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Renewed European agenda for adult learning – perspective of Member State Stanisław Drzażdżewski General Counsellor Ministry of National Education Poland.

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Presentation on theme: "Renewed European agenda for adult learning – perspective of Member State Stanisław Drzażdżewski General Counsellor Ministry of National Education Poland."— Presentation transcript:

1 Renewed European agenda for adult learning – perspective of Member State Stanisław Drzażdżewski General Counsellor Ministry of National Education Poland

2 Low skilled at the centre of the Agenda Adult learning in EU - lack of progress 2 Vision for adult learning up to 2020 Overview Priority areas for Member States up to 2014

3 Change in participation in education and training between 2001 and 2010: age from 25 to 64 3 o The crisis has highlighted the role which adult learning can play in Europe 2020 strategy, by enabling adults to improve their ability to adapt to new situation o But there is a common understanding in EU that adult learning is currently the weakest link in developing Member States’ LLL systems o In Poland it is evident too Adult learning in EU - lack of progress

4 4 o No progress can be seen also in the case of young cohort of adults (age from 25 to 34) Adult learning in EU - lack of progress Change in participation in education and training between 2001 and 2010: age from 25 to 34 o Can such behaviour of young adults persist in the future? o We can see significantly different behaviour of young people in the area of initial education – at least in some countries, including Poland

5 Number of students and graduates from higher education in Poland 1960 – 2009 Students (ISCED 1-6) aged years as % of corresponding age population (2009) 5 Stagnation of adult learning in Poland remains in sharp contrast with the educational boom in area of upper secondary and higher education Adult learning in EU - lack of progress

6 6 Early School Leavers – Poland has the most ambitious target for 2020 in EU The share of year-olds having completed tertiary or equivalent education This stagnation is in contrast also with Polish educational achievements and targets of Europa 2020 strategy Adult learning in EU - lack of progress

7 7 Participation of adults in education and training : age from 25 to 64 years Success of the Polish education system in enlarging the access of young people (up to 24 years) to initial education is not yet effective in the area of adult learning European Lifelong Learning Index 2010 (Bertelsmann Foundation) Can we reach similar results in adult learning? Can renewed Agenda help us? Adult learning in EU - lack of progress

8 8 o In longer term we should develop a new culture of adult learning based more on the LLL idea – not reduced to school based education o Adult learning should embrace the shift to policy based on learning outcomes in which the autonomous learner is central, regardless of where he/she learns - at work, at home, in the local community, in voluntary activities, or in education and training institutions o Taking into account such large and fragmented area of adult learning we should develop the multifaceted model of governance that this requires Vision for adult learning up to 2020

9 9 The longer term vision of adult learning includes also development of the following vital components of LLL: integrated systems for the validation of non-formal and informal learning as a base for modern adult learning identified and more valued learning in the workplace effective lifelong guidance systems comprehensive provision of high quality formal and non- formal E&T aimed at acquiring key competences and leading to qualifications at all levels of the EQF enlarged mission of higher education (not reduced to U3A) engagement of the social partners, civil society and public authorities (central, regional, local) fostering solidarity between different age groups and people of all backgrounds including active, autonomous, and healthy ageing of seniors – in contact with others groups Vision for adult learning up to 2020

10 10 The Member States are invited to focus their efforts over the period on the five priority areas (taking into account the specific circumstances within each Member State, and in accordance with national priorities, Member States are invited to focus on those priorities which are most relevant to their particular needs): 1.Making LLL 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 Priority areas for Member States up to 2014

11 11 Priority areas for Member States up to LLL and mobility stimulating demand for AL, developing LLG promoting engagement of employees in work-based learning promoting flexible learning pathways (including HE) putting in place validating non- formal and informal learning 2. quality, efficiency 3. social cohesion 4. creativity, innovation 5. monitoring developing quality assurance Improving quality of AL staff ensuring a viable and transparent system for AL funding better reflects labour market needs intensifying cooperation and partnership between all stakeholders improving basic skills needed in modern society increased supply of and encouraging engagement in AL important for social inclusion enhancing learning of older adults for active ageing addressing the learning needs of people with disabilities and in specific situations promoting the acquisition of transversal key competences and applying European Key Competences Framework in AL enhancing the role of cultural organizations, civil society and other creative and innovative settings of non- formal and informal AL making better use of ICT in the area of AL participating in international surveys such as AES, CVTS, PIAAC collecting sufficient baseline data strengthening monitoring of development of the AL sector intensifying research and in-depth analysis reporting on AL policies as part of ET2020

12 12 o Low skilled, low-qualified, older workers and other people not included in adult learning are at the centre of renewed European agenda for adult learning o This renewed agenda is complementing existing policy initiatives in the areas of school education, higher education (Bologna process) and VET (Copenhagen process) Low skilled at the centre of Agenda

13 Thank you for your attention Strategy Department Ministry of National Education Poland


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