Importance, awareness and efficiency of adult learning in Europe


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Importance, awareness and efficiency of Adult Learning in Europe”. A Key Note Speech.”It is Always a Good Time to Learn”. Final Conference on Implementing the Action Plan on Adult Learning.

Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: Budapest. March 8-9, 2011.
Résztvevő: Halász Gábor, előad

Published in: Education
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  • Ez kb. évi 2,7 millió high qualification embert jelent, miközben 1995 óta az EU25-ben évente kevesebb mint 3 millió gyerek születik
  • Importance, awareness and efficiency of adult learning in Europe

    1. 1. Importance, awareness and efficiency of Adult Learning in Europe ”It is Always a Good Time to Learn”Final Conference on Implementing the Action Plan on Adult Learning Budapest, March 8-9, 2011 Gábor Halász ELTE University, Budapest (
    2. 2. Why adult learning is important? There are many reasons but two of them seem to be particularly alarming: – Quantitative labour supply 2004 – Qualification needs• The only solution is boosting adult learning• But looking at quantitative projections is not enough B 2050
    3. 3. Are we sufficiently aware of the challenge?Probably not.„Make the case for skills” (the first message) „Skills, the right skills, are the key to moving us out of recession into recovery, and the best guarantee of our ability to sustain our growth and secure lasting economic success” New Skills for New Jobs: Action Now. A report by the Expert Group on New Skills for New Jobs prepared for the European Commission
    4. 4. High level of awareness at communitylevel…„The Commission is fully aware that an effective adult learning sector is vital to our economy and society for the next decade (…) We remain as committed to this as ever” Commissioner Androulla Vassiliou’s speech at the Grundtvig 10th anniversary conference
    5. 5. … but uneven awareness and readiness to act at the level of Member States• As it is strongly reflected in national policies and conditions… – Coherent LLL policy with legal frameworks stressing AE (AT, BE, CZ, DK, EE, PT, LT, LU, NL, NO, LI, FI, FR, DE, IS, IE, SI, SE and UK) – Developed LLL policies but AE not stressed (HR, EL, MT and IT) – No coherent strategy but important steps to develop AE (CY, LV, PL, HU, ES) – No coherent policy (BG, RO, TR).• and also in national policy outcomes Source: Impact of ongoing reforms in education and training on the adult learning sector (2nd phase). Final report. Research voor Beleid. 2010
    6. 6. Making adult learning systems more efficient• Efficiency depends on the right focus of policy interventions• Where to put the focus? – More on formal education? – More on non-formal education? Two ways of perceiving the challeng• A more balanced perspective might lead to a more
    7. 7. A new „Triple Options for the Helix” for the learning sector? future The formalConcluding systemquestions The non-formal sector Workplaces
    8. 8. Thank youfor your attention! „Those who predict a 21st century of adult learning, just as the 19th and 20th saw the development of schools and universities, may not be far from the truth…” Commissioner Androulla Vassiliou’s speech at the Grundtvig 10th anniversary conference
    9. 9. Labour force in Europe:the „what would happen without change” scenario No migration counted, constant labour force participation rates, no change in retirement age Source: Rainer Muenz: Contribution to the NSNJ Expert Group. September 29, 2009
    10. 10. But this will not happen because we probably shall… The „no change” scenario• …increase activity rate through bringing new social groups into work• …let older people remain in or turn back to work and• …let further immigrants come to find work in Europe. The „access to new reserves” scenario
    11. 11. The required qualification level of new jobs created between 2006-2020 39% 52% Source: Skill needs in Europe. Focus on 2020. Cedefop. 2008
    12. 12. Where shall we find the skilled labour force? According to the same CEDEFOP projection „The young generation entering the labour market in the next decade cannot fulfil all the labour market skill needs”•                                               (Skill needs in Europe. Focus on 2020) We have to count more and more on the skills of adults!
    13. 13. Pressing need to increase qualification levels• Around 30% of the adult population in the EU has at most lower secondary education.• More than 70% of people with low levels of education in low-skilled professions do not participate in any kind of education and training.• Only 24% of the adult population has tertiary level education (as compared to the US and Japan with 40%) Source: Various recent EU documents
    14. 14. The need for better skills• The need for skills is determined by many factors, such as – technological and organisational innovations – the ambition of companies to compete on new, challenging markets – the intention of public authorities to renew public services – political goals of breaking „low skills equilibrium” in countries, regions or sectors• These factors generate new needs for new skills in workplaces and create also new needs for adult learning
    15. 15. Preference and reality(participation in formal/non-formal and work-based/non-work-based education for updating professional skills) RE AL I TY P R E F E R E NC E P r o p o r t io n o f r e s p o n d e n t s h a v in g le a r n e d s o m e t h in g in t h e p r e c e d in g y e a r ,Source: 2004 Eurobarometer survey. CEDEFOP (Lifelong learning: citizens’ views in close-up Findings from a dedicated Eurobarometer survey)
    16. 16. Formal learning, non-formal learning and workplaces • The great majority of adult learners participate in non- formal education and training • A great proportion of non-formal learning activities is provided at workplaces A dult E ducation Survey, 2007
    17. 17. Job-related and non job related non-formal education(participation rates among those who are involved in adult learning) Source: Eurostat, Adult Education Survey,
    18. 18. Stressing the importance of work- based and workplace learning„Workplaces could play a more active role in providing real spaces for learning in real life projects…(…) New Skills for New Jobs: Action Now. A report by the Expert Group on New Skills for New Jobs prepared for the European Commission„ Work-based learning, apprenticeships and voluntary actionschemes should be given a much greater role not only in VETand adult education but also in schools and higher education”
    19. 19. A better balance could make the system more efficient• Between formal and non-formal education – Making formal settings more receptive to the needs of adults – Enhancing the role of non-formal settings (including workplaces)• Between vocationally and generally oriented learning – Including more workplace-related elements into general educational programs – Stressing the development of general competences and higher skills in workplace learning
    20. 20. European Commission.Progress towards the Lisbon objectives in education and training. Indicators and benchmarks 2009
    21. 21. Questions for the future• How to share responsibilities better between the formal and the non-formal sector?• How to make a better use of the richness of innovative workplace learning?• How to make adult learning the source of innovation and inspiration for the formal system?
    22. 22. The amazingly rich world of workplace learning Percentage of enterprises providing different forms of learning (2005) EU 2735302520151050 Attendance at On-the-job Self-directed Job rotation Learning conferences training learning circles Source: The third continuing vocational training survey. Cedefop
    23. 23. The unveiled potential of workplace learning Source: E uropean W orking C onditions Survey 2000. I nnovative workplaces learning organisations and innovation. OE C D C E R I
    24. 24. Developing general competences and higher level skills in workplaces • The shift towards High Performance Working Places? • The learning potential in WP – Engagement with challenging work – Interactions at work „Low skilled” jobs may also have a – Knowledge at work high learning potential! – Self-directed learning at work – Identities at work („anchors and chains”) – Supporting the learning of others Source: Alan Brown (2009): Higher skills development at work: Commentary by the Teaching and Learning Research Programme. Warwick Institute for Employment Research
    25. 25. Some indicators of High Performance Working Places90 201085 20058075 2005 2010 U s e f u ln7065 ess60 2010 Le a rni 200555 ng Te a m -5045 w ork40 Do you work in a group or team Does your work involve learning Do you feel you are doing useful that has common tasks and can new things? work? plan its work? „Yes” answers (%) Source: Data from the European Working Conditions Survey