinct stages: Adaptation stage Organisational stage Cultural stage Lifelong Learning strategy Adaptation stage At this stage, the universities announce that they have adopted an LLL strategy, but they have not clearly defined LLL. In most cases, the definition remains more or less implicit. LLL is seen by these universities as part of continuing education. The traditional activities of the universities are not really affected by this strategy which appears peripheral and only dedicated to mature learners. Organisational stage At this stage, the universities have an LLL strategy based on quite a long experience in continuing education. The universities demonstrate some progression in the integration of initial and continuing education, adapting their study programmes to attract adult learners and widening participation to a diversified population. They take advantage of the diversity of learners by mixing populations in the classrooms and Towards a LLL Culture Enphe LLL FG 2012 Page 18

adopting administrative and financial measures to enable wider participation. They offer services in order to facilitate access and progression. They are open to the recognition of prior and experiential learning. They consider that they have a social responsibility towards their community and that they have to contribute to the local and regional development. The cultural stage For universities to reach this stage, they will have adopted a new way of thinking, a new institutional culture where all education whether it is at the bachelor s, masters or doctoral level or different types of tailor-made education is viewed as a contribution to lifelong learning. The learners, whoever they are, are at the centre. The implementation of lifelong learning and lifelong learning strategies can be compared to the development of internationalisation over the past couple of decades, which, like lifelong learning, is another kind of transversal issue that requires the engagement of the whole institution and a distinct cultural change. Strategies must be integrated horizontally and aligned vertically. Within this paradigm physiotherapy education institutions need to align themselves towards strategies that imply a LLL approach and philosophy. Individual institutions should gauge how they place their operational procedures in the context of the graph below. An institution that fulfils a greater LLL strategy will find its place in the bottom right quadrant. Towards a LLL Culture Enphe LLL FG 2012 Page 19

Physiotherapy courses must assess their operations within the context of teaching approaches and the overall strategy adopted by the institution to assess how LLL friendly they are. The shift towards a LLL approach follows the pink arrow. In conclusion, there is great benefit in adopting an overall institutional strategy that includes LLL. Engagement however also means facing obstacles that need to be identified and success depends on transversal and horizontal alignment. Towards a LLL Culture Enphe LLL FG 2012 Page 20

The positioning of physiotherapy education institutions in the LLL paradigm Preceeding and during the Estoril conference in 2011, members of Enphe were invited to answer a survey questionnaire. The participants were also invited to map out the institutional stragies with regards to lifelong learning indicating their relative position as an institution as either traditional in their mode of teaching versus mixed mode and also one that adopted LLL as a dispersed activity versus an integrated strategy. Members represented universities from Denmark, Finland, Malta, Portugal, Spain, Italy, UK, Netherlands, Estonia, Latvia and Turkey. The figure below presents a current overview of how these institutions are positioned. The bullets represent different institutions in those countries mentioned. Clearly some countries had more than one institution represented. The intention of the figure is to show how these institutions placed themselves in that paradigm. It should serve as a stimulus for thought for other institutions to align their strategies. Towards a LLL Culture Enphe LLL FG 2012 Page 21

Members were also asked to brainstorm the topic of LLL and the advantages and disadvantages for their institutions. The issues raised showed that the topic of LLL was interpreted and applied in a variety of ways. Topics addressed throughout the discussion fell mainly into four main themes: financial implications, methods of achieving LLL, pressure of workload and the influence of LLL and finally recognition of LLL. The evolving discussions surrounding issues of LLL within the Enphe group did not reflect the literature that was reviewed on the engagement of lifelong learning for higher education institutions. This means that the issue of Lifelong Learning for Enphe members is not very well understood and resonates with the views of the European Universities Charter on LLL that intentionally did not provide a definition for Lifelong Learning, inadvertently leading to a lack of understanding as to what constitutes LLL. The seminar in Bibione held in March 2012 aimed to identify a list of specific indicators that could be used as key indicators by physiotherapy schools as a check list to substantiate how close they are to being an institution that adopts a LLL policy. These need to reflect the overall lifelong learning strategy and may serve to engage into the lifelong learning strategy. Towards a LLL Culture Enphe LLL FG 2012 Page 22

The lifelong learning strategy should be student centred and include: 1. Continuing education 2. Adapting study programmes 3. Administrative and Financial Support 4. Recognition of prior and experiential learning 5. Linking programmes to meet regional demands. Towards a LLL Culture Enphe LLL FG 2012 Page 23

The key indicators that are proposed are the following: Special training courses Courses for professionals Courses for supervisors Courses for students Courses for lecturers Courses for those interested Bridging programmes Conversion programmes Top-up degrees Distance learning e - learning Summer programmes Third age University Recognition of previous learning Recognition of experience and practice Drop out recovery programmes Different programmes for adult students Mobility opportunities for undergraduate Mobility opportunities for post-qualification Peer learning Specialisation programmes Open seminars Courses for service users 'Open university' Access to Library facilities Learning English as a foreign language Course in native speaking Courses delivered in English Access for Special Needs persons Parallel programmes Courses to Support LLL Budget planning Top-down and Bottom-up policies Towards a LLL Culture Enphe LLL FG 2012 Page 24

