Introduction to LifeLong Learning in an EU perspective

Welcome to Workshop 35

Stefan Delplace (Eurashe)

Thursday 16th of September

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 Strategy’s strategic framework goals

• European Commission’s 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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EURASHE’s view on LLL

• Start from existing examples of good practice in a number of countries

• Focus on the ‘learner’s 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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EURASHE’s ‘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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• 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)

E.C.’s work programme 2010 “Time to Act”:

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