lifelong learning in europe living and learning for the future?

LIFELONG LIFELONG LEARNING LEARNING IN EUROPEIN EUROPE

Living and Learning for the Living and Learning for the Future?Future?

Prof. George K. ZarifisAristotle University of Thessaloniki

Greece

Presentation for CR&DALL

SEMINAR SERIES 2011-2012

GENERAL DEFINITIONSGENERAL DEFINITIONS

What is lifelong What is lifelong learning and how learning and how is defined in EU is defined in EU

policy policy documents?documents?


The term ‘lifelong’ The term ‘lifelong’ learning draws learning draws

attention to attention to timetime: : learning throughout life, learning throughout life, either continuously or either continuously or

periodically. periodically.

Lifelong Learning - Some Lifelong Learning - Some definitionsdefinitions


The Memorandum on Lifelong Learning cites the The Memorandum on Lifelong Learning cites the definition of lifelong learningdefinition of lifelong learning established in the established in the context of the European Employment Strategy. This context of the European Employment Strategy. This definition embraces the idea that lifelong learning definition embraces the idea that lifelong learning should comprise all phases and forms of learning should comprise all phases and forms of learning from preschool to post-retirementfrom preschool to post-retirement. . Overall, consensus can be surmised around the Overall, consensus can be surmised around the following following four broad and mutually supporting four broad and mutually supporting objectivesobjectives: : 1.1.Personal fulfillment, Personal fulfillment, 2.2.Active citizenship, Active citizenship, 3.3.Social inclusion,Social inclusion,4.4.Employability and adaptabilityEmployability and adaptability



The newly-coined term The newly-coined term ‘lifewide’ learning enriches ‘lifewide’ learning enriches the picture. the picture. The ‘lifewide’ The ‘lifewide’

dimension brings the dimension brings the complementarity of complementarity of

formal, non-formal and formal, non-formal and informal learninginformal learning into into

sharper focus. sharper focus.



That lifelong learning promotes this wide range of objectives That lifelong learning promotes this wide range of objectives is reflected in the extended definition below:is reflected in the extended definition below:

Lifelong learning is all learning Lifelong learning is all learning activity undertaken throughout life, activity undertaken throughout life,

with the aim of improving with the aim of improving knowledge, skills and competences knowledge, skills and competences

within a personal, civic, social within a personal, civic, social and/or employment oriented and/or employment oriented

perspective perspective

The breadth of this definition also draws attention to the full The breadth of this definition also draws attention to the full range of formal, non-formal range of formal, non-formal and informal learning activity.and informal learning activity.


KEY POINTS TO BE KEY POINTS TO BE PRESENTEDPRESENTED

1.1. WORKING DOCUMENTSWORKING DOCUMENTS

2.2. MAIN MESSAGESMAIN MESSAGES

3.3. EUROPEAN ORIENTATIONSEUROPEAN ORIENTATIONS

4.4. IMPACT OF LL STRATEGIES IN AELIMPACT OF LL STRATEGIES IN AEL

5.5. SIGNIFICANT OUTCOMESSIGNIFICANT OUTCOMES

6.6. SUGGESTIONS FOR THE FUTURESUGGESTIONS FOR THE FUTURE

WORKING WORKING DOCUMENTSDOCUMENTS

At the end of the “European At the end of the “European Year of Lifelong Learning” in Year of Lifelong Learning” in 19961996, the Council adopted , the Council adopted Conclusions on a strategy for Conclusions on a strategy for lifelong learning, specifying a lifelong learning, specifying a number of key principles for a number of key principles for a lifelong learning strategy.lifelong learning strategy.

The March The March 20002000 Lisbon European Lisbon European Council set the strategic objective Council set the strategic objective for the European Union to become for the European Union to become the world's most dynamic the world's most dynamic knowledge-based economy, which knowledge-based economy, which includes key elements such as the includes key elements such as the development of lifelong learning development of lifelong learning for everyone.for everyone.

