LIFELONG LEARNING IN EUROPE Living and Learning for the Future?

1. LIFELONG LEARNING IN EUROPELiving and Learning for the Future? Prof. George K. Zarifis Aristotle University of Thessaloniki Greece Presentation for CR&DALL SEMINAR SERIES 2011-2012

2. What is lifelong learning and how is defined in EU policy documents? GENERAL DEFINITIONS

3. Lifelong Learning - Some definitions The term ‘lifelong’ learning draws attention to time: learning throughout life, either continuously or periodically. GENERAL DEFINITIONS

4. Lifelong Learning - Some definitions The Memorandum on Lifelong Learning cites the definition of lifelong learning established in the context of the European Employment Strategy. This definition embraces the idea that lifelong learning should comprise all phases and forms of learning from preschool to post-retirement. Overall, consensus can be surmised around the following four broad and mutually supporting objectives: Personal fulfillment, Active citizenship, Social inclusion, Employability and adaptability GENERAL DEFINITIONS

5. Lifelong Learning - Some definitions The newly-coined term ‘lifewide’ learning enriches the picture. The ‘lifewide’ dimension brings the complementarity of formal, non-formal and informal learning into sharper focus. GENERAL DEFINITIONS

6. Lifelong Learning - Some definitions That lifelong learning promotes this wide range of objectives is reflected in the extended definition below: Lifelong learning is all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment oriented perspective The breadth of this definition also draws attention to the full range of formal, non-formal and informal learning activity. GENERAL DEFINITIONS

7. WORKING DOCUMENTS • MAIN MESSAGES • EUROPEAN ORIENTATIONS • IMPACT OF LL STRATEGIES IN AEL • SIGNIFICANT OUTCOMES • SUGGESTIONS FOR THE FUTURE KEY POINTS TO BE PRESENTED

8. At the end of the “European Year of Lifelong Learning” in 1996, the Council adopted Conclusions on a strategy for lifelong learning, specifying a number of key principles for a lifelong learning strategy. CHARTER OF FUNDAMENTAL 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 The March 2000 Lisbon European Council set the strategic objective for the European Union to become the world's most dynamic knowledge-based economy, which includes key elements such as the development of lifelong learning for everyone. 2000 COMMISSION MEMORANDUM - LIFELONG 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 WORKING DOCUMENTS

9. 2001 COMMISSION COMMUNICATION - Making A European Area of Lifelong Learning 2002 COUNCIL RESOLUTION IN LIFELONG LEARNING 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. 2003 THE “R3L INITIATIVE” European Networks to Promote the Local and Regional Dimension of Lifelong 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. 2004 COMMISSION PROPOSAL - An integrated action programme in the field of lifelong learning An Integrated Programme for education and training WORKING DOCUMENTS

10. 2005 COMMISSION REPORT - Towards a European Qualifications Framework for Lifelong Learning 2005 EDUCATION AND TRAINING 2010 WORK PROGRAMME 2005 COMMUNICATION FROM THE COMMISSION - Modernising education and training: a vital contribution to Prosperity and Social Cohesion in Europe 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. 2006 COMMUNICATION FROM THE COMMISSION - Adult learning: It is never too late 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). Five key messages for adult learning stakeholders Action Plan on Adult Learning WORKING DOCUMENTS

11. 2006 JOINT INTERIM REPORT OF THE COUNCIL AND OF THE COMMISSION ON PROGRESS UNDER THE ‘EDUCATION & TRAINING 2010’ WORK PROGRAMME 2009 CONSULTATION ON THE FUTURE - EU 2020 STRATEGY 2008 COMMUNICATION FROM THE COMMISSION - Delivering lifelong learning for knowledge, creativity and innovation The Council has repeatedly emphasised the dual role — social and economic — of education and training systems. Education and training are a determining factor in each country's potential for excellence, innovation and competitiveness. 2010 COMMUNICATION FROM THE COMMISSION - A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 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”. WORKING DOCUMENTS

12. investment levels are too low to ensure the replenishment of the skills pool - it is necessary to re-think what counts as investment altogether Key Message 1: New basic skills for all Guarantee universal and continuing access to learning for gaining and renewing the skills needed for sustainedparticipationin the knowledge society Visibly raise levels of investment in human resources in order to place priority on Europe’s most important asset – its people Key Message 2: More investment in human resources MAIN MESSAGES skills required for active participation in the knowledge society and economy - self-confidence, self-direction and risk-taking are important

