Introduction

1. Theme 2‘One-Step Up’ – Enhancing Adult CompetencesWorkshop 4 – Second-chance for early school-leavers and low-skilled adultsWorkshop 5 – Opening higher education to adults

2. Introduction • AP – Priority Action 3 – Increase the possibilities for adults to achieve a qualification at least one level higher than before (‘go one step-up’) – PLAs, workshops (BSs and HE), research, guidelines • ET2020 – benchmarks for: • early school-leaving . . a maximum of 10% by 2020 • at least 40% of 30 – 34 to have completed tertiary education or equivalent by 2020 • Many examples of good practice

3. Main challenges – second chance Structural • Huge numbers and constant inflows • Fragmented responses – at all levels • diverse authorities/bodies/sponsors • diverse policies & goals • diverse, mostly small, initiatives • diverse locations • diverse teaching approaches • diverse outcomes • ‘Data desert’

4. Institutional (AL centres; enterprises; community) Lack of: flexible responses guidance – outreach, ongoing validation for low-qualified among low-skilled focus on numeracy Teacher skills - initial training and continuing professional development Individual Situational – age; location; resources; education/training levels; family status; employment status; digital divide Dispositional – attitude to learning; prior experience . . . .

5. Main challenges – higher education • Ensuring the functioning of the knowledge triangle while opening up HEIs to adult learners • Widening access while keeping quality • Developing a business modeltoenlarge the customer base while keeping fees affordable • Skills of the teachers

6. Supports, services and tools needed at country level – second chance ´Defrag´responses Interministerial Taskforce to focus responsibility at government level Integrated policy-making, implementation & monitoring Partnerships of stakeholders Stakeholder co-financing

7. Supports, services and tools needed at country level – second chance Scale-up the innovation (“stop the guinea-pigging”) Measures/pilots/initiatives → PROGRAMMES Turn individual’s life and work environments into learning environments Guidance, guidance, guidance – outreach; learning ambassadors; ‘celebrity’ advocates Focus on the learning journey –outreach; access; persistence; achievement; progression – NOT linear

8. Supports, services and tools needed at country level – second chance Validation for low-qualified among low-skilled Different delivery approaches Intergenerational learning/family learning ICT – social networked learning Focus on numeracy – Numeracy Framework . . . Qualifications . . . New Skills for New Teachers - subject knowledge; subject-specific pedagogies Quality, quality, quality . .. . including research

9. Supports, services and tools needed at country level – higher education • Legislative framework recognising the status of the adult student • Modularisation of courses and flexible provision • Guidance and counselling services, preferably at regional level • Incentives including targeted financing

10. Supports, services and tools needed at country level – higher education Promotion of trust between stakeholders building public-private partnerships strengthening ties between HEI and enterprises – e.g. linking research/training to entrepreneurship; involving enterprises in development of provision Establishing links to NQFs Use LLP to support adults in HE

11. Ways of working to take the agenda forward Emerged from WS4 but also relevant to WS5 OMC as enabling framework PLAs; Workshops Regional clusters of countries with similar challenges/interests Policy networks – policy-makers/’providers’ Thematic networks,e.g. EBSN; ELGPN + other themes Research and studies, e.g. mapping provision of AL in HEIs Transfer of innovation (“forget the averages”) Bilateral and multilateral?

12. Roles & Responsibilities at EU level • Action Plan on adult learning Learning is everywhere . . . • Key priorities of the AP • ‘One step-up’ • Inserting adult learning in other EU policies and processes • SUPPORT • OMC activities • Dissemination of good practice • Cooperation between ’Bologna’ and ’Copenhagen’ and secure the follow-up of Leuven Communiqué • Collaboration with existing networks (EUCEN, ASEM...) and organisations • Systematic, structured dialogue on ˙one step-up´ – with different stakeholders • FUNDING .. . Stand alone for the AP and through expanded LLP (especially Grundtvig)

13. Go raibh maith agat for yourcontribution and involvement