2000 2000 COMMISSION COMMISSION

MEMORANDUM - MEMORANDUM - LIFELONG LEARNINGLIFELONG LEARNING

Key Message 1: New basic skills

for all

Key Message 2: More investment in human resources

Key Message 3: Innovation in

teaching and learning

Key Message 4: Valuing learning

Key Message 5: Rethinking guidance

and counselling

Key Message 6: Bringing learning closer to home

CHARTER CHARTER OF FUNDAMENTAL OF FUNDAMENTAL RIGHTS OF THE EUROPEAN UNION, RIGHTS OF THE EUROPEAN UNION,

and in particular its Article 14, which declares that everyone has the right to education and to have

access to vocational and continuing training


20012001COMMISSION COMMISSION

COMMUNICATION - Making A COMMUNICATION - Making A European Area of Lifelong European Area of Lifelong

LearningLearning

The objectives of a European area of lifelong learning must be both to empower citizens to meet the

challenges of the knowledge-based society, moving freely between

learning settings, jobs, regions and countries in pursuit of learning; and to meet the goals and ambitions of the European Union and the candidate countries to be more prosperous,

inclusive, tolerant and democratic.

20032003THE “R3L INITIATIVE”THE “R3L INITIATIVE”European Networks to European Networks to Promote the Local and Promote the Local and Regional Dimension of Regional Dimension of

Lifelong LearningLifelong Learning

The initiative follows up the policy priority for the regional and local dimension of lifelong learning, and in particular the

commitment contained in the Commission’s Communication on “Making

a European Area of Lifelong Learning a Reality” (2001) to support through its

programmes the establishment of networks between those regions and

cities with well-developed lifelong learning strategies, to facilitate the exchange of experience and good

practice.

20042004COMMISSION COMMISSION

PROPOSAL - An PROPOSAL - An integrated action integrated action programme in the programme in the

field of lifelong field of lifelong learninglearning

An Integrated Programme for education and training

20022002COUNCIL COUNCIL

RESOLUTION IN RESOLUTION IN LIFELONG LEARNINGLIFELONG LEARNING


20052005COMMISSION REPORT - COMMISSION REPORT -

Towards a European Towards a European Qualifications Framework Qualifications Framework

for Lifelong Learningfor Lifelong Learning

An EQF would be developed and implemented on a voluntary basis,

not entailing any legal obligations. It is envisaged as a meta-framework

increasing transparency and supporting mutual trust. It would

thereby enable qualifications frameworks and systems at national

and sectoral level to be related to each other – thus facilitating the transfer and recognition of the

qualifications of individual citizens.

20052005COMMUNICATION FROM COMMUNICATION FROM

THE COMMISSION THE COMMISSION - - Modernising education and Modernising education and

training: a vital training: a vital contribution to Prosperity contribution to Prosperity

and Social and Social Cohesion in Cohesion in EuropeEurope 20062006

COMMUNICATION COMMUNICATION FROM THE FROM THE

COMMISSION COMMISSION - Adult - Adult learning: It is never too learning: It is never too

late to learnlate to learn

The national reports indicate that the Education and Training 2010 work programme has become a

clearer part of the national policy landscape. All the Member States now consider, to varying extents,

that the Lisbon strategy is a factor in national education and training

policy development.All forms of learning undertaken by adults after having left initial education and training, however

far this process may have gone (e.g., including tertiary education).

20052005EDUCATION AND TRAINING EDUCATION AND TRAINING 2010 WORK PROGRAMME2010 WORK PROGRAMME

Five key messages for Five key messages for adult learning adult learning stakeholdersstakeholders

Action Plan Action Plan on Adult Learningon Adult Learning


20062006JOINT INTERIM REPORT OF JOINT INTERIM REPORT OF THE COUNCIL AND OF THE THE COUNCIL AND OF THE

COMMISSION ON COMMISSION ON PROGRESS UNDERPROGRESS UNDERTHE ‘EDUCATION & THE ‘EDUCATION &

TRAINING 2010’ WORK TRAINING 2010’ WORK PROGRAMMEPROGRAMME

The Council has repeatedly emphasised the dual role — social and economic — of education and trainingsystems. Education and

training are a determining factor in each country's potential for excellence,

innovation and competitiveness.

