Introduction to LifeLong Learning in an EU perspective

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Introduction to LifeLong Learning in an EU
perspective

• Welcome to Workshop 35

Stefan Delplace (Eurashe) Thursday 16th of
September
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Content

• European Commission LLL a (not so) new
  concept
• LLL in the Bologna Process
• OECD on LLL
• Stakeholders involvement in LLL
• EUA Charter for LLL
• EURASHE on LLL
• E.C.s work programme 2010 LLL policy proposals

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European Commission on LLL

• Lifelong Learning a (not so) new concept
• First mentioned in European policy context in
  1994-5
• 1995 White paper Teaching and Learning, towards
  a cognitive society.
• Focus on social benefits that the awareness of
  the importance of LLL and its development can
  bring

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E.C. on LLL a (not so) new concept

• All learning activity undertaken throughout
  life, with the aim of improving knowledge, skills
  and competences within a personal, civic, social
  and/or employment-related perspective
• (E.C., Making a European area of lifelong
  learning a reality, 2001)

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E.C. on LLL a (not so) new concept

• Lisbon Agenda education to serve the needs of
  the knowledge-based economy
• Lifelong learning, also known as LLL, is the
  lifelong, lifewide, voluntary, and self-
  motivated pursuit of knowledge for either
  personal or professional reasons. As such, it not
  only enhances social inclusion, active
  citizenship and personal development, but also
  competitiveness and employability.
• COM (2006), 614

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E.C. on LLL a (not so) new concept

• All EU countries recognise lifelong learning
  from cradle to grave as a key factor for
  growth, jobs and social inclusion.
• E.C., E T programme 2010, Key competences for
  a changing world, 2009

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E.C. on LLL a (not so) new concept

• Lifelong learning to be regarded as principle
  underpinning the entire framework - learning in
  all contexts and at all levels general
  vocational education, higher education.
• E.C.s work programme 2020 ET 2020

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E.C. on LLL a (not so) new concept

• Europe 2020 Strategy adopted in European
  Council, 17 June 2010
• Education Training 2020 programme one of the
  Strategys strategic framework goals
• European Commissions work programme 2010 Time
  to Act strategic initiatives for the current
  year (a model for the future?)

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LLL in the Bologna Process

• Prague 2001 LLL as key instrument for the
  successful implementation of the Bologna process
  (mention of RPL)
• Bergen 2005 NQF, learning outcomes, intermediate
  QF within the first cycle, EQF
• London 2007 very explicit in taking into account
  the importance of LLL when choosing the action
  lines to achieve the ultimate Bologna aim
  creation of EHEA
• Leuven 2009 flexible learning paths need to
  support lifelong learning to increase access to HE

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OECD on LLL (1)

• Double-edged role of education. When successful
  in widening participation in learning, its
  contribution is positive. But, it can have the
  opposite effect of being socially selective, even
  divisive.
• Policy strategies need to work with this dual
  focus therefore reinforcing inclusion and
  participation
• Knowledge based economy makes learning/education
  a basic requirement.

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OECD on LLL (2)

• Factors that prove this are
• The price paid for missing out on learning
  becomes a high one.
• ICT spread into all aspects of our lives and
  created the so-called digital divide.
• A critical mission for education that goes well
  beyond skills development cementing social
  identity, networks and community involvement,
  otherwise known as "social capital".
• Equity can no longer be addressed only in terms
  of what happens in schools and colleges but
  throughout our lives.

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OECD on LLL (3)

• The major problem remains that lifelong learners
  tend to be those who have already done well in
  initial education, although they are those who
  did not stand most to gain.
• Kurt Larsen and David Istance, Centre for
  Educational Research and Innovation, (CERI)

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Stakeholders involvement

• Individuals, employers, governments the broad
  community, the providers of LLL
• Stakeholder organisations
• EACEN
• EDEN
• EUCEN
• EI
• ESU
• EUA EURASHE

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EUA Charter for LLL

• Traditionally at universities continuous
  education programmes prevailed
• Main focus of the Charter expectations from
  the world of HE how governments can help us
  meet them
• Universities commitments
• Widening access and lifelong learning in their
  institutional strategies
• Providing education and learning to a diversified
  student population
• Adapting study programmes in order to respond to
  learners needs
• Providing adequate guidance and counselling RPL

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EUA Charter for LLL

• Governments commitments
• Removing legal obstacles that prevent learners
  from returning to higher education
• Ensuring autonomy and developing incentives for
  LLL universities
• Encouraging partnerships at regional level
• Informing and encouraging citizens to take
  advantage of LLL

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EURASHEs view on LLL

• Start from existing examples of good practice in
  a number of countries
• Focus on the learners needs expectations
• How to reconcile this with the needs of the
  labour market?
• Broaden the existing circle of stakholders to
  include the wider society

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EURASHEs priorities on LLL (2008)

• Labour market orientation/regional development
• Strategy for LLL at HEIs / Funding
• Support services at HEIs
• Curriculum design/flexibility
• RPL
• Position in HE/progression in studies
• Methods of delivery
• IT

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E.C.s work programme 2010 Time to Act

• The benchmarks (in the economy, education, civil
  society) set for 2010 will not be reached
• Lifelong learning strategies adopted by the
  majority of countries.
• Instruments supporting flexible learning pathways
  needed between different parts of education and
  training systems.
• The implementation of the European Qualifications
  Framework (EQF) is entering a crucial phase. Most
  countries are making significant progress in
  developing national qualifications frameworks,
  covering all levels and types of education and
  training, and in referencing their frameworks to
  the EQF by 2010.

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E.C.s work programme 2010 Time to Act

• A broader use of learning outcomes to define and
  describe qualifications and of the validation of
  non-formal and informal learning.
• Measures have also been taken to further develop
  lifelong guidance systems
• Implementation remains a challenge
• Coherent and comprehensive LLL strategies needed
• (to follow concrete policy targets)

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