Lifelong Learning in the BSR: Feasibility Study Findings

1. BSR SMART LIFE –the key findings from the feasibility study Lelde Ābele Project Manager at Vidzeme Planning region Anita Jākobsone, Project Expert at Vidzeme Planning region August 31, 2018, Stokcholm

2. Why life-longlearningmatters?

3. Partnershipof «BSR SMART LIFE»

4. Activitiesoftheproject «BSR Smart Life» (1) Aimisto strengthen transnational cooperation and dialogue among multilevel governance stakeholdersatthe Baltic Sea region scope

5. Activities of the project «BSR Smart Life» (2) • Organized meetings with regional, national and international stakeholders • Participation in events to disseminate project activities and attract new partners • Preparing an applications (proposal) for ERASMUS+ programme, etc.

6. The key findings from the feasibility study

7. Definitionsofmain terms Lifelong learning (LLL) • The definition of lifelong learning and related documents are increasingly more focused on linking education with economic growth and competitiveness of countries. • ”Lifelong learning (LLL)... refers to all general education, vocational education and training, non-formal education and informal learning acquired throughout the life, resulting in improvement in knowledge, skills and competences within a personal, civic, social and/or employment-related perspective. It includes the provision of counselling and guidance services” EU Commission Lifelong Learning Programme 2007-2013, Europe

8. Definitions of main terms • European Centre for the Development of Vocational Training (CEDEFOP) has not changed its definition of LLL since 2008: ”Lifelong learning is all learning activity undertaken throughout the life, which results in improving knowledge, know-how, skills, competences and/or qualifications for personal, social and/or professional reasons.” CEDEFOP, 2008, 2017. http://www.cedefop.europa.eu/files/4117_en.pdf

9. Definitions of main terms Adult education “Adult learning and education is a core component of lifelong learning. It comprises all forms of education and learning that aim to ensure that all adults participate in their societies and the world of work. It denotes the entire body of learning processes, formal, non-formal and informal, whereby those regarded as adults by the society in which they live, develop and enrich their capabilities for living and working, both in their own interests and those of their communities, organizations and societies.” Recommendation on Adult Learning and Education. UNESCO, 2015. http://unesdoc.unesco.org/images/0024/002451/245179e.pdf Project "BSR Smart Life"

10. The legal framework of lifelong learning • Full set ofdifferencesbetweencountriesareuncleardue to thelackofpreciseinformation. Someofthem: - Differsdefinitionofeducationsystem as systemof LLL inumbrellalawsofeducation • Thereare /therearenotseparatedlaw/setoflawsinadulteducation • Thereare/ arenotseparatelong-term LLL and AE development strategies • It isnotpossible to conclusionsontheexisting trends inthe process ofdevelopinglegalframeworks, howeverin a rangeofcountries LLL and AE ismorefocusedonlabourmarketdemands, and less attentionispaid to liberaleducationissues

11. The legal framework ofLifelong Learning In some countries there is no unified approach in funding of LLL and AE from the state budget , particularly non-formal AE (for example in Latvia, Lithuania, Poland): • AE funding is divided by sectors; • Funding for AE is identified as co-financing to ESF programms; • State budget resources for AE are not distributed regionally and to municipalities.

12. SWOT analyses:strength • Results of the last Adult Education Surway, implemented by EUROSTAT at 2016, shows increasing rates of participation in non-formal education in EU, BSR countries • Sweden, Finland, Denmark, Germany are among of the highest-ranking VET systems in the EU • The VET systems in the Baltic see region countries has shifted to a competence-based and work place based approach • Modern digital technology is used for learning and teaching more effectively and efficiently • Co-operation between stakeholders and providers of AE is widening

13. SWOT analyses:strength • Regional and national networks of AE are widening, including growing contributions of universities • Growing attention is paid to education for seniors (Poland, 450 universities of the third age; activities of adult education centers in Germany, Denmark, Sweden, Finland etc.) • Adult learning centres contribution for integration of asylum seekers and refugees. The acquired experience in this area is internationally significant (Germany, Sweden etc.)

14. SWOT analyses:strength • There are piloted patterns of support to learners mobility as well as for overcoming barriers to learning: job rotation schemes, approaches in implementation of work place based learning • Nordic Network for Adult Education (Det Nordiska Nätverket för Vuxnas Lärande). • There is a source centre for AE and LLL in Europe and world: The German Institute for Adult Education - Leibniz Centre for Lifelong Learning (DIE)

15. SWOT analyses: weeknesses • Data of last Adult education survay (EUROSTAT) on accessibility of adult education indicates the obstacles for acquisition of adult education. Respondents who did not participate in adult education, but wanted to participate, vary between Baltic see countries in 2016 as follows: 16,9% (LV); 12,4% (FI); 10,2% (SE); 5,6% (DE); 5,1% (LT). • In all countries exist a considerable difference between what is offered by the education and training system and what the labour market (entrepreneurs) needs. • The incidence of ‘school dropouts’ (especially among males) is high across all levels and types of education in most of the Baltic countries

16. SWOT analyses: weeknesses • Less frequent participation in lifelong learning of non-skilled and lower-skilled people • There is a lack of monitoring and strategic coordination of LLL and AE systems in a range of countries • Low quality and efficiency of lifelong learning guidance services in the new EU member countries • Lack of systemic approach in utilization of the state budget funds in AE in a range of countries (sectoral and territorial approaches are not balanced)

17. SWOT analyses: opportunities • Close cooperation between training providers and other stakeholders, particularly employers, learners associations for more dynamic response to learners individual demands • Validation of prior competences acquired in an informal or non-formal learning and systemic support to individual learning pathways • Piloting of new patterns for inclusion of youth and seniors in active working life; supporting them in overcoming social, financial, psychological and other learning barriers • Efficient use of public funds for LLL and AE, including elaboration of strategic documents, coordination of governance and funding, monitoring and evaluation.

