Promote lifelong learning for all Develop literacy Integrate adult education in sector strategies Priority Africa Strengthen capacity of Member-States Advocacy, Capacity building, Research, Networking
Sixth International Conference on Adult Education (CONFINTEA VI), 2009: UIL monitor international implementation. Belém Framework for Action. Global Report on Adult Learning and Education (GRALE).
Lifelong learning for all Learning cities – learning regions – learning districts UNESCOs concept of lifelong learning: learning to know, to do, to be and to live together
Learning for personal fulfillment, active citizenship, social inclusion, employability, on a foundation of humanistic values: education as a human right, peace, democracy, tolerance, respect for others, sustainability, intercultural understanding
Nations can be transformed through developing a culture of lifelong learning. How can we develop a culture of lifelong learning?
Responsibility for own learning Identification of learning needs Localisation of relevant education provision Learning seen as key to achieve social change Employers promoting learning for their employees for the benefit of the workplace
15% of all 24-65 year olds participate in lifelong learning 9,3% in 2010, but target was 12,5%
20% of Europeans are aged over 60 years, compared with 10% in Asia and Latin America and 5% in Africa.
Eurostat: 55% of the total increase in global unemployment between 2007 and 2010 occurred in the developed economies and the European Union region, while the region only accounts for 15% of the world’s labour force.
Youth unemployment rose more than in any other developing region in 2009 and one in five economically active youth in the region were unemployed in 2010.
July 2011: 20.5% of young people (15 and 24 years old) were seeking work in the 27 states of the European Union. When jobs disappear re-skilling is called for at all levels.
The European Commission: Lifelong Learning Programme(2007-2013)
Non-formal education and training: To do their job better/improve their career prospects Getting knowledge or skills relating to interesting subjects and getting useful skills/knowledge for everyday life. The three most commonly cited obstacles to participation in education and training among those who wanted to participate but did not do so were family responsibilities (40.2 % of those not participating), conflict with work schedules (38.7 %) and cost (31.2 %). Employers were the most common providers of non-formal education and training activities, providing close to two fifths of such activities.
Demand for more complex competences. In addition: Learning to learn.
UNESCO: UNESCO Institute for lifelong Learning (UIL): UNESCO Guidelines on recognition of all forms of learning with a focus on non-formal and informal learning. EU: the European Qualification Framework for Lifelong Learning (EQF).
2012 – all certificates issued relate to EQF. Europass
Advanced level of implementation of RVA : Belgium (Nl), Denmark, Finland, France, Netherlands, Norway, Portugal and Slovenia. Close to integrating validation of non-formal and informal learning into their qualifications systems: Austria, Belgium (Fr), Czech Republic, Lithuania, Poland, Romania, Slovakia and Sweden.
At regional level, in Europe, monitoring is being conducted by the statistical office of the European Union (Eurostat). Bertelsmann Foundation: the “European Lifelong Learning Indicators (ELLI)”, launched in January 2008: to monitor the state of lifelong learning in Europe and make this concept more understandable and transparent.
Following the Memorandum on Lifelong Learning and the related Action Plan: o 17 out of the EU 27+ countries have adopted overarching lifelong learning strategy statements in response to the Lisbon Strategy.
A culture of lifelong learning: valuing and striving for learning in all formal, non-formal and in-formal settings
Making a strategy for lifelong learning Developing policy, governance, financing, participation, and quality Recognising, validating and accreditating all forms of learning, including non-formal and in- formal learning Setting targets Removing barriers, making incentives
Strengthening guidance-counselling Monitoring based on reliable data. Advocacy: lifelong learning festivals; adult learners weeks; learning cities, regions and districts