1. LIBRARIES AS LIFELONG LEARNING CENTERS ΗIGHLIGTING EUROPEAN TRENDS AND PRACTICES Magda Trantallidi General Secretariat for Adult Education Hellenic Ministry of Education magda@gsae.edu.gr

2. Content of the presentation 1.Goals and objectives 2.The challenges and the answers 3.The European lifelong learning strategy 4.The process of transformation of libraries 5.Key issues to be addressed 6.The way forward 7.Conclusions

3. 1. Goals  to highlight the European lifelong learning strategy.  to focus on the potential partnership between libraries and adult education institutions, in order to make lifelong learning a reality for all.

4. Objectives  to raise awareness about the importance of libraries in implementing coherent and comprehensive lifelong learning policies  to contribute in the revision of traditional structures, approaches and procedures  to discuss the new functions of libraries under the new conditions  to highlight the new demands of the public  to discuss ways of facilitating access  to highlight innovative practices in order to increase and broaden participation  to sensitise about the need for continuing education and training of the library staff

5. 2. The challenges  skill shortages  the digital divide  unemployment  mobility of the working force  multicultural societies  social exclusion  changes in the professional,family and social life  trends of commodification of services  changes in managing leisure time

6. The answers  Socio-economic development  Adaptation to economic and technological changes  Integration into the labour market  Professional development  Getting familiar with other cultures and languages  Active participation in the political and social life  Personal development and quality of life Lifelong learning is a tool to manage changes in the personal, professional and social life of all.

7. 3. The European LLL strategy  Lifelong learning is considered as a means of strategic importance for developing productivity and maintaining social cohesion in Europe.  Lifelong learning is not an option but basic need for survival in a constantly changing complex world. Two policy documents:  A Memorandum on lifelong learning (2000)  The Communication of the European Commission on making lifelong learning a reality (2001)

8. Terminology Lifelong learning All learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective. It is the dimension of learning in time, from cradle to the grave.

9. Lifewide learning All learning activity whether formal, non-formal or informal. Formal learning is typically provided by an education and training institution in the framework of the education system, at all three levels Non-formal learning is any learning activity which is structured,intentional and typically does not lead to certification Informal learning is learning resulting from daily life activities related to work, family or leisure. It is not structured and it may be intentional but in most cases it is incidental. It is the breadth of differing models of learning.

10. Adult education/learning It is any learning activity offered to those citizens, whom their society considers adults because they have economic and social responsibilities. It is identified as general or vocational education and training or socio-cultural education, according to the educational goals and objectives of the learner. It is provided in formal but mostly in non-formal forms of delivery. It is provided by various providers, e.g companies, vocational training centers, non-profit associations, trade unions, cultural centres.

11. Learning or “knowledge-based” society A society whose processes and practices are based on the production, distribution and use of knowledge. This kind of society supports and motivates all individuals and organisations to participate in learning.

12. The policy guidelines  new basic skills for all  investing time and money in learning  innovative methods in teaching and learning  recognition and accreditation of formal and non-formal learning  information-guidance and counseling services for all  learning opportunities closer to home  enhancement of a learning culture

13. New basic skills in the learning age  using new information and communication technology  foreign languages  technological culture  entrepreneurship  social skills  learning to learn

14. Making lifelong learning a reality for all  the traditional educational institutions are not central and exclusive providers of learning opportunities.  various institutions, not necessarily educational, offer learning opportunities to diversified adult learners with different needs and educational biographies.  cultural organisations such as libraries, museums, galleries, archives, information centres, cultural centres, theatres and film centres may offer educational opportunities.

15. Why the cultural organisations?  Adults feel at ease in a friendly environment, which is a necessary condition to engage themselves in learning activities.  These contexts do not remind adults of their school years, when learning was not a free choice.  Adults can process better information when all their senses participate in the learning process. In such contexts, teaching and learning provision may be supported by images, sounds, colours and movements.