13. a major shift towards user-oriented learning systems with permeable boundaries across sectors and levels - teachers and trainers become guides, mentors and mediators Key Message 3: Innovation in teaching & learning 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 Key Message 4: Valuing learning MAIN MESSAGES much higher demand for recognised learning - greater involvement of those who ultimately validate credentials in practice

14. guidance as a continuously accessible service for all - it remains the responsibility of the public sector to set agreed minimum quality standards and to define entitlements Key Message 5: Rethinking guidance and counselling 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 Key Message 6: Bringing learning closer to home MAIN MESSAGES ICT offers great potential for reaching scattered and isolated populations - lifelong learning as the driver for local and regional regeneration

15. Total funding of Sectoral Programmes in 2004 Erasmus Individual mobility School partnerships € 4.983.007million Student mobility Teaching staff mobility Other staff mobility Comenius € 1.396.296million Trainee placement Trainer mobility Development & transfer of innovation Leonardo da Vinci € 3.543.913million Grundtvig Individual mobility Partnerships € 184.152million EUROPEAN ORIENTATIONS

16. European agenda for AEL priorities Lifting the barriers to participation All stakeholders have a role to play, but public authorities must take the lead in removing barriers and promoting demand, with a special focus on the low-skilled. This will include developing high-quality guidance and information systems, based on a more learner-centred approach, as well as targeted financial incentives to individuals and support for the establishment of local partnerships EUROPEAN ORIENTATIONS

17. Labour Force Survey (2002 and 2008) Life-long learning (adult participation in education and training) Percentage of the population aged 25-64 participating in education and training over the four weeks prior to the survey EUROPEAN ORIENTATIONS Source: Eurostat (Labour Force Survey), 2009

18. When taking into account developments over the years between 2002 and 2008 a lot of countries increased their participation rates. The absolute increase was the highest in Sweden and Denmark. A decrease is recorded in Latvia, United Kingdomand Slovakia. Throughout Europe, the increase between 2002 and 2008 was 2.3% EUROPEAN ORIENTATIONS

19. European agenda for AEL priorities Ensuring the quality of adult learning Recognition and validation of learning outcomes Implementation of systems for validation and recognition of non-formal and informal learning, based on the Common European Principles on validation and recognition and taking full account of existing experiences. Development of validation and recognition may be linked to the development of National Qualification Frameworks within the overall context of the European Qualification Framework Investment in improving teaching methods and materials adapted to adult learners and put in place initial and continuing professional development measures to qualify and up-skill people working in adult learning. They should introduce quality assurance mechanisms, and improve delivery EUROPEAN ORIENTATIONS

20. European agenda for AEL priorities Investing in the ageing population and migrants Indicators and benchmarks Sufficient investment in the education and training of older people and migrants, but above all ensure efficiency by designing education and training which matches the needs of the learner. They should also raise awareness of the important role of migrants and older people in society and in the economy The quality and comparability of data on adult learning must continue to improve. In particular, there is a need for better insight into the benefits of adult learning and the barriers to its uptake, and for better data on providers, trainers and training delivery EUROPEAN ORIENTATIONS

21. On-going reforms in adult learning Some country examples Attention towards adult learning in lifelong learning is not always as prominent as might be desired. However, in many countries there are more narrowly defined lifelong learning strategies that focus more on adult learning as a distinct sector of provision. For instance, in the Nordic countries, lifelong learning has been an integral part of education policy for many decades, including a specific focus on adult learning. IMPACT OF LL STRATEGIES IN AEL Source: Research voor Beleid, 2010: 57-58

22. On-going reforms in adult learning Some country examples There are some countries aiming specifically at adult learning in their lifelong learning strategies. In these specific strategies more attention is paid to non-vocational adult education (for instance in Denmark, Finland, Norway, Estonia, Czech Republic, Slovenia, Slovakiaand Sweden). However, there is a difference in the level at which the strategies are implemented. IMPACT OF LL STRATEGIES Source: Research voor Beleid, 2010: 57-58 IMPACT OF LL STRATEGIES IN AEL

23. On-going reforms in adult learning Some country examples The broad lifelong learning strategies are often regarded as general economic frameworks that combine various specific strategies for each educational sub-sector. This can be seen, for instance, in the Netherlands, where the broad lifelong learning strategy does not specifically pay attention to adult learning, but aims at civic integration courses for immigrants, and the up-skilling of the labour force. IMPACT OF LL STRATEGIES Source: Research voor Beleid, 2010: 57-58 IMPACT OF LL STRATEGIES IN AEL

