International Conference on Lifelong Learning November 2011 Kuala Lumpur

Global Centre of excellence for lifelong learning

35 staff from 17 countries

 Promote lifelong learning for all  Develop literacy  Integrate adult education in sector strategies  Priority Africa  Strengthen capacity of Member-States  Advocacy, Capacity building, Research, Networking

Sixth International Conference on Adult Education (CONFINTEA VI), 2009: UIL monitor international implementation.  Belém Framework for Action.  Global Report on Adult Learning and Education (GRALE).

 Policy  Governance  Financing  Participation  Quality

 Lifelong learning for all  Learning cities – learning regions – learning districts  UNESCOs concept of lifelong learning: learning to know, to do, to be and to live together

 Learning for personal fulfillment, active citizenship, social inclusion, employability, on a foundation of humanistic values: education as a human right, peace, democracy, tolerance, respect for others, sustainability, intercultural understanding

 Nations can be transformed through developing a culture of lifelong learning.  How can we develop a culture of lifelong learning?

 Responsibility for own learning  Identification of learning needs  Localisation of relevant education provision  Learning seen as key to achieve social change  Employers promoting learning for their employees for the benefit of the workplace

 15% of all year olds participate in lifelong learning  9,3% in 2010, but target was 12,5%

 20% of Europeans are aged over 60 years, compared with 10% in Asia and Latin America and 5% in Africa.

 Eurostat: 55% of the total increase in global unemployment between 2007 and 2010 occurred in the developed economies and the European Union region, while the region only accounts for 15% of the world’s labour force.

 Youth unemployment rose more than in any other developing region in 2009 and one in five economically active youth in the region were unemployed in 2010.

 July 2011: 20.5% of young people (15 and 24 years old) were seeking work in the 27 states of the European Union.  When jobs disappear re-skilling is called for at all levels.

 The European Commission: Lifelong Learning Programme( )

 Non-formal education and training:  To do their job better/improve their career prospects  Getting knowledge or skills relating to interesting subjects and getting useful skills/knowledge for everyday life.  The three most commonly cited obstacles to participation in education and training among those who wanted to participate but did not do so were family responsibilities (40.2 % of those not participating), conflict with work schedules (38.7 %) and cost (31.2 %).  Employers were the most common providers of non-formal education and training activities, providing close to two fifths of such activities.

 Demand for more complex competences.  In addition: Learning to learn.

 UNESCO: UNESCO Institute for lifelong Learning (UIL): UNESCO Guidelines on recognition of all forms of learning with a focus on non-formal and informal learning.  EU: the European Qualification Framework for Lifelong Learning (EQF).

 2012 – all certificates issued relate to EQF.  Europass

 Advanced level of implementation of RVA : Belgium (Nl), Denmark, Finland, France, Netherlands, Norway, Portugal and Slovenia.  Close to integrating validation of non-formal and informal learning into their qualifications systems: Austria, Belgium (Fr), Czech Republic, Lithuania, Poland, Romania, Slovakia and Sweden.

 At regional level, in Europe, monitoring is being conducted by the statistical office of the European Union (Eurostat).  Bertelsmann Foundation: the “European Lifelong Learning Indicators (ELLI)”, launched in January 2008: to monitor the state of lifelong learning in Europe and make this concept more understandable and transparent.

 Following the Memorandum on Lifelong Learning and the related Action Plan: o 17 out of the EU 27+ countries have adopted overarching lifelong learning strategy statements in response to the Lisbon Strategy.

 A culture of lifelong learning: valuing and striving for learning in all formal, non-formal and in-formal settings

 Making a strategy for lifelong learning  Developing policy, governance, financing, participation, and quality  Recognising, validating and accreditating all forms of learning, including non-formal and in- formal learning  Setting targets  Removing barriers, making incentives

 Strengthening guidance-counselling  Monitoring based on reliable data.  Advocacy: lifelong learning festivals; adult learners weeks; learning cities, regions and districts

Thank you for your attention