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1 Grundtvig Learning Partnership – SPACES Creating Spaces of Experience Transnational Event - 20-23 June 2012 EUPEN – BELGIUM / BRUSSELS - BELGIUM HOST:

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Presentation on theme: "1 Grundtvig Learning Partnership – SPACES Creating Spaces of Experience Transnational Event - 20-23 June 2012 EUPEN – BELGIUM / BRUSSELS - BELGIUM HOST:"— Presentation transcript:

1 1 Grundtvig Learning Partnership – SPACES Creating Spaces of Experience Transnational Event June 2012 EUPEN – BELGIUM / BRUSSELS - BELGIUM HOST: EU WAREHOUSE EUROPEAN WORKSHOP learning outcomes in the field of non-formal / informal adult education / National Qualification Framework(s) / national and European discussions with relevance for our project topic 7 rue Kerckx, B-1050 Brüssel, Tel.: , Fax: eu warehouse

2 2 la 7 rue Kerckx, B-1050 Brüssel, Tel.: , Fax: eu warehouse Three mutually reinforcing priorities: 1.Smart growth: developing an economy based on knowledge and innovation. 2.Sustainable growth: promoting a more resource efficient, greener and more competitive economy. 3.Inclusive growth: fostering a high-employment economy delivering social and territorial cohesion. The EU needs to define where it wants to be by To this end, the Commission proposes the following EU headline targets : – 75 % of the population aged should be employed. – 3% of the EU's GDP should be invested in R&D. – The climate/energy targets should be reached. – The share of early school leavers should be under 10% and at least 40% of the younger generation should have a tertiary degree. – 20 million less people should be at risk of poverty. Europe 2020: a European strategy for smart, sustainable and inclusive growth

3 3 la Europe 2020: a European strategy for smart, sustainable and inclusive growth The Commission is putting forward seven flagship initiatives to catalyze progress under each priority theme: 1."Innovation Union" to improve framework conditions and access to finance for research and innovation. 2."Youth on the move" to enhance the performance of education systems and to facilitate the entry of young people to the labour market. 3."A digital agenda for Europe" to speed up the roll-out of high-speed internet and reap the benefits of a digital single market for households and firms. 4."Resource efficient Europe" to help decouple economic growth from the use of resources, support the shift towards a low carbon economy, increase the use of renewable energy sources, modernise our transport sector and promote energy efficiency. 5."An industrial policy for the globalization era" … 6."An agenda for new skills and jobs" to modernise labour markets and empower people by developing their of skills throughout the lifecycle with a view to increase labour participation and better match labour supply and demand, including through labour mobility. 7."European platform against poverty" to ensure social and territorial cohesion such that the benefits of growth and jobs are widely shared and people experiencing poverty and social exclusion are enabled to live in dignity and take an active part in society. These seven flagship initiatives will commit both the EU and the Member States.

4 4 la 7 rue Kerckx, B-1050 Brüssel, Tel.: , Fax: Strategic framework for European cooperation in education and training ("ET 2020") ….that high-quality pre-primary, primary, secondary, higher and vocational education and training are fundamental to Europe's success. However, in a rapidly changing world, lifelong learning needs to be a priority – it is the key to employment, economic success and allowing people to participate fully in society. Aims The long-term strategic objectives of EU education and training policies are: Making lifelong learning and mobility a reality; Improving the quality and efficiency of education and training; Promoting equity, social cohesion and active citizenship; Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.

5 5 la Strategic framework for European cooperation in education and training ("ET 2020") Activities EU level activities are being developed to address priority areas in each of the different levels of education and training – early childhood, school, higher, vocational and adult education – based on these overall aims. The benchmarks for 2020 are: at least 95% of children between the age of four and the age for starting compulsory primary education should participate in early childhood education; the share of 15-years olds with insufficient abilities in reading, mathematics and science should be less than 15%; the share of early leavers from education and training should be less than 10%; the share of year olds with tertiary educational attainment should be at least 40%; an average of at least 15 % of adults (age group 25-64) should participate in lifelong Learning Benchmarking: A measurement of the quality of an organization's policies, products, programs, strategies, etc., and their comparison with standard measurements, or similar measurements of its peers. The objectives of benchmarking are (1) to determine what and where improvements are called for, (2) to analyze how other organizations achieve their high performance levels, and (3)to use this information to improve performance.

6 6 The European framework for key competences The European framework for key competences for lifelong learning, released at the end of 2006, identifies and defines the key abilities and knowledge that everyone needs in order to achieve employment, personal fulfilment, social inclusion and active citizenship in today's rapidly-changing world. The framework includes competences in ‘traditional’ subjects, such as mother tongue literacy, numeracy, knowledge of foreign languages, science and IT skills. But it also covers other skills, such as learning to learn, social and civic competence, initiative-taking, entrepreneurship, cultural awareness and self- expression. Initial education and training systems across the EU should support the development of these competences in all young people, and adult education and training need to give real opportunities for all adults to continually build and maintain their skills.

7 7 The European Qualifications Framework (EQF) 7 rue Kerckx, B-1050 Brüssel, Tel.: , Fax: eu warehouse „A common reference framework will help Member States, education institutions, employers and individuals compare qualifications across the EU’s diverse education and training systems. This tool is essential for developing a European employment market.„

8 8 The European Qualifications Framework (EQF) 7 rue Kerckx, B-1050 Brüssel, Tel.: , Fax: eu warehouse The European Qualifications Framework (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting workers' and learners' mobility between countries and facilitating their lifelong learning. The core of the EQF concerns eight reference levels describing what a learner knows, understands and is able to do – 'learning outcomes'. The EQF applies to all types of education, training and qualifications, from school education to academic, professional and vocational. This approach shifts the focus from the traditional system which emphasizes 'learning inputs', such as the length of a learning experience, or type of institution.

9 9 National Qualification Frameworks (NQR) 7 rue Kerckx, B-1050 Brüssel, Tel.: , Fax: eu warehouse National Qualifications Framework ‘National Qualifications Framework’ means an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved, which aims to integrate and coordinate national qualifications subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society. Learning Outcomes ‘Learning Outcomes’ means statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence.

10 10 National Qualification Frameworks (NQR) Knowledge ‘ Knowledge’ means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. In the context of the EQF, knowledge is described as theoretical and/or factual. Skills ‘ Skills’ means the ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the European Qualifications Framework, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments). Competence ‘Competence’ means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy.

11 11 Validation of non-formal and informal learning Formal learning is typically provided by education or training institutions, with structured learning objectives, learning time and learning support. It is intentional on the part of the learner and leads to certification. Non-formal learning is not provided by an education or training institution and typically does not lead to certification. However, it is intentional on the part of the learner and has structured objectives, times and support. Informal learning results from daily activities related to work, family life or leisure. It is not structured and usually does not lead to certification. In most cases, it is unintentional on the part of the learner.


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