20082008COMMUNICATION FROM COMMUNICATION FROM

THE COMMISSION THE COMMISSION - - Delivering lifelong learningDelivering lifelong learningfor knowledge, creativity for knowledge, creativity

and innovationand innovation20102010

COMMUNICATION FROM COMMUNICATION FROM THE COMMISSION THE COMMISSION - A new - A new

impetus for European impetus for European cooperation in Vocational cooperation in Vocational

Education and TrainingEducation and Trainingto support the Europe to support the Europe

2020 strategy2020 strategy

Raising skill levels.Lifelong learning strategies.

The knowledge triangle (education, research and

innovation). The knowledge triangle plays a key role

in boosting jobs and growth.

Puts a strong emphasis on education and

training to promote “smart, sustainable

and inclusive growth”.

20092009CONSULTATION ON THE CONSULTATION ON THE

FUTURE - EU 2020 FUTURE - EU 2020 STRATEGYSTRATEGY

MAIN MAIN MESSAGESMESSAGES

Key Message 1: Key Message 1: New basic skills New basic skills

for allfor all

Key Message 2: Key Message 2: More investment in More investment in human resourceshuman resources

Guarantee universal and continuing access to learning for gaining and renewing the skills

needed for sustained participation in the knowledge society

Visibly raise levels of investment in human resources

in order to place priority on Europe’s most important asset –

its people

investment levels are too low to ensure the replenishment of the skills pool - it is necessary

to re-think what counts as investment altogether

skills required for active participation in the knowledge

society and economy - self-confidence, self-direction and

risk-taking are important


Key Message 3: Key Message 3: Innovation in Innovation in

teaching & learningteaching & learning

Key Message 4: Key Message 4: Valuing Valuing learninglearning

Develop effective teaching and learning methods and

contexts for the continuum of lifelong and

life-wide learning

Significantly improve the ways in which learning participation and outcomes are understood and appreciated, particularly non-formal and informal learning

a major shift towards user-oriented learning systems with permeable boundaries across sectors and levels - teachers and trainers become guides,

mentors and mediators

much higher demand for recognised learning - greater

involvement of those who ultimately validate credentials

in practice


Key Message 5: Key Message 5: Rethinking guidance Rethinking guidance

and counsellingand counselling

Key Message 6: Key Message 6: Bringing learning Bringing learning closer to homecloser to home

Ensure that everyone can easily access good quality information

and advice about learning opportunities throughout Europe

and throughout their lives

Provide lifelong learning opportunities as close to learners

as possible and supported through ICT-based facilities wherever

appropriate

ICT offers great potential for reaching scattered andisolated populations -

lifelong learning as the driver for local and regional regeneration

guidance as a continuouslyaccessible service for all - it

remains the responsibility of the public sector to set agreed

minimum quality standards and to define entitlements

EUROPEAN EUROPEAN ORIENTATIONSORIENTATIONS

ComeniusComenius

ErasmusErasmus

Leonardo da VinciLeonardo da Vinci

GrundtvigGrundtvig

€ € 4.983.007million4.983.007million

€ € 1.396.296million1.396.296million

€ € 3.543.913million3.543.913million

€ € 184.152million184.152million

Student mobilityStudent mobilityTeaching staff mobilityTeaching staff mobility

Other staff mobilityOther staff mobility

Individual mobilityIndividual mobilitySchool partnershipsSchool partnerships

Trainee placementTrainee placementTrainer mobilityTrainer mobility

Development & transferDevelopment & transferof innovationof innovation

Individual mobilityIndividual mobilityPartnershipsPartnerships

Total funding of Sectoral Programmes in 2004 Total funding of Sectoral Programmes in 2004


