Conferencia presentada por Madhu Singh Congreso Aprendizaje permanente: un desafío y una oportunidad para la educación superior 5 y 6 de noviembre 2013 – Universidad Católica de Temuco

1. Realising UNESCO’s vision
of lifelong learning
Dra. Madhu Singh
Unesco Institute for Lifelong Learning (UIL) in Hamburg,
Germany
Congreso Internacional ALFA TRALL
Apprendizaje permanent: un desafio y una oportunidad para
la educación superior
5 y 6 noviembre 2013 – Universidad Católica de Temuco
Chile

2. Structure
1. UIL’s approach to sharing learning across
countries;
2. Conceptual framework of lifelong learning;
3. UIL’s policy framework for strengthening
lifelong learning;
4. Lessons learned;
5. Challenges.

3. 1. “Policy dialogue” and “bench-learning”
 International benchmarking of a few areas of strategic
importance;
 Common policy framework or criteria;
 Using insights from country-specific contexts;
 Countries learning from each other.

4. 1. Using empirical evidence to obtain insights on
how countries are realising lifelong learning
Linking Recognition Practices to National
Qualifications Frameworks – International exchange of
experiences and strategies (UIL, 2013); 23 country
examples
Why Recognition matters: Global perspectives on
recognition, validation and accreditation of non-formal
and informal learning (UIL, 2013); 24 country examples

5. 1. Using empirical evidence and insights on how
countries are realising lifelong learning
 Global Inventory of National Qualifications Frameworks
(UIL, 2013); 34 cases
 Observatory on Recognition, Validation and
Accreditation of Non-formal and Informal Learning; 60
cases
 UNESCO Guidelines for the Recognition, Validation
and Accreditation of the Outcomes of Non-formal and
Informal learning (UIL, 2012).

6. Global trends: Li
2. Shaping UNESCO’s Vision of lifelong learning
 The report Learning to Be commissioned by UNESCO
in 1972 (Faure et al., 1972). Embodies fundamental
alternatives to the prevailing concepts and structures of
education.
 The UNESCO’s Delors Report, Learning: The treasure
within (Delors et al., 1996). A clear shift emerged from
the term ‘lifelong education’ to ‘lifelong learning’, putting
the emphasis on learner needs and individual choice.

7. 2. “Lifelong education” and “lifelong learning”
 Lifelong education implies a greater emphasis on
learning within formal educational institutions
(programmes of adults through distance learning etc.)
 Lifelong learning, encompasses all forms of learning.
 Lifelong learning pays emphasis to strengthening the
foundation for effective learning through the life span.
 Lifelong learning entails developing the skills,
knowledge and motivation among young people and
adults to enable them to be self-directed learners.

8. 2. Lifelong learning is an organising principle,
an integrative concept
Lifelong learning has become an organising
principle of sector-wide education and training
reforms;
It entails the notion of human capabilities and
the social dimensions of learning;
It is an integrated approach to personal, social
and economic development;
It entails the ability to work across different
sectors and policy domains;
.

9. 2. Lifelong learning is an organising principle,
an integrative concept
It entails the ability to work across different
sectors and policy domains;
A significant goal of lifelong learning and
education should be the development of active
citizenship, humanistic values and democratic
ideals;
The concepts of formal, non-formal and informal
learning have become key terms within the lifelong
learning approach.

10. 2. Implementation of lifelong learning from a
multi-level perspective
Macro-level : NQFs can be seen as a response
to a more integrated and inter-linked system of
learning pathways;
Micro-level: closer action between workplace,
individual and education providers; assessment,
validation and accreditation practices; personal
development and career planning; tailor-made
learning; portfolio development; teaching and
learning strategies;

11. 3. UIL’s policy framework for strengthening lifelong
learning
 Improving progression pathways;
 Strengthening foundations of lifelong learning;
 The use of NQFs and learning outcomes-based
reference points;
 Including other areas of human capabilities beyond
productive skills;

12. 3. UIL’s policy framework for strengthening
lifelong learning



Delivery of assessment, validation and accreditation of
formal, non-formal and informal learning as a core
quality issue;
Clarifying roles of stakeholders in enhancing lifelong
learning;
The reorientation of education and training systems
and policies towards a diversified and integrated
lifelong learning system.

13. 4. Lessons learned
 NQFs can accelerate developments in lifelong
learning
 NQFs facilitate interfaces between education
in formal institutions, non-formal education and
learning, and skills development.
 The principles of inclusiveness, access and
equity represent crucial factors in justifying
frameworks;
 Lifelong learning involves far more than
educational policies alone;

14. 5. Challenges
 Tension between quality and goals of
broadening access;
 Governments need to understand that
the shift to an outcomes-based approach
has many implications for assessment,
validation and certification and learning
and teaching strategies in a lifelong
learning system that recognises a
diversification of learning paths.

15. 5. Challenges
 Lifelong learning needs to go beyond
skills and knowledge to include personal
attributes like honesty and creativity;
humanistic values, active citizenship and
democratic participation;
 The challenge is to go from the systemic
level to the user and provider level;
 Consultation at the bottom levels is
necessary.

16. 5. Challenges
 Efforts are needed to overcome poor
quality of non-formal education;
 The professional development of
trainers, teachers, assessors, guiders
and counsellors engaged in recognition
practices within non-formal education,
 Strengthening formal education and
training structures (curricula, teaching
practices)

17. Concluding statement
The concept of lifelong learning as
an organising principle and
integrative approach to personal,
social and economic development
has considerable potential in
overcoming these challenges

18. Muchas gracias
Dra Madhu Singh
UNESCO Institute for Lifelong Learning
Feldbrunnenstr. 58
20148 Hamburg
Germany
m.singh@unesco.org