18. SWOT analyses: threats • Insufficient digital, ICT skills of residents • Lack of public and individual awareness on AE and LLL, including employers and their HR managers • Too slow response of AE and LLL to demands of ageing population • Unused potential of ayslum seekers, refugess and workforce from Eastern Neigbours countries

19. Challenges of lifelong learning in the EU and the Baltic Sea countries • Still high youth unemployment, which since 2014 has a trend to decrease In May 2018, the youth unemployment rates: in Denmark 10.1%, Estonia – 6,8%, Finland – 18,4%, Germany – 6,1%, Latvia – 10,7%, Lithuania – 12,2%, Poland – 10,9% and in Sweden – 15,5%.http://ec.europa.eu/eurostat/statistics-explained/index.php/Unemployment_statistics. • Ageing societies where people live longer, but also stay healthy longer. The education systems are not adjasted to LLL.

20. Challenges of lifelong learning in the EU and the Baltic Sea countries • The goal of “Europe 2020” is to reduce the number of early education leavers under 10%. Out of 8 countries of the Baltic Sea Region only Latvia (10%), Germany (10.3%) and Estonia (10.9%) has not reached this goal. • The goal of “Europe 2020” is to achieve that 40% of residents 30-34 years of age have higher education. Out of 8 countries, this indicator was not achieved only by Germany in 2016. The tendency remains that women have higher proportion of university graduates than men.

21. Next steps of actions and solutions New skills agenda for Europe • The up skilling pathways initiative (support to acquisition of basic skills) • Making vocational education and training (VET) a first choice • The key competences framework • The European qualifications framework • The skills profile tool for third country nationals. • The Europass framework • Analysing brain drain. • The Blueprint for sectoral cooperation on skills.

22. Main target groups for new flagships and projects in LLL • Youth - integration in labor market, building learning pathways, overcoming unemployment, up skilling) • Ageing population ( 50+ in new EU member countries; 60+ in old EU member countries) – renewal of competences, up skilling, learning for work in home office; entrepreneurship, shifting to part-time employment etc., ICT for employment and quality of life) • Refugees, asylum seekers; residentsfromother EU, BSR countries; residentsfromEasternNeigbourcountries • Staff of SMEs ?- focusing on individualized scenarios of competence renewal, within context of promotion of modern human resource development models; interaction between generations in learning process within enterprise; use of job rotation schemes etc.

23. Main platforms/thematic areas of the flagship in LLL Platform 1. Elaboration, updating and implementation of AE policyand systems in BSR countries. Problem In a range of BSR countries - missing systemic, sustainable approach in elaboration, updating and implementation of AE policy (particular laws, national level strategy, strategy implementation plans (from national to local level), clear governance system, funding system, monitoring and evaluation system.

24. Main platforms/thematic areas of the flagship in LLL Platform 2. Strengthening the cooperation for the tailoring of individualised learningpathways for the employees of SMES for the development of smart specialization oriented businesses regionally (country region) and locally in BSR. Problem Adult education (formal, non-formal) at local and regional (country region) level in BSR is not appropriate to employers (SME) and employees demands. There are not enough efficient cooperation between employers, guidance and counselling institutions, providers of AE services, recognition of prior learning bodies.

25. Main platforms/thematic areas of the flagship in LLL Platform 3.Increasing efficiency of AE contribution for the employability and quality of life of ageing population (45; 60+) in BSR countries, particularly regionally (country region) and locally. Problem Population is ageing in all BSR countries. Adult education systems mostly are not able offer for people 45+; 60+ enough individualized learning offers at local and regional (country region) level due to the lack of efficient cooperation between stakeholders.

26. Main platforms/thematic areas of the flagship in LLL Platform 4. Increasing integration efficiency of young people in local, regional, national labour markets, youth unemployment in their native countries and reducing of brain drain trends particularly in new EU member countries as well as in less developed regions in all Baltic countries with more individualised learning and career pathways after initial general and vocational education. Problem 4. The level of youth unemployment in the Baltic Sea Region countries remains high, despite availability of vacancies. The existing youth mobilitysupport mechanisms implemented in EU partially promote brain drain.

27. Cooperation between stakeholders Co- operation between stakeholders is a one of most essentialresources in further development of AE and LLL and its governance. (Parliament, its committees; Ministries and other state bodies; Municipalities and their bodies; Entrepreneurs; Learning providers –education institutions, NGOs, private companies; Social partners, including trade unions, chambers of trade and commerce, sectoral associations; learners associations etc.)

28. Further steps • Developmentofnewflagshipsin LLL • Developmentofthenew Erasmus + project „Development and adopting of high-quality flexible adult learning pathways supporting development of smart specialization oriented small and medium businesses in the Baltic Sea Region countries”

29. Thank you!