TRENDS THAT ARE SHAPING EDUCATION AND TRAINING IN EUROPE

1. TRENDS THAT ARE SHAPING EDUCATION AND TRAINING IN EUROPE Claudio Dondi President of SCIENTER, Vice-President of EDEN Athens, 20 December 2005

2. Delphi survey addressed to European experts of E&T Weak signal survey Validation and enrichment of results through national seminars The Leonie research on future learning in Europe

3. Some results of the LEONIE research

6. Learner driven education Personalized, just-in-time Learning to Learn Privatization Emphasis on Quality Strong Signals

8. Learning systems are becoming: more and more plural more attentive to individual needs, and therefore reflecting the diversification of learning and living patterns in Europe evolving in accordance with economic macro-trends such as the rise of the knowledge economy, the internationalisation of exchanges and flexibility of companies and individuals more open cross-cultural/national initiatives Based on just in time, but also just enough learning Results of the LEONIE research

9. Learning systems are becoming: virtual and worldwide. ICT will enable people to learn in collaborative communities worldwide Complemented, but not subsituted by edutainment More accessible, despite the risk of skills gaps More integrated (education, training, labour market) Lifelong and Lifewide Results of the LEONIE research

10. Alternative/complementary visions of the future can be represented as “tensions” Tensions involve institutions in seemingly mutually-exclusive choices- Tensions are not necessarily antithetical. Future learning could advance in both directions, in one or in none of them… Tensions in future learning systems

11. The identification of tensions or “critical uncertainties”: reduces the complexity provides a platform for debates encourages individuals and organizations to positions themselves Tensions in future learning systems

12. Convergence  Context Access  Excellence Market dynamics  Public good values Core tensions for future learning

13. Support traditional  Bring new actors E&T providers Generalisation  Specialisation Information  Knowledge Core tensions for future learning

14. Individualisation  Socialisation More investment  More efficiency Focus on young people  Re-direct resources to adult learners Continuity  Experimentalism Core tensions for future learning

15. “YOU must be the change you wish to see in the world” Mahatma Gandhi Shift in perspective

16. Approaches to change 2. Adapting to Change 3. Shaping the future 1. Understanding Change 0. ….?

17. Isolation of learners Lack of teacher’s feed-back Uncertainty of cost Uncertainty about eLearning quality Risk of “diminishing” the teacher’s role Loss of learning context Shortage of competences required Lack of competence about IPR issues Domination of technology and market forces Reasonable concerns

18. Dialogue and communication “Extended learning context” “Ownership” of learning International virtual mobility International partnership Investment logics New Vision (1/2)

19. Integration of formal, non-formal and informal learning Combination of eLearning, classroom sessions and work-based learning Social and communication skills Employability of students Quality standards and procedures Problem of access New Vision (2/2)

20. Re-establish the policy momentum eLearning aligned to societal and economic needs The Lifelong Learning agenda Role of ICT, eLearning and Virtual Mobility in the Bologna Process Recommendations regarding policy re-orientation

21. Extend quality assurance enhancement to eLearning To support and enhance virtual mobility Undertaking more research Involve the professional environment Co-ordinate actions and resources in the eLearning field Recommendations for action

22. Conceptual Framework RLE R V S L S L P L C Perception Object Quality of Learning experience Stakeholder

23. Visions of the World(adapted from Boltanski and Thévenot) 1/2

24. Visions of the World(adapted from Boltanski and Thévenot) 2/2

25. e-Learning is … A huge opportunity to open up curriculum boundaries and to generate new knowledge and content through grass-roots energy mobilisation. The World of Inspiration

26. e-Learning is … A potentially dangerousdevelopment that needs appropriate legislation, quality control, protection of young learners and a high level of structuring of learning paths and activities before being considered as a serious complement to traditionalteaching methods. The Domestic World

27. e-Learning is … A recent development in the education and training area, that should be trusted only when proposed by a well-established organisation which could provide prestigious titles. The World of Opinion and Image

28. e-Learning is … An interesting opportunity to develop community-based learning, to give access to learning opportunities to people who would be excluded. BUT ALSO A risk of de-contextualising the learning experiences through the dominance of global providers. The Civic World

29. The way to maximise the access to learning opportunities and to minimise the costs of both producing and purchasing learning. An opportunity to challenge conservative education and training systems. A new opportunity to develop new services and contents for a potentially huge market. The Merchant World e-Learning is …

30. The Industrial World e-Learning is … • A modern and efficient way to rationalise provision of education and training, guaranteeing standard quality and seamless access. • A way of facing huge training needs in a short time and without depending on variable quality teachers/trainers and organisational constraints.

31. The Industrial World e-Learning is … • A modern and efficient way to rationalise provision of education and training, guaranteeing standard quality and seamless access. • A way of facing huge training needs in a short time and without depending on variable quality teachers/trainers and organisational constraints.

32. E-learning territories ICT for learning purpose into universities Sectoral ICT for learning purpose into schools ICT for learning purpose into VET institutions Corporate and public administration e-learning

33. E-learning territories Individual development through e-learning Inter-organisational development through e-learning Transversal Training of teachers and trainers through e-learning Evolved distance education Non professional learning communities ICT for virtual mobility of learners Communities generating learning as a side effect Professional networks

34. Once a predictive capacity has been established… Shift in perspective

35. VALUES EXO. TRENDS Main trends (sector) Expected policies Visions and values (sector) DEMO FORESEEN EVOLUTION DRIVERS OF CHANGE ICT ENDO. TRENDS GLOBAL

36. Developing a transformative strategy

37. TRANSFORMATIVE STRATEGY Research Learning patrimony Objectives organisation FORESEEN EVOLUTION Own vision/ values INFLUENCE Policy Values organisation Policy context ADAPTIVE STRATEGY Practice

38. VALUES SHIFT MAIN TRENDS (Sector) EXOGENOUS TRENDS DEMOGRAPHIC CHANGE EXPECTED POLICIES REVOLUTION DRIVERS OF CHANGE ICT VISIONS IN THE SECTOR ENDOGENOUS TRENDS GLOBALISATION AND VALUES

39. Taking into account that… we need to consider both terms of the polarities: access and excellence, convergence and context… Future of learning does not take place in vacuum, but some aspects of the future can be influenced Developing scenarios and visions of the future helps individuals and organizations to “create” their own future up to a systemic level. Shaping together the future of education

40. We propose: to multiply the discussion arenas on education and training to keep consulting policy makers, researchers, experts, but also practitioners and other stakeholders and publicize the results of this ongoing exercise to stimulate proactive and transformative approaches to change to consolidate and animate a community of practice motivated to enhance the role of education in the knowledge society Shaping together the future of education...

41. Claudio Dondi cdondi@scienter.org http://www.scienter.org http://www.eden-online.org/eden.php Thank you for your attention