LLL-Hub Comparative Report by LLL-Hub

Comparative Report On the Implementation of Lifelong Learning Strategies in Europe

Actors, Communities and Strategies

This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

LLL-HUB COMPARATIVE REPORT

Acknowledgements

Edited by the Lifelong Learning Platform Editor in chief: Audrey Frith

This report presents the main outcomes of the LLL-HUB project. It builds on the partners’ National States of Play that gather the outcomes of the LLL-LABS and LLL-FORUMS, and on the conclusions of the LLL-AGORA. It hence strongly owes to the LLL-HUB partnership, namely the Portuguese Association of People Management (Portugal), the Cáceres Chamber of Commerce, Industry and Services (Spain), CVO Antwerpen (Belgium), the European Regions Foundation for Research in Education and Training (France), the Institute for Training of Personnel in International Organisations (Bulgaria), Leido (The Netherlands), the Mardin Province Social Studies and Project Mangement (Turkey), the Regional Inspectorate of Education (Bulgaria), the Malopolska Regional Labour Office (Poland) and the Lifelong Learning Platform (Belgium).

Editorial content: Sarah Schinazi Authors: Sarah Schinazi, Ulla-Alexandra Mattl, Audrey Frith (LLL-Platform)

We would also like to express our gratitude to all the experts who participated in the LLL-FORUMS and in the LLLAGORA. This report and the LLL-HUB project will gain a lot from their knowledge and experience of lifelong learning across Europe.

Design and Illustrations: Georgios Triantafyllou (LLL-Platform) With the contribution of national report authors: Belgium: Hilde Van Laer (CVO Antwerpen), Hannelore Audenaert (CVO Antwerpen) Bulgaria: Ludmil Kovachev (ITPIO), Nadezhda Kamburova (ITPIO), Ivaylo Zlatanov (Regional Inspectorate of Education, Blagoevgrad), Katya Ivanova (Regional Inspectorate of Education, Blagoevgrad) France: Liliane Esnault (FREREF), Joel Bonamy (FREREF) Netherlands: Hans Daale (Leido), Jan Nienhuis (Leido/SBB) Poland: Sobolewska Malgorzata (Krakow Regional Labour Office) Portugal: Ana Cláudia Valente (CepCep - Universidade Católica), Etelberto Costa (APG), Luís Botelho (APG), Luís Cara D’Anjo (APG), Maria José Sousa (Universidade Europeia), Anícia Trindade (external consultant), Ana Barroca (Advancis), Joana Soares (Inova mais), Joana Monteiro (Fundação Calouste Gulbenkian), Cristina Tavares (Citeforma), Angela Fernandes (APG), Maria Amélia Marques (ESCE/IPSetúbal), Adelinda Candeias (Universidade Évora), Cláudia Neves (Universidade Aberta), Vitor Vitorino (APG), Célio Marques (Instituto Politécnico de Tomar) Spain: Raúl Iglesias Durán (CC of Caceres), Jesús Espinosa (CC of Caceres) Turkey: Murat Kaya (Mardin Provincial Directorate of Social Studies and Projects)

Finally, we are very grateful for the panellists and speakers of the LLL-AGORA. The discussions helped participants and experts put their findings into perspective and to interpret them within a wider context.

Executive Summary This report gives an overview of what lifelong learning means in Europe today, in its diversity, while highlighting common successful strategies, key target groups, innovative tools and ‘out-of-the-box’ approaches. It is the result of the bottom-up methodology used in the LLL-HUB: it builds on the input from partners, the National States of Play, gathered during the LLL-LABS and LLL-FORUMS which punctuated the project’s life. After a comparative study of the partners’ seven national frameworks for lifelong learning, the report focuses on the central role of lifelong learning actors and communities in order to inspire and support new lifelong learning initiatives in Europe. In addition to the partners’ desk research and field studies, this report puts some of the best practices and life stories collected by the partners into life1. The report concludes by gathering partners’ recommendations concerning both the building of LLL-LABS and LLL-FORUMS and policy advocacy points aimed at policy-makers in order to truly make the European area of Lifelong Learning a reality.

Lifelong Learning Platform April 2016 Reproduction is authorized provided the source is acknowledged. This publication is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Contact Lifelong Learning Platform Rue de l’industrie, 10 1000 Brussels info@lllplatform.eu 1 All the best practices collected by the partners are available on the

LLL-Hub website: http://www.lll-hub.eu/best-practices/

LLL-HUB COMPARATIVE REPORT

INTRODUCTION

TABLE OF CONTENT The LLL-HUB approach to Lifelong Learning INTRODUCTION The LLL-HUB approach to Lifelong Learning ............................................................. 5 Summary of the LLL-HUB Methodology ..................................................................... 6 The European perspective on Lifelong Learning ...................................................... 10 Lifelong Learning in LLL-HUB partner countries ...................................................... 12 1. National frameworks for lifelong learning: towards flexible pathways and comprehensive education and training systems

1.1 1.2 1.3

National culture as regards lifelong learning ................................................................... 17 Existence/Absence of a national lifelong learning strategy ......................................... 20 How are EU frameworks implemented? ........................................................................... 23

2. L ifelon g learning actors: takin g the jump towards learner- centred systems

2.1 2.2 2.3 2.4

Educators, teachers, school heads, inspectors, guidance professionals .................. 26 Lifelong learner ...................................................................................................................... 29 Employers ................................................................................................................................ 32 Learning strategies ................................................................................................................ 35

