Catalonian Lifelong Learning Conference, Barcelona, 28 June 2010 Adult Learning – a key dimension of European Lifelong Learning Policy and Programmes Alan Smith Coordinator of the Grundtvig Programme and Deputy Head of Unit EAC.B3 – Adult Education; Grundtvig European Commission Catalonian Lifelong Learning Conference, Barcelona, 28 June 2010

Overview The case for lifelong learning and especially adult learning The European Union’s policy response: Policy initiatives relating to LLL as a whole Policy initiatives on adult learning The Grundtvig programme for non-vocational adult learning

« Discovery of adult learning » in EU policy-making On the surface, a vibrant EU, with: Rapid acceleration of skills redundancy More jobs requiring high skills levels Beneath the surface: 80 million low-skilled workers High percentage with low literacy skills Nearly 7 million early school-leavers Demography – ageing population, migration Poverty and social exclusion

The need to increase participation in LLL Adult education and training Percentage of population aged 25-64 participating in education and training, 2005, ISCED 0-6

European policy initiatives on lifelong learning General policy spanning LLL as a whole Key competences European Qualifications Framework Efficiency and Equity New skills for new jobs Sector-specific policy: Schools sector, HE, VET, Adult learning (several « Processes »: Bologna, Copenhagen/Bruges…) Common work programme (« Education & Training 2010 ») Strategic Framework («  Education & Training 2020  » / « ET2020 ») >>Peer learning, seminars, studies, indicators & benchmarks… (no harmonisation of systems or curricula via the EU)

Strategic framework for EU cooperation in education and training « ET 2020 » Lifelong learning and mobility Improve the quality and efficiency of provisions and outcomes Promote equity, social cohesion and active citizenship Enhance innovation and creativity, including entrepreneurship

Main trends and challenges Attaining benchmarks requires effective national action; reforms and investment to face economic downturn; guidance and validation are progressing Key Competences: progress in school curricula, more efforts needed in organisation of learning for adults Lifelong learning: Lifelong learning concept established but strategies not yet coherent and comprehensive, need for more stakeholder involvement, financing EQF, learning outcomes, validation, lifelong guidance

European policy initiatives on adult learning Memorandum on Lifelong Learning (2000) Making a European area of LLL a reality (2001) First Communication specifically on adult learning « It’s never too late to learn » (2006) Action Plan on Adult Learning « It’s always a good time to learn » (2007) European Parliament resolution January 2008 Council “Conclusions” May 2008 Purpose: To help Member States develop an improved and efficient adult learning sector

European Action Plan on adult learning Analysis of impact of national reforms on adult learning Improving the quality of adult education provision (improved staff development, quality of providers) Helping adults achieve a qualification at least one level higher (« One step up ») – special focus on the lower skilled Validation and recognition of knowledge, skills and competencies acquired through non-formal and informal learning Improving the monitoring of the adult learning sector (terminology, collection of core data)

Main focus of Action Plan: increase participation Benchmark 12.5% of 25-64 year olds by 2010 In 2008 percentage was 9.5% (EU trend down since 2000 in some countries) Adult Education Survey (1 year): similar findings Highly skilled people participate 6 times more Achieving 12.5% = 4 million more adult learners! E&T 2020 raised benchmark to 15%... 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%)

Implementation of Action Plan Working group (MS representatives; to steer implementation) Studies National reforms (methodology, case studies) 2009 Terminology and core data 2009 Good practice on enhancing qualification levels (« one step up ») 2009 Adult learning professions 2008, Key competences of staff 2009 Updated of European Inventory on validation of non formal/informal learning 2010 Results: http://ec.europa.eu/education/lifelong-learning-policy/doc58_en.htm Conferences and “peer-learning activities” (PLA) 4 “regional” (= multi-country) events October-November 2009 PLA on monitoring (SK), validation (CZ), progression (UK) 2009, basic skills (N) 2010 Workshops in 2010 – basic skills, quality, financing, HE / AL European Prison Education Conference early 2010 Synergy with Grundtvig Contribution of projects, networks + in-service training Cooperation with UNESCO and others

Immediate priorities Implement strategic framework ET 2020 Assess impact of Action Plan on Adult Learning (2008-2010) for final Conference, March 2011 Prepare future agenda for adult learning building on work initiated by the Action Plan

Adult learning – Key policy messages Jobs are important – but it’s not just about jobs Putting the learner at the centre : Stimulating demand / Active outreach / New places of learning Flexible learning, supported by new technology Valuing prior learning Information, guidance and counselling Basic skills Innovative pedagogy, strengthening adult education staff Investing in learning

