Presentation on theme: "CONFINTEA V1 Regional Pre-Conference Budapest, December 2008"— Presentation transcript:
CONFINTEA V1 Regional Pre-Conference Budapest, December 2008
Adult education denotes the entire body of ongoing learning processes, formal, nonformal, informal by which persons: develop their abilities, enrich their knowledge, improve their technical or professional qualifications.
2. Demographic * ageing * migration 3. Social Social Inclusion 5. Personal 5. Personal Development 4. Political Maintenance/ development of democratic societies (Helen Keogh, Summary Report )
c. 6/7 countries c. 16 countries cc.10/11 countries Systemic approach Enabling legislation Partnership/ decentralization Stakeholder finance Flexible, integrated Good levels Coherent system Quality frameworks IPD/CPD of personnel M&E Informs policy Policy Legislation Governance Financing Provision Participation Qualifications Quality Research Fragmented Legislative basis Little partnership at any level Very limited financing Rigid/‘Schooling’ approach Very low levels Disjointed Limited concern Sporadic M&E Sporadic (Helen Keogh, Summary Report )
Spectrum of State Involvement Mixed model ‘Public service’ model ALE as ‘public good’ Strong involvement of state Mixed model ‘Market’ model ALE as ‘private good’ Minimal involvement of state Position dictated by: History and/or Ideology and/or Resources History and/or Ideology and/or Resources Sweden - Germany - Switzerland - Poland Sweden - Germany - Switzerland - Poland (Helen Keogh, Summary Report )
Economic, social and/or cultural policy Economic, social and/or cultural policy Social movement Social movement Learning for a living & learning for living Learning for a living & learning for living HRD/employability HRD/employability Knowledge economy & knowledge society Knowledge economy & knowledge society More & better jobs More & better jobs A public good & a private good A public good & a private good Political control & market control Political control & market control Quantity & quality Quantity & quality
Least regulated element of LLL Least regulated element of LLL Specific legislation for VET Specific legislation for VET Specific legislation for ‘second chance’ Specific legislation for ‘second chance’ Specific legislation for non-formal ALE Specific legislation for non-formal ALE Integrated legislation for formal and non- formal ALE. ( Romaniaisinfullimplementation processofEuropeanlegislation) Integrated legislation for formal and non- formal ALE. ( Romania is in full implementation process of European legislation).
Multi-source - stakeholder co-financing –Employers ; – Individuals – Public authorities; – Civil society – Foreign funders: for countries in pre- adher stage to EU Romania benefited of funds in this way: for instance IIZ-DVV Germany has financed 16 AERC and the Master of Adults Education from Alexandru Ioan Cuza University Iasi.
Benchmark – 12.5% of adults aged in E&T in any 4-week period by 2010 in EU % % % of adults participated in formal AL; 6.4% participated in non-formal AL 7 European countries already achieving 2010 target. ( What is going to happen to other 20 countries from EU? How about the rest of European countries?) USA – >50% of adults aged 16+ in some form of ALE in 2001
Depending on studies: Adults with high level of education are > 6 times > likely to participate than low skilled – 3 times > likely to participate if have at least upper secondary level Depending on age: Age - persons aged participate 4 times less (4.6%) than persons aged years (15.5%) – 61% of aged 55+ have never used a computer
More women than men in ALE Participation in CVT of employed women ranged: – from > 55% in DK, FI, SE – to < 10% in EL, HU, IT – and 1,6% in RO The rate of participation of employed men ranged from 50% in DK to < 1,6% in RO Gender not significant for ICT skills but age is
Adult vocational education & training (VET) including IVT and CVT ‘ Second-chance’ ALE - ‘first-chance’? Liberal, popular, general, non-vocational non-formal ALE - social and cultural policy and/or social movement Adult tertiary education –Armenia; Russia
Communication in the mother tongue - 1st key competence for LLL IALS (OECD 1997; 2000) - 25% - 50%+ of adults lacked literacy levels considered minimum for life & work - not just minorities/migrants –> - > mobilisation of forces A shift from a skills-based approach -> development of competences for processing information & generating knowledge Multiple approaches – as learning support; stand- alone; integrated - w orkplace; family; themed
13+ m additional jobs, many at the highest qualification level, 2006 – 2015 Employers - major providers of ALE in many countries but SE Europe, CIS Majority of ALE in workplace Spread in volume of training – Finland & Sweden joint first - 50%- 60% of employees reached at work –Most Southern, Central and Eastern MS - barely 20% reached & < 20% in BG, PL, RO
Not covered by explicit public policy, action priorities or funding In local communities & social movements; in E&T institutions Finland - programme for liberal ALE 2008– 2012 in cooperation with key stakeholders Long tradition in Nordic & other countries of democratic learning/popular enlightenment through residential and day FHSs, study associations &/or study circles
For more than 170 years exist parents-schools Popular Universities At the beginning of XX century, Romania was considered Europe’s Japan for education After 1948 is more important the political dimension. That produce the separation between Romania and the developed countries of Europe.