Lifting the barriers Lifting the barriers to participationto participation

All stakeholders have a role to play, but All stakeholders have a role to play, but public public authorities must take the lead authorities must take the lead in removing in removing barriers and promoting demand, with a special barriers and promoting demand, with a special

focus on the low-skilled. This will include focus on the low-skilled. This will include developing high-quality developing high-quality guidanceguidance and and

information systems, based on a more information systems, based on a more learner-learner-centred approachcentred approach, as well as targeted financial , as well as targeted financial

incentives to incentives to individualsindividuals and support for the and support for the establishment of establishment of locallocal

partnershipspartnerships

European agenda for AEL European agenda for AEL prioritiespriorities


Labour Force Survey (2002 and Labour Force Survey (2002 and 2008) 2008)

Life-long learning (adult participation in education and Life-long learning (adult participation in education and training)training)

Percentage of the population aged 25-64 participating in education and training over the Percentage of the population aged 25-64 participating in education and training over the four weeks prior to the surveyfour weeks prior to the survey

Source: Eurostat (Labour Force Survey), 2009


When taking into account When taking into account developments over the years developments over the years between 2002 and 2008 between 2002 and 2008 a lot of a lot of countries increased their participation countries increased their participation rates. The absolute rates. The absolute increaseincrease was the was the highest in highest in SwedenSweden and and DenmarkDenmark. A . A decreasedecrease is recorded in is recorded in LatviaLatvia, , United KingdomUnited Kingdom and and SlovakiaSlovakia. .

Throughout Europe, Throughout Europe, the increase the increase between 2002 and 2008 was between 2002 and 2008 was

2.3%2.3%


Ensuring the Ensuring the quality of adult quality of adult

learninglearning

Recognition Recognition and validation and validation

of learning of learning outcomesoutcomes

Investment in Investment in improving teaching improving teaching methods and materials methods and materials adapted adapted to adult learners and put in place to adult learners and put in place initial and continuing professional initial and continuing professional development measures to qualify development measures to qualify

and up-skill people working in adult and up-skill people working in adult learning. They should introduce learning. They should introduce

quality assurance mechanismsquality assurance mechanisms, , and improve deliveryand improve delivery

Implementation of Implementation of systems for systems for validation and recognition of validation and recognition of

non-formal and informal non-formal and informal learninglearning, based on the Common , based on the Common European Principles on validation European Principles on validation

and recognition and taking full and recognition and taking full account of existing experiences. account of existing experiences. Development of validation and Development of validation and

recognition recognition may be linkedmay be linked to the to the development of National development of National

Qualification Frameworks within Qualification Frameworks within the overall context of the the overall context of the European Qualification European Qualification

FrameworkFramework



Investing in the Investing in the ageing ageing

population and population and migrantsmigrants

Indicators and Indicators and benchmarksbenchmarks

Sufficient investment in the Sufficient investment in the education and training of older education and training of older people and migrantspeople and migrants, but above , but above all ensure efficiency by designing all ensure efficiency by designing

education and training which education and training which matches the needs of the learner. matches the needs of the learner.

They should also They should also raise awareness raise awareness of the important role of migrants of the important role of migrants and older people in society and in and older people in society and in

the economythe economy

The The quality and comparability quality and comparability of data of data on adult learning must on adult learning must

continue to improve. In particular, continue to improve. In particular, there is a need for better insight there is a need for better insight into the benefits of adult learning into the benefits of adult learning and the barriers to its uptake, and and the barriers to its uptake, and

for better data on providers, for better data on providers, trainers and training deliverytrainers and training delivery


IMPACT OF LL STRATEGIES IMPACT OF LL STRATEGIES IN AELIN AEL

Attention towards Attention towards adult learning in lifelong adult learning in lifelong learning is not always as prominent as might learning is not always as prominent as might be desiredbe desired. However, in many countries there are . However, in many countries there are more narrowly defined lifelong learning strategies more narrowly defined lifelong learning strategies that focus more on adult learning as a distinct that focus more on adult learning as a distinct sector of provision. For instance, in the sector of provision. For instance, in the Nordic Nordic countriescountries, lifelong learning has been an integral , lifelong learning has been an integral part of education policy for many decades, part of education policy for many decades, including a specific focus on adult learning. including a specific focus on adult learning.