24. On-going reforms in adult learning Some country examples In some countries, the lifelong learning strategy is focused on more humanistic elements, for example in Estonia, where the strategy aims at improving the capacity and ability to cope with the lives of individuals, strengthening the social integration of the population, the development of citizenship, and improving the quality of people’s lives. IMPACT OF LL STRATEGIES Source: Research voor Beleid, 2010: 57-58 IMPACT OF LL STRATEGIES IN AEL

25. On-going reforms in adult learning Some country examples In Ireland the strategy for adult education has, among other things, included the principle of boosting citizenship: to grow in self-confidence, social awareness and social responsibility and to take a pro-active role in shaping the overall direction of societal and community decision-making. IMPACT OF LL STRATEGIES Source: Research voor Beleid, 2010: 57-58 IMPACT OF LL STRATEGIES IN AEL

26. On-going reforms in adult learning Some country examples Other examples can be found in Sweden, Denmark, Latvia, Slovenia, Belgium (Flanders and Walloon Region) and Finland. Issues that are often included in strategies aimed specifically at adults are: validation of prior learning, quality of provision, guidance and flexibility of provision. IMPACT OF LL STRATEGIES Source: Research voor Beleid, 2010: 57-58 IMPACT OF LL STRATEGIES IN AEL

27. On-going reforms in adult learning Some country examples In some countries there does not seem to be a coherent, all-embracing lifelong strategy. Some countries not having a lifelong learning strategy have initiated discussions and negotiations concerning such strategies include Malta, Romania, Portugal, Greece and Spain. IMPACT OF LL STRATEGIES Source: Research voor Beleid, 2010: 57-58 IMPACT OF LL STRATEGIES IN AEL

28. On-going reforms in adult learning Some country examples In a small number of countries very little has happened (Italy and Liechtenstein). It must be noticed that not having developed a lifelong learning strategy does not mean that nothing is initiated to develop a coherent educational system and to increase the participation of adults in education. IMPACT OF LL STRATEGIES Source: Research voor Beleid, 2010: 57-58 IMPACT OF LL STRATEGIES IN AEL

29. Lifelong learning strategies and legal frameworks in EU members IMPACT OF LL STRATEGIES Source: Research voor Beleid, 2010: 59 IMPACT OF LL STRATEGIES IN AEL

30. WHAT POLICY & FIELD RESEARCH HAS SHOWN SO FAR? • Adult education and learning remain chronically underfunded and undervalued • The role and place of AEL in LLL continue to be underplayed • AEL remains a fragmented field • Financing is not sufficient and sustainable • Quality is under question SIGNIFICANT OUTCOMES

31. WHAT POLICY & FIELD RESEARCH HAS SHOWN SO FAR? • Lack of professionalization of educators • AEL policy development is undertaken in isolation • Integrated approaches are missing • Lack of monitoring, evaluation and feedback mechanisms • High illiteracy rates still persist SIGNIFICANT OUTCOMES

32. Amendments on the Framework of Action in terms of Governance Financing Foster furthertransnational cooperation through projects and networks for sharing know-how and innovative practice Consider new and opening up existing transnational funding programmes for literacy and adult education, along the lines of the actions taken under the EU-LLL Programme SUGGESTIONS FOR THE FUTURE

33. Expand the LLL Content Areas to include: Adult Literacy as a separate policy issue Early school leavers as a priority Qualitative measurement of progress Higher Education Social inclusion AEL research SUGGESTIONS FOR THE FUTURE Active ageing Poverty eradication Healthier lifestyles Migration and Mobility Environment & consumption issues

34. Recognize adult education as a right and its wider benefits to society • Integrate adult education into education and development policies and ensuring lifelong learning perspectives • Establish legal structures for Governance of AEL to include government, providers, learners’ associations, social partners and the civil society • Monitorcooperation among disciplines and sectors Further develop the five priorities of the current AEL Agenda SUGGESTIONS FOR THE FUTURE

35. Harness partnerships • Training and research to ensure quality • Benchmarking and monitoring systems (non-aggressive approach) • Critical assessment of progress • Coordination of validation of learning outcomes from non-formal and informal settings Further develop the five priorities of the current AEL Agenda SUGGESTIONS FOR THE FUTURE

36. Presentation for CR&DALL SEMINAR SERIES 2011-2012 LIFELONG LEARNING IN EUROPELiving and Learning for the Future? Prof. George K. Zarifis Aristotle University of Thessaloniki Greece