Lifelong & Adult learning – inclusive concepts “Lifelong” + “Lifewide” Learning in all contexts Formal education Non-formal learning Informal learning “Adult” in the broadest sense: Learning in adult life Second chance education for those without qualifications Improvement of pathways for adults wishing to learn in order to: Engage more actively with society (active citizenship) Develop their cultural / intercultural awareness Increase their employability by upgrading skills/competences Regain access to formal education Fulfil personal aspirations

Lifelong Learning Programme (LLP) Comenius School education Erasmus Higher education & advanced training Leonardo da Vinci Vocational education and training Grundtvig Adult education Transversal Programme 4 key activities – Political development; Language learning; ICT; Dissemination of best practice Jean Monnet Programme 3 key activities – Jean Monnet Action; European Institutions; European associations The structure of the Programme remains basically the same. “The sectoral sub-programmes shall be the following: the Comenius programme, which shall address the teaching and learning needs of all those in pre-school and school education up to the level of the end of upper secondary education, and the institutions and organisations providing such education; the Erasmus programme, which shall address the teaching and learning needs of all those in formal higher education and vocational education and training at tertiary level, whatever the length of their course or qualification may be and including doctoral studies, and the institutions and organisations providing or facilitating such education and training; the Leonardo da Vinci programme, which shall address the teaching and learning needs of all those in vocational education and training other than at tertiary level, as well as the institutions and organisations providing or facilitating such education and training; the Grundtvig programme, which shall address the teaching and learning needs of those in all forms of adult education, as well as the institutions and organisations providing or facilitating such education. 2. The Transversal programme shall comprise the following four key activities: policy cooperation and innovation in lifelong learning; promotion of language learning; development of innovative ICT-based content, services, pedagogies and practice for lifelong learning; dissemination and exploitation of results of actions supported under the programme and previous related programmes, and exchange of good practice. 3. The Jean Monnet programme shall support institutions and activities in the field of European integration. It shall comprise the following three key activities: the Jean Monnet Action; operating grants to support specified institutions dealing with issues relating to European integration; operating grants to support other European institutions and associations in the fields of education and training.” (COM(2006)236 final) 15

Strategic Grundtvig objectives To respond to the educational challenge of an ageing population in Europe To help provide adults with pathways to improving their knowledge and competences

Grundtvig – a genuinely « European » programme 670 Grundtvig centralised action projects and networks (2000-9), involving 4000 partners Around 1500 learning partnerships involving over 7000 partners 10,500 grants for individual staff mobility Strong involvement from all >30 European countries Strengthening the European adult learning community

Who can take part in Grundtvig? All types of organisations with direct or indirect rôle in AL Learning providers Local and regional authorities NGOs at local, regional or national level Cultural organisations (museums, libraries etc.) Prisons, hospitals, homes for senior citizens etc. Everyone working in or with such organisations, e.g.: Teaching staff Directors, managers, administrative staff Guidance and counselling staff Inspectorate People working as intermediaries with ethnic minorities Staff of all kinds at organisations such as hospitals or prisons Adult learners

TOTAL: € 61.974 million Grundtvig in 2010 – Budget Decentralised actions via NAs: € 42.838 mio (69%) Centralised actions via EACEA: € 18.021 mio (29%) Policy support : € 1.115 mio (2%) Individual staff and learner mobility around €14-15 million

Grundtvig – an instrument for promoting innovation Innovation happens from the bottom-up as well as from the top-down European networking of people – a powerful force for innovation A broad range of activity types to engage all « actors »: Learning Partnerships Mobility of staff and learners Multilateral projects Thematic networks Accompanying measures

Grundtvig actions Staff mobility: Learner mobility: Visits and exchanges Assistantships In-service training Learner mobility: Learner-intensive partnerships Grundtvig Workshops Senior volunteering as a form of informal learning

Grundtvig impacts – according to the evaluators… Bringing a European dimension to organisations directly involved in adult education A first taste of Europe for many organisations & learners Developing sustainable networks of professionals for exchanging experience and improving practice Enhancing quality through ‘grass-roots’ level cooperation A testbed for innovation and creativity Fostering social cohesion and inter-cultural dialogue Contributing to a Europe of the citizens

Towards the future Tenth anniversary 2010 National events in most countries European dissemination event, Jan.2010 European Prison Education Conf., Feb.2010 Conference on shaping the future, Sept.2010 Follow-up activities on valorisation, reinforcing the programme’s capacity to support policy Consolidation of implementation, 2007-2013 Planning the future beyond: public consultation

Small is not beautiful – adult learning in the LLP 2007-2013 Erasmus ≥ 40% Leonardo de Vinci ≥ 25% Comenius ≥ 13% Grundtvig ≥ 4%

Further information http://ec.europa.eu/education/programmes/llp/grundtvig/index_en.html National Agencies (see links on above website) alan.smith@ec.europa.eu