16. Why the libraries?  research suggests that libraries are by far the most popular places for learning compared to other public cultural institutions  a more diversified public, in terms of social class, ethnicity and age, make use of library services  they are local organisations of high authority  they can provide enormous amount of learning materials  their staff is qualified and committed  they have neutral and attractive reception facilities

17. 4. The process of transformation of libraries 3 models of libraries  the traditional/industrial age  the transitional/contemporary age  the future/learning age

18. the traditional model of the industrial age  supply driven policies  passive access to resources and tools  serving traditional users the transitional model of contemporary age  balance between supply and demand policies  initiatives for individualised services  innovative action at local level  limited range of partnerships

19. the future model of the learning age  mechanism of managing worldwide changes  demand driven policies  changes in management and diffusion systems  long term policies to stimulate the demand of potential new users  encouragement of the change in the behaviour of the users: from passive consumer to an active subject of learning

20. New functions of libraries  they contribute to the better understanding of social changes  they may provide answers under the new conditions  they manage themselves their own transformation  they contribute to the development of their local community  they contribute to the acquisition of new basic skills by all  they contribute to the improvement of the results of general education  they contribute to the development of competitiveness and economic prosperity  they contribute to the development of mutual understanding and autonomy  they contribute to the respect of cultural diversity  they contribute to the deepening and broadening of democracy

21. New demands  language and related skills and knowledge  basic skills for all  digital literacy and the use of the internet  diffusion of reading  development of creative writing  foreign languages and cultures  social integration of foreigners and migrants  integration of disadvantaged social groups

22. New public  information ‘poor’  adults with low level of educational attainment  drop-outs  illiterates  unemployed  migrants  ethnic minorities  single parent families  senior citizens  excluded groups

23. Barriers to access  physical  environmental  institutional  psychological  social

24. New policies and services for adults  policies for the diffusion of reading  educational opportunities for adults  free access to ICT courses and internet facilities  action to contribute to social inclusion  participation in the city regeneration programmes

25. Educational opportunities for adults  adult basic education  new basic skills  national language for migrants and foreigners  foreign languages for adults  digital literacy  ICT technological knowledge  vocational education and training  information-guidance and counseling  evening courses of general education  reading groups  local history study groups  lectures  study trips and exhibitions

26. Methods to implement the policies  partnerships to solve local problems  networks of libraries according to sectors or geographical areas  collaboration of groups and institutions within community or regional networks such as the learning cities/regions.

27. Learning cities and regions They are the cities and regions in which all stakeholders collaborate in order to meet specific local learning needs and implement joint solutions to common problems.

28. Who are the partners  the state  local and regional governments  educational institutions  training centers  open and distance learning institutions  cultural organisations  chambers of commerce  non-governmental organisations  cooperatives  companies and SMEs  social partners  the media

29. 5. Key issues to be addressed  modernisation or transformation?  imaginative use of existing infrastructure  provision of attractive and operational learning environments  innovation and flexibility in learning offers  facilitation of access (mainstreaming)  services friendly to the user  local partnerships in sustainable, effective and dynamic co- operations with other services  continuing professional development of library staff  support of the changes in the attitudes and behaviour of the staff and the users  overall support of the transformations  formative evaluation of actions and processes

30. 6. The way forward  transformation of the image and identity of the libraries  radical changes of their roles and functions  recognition of their role as local centres of information, knowledge, training and guidance  partnerships and networking at local level with the active involvement of the community  new professionals in the management of information and knowledge  marketing of all the services and the educational opportunities for adults

31. 7. Conclusions  the role of libraries is strategic in making lifelong learning a reality for all  lifelong learning is a basic human need in a fast changing world because of the demand to find solutions and make choices  effective partnerships between libraries and adult education institutions can give answers to this basic human need  access to information, communication and knowledge is a democratic right of every citizen of a supportive and caring society

32. Libraries libraries cannot of course give solutions to the social problems of their public. However, they can offer the environment and conditions under which citizens can find answers and satisfy their needs which are getting more complex due to global structural changes.