On-going reforms in adult On-going reforms in adult learninglearning

Some country examplesSome country examples

Source: Research voor Beleid, 2010: 57-58

There are some countries There are some countries aiming specifically at aiming specifically at adult learning in their lifelong learning adult learning in their lifelong learning strategiesstrategies. In these specific strategies more . In these specific strategies more attention is paid to non-vocational adult education attention is paid to non-vocational adult education (for instance in (for instance in Denmark, Finland, Norway, Denmark, Finland, Norway, Estonia, Czech Republic, Slovenia, SlovakiaEstonia, Czech Republic, Slovenia, Slovakia and and SwedenSweden). However, there is a difference in the ). However, there is a difference in the level at which the strategies are implemented. level at which the strategies are implemented.

IMPACT OF LL IMPACT OF LL STRATEGIESSTRATEGIES



Source: Research voor Beleid, 2010: 57-58IMPACT OF LL STRATEGIES IMPACT OF LL STRATEGIES IN AELIN AEL

The broad lifelong learning strategies are often The broad lifelong learning strategies are often regarded as regarded as general economic frameworks that general economic frameworks that combine various specific strategies for each combine various specific strategies for each educational sub-sectoreducational sub-sector. This can be seen, for . This can be seen, for instance, in instance, in the Netherlandsthe Netherlands, where the broad , where the broad lifelong learning strategy does not specifically pay lifelong learning strategy does not specifically pay attention to adult learning, but aims at civic attention to adult learning, but aims at civic integration courses for immigrants, and the up-integration courses for immigrants, and the up-skilling of skilling of the labour force.the labour force.





In some countries, the lifelong learning strategy is In some countries, the lifelong learning strategy is focused on more focused on more humanistic elementshumanistic elements, , for for example in example in EstoniaEstonia, where the strategy aims at , where the strategy aims at improving the capacity and ability to cope with the improving the capacity and ability to cope with the lives of individuals, strengthening the social lives of individuals, strengthening the social integration of the population, the development of integration of the population, the development of citizenship, and improving the quality of people’s citizenship, and improving the quality of people’s lives. lives.





In In IrelandIreland the strategy for adult education has, the strategy for adult education has, among other things, included the principle of among other things, included the principle of boosting citizenshipboosting citizenship: to grow in self-confidence, : to grow in self-confidence, social awareness and social responsibility and to social awareness and social responsibility and to take a pro-active role in shaping the overall take a pro-active role in shaping the overall direction of societal and community decision-direction of societal and community decision-making. making.





Other examples can be found in Other examples can be found in Sweden, Sweden, Denmark, Latvia, Slovenia, BelgiumDenmark, Latvia, Slovenia, Belgium (Flanders (Flanders and Walloon Region) and and Walloon Region) and FinlandFinland. Issues that are . Issues that are often included in strategies aimed specifically at often included in strategies aimed specifically at adults are: adults are: validation of prior learning, quality validation of prior learning, quality of provision, guidance and flexibility of of provision, guidance and flexibility of provisionprovision. .





In some countries there does In some countries there does not seem to be a not seem to be a coherent, all-embracing lifelong strategycoherent, all-embracing lifelong strategy. . Some countries not having a lifelong learning Some countries not having a lifelong learning strategy have initiated discussions and strategy have initiated discussions and negotiations concerning such strategies include negotiations concerning such strategies include Malta, Romania, Portugal, Greece Malta, Romania, Portugal, Greece and and SpainSpain. .





In a small number of countries In a small number of countries very little has very little has happenedhappened ( (ItalyItaly and and LiechtensteinLiechtenstein). It must be ). It must be noticed that not having developed a lifelong noticed that not having developed a lifelong learning strategy does not mean that nothing is learning strategy does not mean that nothing is initiated to develop a coherent educational system initiated to develop a coherent educational system and to increase the participation of adults in and to increase the participation of adults in education. education.





