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Authors: Christine Redecker, Miriam Leis, Matthijs Leendertse, Yves Punie, Govert Gijsbers, Paul Kirschner, Slavi Stoyanov and Bert Hoogveld ...
Authors: Christine Redecker, Miriam Leis, Matthijs Leendertse, Yves Punie, Govert Gijsbers, Paul Kirschner, Slavi Stoyanov and Bert Hoogveld
Editors: Christine Redecker & Yves Punie
EUR Number: 24960 EN
Publication date: 11/2011
This report aims to identify, understand and visualise major changes to learning in the future. It developed a descriptive vision of the future, based on existing trends and drivers, and a normative vision outlining how future learning opportunities should be developed to contribute to social cohesion, socio-economic inclusion and economic growth.
The overall vision is that personalisation, collaboration and informalisation (informal learning) are at the core of learning in the future. These terms are not new in education and training but will have to become the central guiding principle for organising learning and teaching in the future. The central learning paradigm is thereby characterised by lifelong and life-wide learning, shaped by the ubiquity of Information and Communication Technologies (ICT). At the same time, due to fast advances in technology and structural changes to European labour markets that are related to demographic change, globalisation and immigration, generic and transversal skills become more important, which support citizens in becoming lifelong learners who flexibly respond to change, are able to pro-actively develop their competences and thrive in collaborative learning and working environments.
Many of the changes depicted have been foreseen for some time but they now come together in such a way that is becomes urgent and pressing for policymakers to consider them and to propose and implement a fundamental shift in the learning paradigm for the 21st century digital world and economy. To reach the goals of personalised, collaborative and informalised learning, holistic changes need to be made (curricula, pedagogies, assessment, leadership, teacher training, etc.) and mechanisms need to be put in place which make flexible and targeted lifelong learning a reality and support the recognition of informally acquired skills.