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the reduction in staff and employees in a company through normal means, such as retirement and resignation. This is natural in any business and industry.

the reduction in staff and employees in a company through normal means, such as retirement and resignation. This is natural in any business and industry.

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  • Highly skilled people participate 6 times more Adult Education Survey (1 year): similar findings Achieving 12.5% = 4 million more adult learners! Matthew effect 1’ - volume & distribution - a ‘double-edged sword’? • Adults with high level of education are > 6 times > likely to participate than low skilled – 3 times > likely to participate if have at least upper secondary level • Age - persons aged 55-64 participate 4 times less (4.6%) than persons aged 25- 34 years (15.5%) Focus therefore on those who are disadvantaged because of their: Low literacy skills Inadequate work skills Insufficient skills for successful integration into society
  • Communications highlight the importance of adult learning as a key component of lifelong learning and call on Member States to remove barriers to participation, to increase overall quality and efficiency in adult learning, to speed up the process of validation and recognition and to ensure sufficient investment in and monitoring of the field. increasingly VET related upskilling, mature students
  • If half your small is voluntary, you can‘t impose training or qualifications on them Also heavy burden of acquiring accreditation may weigh on such institutions
  • But still have little impact on statistics – overall 9.5% 80 million low skilled, 7 million early school leavers, prosoners, army and museums, local community – less emphasis on migrants, older adults(workers), Qualifications, part qualifications should be offered. NQFs offering entry levels One step up for all in much wider context of social and economic change
  • Draw back: only every five years, also limited to 64, older optional, question on validation optional. In a number of fields in adult learning, sufficient baseline data have not yet been gathered and in these fields the lack of clarity in definitions and terminology is particularly apparent. As part of the study, representatives from 17 countries responding to the online survey to assess the quality of national learning data illustrate the problem. Their evidence supports the choice of a limited number of four core data fields : adult skills, participation in adult learning, professional development of teachers and financing of adult learning. A set of indictors that might be developed to accompany these data are suggested. It identifies fields in which Member States could prioritise the collection of comparable data to enable indicators to be developed in the mid- to long term. The study considers that the European Union is not yet at the stage when it is possible to propose a coherent set of indicators, based on comparable data, which can cover the whole of the adult learning system.

Adult learning Adult learning Presentation Transcript

  • Adult Learning PolicyAchievements (2007-2010) and future perspectives 17 November 2011 Martina Ní Cheallaigh DG EAC: Adult Education and Grundtvig 1
  • Action Plan on Adult LearningMain aim: increase participation• Benchmark 12.5% of 25-64 year by 2010• E&T 2020 raised benchmark to 15%• Focus: those who are disadvantaged because of their low literacy levels, inadequate work skills and /or skills for successful integration into society 2
  • Effects of national E&T reformson adult learning• LLL strategies: Integrated approach, involving multiple stakeholders• European tools and their emphasis on learning outcomes – EQF/NQFs – Key competences• Modernisation of schools - AL compensatory - literacy, second chance also for ELS• VET and HE 3
  • Improve the quality of adult education provision• QA underpins transparency and mobility• 10 years developing in HE and VET• EQAVET applicable to CVT, hence adult ed.• Small providers wary of over-zealous control• Improved information & better understanding of staff competences and training needs• Grundtvig in-service training and exchanges 4
  • Increasing the possibility for adults to go “one step up”• Most work & progress done on this priority• Concentration on disadvantaged groups• Inventory of good practice in 33 countries• Guidelines promoting what works: multiple actors, learner centred, embedding, zigzag route - cycle of guidance, quality staff, assessment• Literacy & numeracy foundation skills for other key competences and job skills 5
  • Speeding up the process of assessing &recognising non-formal and informal learning• EU Guidelines to encourage implementation 2009• Updating European Inventory 2010 – Impact of NQF development, developments in voluntary sector, applied to the AL profession, low uptake• Not a stand alone solution but does work for disadvantaged groups• Acceptance requires a new culture of learning – may come with job/career transitions• Supported by Adult Education Survey evidence 6
  • Improved monitoring of the adult learning sector• Adult Education Survey a step forward at EU level• Countries conscious of the need but cost of action a problem• Monitoring at national level necessary for virtuous chain: data collection, evaluation and impact assessment, feedback to reforms• Data on financing sources and spending urgent• Core terminology in 28 languages• Core data proposal: adult skills, participation in adult learning, professional development of teachers and financing of adult learning• Great expectations from PIAAC 7
  • Staff Working Document: Overallassessment and impact on the sector• Structured EU level cooperation on adult learning established• Requirements for an efficient adult learning sector defined, but work is in its infancy• Action Plan as a useful reference for staying on track vis-à-vis other Member States, defining national strategies, reforms, etc.• PLAs, workshops, regional meetings and good practices generated highly appreciated 8
  • Reasons to continue• Countries find it helpful to have a common reference with milestones for cooperation and exchange• Give a vision for adult learning by 2020• Europe 2020 – contribution to economic recovery, sustainable and inclusive growth – Agenda for new skills and jobs – Platform against poverty – Innovation Union – Headline targets – early school leavers, tertiary education• Place in the context E&T 2020 and propose working methods for EU cooperation on adult learning, 2012-2014 9
  • Council Resolution on a European Agenda for Adult LearningET 2020 strategic objectives:• Lifelong learning and learning mobility• Improve the quality and efficiency of provision and outcomes• Promote equity, social cohesion and active citizenship• Enhance innovation and creativity including entrepreneurshipImproving the knowledge base and monitoring 10
  • What will be the new elements?• Raising awareness among adults about skills• Learning later in life to promote active, autonomous and healthy ageing• Developing new skills necessary for active participation in modern society;• Fostering solidarity between different age groups, between cultures and people of all backgrounds• Greater openness in higher education to adults and the community at large• Designation of national coordinators 11
  • Broader policy context• EU2020 – Moment of transformation – dilemma of c. 80 million low skilled versus demand for digital and higher job-specific skills; poverty; innovation• 15% LLL Benchmark – downward trend since 2005• Outcomes of Action Plan point towards prioritising disadvantaged and low qualified• Future agenda for Adult Learning will take up this message in Council Resolution, November 2011• High Level Group on Literacy, report in summer 2012• Recommendation on Early School Leaving, June 2011• Work in progress on validation, skills passport• PIAAC results 2013 will give many countries a clearer understanding of the extent of the problem nationally 12