Lifelong learning strategies Lifelong learning strategies and legal frameworks in EU and legal frameworks in EU

membersmembers


Source: Research voor Beleid, 2010: 59IMPACT OF LL STRATEGIES IMPACT OF LL STRATEGIES IN AELIN AEL

SIGNIFICANT SIGNIFICANT OUTCOMESOUTCOMES

Adult education and learning remain Adult education and learning remain chronically chronically underfunded and undervalued underfunded and undervalued

The role and place of AEL in LLL continue to The role and place of AEL in LLL continue to be be underplayedunderplayed

AEL remains a AEL remains a fragmented fieldfragmented field

FinancingFinancing is not sufficient and sustainable is not sufficient and sustainable

QualityQuality is under question is under question

WHAT POLICY & FIELD RESEARCH HAS SHOWN SO FAR?

SIGNIFICANT SIGNIFICANT OUTCOMESOUTCOMES

Lack of Lack of professionalizationprofessionalization of educators of educators

AEL policy development is undertaken in AEL policy development is undertaken in isolationisolation

Integrated approaches Integrated approaches are missingare missing

Lack of monitoring, Lack of monitoring, evaluationevaluation and and feedback mechanismsfeedback mechanisms

High illiteracy High illiteracy rates still persistrates still persist

WHAT POLICY & FIELD RESEARCH HAS SHOWN SO FAR?

SUGGESTIONS FOR THE SUGGESTIONS FOR THE FUTUREFUTURE

Amendments on the Amendments on the Framework of Framework of

ActionAction

Consider new and Consider new and opening up existing opening up existing

transnational transnational funding funding programmes for programmes for

literacy and adult literacy and adult educationeducation, along the , along the

lines of the actions taken lines of the actions taken under the EU-LLL under the EU-LLL

ProgrammeProgramme

GovernanceGovernance FinancingFinancing

Foster Foster furtherfurther transnational transnational

cooperation through cooperation through projects and networks projects and networks for sharing know-how and for sharing know-how and

innovative practiceinnovative practice

in terms ofin terms of


Adult Literacy Adult Literacy as a separate as a separate policy issuepolicy issue

Early school Early school leavers leavers as a as a

prioritypriority

PovertyPovertyeradicationeradication

SocialSocialinclusioninclusion

EnvironmentEnvironment & consumption & consumption

issuesissues

HealthierHealthierlifestyleslifestyles

QualitativeQualitativemeasurement measurement

of progressof progress

HigherHigherEducationEducation

ActiveActiveageingageing

Expand the LLL Expand the LLL Content Areas to Content Areas to

include:include:

MigrationMigrationand Mobilityand Mobility

AELAELresearchresearch


Further develop the five priorities Further develop the five priorities of the current AEL Agendaof the current AEL Agenda

RReecognize cognize adult education as a right adult education as a right and and its wider benefits to societyits wider benefits to society

IntegrateIntegrate adult education into education adult education into education and development policies and ensuring and development policies and ensuring lifelong learning perspectiveslifelong learning perspectives

Establish legal structures for Establish legal structures for GovernanceGovernance of AEL to include of AEL to include government, providers, learners’ government, providers, learners’ associations, social partners and the associations, social partners and the civil societycivil society

MonitorMonitor cooperationcooperation among disciplines among disciplines and sectorsand sectors


Harness Harness partnershipspartnershipsTraining and research Training and research to ensure to ensure

qualityqualityBenchmarkingBenchmarking and monitoring and monitoring

systems (non-aggressive approach)systems (non-aggressive approach)Critical assessment Critical assessment of progressof progressCoordination of validation Coordination of validation of learning of learning

outcomes from non-formal and outcomes from non-formal and informal settingsinformal settings

Further develop the five priorities Further develop the five priorities of the current AEL Agendaof the current AEL Agenda

LIFELONG LEARNING LIFELONG LEARNING

IN EUROPEIN EUROPELiving and Learning for the Living and Learning for the

Future?Future?

Prof. George K. ZarifisProf. George K. ZarifisAristotle University of ThessalonikiAristotle University of Thessaloniki

Greece Greece

Presentation for CR&DALL SEMINAR SERIES 2011-2012

lifelong learning in europe living and learning for the future?

Documents

lifelong learning strategy

learning closer

adaptabilitylifelong

learning settings

forms of learning

pursuit of learning

informal learning activity

coined term lifewide