uil4 nil econf201211final
TRANSCRIPT
Learning and the World of Work
–
Trends in Europe
Prepared for the 4th NILE International Conference on
Lifelong Learning (Daejeon, Korea 22 November 2012)
Rika Yorozu
Intro
EU
Country
Conclusion
Contents
1. Introduction
2. European Union 2020
3. Good practices in European countries
4. Concluding remarks
Intro
EU
Country
Conclusion
3
1.Introduction
Lifelong Learning with a focus on adult and
continuing education,
literacy and non-formal
basic education
Modalities:
• research
• capacity-building
• networking
• publication
33 staff
Budget: USD 6 million (2011)
Intro
ductio
n
Intro
EU
Country
Conclusion
4
*Commission for the Action Plan on Adult
Learning (2008-2010)
*European Basic Skills Network (EBSN; 2010─)
*Expert Group on the Financing of Adult
Learning (2012)
Intro
ductio
n
Intro
EU
Country
Conclusion
Pan-European Statement on Adult Learning for
Equity and Inclusion in the Context
of Mobility and Competition
• Population is shrinking
• Aging and diversity is increasing
• 32% of jobs require high qualifications; 50%
require medium qualifications (by 2020)
• Gender inequality
EU
2. European Union
5
Intro
EU
Country
Conclusion
* AGING SOCIETY VS. IMMIGRATION
* GLOBAL COMPETITION
* SKILLS DEFICIT VS. UNEMPLOYMENT
Youth
6
EU
Intro
EU
Country
Conclusion
7
EU
Intro
EU
Country
Conclusion
EU 2020 targets:
• Employment rate 75% (20─64 age group)
• 3% of GDP invested in research and
development
• Less than 10% school drop-out rate
• 40% of population achieve tertiary degrees
• 20 million fewer people threatened by poverty
8
EU
Intro
EU
Country
Conclusion
9
Youth on the
Move
New Skills and
new Jobs
EU
Intro
EU
Country
Conclusion
Youth on the Move
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EU
Intro
EU
Country
Conclusion
New skills for new jobs
• Flexicurity
• Social Dialogue
• Lifelong Learning
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EU
Intro
EU
Country
Conclusion
2020 Targets:
• Early childhood education (95%)
• Increase abilities of 15-years olds in reading, mathematics and science (85%)
• Reduce number of early leavers from education and training (10%)
• Increase the share of 30─34 year olds with tertiary educational qualification (40%)
• Increase adult participation (age group 25 ─ 64) in lifelong learning (15%)
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EU
Intro
EU
Country
Conclusion
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EU lifelong learning
programmes (almost €13 billion for 2007─13)
• Leonardo da Vinci: vocational training
• Erasmus: higher education
• Grundtvig: adult education
• Comenius: schools
• Marie Curie: post-graduate research
EU
Intro
EU
Country
Conclusion
16
Evolution of Adult Learning
European framework for key competences – 2006
• Communication in the mother tongue
• Communication in foreign languages
• Mathematical competence and basic
competences in science and technology
• Social and civic competences
• Sense of initiative and entrepreneurship
• Cultural awareness and expression
• Learning to learn
• Digital competence
EU
Intro
EU
Country
Conclusion
18
Evolution of Adult Learning
European Agenda for Adult Learning (2012-2014)
1) Making lifelong learning and mobility a reality
2) Improving the quality and efficiency of education
and training
3) Promoting equity, social cohesion and active
citizenship through adult learning
4) Enhancing the creativity and innovation of adults
and their learning environments
5) Improving the knowledge base on adult learning
and monitoring the adult-learning sector
(Council Resolution 2011/C 372/01)
EU
Intro
EU
Country
Conclusion
Making lifelong learning tangible!
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EU
Intro
EU
Country
Conclusion
ELLI Index Results 2010
20 Source: Bertelsmann Stiftung, 2010
EU
Intro
EU
Country
Conclusion
3. Country-level good practices
EU 2020
Benchmarks
EU average
2010
Denmark
2010
Germany
2010
Portugal
2010
Early leavers
from Educ. &
Training (age 18─24)
10% 14% 11% 12% 29%
Tertiary Educ.
Attainment (age 30─34)
40% 34% 47% 30% 24%
Adult
participation in
LLL (age 25─64)
15% 9% 33% 8% 6%
Source: EU2011 draft report
Country
case
s
Intro
EU
Country
Conclusion
Lifelong learning
promoted
*In all parts of society
*In all parts of the
education system
*Shared responsibility
Country
case
s
Intro
EU
Country
Conclusion
“Lifelong learning is one of the biggest political and societal challenges facing Germany. The realisation of lifelong learning is decisive for the prospects of the individual, the success of industry and the future of society... Globalisation and the knowledge society are confronting people with great challenges which are made even more demanding as a result of demographic change. Lifelong learning must serve to continuously adapt and expand knowledge and the ability to apply the knowledge acquired.”
Country
case
s
Intro
EU
Country
Conclusion
ProfilPASS (www.profilpass-online.de)
*Used for recording and certifying skills,
including those acquired informally
*Provides evidence of acquired skills,
promotes personal educational prospects
*Draws greater public attention to informal
learning.
Country
case
s
Intro
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Conclusion
25
Learning Index in Germany
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Intro
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Country
Conclusion
http://www.deutscher-lernatlas.de
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ELLI Index 2011 Learning to Do Index 2011 Country
case
s
Intro
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Country
Conclusion
Ministries of Education and Employment (2005)
Aim: to enhance the qualification levels of the
population (younger and older generations) at
upper secondary level
Two main pillars:
1. Addressing the low levels of schooling (and high
drop-out) among young people
2. Raising the basic qualification levels of the adult
population
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Country
case
s
Intro
EU
Country
Conclusion
Uniform
Segmented
Customized
Industry Globalization
Bureaucracy
Market
Communities
Factory
Age
Knowledge
Age
Learning
Society
New Humanism
Country
case
s
Adapted from Carnerio’s presentation in Hamburg, Dec. 2011
Intro
EU
Country
Conclusion
4. Concluding remarks
Rem
ark
s
Commitment by all
More than education
system
Long process
Intro
EU
Country
Conclusion 4. Concluding Remarks
• UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-Formal and Informal Learning (2012)
• Youth and Skills: Putting education to work (2012 Education for All Global Monitoring Report)
31
Rem
ark
s