May 2007Lifelong Learning in the European Union1.

May 2007 Lifelong Learning in the European Union 1

Lifelong learning in the European Union

David White

Director Lifelong Learning

European Commission


European Union “Lisbon agenda”2000-2010

Sense of underperformance Sharpened by US

Major issues to address Globalisation Competitiveness Jobs and growth

Potential is there


Lisbon agenda – key areas

The Knowledge Society and policy on Enterprise Research Education Innovation

Keys to jobs, growth and competitiveness


Lisbon and EU “competence”

EU is not quite federal but Defined fields of action Principle of subsidiarity

Common issues Could do better Highly dispersed

performance Contains world-beaters

Open method of coordination Recognition of common

goals Voluntary participation Benchmarking method

Self-driven assessment cycle Commission assessment National reform agenda Annual report High level political

discussion


Lisbon put education & training on the EU map

Education & training challenged by demography Lisbon requires efficiency traditional concern for equity


Demographic challenge to Europe

Population 493 million Fertility below replacement since 1970, now 1.5 Life expectancy increasing 2 years every decade Working age population will decline from 2011 Median age rises from 39 to 49 2005-2050 Migration pressure

Demand pull Economic pressure creates supply Instability elsewhere (asylum applications have soared

since 1990) Currently 17.7 million non-national residents


Education and training 2010 (1)

Objectives Improve quality & effectiveness Facilitate access Open up systems to the world

Method – peer learning clusters Modernisation of HE Teachers & trainers Making best use of resources ICT & the recognition of learning outcomes etc


Education and training 2010 (2)

Monitor progress 5 benchmarks

Not more than 10% early school leavers

Decrease of 20% in low-achievement in literacy

85% of young people complete upper secondary education

Adult participation in education 12.5%

Indicators developing

Report progress Biennial Joint Progress

Report (next in February 2008)

Reference tools Resolutions on lifelong

learning, lifelong guidance etc

Recommendations on key competences, EQF, teacher training etc


Education and training 2010- Benchmarks

2000 TodayTrend 2010

Benchmark2010

1. Early school leavers (%) 17.6 15.4 13 10 2. MST graduates(000) 685 867 1100

790 3. Youth education attainment (% upper

secondary)76.6 77.4 78 85

4. Low achieving15 year oldsreading %

19.4 19.8 20 15.5

5. LLL adult participation (%) 7.1 9.7 10.5 12.5

* Change in series, for LLL the change overstates real progress


Lisbon target 85%

Education and training 2010- Benchmark LLL 85%


Target not more than 10%

Education and training 2010- Early school leavers <10%


Education and training 2010- Benchmarks

Progress in the 5 benchmarks (EU average)

-20

-10

0

10

20

30

40

50

60

70

80

90

100

110

120

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010Year

2010 b

en

ch

mark

s =

100

MST graduates

Lifelong learning participation

Early school leavers

Upper secondary completion

Low achievers in reading

progress required


Education and training 2010- female participation in tertiary


Education and training 2010- Core indicators 8 use current data

Participation in pre-school Early school leavers Literacy in reading, maths,

science Completion rates upper

secondary HE graduates Adult participation in LLL Cross national mobility in

HE Educational attainment of

the population

3 need further refinement of definitions Special needs education ICT Skills Investment in E&T

5 “to be pursued” Civic skills Adult skills Professional development

of teachers Language skills Learning to learn skills


Key competences for Lifelong Learning (1)

National strategy to provide for Young people to develop key competences Young people with educational disadvantage Adults to develop & update across life Infrastructure for continuing education Coherence between E&T and social,

employment, cultural & innovation policy


Key competences for Lifelong Learning (2)

8 key competences Communication in mother tongue Communication in foreign languages Mathematical competence & basic competence in

science & technology Digital competence Learning to learn Social & civic competence Sense of initiative & entrepreneurship Cultural awareness & expression


European Qualifications Framework (1)

Objectives Facilitate transparency of qualifications Promote mobility Encourage lifelong learning

Operates on basis of learning outcomes 8 levels of qualification Descriptors for

Knowledge Skills Competences


European Qualifications Framework (2) Example

Level 1 Basic general knowledge Basic skills required to carry out specific tasks Work or study under direct supervision in a structured context

Level 6 – bachelor’s degree Level 8 – doctorate

EQF is underpinned by Quality assurance Sectoral detail from Tuning Compatible with

ECVET (vocational training system) ECTS (Bologna tool for higher education)


Reform of Higher Education

Curricula 3-cycle system Competence based

learning Flexible learning paths Recognition Mobility

Governance University autonomy Partnership with

stakeholders Quality assurance

Funding Diversify Promote equity Access & efficiency


Education for innovation

Creativity and innovation The drop-out who thinks outside the box The doctors who make it work

Soft innovation skills Creativity, problem solving, communication, team work

Innovation depends on competence, not knowledge: on active involvement of learner in learning process, reflection, interpretation

ICT skills are crucial


Equity & efficiency

Equity & efficiency are compatible objectives Biggest returns come to pre-school learning Early tracking promotes neither efficiency nor

equity Free HE may not be a good use of resources Training should be linked to business Policy should be based on evidence


The benefits of education and training

Children from a low socio-economic background

Children from a high socio-economic background

Pre-primary

Primary & Secondary

Higher education

Adult education

Rate of return

Age


Evidence based policy (1)

Very little research is carried out on education

Reluctance in accepting research evidence as policy basis

Teachers in general are neither equipped to contribute to research, nor to use it

Sequence: creation – mediation – application. Difficult at each step

Impact of evidence on public debate according to survey respondents

Answers to questionnaire on public debate & statistical evidence: 'Do you

think that the public debate on the following issues is based on well established

evidence?'

1634

23348

37

23

29

76

29

5437

0%

10%20%

30%

40%

50%

60%

70%

80%

90%

100%

Economic Growth

(GDP)

Knowledge

Economy (R&D)

Labour Market

(Employment)

Social Conditions

(Poverty)

Yes

Undecided

No

Source: Ifo World Economic Survey (WES), I/2007


Evidence based policy (2)

The role of teachers is crucial Teachers need to identify with research for it

to be useful In Finland, teachers are both researchers and

users of research


Quality of teacher training (1)

Teachers are an aging group Widespread shortages Lack of new competences

In-service training is limited Less than half MS require even 3 days per year

in-service training Only half EU MS offer early support Limited incentives for in-service training


0

2

4

6

8

10

12

14

16

18

15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65+

Age group

Pe

rce

nta

ge

of

Pro

fes

sio

na

ls

All Professionals

TeachingProfessionals

Age structure of all professionals and teachers (2005)


Quality of teacher training (2)

Ensure that teachers possess appropriate Knowledge Attitudes Pedagogical skills

Support professionalisation of teachers Ensure sufficient resources for initial and

continuing teacher development Promote the status and recognition of the

profession


ISCED 3

Compulsory

Optional, but necessary for promotion

Optional

Source: Eurydice.

Status of in-service training for teachers in primary, general lower and upper secondary education, 2002/03


Adult learning

An essential part of Lifelong learning 5 key messages

Lift the barriers all age groups & levels of attainment bottom quartile

Ensure quality teaching methods, staff, providers, delivery

Recognition & validation of learning outcomes EQF, ECVET, quality assurance

Invest in aging population & migrants Develop indicators & benchmarks


Conclusion

Objectives Improve quality & effectiveness Facilitate access Open up systems to the world

EU has accepted that there is an issue Building blocks are being put in place There is a rich base of experience The end is not in sight

May 2007Lifelong Learning in the European Union1.

Documents

Transcript of May 2007Lifelong Learning in the European Union1.