FR, IE, MT & UK have NQFs (4) 17 countries, including Romania, progressing development of overarching NQF 7 countries not yet formally committed to NQF SE Europe, CIS and Russian Federation – through IPA & EPN EQF MS to relate national qualifications to EQF
Quality explicitly on the agenda, particularly for VET - adults have access to ‘second-chance’ A Common Quality Assurance Framework (CQAF) (2004) - VET European Network on Quality European Quality Assurance Reference Framework (EQARF ) to replace CQAF – Nordic countries, AT & DE - advanced QA CZ, RO & SI - introducing QA systems
Professional development of personnel a vital determinant of quality of ALE – Data incomplete – Status, conditions & pay – Full-time : part-time employees –Generally, not a regulated occupation – Many routes – In-service training rather than IPD? – Competence Profiles – CH; DE; FR; UK –Key competences study - EU
Limited – Volume – Scope – Impact Needed – Infrastructure – A knowledge base – Culture of evidence-based policy-making – Interface for impact – Review
The relation between continuing education (CE) – adult education (EA) Accent on CE – School is essential for the future development of the person and for EA developing. School is the source of joy for learning /joy of work Source of Continuing Learning skills
The effects of the economical crisis: For the developed countries, For the developing countries For the countries in transition The role of attitudes acquired by education The relation learning - education Education = what remains after one has forgotten everything he learned in school. « Steal» the superior attitudes! The role of local, regional and national politics in this area.
Policy Legislation Governance Financing Provision Participation Qualifications Quality Research
Educational Sciences Institute, Bucharest; Lifelong Learning Institute, “Alexandru Ioan Cuza” University Iasi; Adults Education Institute, University of West, Timisoara, financed by DVV Bonn Research projects of Culture Minister
“Alexandru Ioan Cuza” University Iasi - ROMANIA Research Center recognized by the National University Research Council
Learning theories; Research methods in education; Strategies of communication; Education of people with special needs; Management of vocational training institutions; Continuing and adult education.
IIZ/DVV Bonn Germany – in the European project aimed and creating an interuniversity network: European Master in Management of Adult Education; Hanover University, Germany – in the European project aimed and creating an interuniversity network: European Master in Management of Adult Education; New Bulgarian University in Sofia, Bulgaria - in the European project aimed and creating an interuniversity network: European Master in Management of Adult Education;
University of Perugia, Italy and CESI, Paris – co- operation in Tempus program on Social Politics; The Autonomous University in Barcelona, Spain; The University of La Laguna (Centro Superior de Educacion), Tenerife, Spain in the National Master’s module on Conflict Mediation, offering to the students the opportunity of studying abroad; University of Denver, USA.
Socrates- Grundtvig 1, No CP PL- GRUNDTVIG - G1, “ TEACH - Teaching Adult Educators in Continuing and Higher Education”. Partners : Nicolaus Copernicus University, Toruń - Poland Nicolaus Copernicus University, Toruń - Poland European Association for the Education of Adults, Bruksela - Belgium European Association for the Education of Adults, Bruksela - Belgium University of Bielefeld, Germany University of Bielefeld, Germany Hanover University, Germany Hanover University, Germany Institute for International Cooperation of the German Adult Education Association IIZ/DVV, Bonn - Germany Institute for International Cooperation of the German Adult Education Association IIZ/DVV, Bonn - Germany Latvian Adult Education Association, Riga - Latvia Latvian Adult Education Association, Riga - Latvia University of Pecs, Hungary University of Pecs, Hungary Vytautas Magnus University, Kaunas - Lithuania Vytautas Magnus University, Kaunas - Lithuania Polish Association for Adult Education, Szczecin - Poland Polish Association for Adult Education, Szczecin - Poland “Alexandru Ioan Cuza” University of Iasi, Romania “Alexandru Ioan Cuza” University of Iasi, Romania New Bulgarian University, Sofia - Bulgaria New Bulgarian University, Sofia - Bulgaria Bogazici University, Istanbul - Turkey Bogazici University, Istanbul - Turkey Universities Association for Lifelong Learning, United Kingdom Universities Association for Lifelong Learning, United Kingdom University of Stirling, United Kingdom University of Stirling, United Kingdom
MEDIAEC Platform for interdisciplinary research – Effective Tools for Development- Innovation of Education and Interdisciplinary Research in Training,Communication and Services 1,5 mil. Euro 1. VS - The Videoconference System 2. LF-NTE Laboratory of training for new educational technologies (NTE); 3. LPUFE - Laboratory for production and use of educational films; 4. LEEP - Laboratory for evaluation and professional expertise. The MEDIAEC Platform has a binding role between platforms and other research laboratories in universities, contributing to simultaneous connections between research units of the university and other similar institutions in the country and abroad. For exemple: JAPAN SHIZUOKA UNIVERSITY -