1. 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

2. 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

3. « 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

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

5. 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)

6. 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

7. 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

8. 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

9. 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)

10. Main focus of Action Plan: increase participation
Benchmark 12.5% of 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 participate 4
times less (4.6%) than persons aged 25-
34 years (15.5%)

11. 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:
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

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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

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

20. 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

21. 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

22. 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

23. 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,
Planning the future beyond: public consultation

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

25. Further information
National Agencies (see links on above website)