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International conferenceAdults with special needs in lifelong learning
Slovenia, Kranjska Gora, 6 October 2011
Ute Haller-Block
Head of Unit -Leonardo da Vinci, Grundtvig and Dissemination, EACEA P3
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• 495 million European citizens
• 80 millions live in poverty or are at risk of poverty
• 19 millions of them are children
• 80 million illiterate or low-skilled adults
• 15 % of early school leavers
Some facts and figures
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• 6mio 4-year-olds not in early childhood education and care
• 1 in 6 drop out with lower secondary or lower
• Early school leaving almost double for migrant-background students
• Migrant and Roma overrepresented in special needs
• 80 million adults with severe deficiencies in basic skills
Some facts and figures
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• Gap in educational performance of children with migrant or ethnic minority background compared to native youth
• Low participation rate of disadvantaged groups in early childhood education and in adult education
Some facts and figures
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• EU and national averages conceal important local and regional realities
• No real common definition at European level on “special needs”
• Concept of inclusion
Some facts and figures
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• Ageing population
• Increased migration flows
• Digital gap
• Globalisation and economic crisis
Demographic and societal trends
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• With severe consequences – also for the well-off (OECD, 2008; Wilkinson & Pickett, 2009)
• Those living in poverty face greatly reduced educational prospects and future life chances
• Violate basic principles of social justice and human development
• Undermine economic prosperity of nations, democracy, social cohesion
On society and economy
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• Have huge financial costs -rarely shown in public accountancy systems
• Urgent need to develop not only more efficient but also more inclusive and equitable E&T systems
On society and economy
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Policy
• EU2020 Strategy: smart, sustainable and inclusive growth
• Targets:– 75 % of the population aged 20-64 should be
employed;– 3 % of the EU's GDP should be invested in Research
and Development;– The 20/20/20 climate/energy targets should be met;– The share of early school leavers should be under 10%
and at least 40 % of the younger generation should have a tertiary degree or diploma;
– 20 million less people should be at risk of poverty.
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Policy
• Education and Training 2020 - Four strategic objectives:
Making lifelong learning and mobility a reality Enhancing creativity and innovation Improving the quality and efficiency of education and
training Promoting equity, social cohesion and active
citizenship
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Policy: DG EAC activities
• Cluster « Access and social inclusion »• 2006 Communication and Council Conclusions -
Efficiency and equity in European education and training systems
• 2006-07 - Communications on Adult learning• 2008-09 – Green paper and Council Conclusions on
migration and education• 2010 – Council conclusions on the social dimension of
education and training
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Other relevant EU-level work
• European “package” to reduce early school leaving (Jan. 2011) –Council Recommendation adopted on 20 May 2011
• Communication on Early Childhood Education and Care (2011)
• 2010-2011 report: Progress towards the Lisbon Objectives in Education and Training –indicators and benchmarks (April 2011)
• network of experts to advise the European Commission on social aspects of Education and Training: NESET
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Other relevant EU-level work
• End November 2011: Council resolution on a renewed European Agenda for Adult Learning:– Increased participation among low qualified and
disadvantaged adults– Focus on developing their basic skills through
guidance, validation and access to second chance initiatives
– Encourage countries to take concrete steps to enhance, intensify and coordinate policies to provide adult learning
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New Communication 2012
“Equity in education and training to support European inclusive growth”
• Likely to address– Will emphasise need for joined-up measures– Early school leaving from initial VET– Disability/special needs– The regional/geographic distribution of educational inequality in
the EU– Roma learners– Low-skilled and long-term unemployed– Inequalities in tertiary education– Private tutoring in the EU– Measuring and monitoring for equity
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Lifelong Learning Programme
• Support implementation of political strategies• Reflected in general Objectives:
– (d) to reinforce the contribution of lifelong learning to social cohesion, active citizenship, intercultural dialogue, gender equality and personal fulfilment;
– (f) to contribute to increased participation in lifelong learning by people of all ages, including those with special needs and disadvantaged groups, regardless of their socio-economic background;
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Lifelong Learning Programme
• And in main priorities:
– 5. Promote social inclusion and gender equality in education and training, including the integration of migrants and Roma
– 4. Promote the acquisition of key competences throughout the education and training system
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Lifelong Learning Programme
• At least 20 % of centralised projects have an inclusion dimension;
• "The Leonardo da Vinci programme reaches all social groups, disadvantaged persons included (18 % of the participants)";
• Almost 2/3 of Grundtvig projects and partnerships tackle inclusion issues.
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Lifelong Learning Programme
BUT• Budget involved is low compared to what is at stake
• The aim of the LLP cooperation projects is to develop new ideas and approaches
• Mainstreaming has to come from other sources: structural funds, national or regional budgets
• Dissemination of LLP project results is crucial, should ideally be used for implementation at national level
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Dissemination: thematic network
• UK NA in partnership with 13 LLP Nas• Cofinanced by LLP funds• Identify good practice projects within the LLP that
specifically focus on work with under-represented groups
• Identification of good, transferable practice
• Have a look at their website: www.llpinclusion.eu