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A Memorandum on Lifelong Learning. Why have a memorandum?. Lisbon and Feira Defining Lifelong Learning Making LLL a guiding principle Member State responsibility Commission Report 2001. The structure of the Memorandum. Section 2 - Promoting active citizenship and employability - PowerPoint PPT Presentation
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A Memorandum on Lifelong Learning
Why have a memorandum?
• Lisbon and Feira
• Defining Lifelong Learning
• Making LLL a guiding principle
• Member State responsibility
• Commission Report 2001
The structure of the Memorandum
• Section 2 - Promoting active citizenship and employability
• Section 3 - A new approach to education and training
• Section 4 - A framework for debate - the 6 key messages
• Section 5 - Mobilising resources for lifelong learning
Lifelong Learning - Time for Action
Why is the debate so urgent?
• Knowledge-based society and economy - increasing skills gaps and mismatches
• Changing production, trade and investment patterns
• A complex social and political world
• Promoting active citizenship
• Promoting employability
Developments to date
• 1996 European Year of Lifelong Learning
• Community education, training and youth programmes
• Luxembourg process
• Lisbon and Feira conclusions
• G8 Cologne Charter
• OECD
“All-purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills and competence”
• Learning “from cradle to grave”
• “Lifewide Learning” - non-formal and informal learning
• Promotion of active citizenship, social inclusion and employability
Defining Lifelong Learning
Implementing Lifelong Learning
• Integrated policies
• Partnerships
• Merging education and training structures
Six key messages
• New basic skills
• Investment in Human Resources
• Innovation in teaching and learning
• Valuing learning
• Guidance and information
• Bringing learning closer to home
Key message 1- New basic skills for all
• The Lisbon conclusions
- IT skills
- Foreign languages
- Technological culture
- Entrepreneurship
- Social skills• Learning how to learn• Renewal and updating of skills
Key message 2 - More Investment in Human Resources
• Promoting transparency
• Culture of shared responsibility
• Individual incentives - learning accounts, subsidised study leave and rights to training opportunities
• Role of Social Partners
- Framework agreements
- More flexible working arrangements
Key message 3 - Innovation in teaching and learning
• User-oriented learning systems - new learner groups and new settings
• Teaching methods and integrating ICT-based technology
• Professional role of teachers and trainers
• Educating and training practitioners
Key message 4 - Valuing learning
• Meeting the demand for recognised learning
• Increasing transparency
• Raising the value of non-formal and informal learning by wider involvement of the relevant parties
• Promotion of Accreditation of Prior and Experiential Learning (APEL)
Key message 5 - Guidance and information
• Continuous and “holistic” provision
• Local accessibility to networks of expertise
• A proactive approach
• “Brokerage” in the information labyrinth
• Identifying opportunities in the EU area
Key message 6 - Bringing learning closer to home
• The potential of ICT in reaching isolated localities
• Lifelong learning as the driver for local and regional regeneration
• Learning centres in everyday locations
Initiatives at European Level• Council report on Europe’s education systems • eLearning initiative• Database on Learning Opportunities• European CV• Action Plan for Mobility• Transparency of Qualifications• Action Plan to promote Entrepreneurship and
Competitiveness (BEST)
Mobilising resources for Lifelong Learning
• Action programmes - SOCRATES II, LEONARDO DA VINCI II, YOUTH
• Employment guidelines and recommendations
• Use of the European Structural Funds
• Use of the Research Framework Programme
Consultation and Follow-up to the Memorandum
• Consultation process in Member States between now and mid-2001, close to citizens and involving key actors
• Collection and analysis of outcomes
• Consultation of EP, ESC, Committee of the Regions and the Social Partners
• Continued development of indicators and benchmarks, and identification of good practices
Autumn 2001 - Commission report on Lifelong Learning
• Specific objectives
• Concrete points for action
• Benchmarks for implementing a lifelong learning strategy