Conclusion In this final report the Lifelong Learning Focus Group including the Sounding Board and students of Enphe have presented the work performed over the past three years that may be summarised in the following way: 1. A review of the current literature on LLL 2. An in-depth translation of the mechanisms of LLL strategies as recognised by the SIRUS project for the EUA 3. The current positioning of physiotherapy education towards LLL strategies 4. Recommendations for Enphe members to assess their engagement in LLL strategies. Insofar as this report remains a working and living document for Enphe members it should serve for the members to draw resonance between their organisational realities and development plans. One correct way of implementing LLL strategies does not exist. The basic principles and underlying concepts must however be addressed and adhered to. These have been visited and explained. The challenges for the Enphe members shall be to see that these concepts are embedded within their strategies, adapting their programmes to ensure wider access, to provide appropriate guidance and recognise LLL pathways and finally to engage and establish sustainable activities within the regions where they work. Towards a LLL Culture Enphe LLL FG 2012 Page 25

References Ashton H (2002) Continuing education: should it become compulsory for practicing physiotherapists? NZ J of Physiotherapy 30 pp 34 38 Bannigan K (2011) CPD and Evidence Based Practice Naidex Birmingham 2011 http://www.naidex.co.uk/naidexbir11/website/default.aspx?refer=152 Chapman J, Gaff J, Toomey R and Aspin D (2005) Policy on life long learning in Australia Int J of Lifelong Education 24 2 pp 99 122 Chartered Society of Physiotherapy (2007) Policy Statement on CPD Donen N (1999) Mandatory Practice self appraisal: moving towards outcomes based continuing education J Eval Clin Prac 5 pp 297-303 Du Boulay C (1999) Continuing professional development: some new perspectives J Clin Pathol 52 pp162 164 Dubin SS (1972) Obsolescence or life long education: a choice for the professional America Psychology 27 pp496 498 European Society of Association Executives (2007) What is life long learning? www.esae.org European University Association (2008) European Universities' Charter in Life Long Learning July 2008 www.eua.be French H.P. and Dowds J. (2008) An Overview of Continuing Professional Development Physiotherapy Vol 94 Issue 3 September p 109-197 Gorard S and Selwyn N (2005) Towards a le@rning society: the impact of technology on patterns of participation in life long learning British Journal of Sociology of Education 26, 1, pp71 89 Hills G (1993) The Knowledge Disease BMJ 307:1578 HPC (2009) Standards of Proficiency HPC London Jones H C (2005) Life long learning in the European Union: whither the Lisbon Strategy? European Journal of Education 40, 3, pp 247 260 McBride A and Mustchin S (2007) Life long learning, partnership and modernization in the NHS Int Journal of Human Resource Management 18, 9, 1608 1626 Pepin L. (2007) The history of EU Cooperation in the field of Education and Training: how lifelong learning became a strategic objective European Journal of education 42, 1, pp 121 132 Redenbach D and Bainbridge L (2007) Canadian Physiotherapy Education: The University of British Columbia Example Sadler-Smith E, Allinson CW and Hayes J (2000) Learning preferences and cognitive style: some implications for continuing professional development. Manage Learn 31 pp239 256 Schuller T and Watson D (2009) Life Long Learning and the Future of Higher Education IFLL Sector Paper 8 National Institute of Adult Continuing Education Shaughnessy A and Slawson D (1999) November 13; 319 (7220): 1280 Smidt H and Sursock A (2011) Engaging in lifelong learning: Shaping inclusive and responsive university strategies. EUA publications www.eua.be UNISON (2003) Learning for Life: learning for everyone A UNISON Report in Response to the Government s Skills Strategy London Woolfson C (2008) Social Dialogue and life long learning in new EU member states: reform fit in Latvia J of European Social Policy 18, 79 pp 80-87 Towards a LLL Culture Enphe LLL FG 2012 Page 26

Towards a LLL Culture Enphe LLL FG 2012 Page 27

The European Network of Physiotherapy in Higher Education (Enphe) was founded in 1995 within the framework of the European Community. It is a non-political, non-profit organisation governed by a charter. Enphe aims to bring European physiotherapy educational institutions together and enhances collaboration between them. The aim of the Network is to bring together and enhance collaboration between European Institutes and physiotherapy educational institutions in the European region in order to: 1. provide a forum for interaction and exchange of educational developments; 2. promote the convergence of physiotherapy educational programmes; 3. stimulate the development of a European dimension in physiotherapy educational curricula; 4. facilitate mobility of staff and students between physiotherapy educational institutions; 5. encourage and support standards of high quality education in physiotherapy in accordance with the recommendations of the World Confederation for Physical Therapy (WCPT); 6. advance the body of knowledge of physiotherapy; 7. facilitate collaborative research projects between physiotherapy educational institutions; 8. establish and maintain contacts and exchange information with other national and international bodies, organisations, and with the European authorities. In 2009 it was decided that the Enphe Focus Groups would address matters within the six subjects: Transparency, Quality Assurance, EU Directives, European Qualifications Framework, Lifelong Learning and Mobility. Each Focus Group was formed by 3 core members (1 leader and 2 co-workers) and worked in their field of expertise in collaboration with their Sounding Board Group and all Enphe members. The Sounding Board Groups assisted the Focus Groups closely and provided feedback, suggestions, etc. during the year and in seminars and conferences; the Enphe members discussed and collaborated during the workshops of the annual conferences. The composition of Focus Groups and Sounding Board Groups is based on expertise, interest, commitment, enthusiasm and geographical distribution.