LOGIC - European perspective, lifelong learning strategies

The European Dimension of LLL, Audrey Frith, EUCIS-LLL Director

Kick-off and retraining visit University of Alicante, 10-11 March 2014

33 European organisa.ons working in educa.on, training and youth

A unique European pla:orm on Lifelong Learning

EUCIS-‐LLL

More than 45 000 educa0onal ins0tu0ons & associa0ons

... covering formal, non-‐formal and informal learning

... reaching out millions beneficiaries

Expert in FLLLEX

«Towards an ins+tu+onal strategy for LLL in higher professional educa+on» 2010-‐2012

What do we mean by lifelong learning?

What impact on educa.onal systems

What does is mean for higher educa.on ins.tu.ons (HEIs)

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What do we mean by lifelong learning?

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What do we mean by lifelong learning? 1

A growing interest

UNESCO

Learning to Be (1972),Faure Report Learning: The Treasure Within (1996) Delors Report

“learning throughout life” is the key to a beRer future Four pillars of learning: • learning to be • learning to to know • learning to to do • learning to to live together

What do we mean by lifelong learning? 1

A growing interest

UNESCO

•  A systemic view

•  Centrality of the learner

•  Mo0va0on to learn

•  Mul0ple objec0ves of educa0on policy

Formal training

Formal training

Lifelong learning pathway

Working experience

Informal learning

Diploma

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A growing interest

European Commission (2001)

“All learning ac+vity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-‐related perspec+ve”

1 1 What do we mean by lifelong learning?

A growing interest

Lisbon Strategy, 2000-‐2010

Europe 2020 Strategy: EU growth strategy 2010-‐2020

• Flagship ini0a0ves: « An Agenda for New Skills and Jobs » • Headline targets • EU programmes

Educa0on and Training 2020 (open method of coordina0on) “Making a European area of lifelong learning a reality” is a strategic objec0ve

1 1 What do we mean by lifelong learning?

A shiP in approach

“All EU countries recognise lifelong learning ‘from cradle to grave’ as a key factor for growth, jobs and social inclusion.” Key Competences Framework, 2009

From social benefit to a greater focus on growth & jobs

Aiming at bridging the gap between educa0on & the labour market to increase the employability of learners

What impact on educa.onal systems?

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1 2 What impact on educa.onal systems?

State of play in Europe

Some progress

-‐ LLL comprehensive strategies

-‐ Development of EQF/NQFs

-‐ Development of valida0on systems

-‐ Use of learning outcomes approach

Major gaps

-‐ Lack of poli0cal will -‐ Resistance from educa0onal actors

-‐ Difficulty to implement cross-‐sectoral approaches

-‐ Funding


European frameworks

EQF/NQFs

A cross-‐cucng tool and relates to all types and levels of qualifica0ons and is closely linked to all other tools, no maRer the sector (e.g. HE, VET, adult learning) or the dimension (credit systems, quality assurance, learning outcomes, valida0on of non-‐formal and informal learning) of the tools.

INFORMAL LEARNING

FORMAL LEARNING

CONTINUING EDUCATION

NON-FORMAL LEARNING

Different types of learning

INITIAL EDUCATION


European frameworks

EQF/NQFs

“Qualifica.ons that count: strengthening the recogni.on of qualifica.ons in the Mediterranean region”, 2009

NQFs to respond to the fast pace of change in the labour market and in the wider economy, crea0ng pathways between sub-‐systems and increasing the readability and recogni0on of qualifica0ons na0onally, in the region and beyond.

The ETF has launched a project in the region in 2010 that seeks to support this process (Marroco, Tunisia, Egypt and Jordan) to support reform in VET and the implementa0on of na0onal qualifica0ons systems.


European frameworks

ESCO A mul0lingual classifica0on of European Skills, Competences, Qualifica0ons and Occupa0ons

Valida.on Council Recommenda0on on Valida0on of non-‐formal and informal learning, 2012 Link the learning taking place in a variety of se_ngs i.e. educa0onal ins0tu0ons, in-‐company training, on-‐line learning, courses organised by civil society organisa0ons, learning resul0ng from daily ac0vi0es related to work, family or leisure.

Other tools Europass, ECVET, EQAVET, etc.

What does it mean for educa.onal ins.tu.ons?

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1 3 What does it mean for HEIs?

Bologna process

Leuven Declara0on 2009

Flexible learning paths need to support lifelong learning to increase access to HE

Council conclusions on the social dimension of higher educa0on, 2013 Widening access, permeability to F, NF & IFL


Bologna process

Lifelong Learning implies for HEIs to:

• Be open and prepared to deal with non-‐tradi.onal students with the development of new pedagogical strategies and assessment methods, the crea0on of guidance services, adapted teacher trainings, etc.

• To provide more flexible learning paths: diversifica0on of training supply including part 0me studies or work based routes, development of distance learning, etc.

• To have more openness towards non-‐formal and informal learning with the increased transparency and recogni0on of learning outcomes.

• Develop greater partnerships with public authori0es, students, employers, employees, other educa0onal providers


DG Research analysis

EuroMed-‐2030 -‐ Long term challenges for the Mediterranean area, 2011

Mediterranean countries should look at the following gaps:

• Between the labour market and educa.on: looking at inadequate teaching methods, lack of focus on transversal competences, not taking into account the needs of businesses but also the incapacity of the economy to benefit from the human capital delivered by educa0on

• Gaps with learners needs: too rigid system, lack of flexible schedules of learning outside the normal school system. Needs to adapt to answer a double challenge: drop out rates and new learners.

= KEY CHALLENGE


European stakeholders

EUA – European Universi.es Charter on Lifelong Learning

1. Embedding concepts of widening access and LLL in their ins0tu0onal strategies;

2. Providing educa0on and learning to a diversified student popula0on;

3. Adap0ng study programmes to ensure that they are designed to widen par0cipa0on and aRract returning adult learners;

4. Providing appropriate guidance and counselling services; 5. Recognising prior learning;



EUA – European Universi.es Charter on Lifelong Learning

6. Embracing lifelong learning in quality culture;

7. Strengthening the rela0onship between research, teaching and innova0on in a perspec0ve of lifelong learning;

8. Consolida0ng reforms to promote a flexible and crea0ve learning environment for all students;

9. Developing partnerships at local, regional, na0onal and interna0onal level to provide aRrac0ve and relevant programmes;

10. Ac0ng as role models of lifelong learning ins0tu0ons;



EADTU – Business model for lifelong learning

• Mission, vision and value. Widening access, adap0ng to the needs, adopt specific programmes to aRract new adult learners, etc.

• Objec.ves both internally and externally in rela0on to stakeholders, leaners and society in general

• Strategic analysis: opportuni0es and threats • Market analysis: other providers, learners’ expecta0ons, employers and employees’ needs

• Produc.on and delivery of courses/programmes adapted to these needs

• Financing: sources to support lifelong learning

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HEI

LEARNERS

BUSINESSES

GOVERNMENT

TRAINING PROVIDERS

Stakeholders (FLLLEX)


Sources

FLLLEX Project: project results and policy recommenda0on and FLLLEX Radar www.flllex.eu

EUA Charter on Lifelong Learning www.eua.eu

EADTU “ University Strategies and Business Models for Lifelong Learning” USBM hRp://lll-‐portal.eadtu.eu/

EUCEN Observatory on the valida0on of non-‐formal and informal learning www.observal-‐net.eu

ETF – European Training Founda0on www.e:.europa.eu

THANK YOU! www.logic-project.eu

Audrey FRITH, [email protected]

Education

LOGIC - European perspective, lifelong learning strategies