EUCIS-LLL "Lifelong Learning, a Vision to support the future of EU tools" November 2014

Building a citizen’s voice on education and training issues

“Tools to support a vision” CEDEFOP Conference, 27 November 2014 Audrey Frith, Director of EUCIS-LLL

European Civil Society Platform on Lifelong Learning

36 European organisations in education, training and youth

A unique European platform on Lifelong Learning

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Future of EU frameworks & LLL vision– CEDEFOP Conference, 27-28 November 2014

About us

More than 45 000 educational institutions & associations

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

... reaching out millions beneficiaries

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Lifelong Learning:

a concept underpinning EU

policies, tools and programmes

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A growing interest

UNESCO

Influential: Faure and Delors Reports

“learning throughout life” is the key to a better future

•A systemic view

•Centrality of the learner

•Motivation to learn

•Multiple objectives of education policy

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A growing interest

EC MEMORANDUM & COM. ON LIFELONG LEARNING (2001)

“All learning activity undertaken throughout life, with the aim of

improving knowledge, skills and competences within a personal, civic,

social and/or employment-related perspective”

Lisbon Strategy (2000-2010)

Europe 2020 Strategy: EU growth strategy 2010-2020

Education and Training 2020 (OMC)

“Making a European area of lifelong learning a reality” is a strategic

objective

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Why is LLL so important?

SOME ELEMENTS

•Digital revolution: widened access to knowledge (CE, Opening up

Education) and need to update skills

•More and more learning is taking place outside of formal education:

non-formal and informal learning (PIAAC, Eurobarometer 417)

•Ageing population and later age of retirement

•Modern life: no longer a school, work, retirement pattern

•Skills gaps in the knowledge society: up skilling the population

•European project: mobility, recognition, transparency

Formal

training

Formal training

Working

experience

Informal

learning

(diploma)

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ESSENTIAL ISSUES

•How to we manage transitions?

•To enable learners to become lifelong learners (competences)?

•What reforms & tools to provide them with flexible and life-long

pathways?

•If more and more people are skilled: what share of wealth?

•How to reach out to the low-skilled who benefit less from the learning

opportunities?

Some of these questions underpin most of current tools & reforms

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IMPACT FOR EDUCATIONAL ACTORS

•Be open and prepared to deal with non-traditional publics with the

development of new pedagogical strategies and assessment methods,

the creation of guidance services, adapted teacher trainings, etc.

•To provide more flexible learning paths: diversification of training supply

including part time 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 recognition of learning outcomes.

•Develop greater partnerships with public authorities, students,

employers, employees, other educational providers

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Concrete tools to support this approach

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EU policies, programmes and frameworks

EU FRAMEWORKS AND TOOLS

•LO approach (CEDEFOP, EU frameworks)

•EQF for LLL and NQF developments

•Validation of NFIL (2012 Council Recommendation)

•ESCO

•EQAVET, ESG

•ECTS, ECVET

•Europass…

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State of play in Europe

SOME PROGRESS

• LLL comprehensive strategies

LLL most cited positive impact of ET2020 (EASQ Survey)

• Development of EQF/NQFs

• Development of validation systems

Inventory: from 50% to 75% MS have developed stratregies

• Increased use of learning outcomes approach

From transparency and mobility tools to transformative tools

Push for change towards more learner-centred systems

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State of play

CHALLENGES FOR LLL

•No recognition of non-formal education and non formal learning

•Belief that education = to seat in a classroom

•Bottlenecks in the systems

•Lack of LLL guidance

•Resistance to change

•Belief that equity undermines quality

•Keeping the priviledges of the sectors

•Difficulty to implement cross-sectoral approaches

•Organisational dimension: i.e. impact of institutional changes in the new

Commission?

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State of play in Europe

GAPS: FROM IDEA TO ACTION

•Lack of political will: inertia (no implementation of policy priorities)

•Resistance from educational actors

•Lack of use by final beneficiaries (Eurobarometer 417: 34% heard

about one of the tools)

•Funding: who pays?

Momentum to move a step forward (EASQ = of LLL ?)

This requires to revisit the vision in order to know where we want

to go: LLL is still relevant (UNESCO 2013)

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What’s next?

Recommendations on the

future of EU tools

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Ways forward: towards a shared vision

LLL: A VISION FOR THE FUTURE

•Momentum: build on the success of past programmes, tools and

policies and move a step forward

•The reasons underpinning the need for LLL are still relevant and

even more in times of crisis

•EU added value: forward-looking & long-term vision

•Comprehensive approach: not focused on employability only

•Vision shared by citizens and educational actors versus a technical

approach for experts

•Easier to communicate than an area of skills and qualifications

(tools versus vision) to bridge the gap with citizens/learners

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ET2020

•Synergies between:

Institutions (i.e. DG EMPL and DG EAC)

Indicators and policies (i.e. RLP Bologna expert group and EQF

advisory group)

Programmes (i.e. EQF and Erasmus+)

•Consistent teminology: better understanding and more coherence:

From competences to skills

From learning to education

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ET2020

•Data collection: i.e. the cost of not having alternative routes to access

qualifications (if no validation)

•Operationalisation: from policy priorities to national roadmap with

financial incentives

•Monitoring: possible use of system indicators (i.e. validation)

•Partnerships: stronger involvement of stakeholders including civil society

in the formulation, implementation and evaluation of policies

•EU Funds: links with the ESF, Erasmus+ as incentives

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Role of the Member States

•Differs according to sectors but strong normative function

•Political impulse to have standards (LO) in all sectors

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LLL-HUB

VISION

Creating a space for lifelong learning

OBJECTIVES

•Foster a shared meaning of lifelong learning

•Enable cross-sectorial, multi-stakeholder cooperation

•Structure the first transnational policy learning on EU LLL

strategies based on genuine research and dialogue at

regional/national level

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LLL-HUB

3 PHASES

LLL-Labs, LLL-Forums and LLL-Agora

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LLL-HUB

PILOT COUNTRIES

Spain, Netherlands, Portugal, Turkey, Bulgaria, Belgium and Poland

TIMELINE

LLL-Labs: until 31 January 2015

LLL-Forums: Spring / Summer 2015

LLL-Agora: 11-12 February 2016

www.lll-hub.eu

http://www.lll-hub.eu



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To Conclude

We need a vision: towards the lifelong learning area

We need the political will to move towards this vision with the

participation of all stakeholders

Thank you!

Audrey Frith

[email protected]

www.eucis-lll.eu

mailto:[email protected]



http://www.eucis-lll.eu



Date post:	06-Aug-2015
Category:	Education
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