1. 5 th Nordic Adult education conference School of Education at the University of Iceland Reykjavík 7-9 March 2013 Why LLL should be moved to the central stage of the system of education Jón Torfi Jónasson, School of Education, University of Iceland jtj@hi.isjtj@hi.is

2. Abstract: Why LLL should be moved to the central stage of the system of education The paper argues that LLL should be transferred from the periphery to the centre stage of education in the Nordic countries, even though the general argument has a much wider application. This would mean that the rhetoric of lifelong learning should be implemented as the core of the system of education. The point of departure for the paper is professional education but the argument extends to all work related education and education for citizenship. The paper is in four parts: First we briefly argue that the premises for our current system of education are largely outdated and then describe a new general perspective that must replace the older one. In the second part theoretical underpinnings for the LLL perspective are presented, derived from three perspectives. The first perspective focuses on change, i.e. how changes along at least four dimensions are becoming increasingly important, i.e., changes within any job (such as technological changes), people increasingly taking on many jobs during their lifetime, quite dramatic changes in cultures in many sections of the labour market and new ideas about how change can most fruitfully be orchestrated from within the workplace. The second focus, the pedagogical focus will note that there are motivational, developmental and pragmatic reasons why incremental changes interwoven with the tasks at hand are most likely to become tools of thought and action. The third focus is the professional (or expert) focus, where it will be noted that developing any skill takes time and is often situation specific. In the third section of the paper various obstacles to system change are presented, in particular how the current system itself resists change. The fourth part is a brief mention of the elements that must be tackled in the educational systems for change to be possible. Jón Torfi Jónasson 5th NCOAL Iceland 20132

3. Abstract: Why LLL should be moved to the central stage of the system of education The paper argues that LLL should be transferred from the periphery to the centre stage of education in the Nordic countries, even though the general argument has a much wider application. This would mean that the rhetoric of lifelong learning should be implemented as the core of the system of education. The point of departure for the paper is professional education but the argument extends to all work related education and education for citizenship. The paper is in four parts: First we briefly argue that the premises for our current system of education are largely outdated and then describe a new general perspective that must replace the older one. In the second part theoretical underpinnings for the LLL perspective are presented, derived from three perspectives. The first perspective focuses on change, i.e. how changes along at least four dimensions are becoming increasingly important, i.e., changes within any job (such as technological changes), people increasingly taking on many jobs during their lifetime, quite dramatic changes in cultures in many sections of the labour market and new ideas about how change can most fruitfully be orchestrated from within the workplace. The second focus, the pedagogical focus will note that there are motivational, developmental and pragmatic reasons why incremental changes interwoven with the tasks at hand are most likely to become tools of thought and action. The third focus is the professional (or expert) focus, where it will be noted that developing any skill takes time and is often situation specific. In the third section of the paper various obstacles to system change are presented, in particular how the current system itself resists change. The fourth part is a brief mention of the elements that must be tackled in the educational systems for change to be possible. Jón Torfi Jónasson 5th NCOAL Iceland 20133

4. Part-1: The current perspective LLL and Adult education Jón Torfi Jónasson 5th NCOAL Iceland 20134

5. Part-1: The current perspective LLL and Adult education –Adults outside the system, but there are also adults within the system – just to remind our selves –A brief look at the system. The adults in the system. The numbers that are over the considered normal age within the system. They are high and fairly stable in relative terms. –The numbers that are over the considered normal age within the system. They are high and fairly stable in relative terms. Jón Torfi Jónasson 5th NCOAL Iceland 20135

6. 6

7. 7

8. 8

9. Part-1: The current perspective and setting the stage The 1950s and 2020s Only 70 years, but some things have changed Jón Torfi Jónasson 5th NCOAL Iceland 20139

10. 10 A schematic diagram indicating the way many people think (implicitly) about education, accepting a relatively sensible description for the 1950’s It is suggested here that a much more appropriate description or conceptual framework would be (note we are hinting at 5 x 20 year periods):

11. Part-2: Why LLL should take the central stage Three arguments will be presented, each one would suffice as an argument for change, but all of them should be included in a holistic framework for change. These are Jón Torfi Jónasson 5th NCOAL Iceland 201311

12. Jón Torfi Jónasson 5th NCOAL Iceland 201312

13. Jón Torfi Jónasson 5th NCOAL Iceland 201313

14. Jón Torfi Jónasson 5th NCOAL Iceland 201314

15. Jón Torfi Jónasson 5th NCOAL Iceland 201315

16. Part-3: The forces of stagnation Why changes will be very slow, even though there certainly are some gradual changes. In this connection it is important to understand how the discourse is framed; here we will note three frames, where the first is the most prevalent, but number two perhaps the most problematic. Jón Torfi Jónasson 5th NCOAL Iceland 201316

17. Part-3: Three frames for discussing professional education Jón Torfi Jónasson 5th NCOAL Iceland 201317

18. Part-3: The content focus Professional education is discussed from the perspective of pre-service Jón Torfi Jónasson 5th NCOAL Iceland 201318

19. Jón Torfi Jónasson 5th NCOAL Iceland 201319

20. Part-3: The system focus The school as a system, with its role and its rules; in many cases LLL is not an integral part of this system The HE system (which is being made accountable for pre- service education), has to respect –The credential –The way mastery is evaluated –The question of who pays for what –The role of the graduate student in the HE machinery –The discourse is swayed away from professional development Jón Torfi Jónasson 5th NCOAL Iceland 201320

21. Part-3: The forces of stagnation ― the inertias There are very many reasons why people don't want to change, I have called them “the inertias” These are of many sorts including, old discourses, a variety of strong vested interests, outdated skills, outmoded ways of operating, lack of knowledge about change or new possibilities, lack of understanding of changing roles for education, conservative values (some are very good, some are not), etc. Jón Torfi Jónasson 5th NCOAL Iceland 201321

22. Part-4: Changes that have to be considered First the above noted dominance of the formal system Noting which aspects of the formal system are most resistant to change But also accepting that a system is necessary Accepting that adult education is for everybody Jón Torfi Jónasson 5th NCOAL Iceland 201322

23. How the system may develop Systematize gradually some aspects of LLL Use examples from professional disciplines and the world of industry where CPD has become a part of an internal system and extend this Accept that finances need to moved from one part of the system to the new ones! Jón Torfi Jónasson 5th NCOAL Iceland 201323

24. Thank you Jón Torfi Jónasson 5th NCOAL Iceland 201324