eLearning in a Global Society A Model or a Vision ? Prof. Werner P. HERRMANN Senior Advisor EDEN 2004 ANNUAL CONFERENCE BUDAPEST 16 – 19 June 2004

EU policy developments Learning Learning - lifelong for live and work Learning - employability and adaptability Learning - skills and mobility Learning - equal opportunities eLearning eLearning - knowledge dissemination eLearning - knowledge and skills acquisition eLearning - flexible and personalised learning opportunities eLearning - collaborative learning opportunities Learning vs eLearning ?

EU policy developments Learning Lisbon Summit Conclusions (April 2000) Lifelong Learning Memorandum (2000) and Communication (2001) Report on the Future Objectives of Education and Training Systems (2001) White Paper on Youth (2002) Copenhagen Declaration on enhanced co-operation in vocational education and training (2002) Council and Commission Joint Interim Report Education and Training 2010 (2004) Employment strategies and guidelines (annual since 1996)

EU policy developments eLearning Information Society initiative (1995) Information Society action plan (1996) Research and development priorities (1998) eEurope 2002 and 2005 eLearning initiative (2000) eLearning action plan (2002) eLearning programme (2004)

EU policy developments Learning vs eLearning Model, reality, vision ?

LLL in the Joint Interim Report Making LLL a concrete reality requires immediate action eLearning – a driver ? Higher levels of participation in learning – especially adult learning – must be achieved eLearning – a facilitator ? Adult learning is too closely linked with either employability or compensatory education eLearning – an equalizer ? Social Partners are not sufficiently involved in VET policy and practice eLearning – a collaborative supporter ?

LLL strategies since 2001 Little real, visible progress towards comprehensiveness and coherence eLearning – the unifier ? In principle yes, in policies patchy, in practice behindhand eLearning – the system modifier ? High emphasis on adult basic skills and growing attention to migrants/minorities eLearning – the promoter ? Life-course approach underdeveloped eLearning – the bridge ? Too little emphasis on workplace-based learning eLearning – the burner ?

New Member States and candidate countries Continued emphasis on formal pathways, underdeveloped transfer + progression routes Trend towards more internal diversification in pathways Participation shift towards general education pathways Non-completion rates higher in secondary VET Expansion of private provision, especially for specialisms with good labour market prospects Low level of employer investment in CVT

Key points Learning vs eLearning Model, reality, vision ? Integrated consideration of key points Lifelong Learning and eLearning

Key points Raise targeted investment Ensure concrete, tangible benefits + rewards Joint measures across policy domains + sectors of provision Responsibilities + expertise as collective resources, including organised civil society

Key points More knowledge about learning and motivation More learning in real-life contexts More active involvement of teachers and trainers More development of integrated competence-based qualifications and validation

Key points More incentives + supports, less legislation and negative sanctions Confidence + self-esteem are prerequisites Focused encouragement for the disadvantaged and excluded More flexibility to enable life balance

Conclusion eLearning exists as model in all sectors and levels of education and vocational training eLearning is a reality but still fragmented eLearning contributes as model to knowledge management through structured supply eLearning is a reality but still fragmented eLearning is still a vision for strong believers of a revolutionized learning framework eLearning is a reality but still fragmented eLearning is still a vision for making learning attractive to all groups of our societies eLearning is a reality but still fragmented

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