Revenchuk I., Shatovska T. A FRAMEWORK OF CORE COMPETENCES FOR LLL COURSE PROVIDERS // II International Scientific Practical Conference „Quality Management in Education and Industry: Experience, Problems and Perspectives” .- Lviv Polytechnic National University, 28-30 of May 2015 (Lviv, Ukraine).

UDC 378:37.04




© Revenchuk I., Shatovska T., 2015


Kharkiv National University of Radioelectronic


The current Tempus project A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine (LeAGUe) 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES entitled LeAGUe developed under the framework of the Tempus programme is committed to strengthening the quality and professional excellence of LLL course provision in the three partner countries – Armenia, Georgia and Ukraine. This Framework of Core Competences for LLL Course Providers forms a significant part of the project’s team efforts in the promotion of the reform and modernization of higher education in partner countries and its opening to continuous professional and LLL pathways.

The LeAGUe project consortium recognizes that higher educational institutions in Armenia, Georgia and Ukraine strive to improve the quality of education and the outcomes for their students in line with the needs of the labour market on national and international level. In this respect lifelong learning is considered a key means for ensuring that all individua ls will have the opportunity to acquire key competencies and skills (at all levels of education and training) needed for t heir employability. Therefore, the Framework of Core Competences for LLL Course Providers has been developed to foster the capacity of higher educational institutions in the three partner countries to continually modernize by providing LLL courses that are developed, managed, administered and implemented in line with clear, mutually recognized and up-to-date professional standards.

This Framework articulates the competence standards for LLL course providers working within the higher education sectors in Armenia, Georgia and Ukraine. The competence standards describe the varying degrees of effectiveness of LLL course personnel – Course Managers, Course Administrators, Lecturers, and Quality Assurance coordinators which need to be demonstrated when they apply their knowledge and professional skills to set up, maintain and promote a rich spectrum of LLL courses in their specific institutional contexts.

The LLL Expert Network comprises of higher education institutions, education providers and relevant key players in the field of LLL learning within EU and the partner countries – Armenia, Georgia and Ukraine. Its main purpose is to provide a forum for exchange of professional expertise on the development of high quality LLL courses.

The methodological level underlying the creation of the LLL Expert Network involves the following steps:

  • searching for and establishing contacts with LLL course providers in the partner countries (Armenia, Georgia and

Ukraine) and within the EU;

  • collecting, analyzing and preparing a framework with the set of competences that all LLL course providers (higher education institutions in particular) need to possess to successfully design, manage, implement and improve LLL course in the areas of Agriculture, IT education, Public Health and Nursing, Teacher Training;
  • producing the final version of the framework with the set of competences.

In order to successfully approach this line of development of the LLL Expert Network activities, it is necessary to reach a common understanding of the set of competences and the key areas they will cover.

One of the primary aims of the LLL Expert Network is the development of a Framework of core competences for creating, managing, implementing and improving LLL courses within the higher education environment in Armenia, Georgia and Ukraine. This framework is written from the perspective of LLL course practitioners and providers and places a special emphasis on those core skills that educationalists, educational programme managers and administrative staff need to possess to successfully react to unexpected social and economic changes on local, national and European level.

LLL course providers need to be able to offer courses that will take account of the local, national and EU priorities in the field of education, as well as the changing economic and social circumstances. In order to do so, they need to possess skills in the specific areas, namely:

–   Change leadership. The ability to balance change and continuity by integrating key local, national and EU LLL programme priorities and objectives in order to improve LLL course performance, governance, financial stability and market orientation;

–   Human resource leadership. The ability to design and implement strategies which maximize LLL course teaching and administrative staff potential for working in conditions which require urgent changes of the institutions’ framework of work and / or policy, goals and mission;

–   Strategic planning. The ability to execute effective and timely decisions which lead to the implementation and evaluation of LLL courses thus enhancing their continuous improvement and accountability;

–   Business orientation. The ability to administer the human and financial resources used for the implementation of LLL courses within the institution, as well as to cater for the successful promotion of information about the courses in such a way which attracts new learners, ensures the good reputation of the institution and creates conditions for public trust ;

–   Partnership  building  communication.  The  ability  to  establish  new  partnerships  with  relevant  educational institutions. It also involves the ability to identify and involve key stakeholders in the creation of LLL courses that correspond to the economic, professional and social needs at local, national and European level.

The Framework of core competence of LLL course providers has two components:

–   the core competence area and sub-competences;

–   the performance indicators of each sub-competence – the set of statements describing the key characteristics of a person possessing the sub-competence.

These general competence areas need to be spilt into sub-competences which need to be described by formulating performance indicators.

The possible sub-competences are summarized in Fig. 1.

Fig. 1 Sub-competences of LLL course providers

The list of competences and sub-competences could be enriched depending on the expertise shared as a result of the development of the LLL Expert Network.

More detailed information see