Alan SmithAlan SmithCoordinator of the Grundtvig Programme andCoordinator of the Grundtvig Programme and Deputy Head of Unit Deputy Head of Unit

EAC.B3 – Adult Education; GrundtvigEAC.B3 – Adult Education; GrundtvigEuropean CommissionEuropean Commission

Catalonian Lifelong Learning Conference, Barcelona, 28 June 2010Catalonian Lifelong Learning Conference, Barcelona, 28 June 2010

Adult Learning – a key dimension of Adult Learning – a key dimension of European Lifelong Learning Policy and European Lifelong Learning Policy and

ProgrammesProgrammes

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Overview

The case for lifelong learning and especially adult learning

The European Union’s policy response:

– Policy initiatives relating to LLL as a whole

– Policy initiatives on adult learning

The Grundtvig programme for non-vocational adult learning

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« Discovery of adult learning » inEU policy-makingOn the surface, a vibrant EU, with:

– Rapid acceleration of skills redundancy– More jobs requiring high skills levels

Beneath the surface:– 80 million low-skilled workers– High percentage with low literacy skills– Nearly 7 million early school-leavers– Demography – ageing population, migration– Poverty and social exclusion

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The need to increase participation in LLL

Adult education and trainingPercentage of population aged 25-64 participating in education and training, 2005, ISCED 0-6

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European policy initiativeson lifelong learning

General policy spanning LLL as a whole

– Key competences

– European Qualifications Framework

– Efficiency and Equity

– New skills for new jobs Sector-specific policy: Schools sector, HE, VET, Adult learning (several

« Processes »: Bologna, Copenhagen/Bruges…)

Common work programme (« Education & Training 2010 ») Strategic Framework («  Education & Training 2020  » / « ET2020 »)

>>Peer learning, seminars, studies, indicators & benchmarks… (no harmonisation of systems or curricula via the EU)

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Strategic framework for EU cooperationin education and training « ET 2020 »

Lifelong learning and mobility Improve the quality and efficiency of provisions and outcomes

Promote equity, social cohesion and active citizenship

Enhance innovation and creativity, including entrepreneurship

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Main trends and challenges

Attaining benchmarks requires effective national action; reforms and investment to face economic downturn; guidance and validation are progressing

Key Competences: progress in school curricula, more efforts needed in organisation of learning for adults

Lifelong learning: Lifelong learning concept established but strategies not yet coherent and comprehensive, need for more stakeholder involvement, financing

EQF, learning outcomes, validation, lifelong guidance

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European policy initiativeson adult learning Memorandum on Lifelong Learning (2000) Making a European area of LLL a reality (2001) First Communication specifically on adult learning « It’s

never too late to learn » (2006) Action Plan on Adult Learning « It’s always a good time

to learn » (2007) European Parliament resolution January 2008 Council “Conclusions” May 2008

Purpose: To help Member States develop an improved and efficient adult learning sector

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European Action Planon adult learning Analysis of impact of national reforms on adult learning

Improving the quality of adult education provision (improved staff development, quality of providers)

Helping adults achieve a qualification at least one level higher (« One step up ») – special focus on the lower skilled

Validation and recognition of knowledge, skills and competencies acquired through non-formal and informal learning

Improving the monitoring of the adult learning sector (terminology, collection of core data)

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Main focus of Action Plan:increase participation

Benchmark 12.5% of 25-64 year olds by 2010 In 2008 percentage was 9.5% (EU trend down since 2000 in some countries)

Adult Education Survey (1 year): similar findings

Highly skilled people participate 6 times more

Achieving 12.5% = 4 million more adult learners!

E&T 2020 raised benchmark to 15%...

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Implementation of Action Plan Working group (MS representatives; to steer

implementation) Studies

– National reforms (methodology, case studies) 2009– Terminology and core data 2009– Good practice on enhancing qualification levels (« one step up ») 2009 – Adult learning professions 2008, Key competences of staff 2009 – Updated of European Inventory on validation of non formal/informal learning 2010– Results: http://ec.europa.eu/education/lifelong-learning-policy/doc58_en.htm

Conferences and “peer-learning activities” (PLA)– 4 “regional” (= multi-country) events October-November 2009– PLA on monitoring (SK), validation (CZ), progression (UK) 2009, basic skills (N)

2010– Workshops in 2010 – basic skills, quality, financing, HE / AL– European Prison Education Conference early 2010

