La sfida del lifelong learning per la formazione superiore: Università, apprendimento permanente e terza missione

In the contemporary scenario, as settled in recent studies and literature, it is important to re-think the role of the university, adopting the lifelong learning perspective. This perspective implies a renewed conception of learning, meant as a process vital for the existence of the society. This interpretation emphasizes the reflexive character of human action and the individuals’ lifelong learning potential. It can contribute to the definition of a theoretical reference frame for the actions realized in the university arena, such as the actions aimed at the valorisation, recognition and validation of prior learning acquired in formal and informal contexts. Learning and the valorisation of competences become crucial in a lifelong learning-oriented educational system also including the educational institutions of higher education, such as university. The new economic scenario points up the individual learning and the different ways and settings it occurs. Hence, the growing attention of educational and work institutions towards non-formal and informal learning. Positioning the university in the perspective of lifelong learning, entails a complex challenge which implies, on the one hand, the overcome of traditional organizational models concerning learning and training processes; on the another hand, the acknowledgement of a third innovative mission.This way universities can play an active role in the growth processes of the society; become more dynamic and inclusive organisms, capable of promoting a larger access to a type of higher education oriented towards the development of lifelong learning. The university, adopting the third mission, has to cooperate with the local surrounding context, to foster active policies and actions for a more sustainable development.

Nello scenario contemporaneo, come indicato recentemente negli studi e nella letteratura, è importante il ripensamento del ruolo dell’università, nella prospettiva dell’apprendimento permanente. Tale prospettiva comporta una rinnovata concezione dell’apprendimento, inteso come processo vitale per lo sviluppo della società. È un’interpretazione che pone l’accento sul carattere riflessivo dell’azione umana e può contribuire alla definizione di un quadro di riferimento per le azioni realizzate nell’università, come quelle relative al riconoscimento delle competenze, acquisite nei contesti non formali e informali di apprendimento. L’università, con l’adozione della terza missione, deve cooperare con il contesto in cui agisce, al fine di promuovere politiche attive e azioni per uno sviluppo sostenibile.