GLOBAL AND NATIONAL GLOBAL AND NATIONAL ISSUES IN LIFELONG ISSUES IN LIFELONG

LEARNINGLEARNING

IntroductionIntroduction

What are the issues in lifelong What are the issues in lifelong learning globally – e.g. in Africa and learning globally – e.g. in Africa and Asia?Asia?

Are these different to the issues for Are these different to the issues for Europe and OECD countries?Europe and OECD countries?

What about the key issues for the UK?What about the key issues for the UK? And for your own local region?And for your own local region?

Global issues relating to Global issues relating to Africa and AsiaAfrica and Asia

The Six Education For All goals set for 2015: • Expand early childhood care and education. • Ensure all children, especially girls, complete free

and compulsory, good quality primary education. • Ensure equal access to learning and life-skills

training for young people and adults. • Achieve a 50% improvement in adult literacy

rates. • Achieve gender equity in primary and secondary

education. • Improve the quality of education – especially in

literacy, numeracy and life-skills.

Continued … around 70:1, a number which Mozambique aims to bring down to 50: 1 – if it can find the money to train and employ these teachers. Since 2002, Mozambique has built 2,000 new schools. In 2005, the government dropped school enrolment fees, giving every child a chance to go to school. But Mozambique desperately needs additional funds to do much more – to accommodate the children still out of school. Each year, between now and 2009, it will need to construct around 2,500 classrooms. The cost per classroom is estimated to around US$10,000-20,000.

AFRICA/ASIA AFRICA/ASIA So what do you think the main So what do you think the main

issues are?issues are? PovertyPoverty Need for targetted aidNeed for targetted aid Health issues especially HIV/AIDSHealth issues especially HIV/AIDS

EUROPE and OECD EUROPE and OECD countriescountries

Concerned with equityConcerned with equity Focus on importance of basic skills to Focus on importance of basic skills to

promote such equitypromote such equity

15 year olds struggling with reading – 15 year olds struggling with reading – Finland has lowest with about 2% Finland has lowest with about 2% below level 1, while Mexico has the below level 1, while Mexico has the highest with 25%highest with 25%

Students in lowest socio-economic Students in lowest socio-economic groups in Iceland twice as likely to end groups in Iceland twice as likely to end up at or below Level 1 maths, but 5.5 up at or below Level 1 maths, but 5.5 times as likely in Belgiumtimes as likely in Belgium

Adults with tertiary education are Adults with tertiary education are twice as likely to participate in adult twice as likely to participate in adult learning in Denmark, but nearly 9 learning in Denmark, but nearly 9 times as likely in Hungary. In UK, five times as likely in Hungary. In UK, five times as likely.times as likely.

Steps 1-4 for fair and inclusive Steps 1-4 for fair and inclusive educationeducation

Step 1: Limit early tracking and streaming Step 1: Limit early tracking and streaming and postpone academic selectionand postpone academic selection

Step 2: Manage school choice so as to Step 2: Manage school choice so as to contain the risks to equitycontain the risks to equity

Step 3: In upper secondary education, Step 3: In upper secondary education, provide attractive alternatives, remove provide attractive alternatives, remove dead ends and prevent dropoutdead ends and prevent dropout

Step 4: Offer second chances to gain from Step 4: Offer second chances to gain from educationeducation

Steps 5-7 for Fair and Inclusive Steps 5-7 for Fair and Inclusive PracticesPractices

Step 5: Identify and provide systematic Step 5: Identify and provide systematic help to those who fall behind at school and help to those who fall behind at school and reduce high rates of school year repetitionreduce high rates of school year repetition

Step 6: Strengthen links between school Step 6: Strengthen links between school and home to help disadvantaged parents and home to help disadvantaged parents help their children to learn.help their children to learn.

Step 7: Respond to diversity and provide Step 7: Respond to diversity and provide for the successful inclusion of migrants and for the successful inclusion of migrants and minorities within mainstream education.minorities within mainstream education.

NATIONAL ISSUESNATIONAL ISSUESWhat do you think these are?What do you think these are?

14-19 year olds gaining full level 2 or 14-19 year olds gaining full level 2 or level 3 qualificationslevel 3 qualifications

Adults in the workplace gaining a full Adults in the workplace gaining a full level 2 level 2

Skills for Life for adultsSkills for Life for adults 50% of young people entering HE50% of young people entering HE

National prioritiesNational priorities

Driven by fundingDriven by funding Promoting employability skills for adults Promoting employability skills for adults

and young people which includes Skills for and young people which includes Skills for Life, new vocational qualifications for 14-Life, new vocational qualifications for 14-19 year olds, emphasis on level 2 19 year olds, emphasis on level 2 qualifications.qualifications.

What happened to “Education, education, What happened to “Education, education, education”, the concept of Lifelong education”, the concept of Lifelong Learning for all, etc??Learning for all, etc??

What are the priorities in your What are the priorities in your local area?local area?

SourcesSources

Global campaign for education Global campaign for education (2007) (2007) Class of 2007 Not up to Class of 2007 Not up to Scratch. Scratch. www.campaignforeducation.orgwww.campaignforeducation.org

OECD (2007 OECD (2007 No more failures: Ten No more failures: Ten Steps to Equity in Education. Steps to Equity in Education. Executive Summary.Executive Summary.