Synergy with Grundtvig– Contribution of projects, networks + in-service training

Cooperation with UNESCO and others

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Immediate priorities

Implement strategic framework ET 2020

Assess impact of Action Plan on Adult Learning (2008-2010) for final Conference, March 2011

Prepare future agenda for adult learning building on work initiated by the Action Plan

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Adult learning – Key policy messages

Jobs are important – but it’s not just about jobs Putting the learner at the centre : Stimulating demand /

Active outreach / New places of learning Flexible learning, supported by new technology Valuing prior learning Information, guidance and counselling Basic skills Innovative pedagogy, strengthening adult education staff Investing in learning

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Lifelong & Adult learning –inclusive concepts “Lifelong” + “Lifewide” Learning in all contexts

– Formal education– Non-formal learning– Informal learning

“Adult” in the broadest sense:– Learning in adult life– Second chance education for those without

qualifications

Improvement of pathways for adults wishing to learn in order to:– Engage more actively with society (active citizenship)– Develop their cultural / intercultural awareness– Increase their employability by upgrading

skills/competences– Regain access to formal education– Fulfil personal aspirations

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Lifelong Learning Programme (LLP)

Comenius

School education

Erasmus

Higher education & advanced training

Leonardo da Vinci

Vocational education and

training

Grundtvig

Adult education

Transversal Programme4 key activities – Political development; Language

learning; ICT; Dissemination of best practice

Jean Monnet Programme3 key activities – Jean Monnet Action; European

Institutions; European associations

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Strategic Grundtvig objectives

– To respond to the educational challenge of an ageing population in Europe

– To help provide adults with

pathways to improving their knowledge and competences

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Grundtvig – a genuinely« European » programme

670 Grundtvig centralised action projects and networks (2000-9), involving 4000 partners

Around 1500 learning partnerships involving over 7000 partners

10,500 grants for individual staff mobility Strong involvement from all >30 European

countries

Strengthening the European adult learning community

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Who can take part in Grundtvig?

All types of organisations with direct or indirect rôle in AL– Learning providers– Local and regional authorities– NGOs at local, regional or national level– Cultural organisations (museums, libraries etc.)– Prisons, hospitals, homes for senior citizens etc.

Everyone working in or with such organisations, e.g.:– Teaching staff– Directors, managers, administrative staff– Guidance and counselling staff– Inspectorate– People working as intermediaries with ethnic minorities– Staff of all kinds at organisations such as hospitals or

prisons– Adult learners

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Grundtvig in 2010 – Budget

TOTAL: € 61.974 million Decentralised actions via NAs: € 42.838 mio

(69%) Centralised actions via EACEA: € 18.021 mio

(29%) Policy support : € 1.115 mio (2%)

Individual staff and learner mobility around €14-15 million

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Grundtvig – an instrument for promoting innovation

Innovation happens from the bottom-up as well as from the top-down

European networking of people – a powerful force for innovation

A broad range of activity types to engage all « actors »:– Learning Partnerships– Mobility of staff and learners– Multilateral projects– Thematic networks– Accompanying measures

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Grundtvig actions

Staff mobility:

• Visits and exchanges

• Assistantships

• In-service training

Learner mobility:

• Learner-intensive partnerships

• Grundtvig Workshops

• Senior volunteering as a form of informal learning

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Grundtvig impacts – according to the evaluators…

Bringing a European dimension to organisations directly involved in adult education

A first taste of Europe for many organisations & learners

Developing sustainable networks of professionals for exchanging experience and improving practice

Enhancing quality through ‘grass-roots’ level cooperation

A testbed for innovation and creativity Fostering social cohesion and inter-cultural dialogue

Contributing to a Europe of the citizens

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Towards the future

Tenth anniversary 2010– National events in most countries– European dissemination event, Jan.2010– European Prison Education Conf., Feb.2010– Conference on shaping the future, Sept.2010

Follow-up activities on valorisation, reinforcing the programme’s capacity to support policy

Consolidation of implementation, 2007-2013

Planning the future beyond: public consultation

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Small is not beautiful – adultlearning in the LLP 2007-2013

Erasmus ≥ 40%

Leonardo de Vinci ≥ 25%

Comenius ≥ 13%

Grundtvig ≥ 4%

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Further information

http://ec.europa.eu/education/programmes/llp/grundtvig/index_en.html

National Agencies (see links on above website)

alan.smith@ec.europa.eu