3. Lifelong learning communities: partnerships and shared responsibilities

3.1 3.2 3.3

Partnerships ........................................................................................................................... 39 Raising awareness on lifelong learning ............................................................................ 43 Funding: Where to invest and how .................................................................................... 45

4. Policy recommendations to improve the implementation of lifelong learning

4.1 4.2

Recommendations on building LLL-LABS and LLL-FORUMS ..................................... 47 Recommendations for policy-makers .............................................................................. 48

BIBLIOGRAPHY .............................................................................................................................................. 54 Annex: The LLL-HUB Project Partners ........................................................................................... 59

The Lifelong Learning Hub (LLL-HUB) project aims at fostering a shared meaning about lifelong learning (LLL) across Europe by encouraging cross-sectorial cooperation and dialogue about the European agenda at national and regional level. The project addresses the challenge of building a genuine partnership approach by setting up a multilateral network of actors. By doing so it aims to create a feeling of shared responsibility and ownership among relevant stakeholders on EU lifelong learning strategies. The LLL-HUB project brings ten partners from eight European countries together representing public authorities, civil society organisations, chambers of commerce and educational institutions. The LLL-HUB builds on the work of 8 project partners (within which two work in coordination) that present and assess the situation of lifelong learning in their respective countries. These are the Association of People Management (APG) in Portugal, the Chamber of Commerce and Industry of Cรกceres in Spain, the Centrum Voor Volwassenenonderwijs (CVO) Antwerpen in Belgium, the Institute for Trainaing of Personnel in International Organisations (ITPIO) and the Regional Inspectorate of Education (RIE) in Bulgaria, the Leido Academy in the Netherlands, the Regional Labour Office (WUP) in Krakow, Poland, and the Mardin Province Social Studies and Project Management (Mardin PSSPM) in Turkey2. The Lifelong Learning Platform (formerly EUCIS-LLL) and CVO Antwerpen share the project coordination while the European Regions Foundation for Research in Education and Training (FREREF, France) are in charge of Quality Assurance.

A bottom-up Approach The partners implemented a bottom-up methodology aimed at providing a better understanding of what works and what does not work by understanding the needs of the end users (for instance understanding why they do not use their rights). This open dialogue also enabled to foster new partnerships between actors that are focused on different dimensions of the lifelong learning strategies (education, employment, social) without being part of a global answer. The LLL-LABS were about putting actors together to reflect on their practices and collect case studies and life stories. The LLL-FORUMS, second step of the LLL-HUB project, gathered various experts and practitioners who were confronted with the results of this field analysis (what we called the LLL-LABS) and could feed into the discussion and propose policy recommendations. The results were further discussed at the LLL-AGORA, final stage of the process, during which experts from the partner countries and stakeholders from all over Europe discussed the results and the further exploitation of this methodology.

2 See Annex for further information about the project partners.

LLL-HUB COMPARATIVE REPORT

LLLFORUMS

LLLLABS

LLLAGORA

In June 2014, partners launched the LLL-LABS, a research phase led in seven partner countries for which a standardised methodology had been established. The research was built on available resources and various stakeholders’ feedback (desk research, collection of best practices, learners’ storytelling…) in order to have a comprehensive overview of the implementation of European lifelong learning strategies in each country. After the LLL-LABS, partners organised a regional or national seminar (LLL-FORUM). All Forums took place in 2015. Building on the research outcomes, partners got practical input from policy-makers, practitioners, researchers and other representative stakeholders, which helped to enhance findings and develop recommendations. The results of the LLL-LABS and LLL-FORUMS were compiled into national reports3. This final comparative report aims to offer a comprehensive overview of the seven national reports from Flanders (Belgium), Bulgaria, the Netherlands, Poland, Portugal, Spain and Turkey. In addition to comparing the results of the national reports, this final report intends to address lifelong learning regional and national strategies with a European perspective and give insights into levels of implementation of European policies at the national and regional levels in the different partner countries.

Based on the project objectives, the LLL-Labs, LLL-Forums and LLL-Agora were established in order to achieve three functions: • LLL-Labs may act as Relays of the European policies, initiatives, recommendations; • LLL-Labs may be used as privileged Observatories of how LLL is “happening” on the field, in the different countries and Regions, how to observe interesting innovative practices and collect Learners “learning stories” that will enlighten and sustain the reflexion; • LLL-LabS act then as Think Tanks, i.e. the framework within which the reflexion takes places, and nurtures the process leading to new recommendations in order to make the common European policies evolve.

LLL- AGORA

LLL- FORUM

LLL- LAB

Summary of the LLL-HUB Methodology Four main areas (made explicit in our EU Handbook and Glossary) have been defined as worth investigating and discussing by the project partners. Those themes are all related to lifelong learning and inspired by the ET2020 Strategic Framework and the 2012 Commission’s Communication on “Rethinking Education” with a transectorial and transversal approach. They are all highly ranked today on the EU political agenda: • • • •

National Frameworks for lifelong learning: towards flexible pathways and comprehensive education and training systems Lifelong learning actors: taking the jump towards learner-centred systems Lifelong learning communities: partnerships and shared responsibility Policy recommendations to improve the implementation of lifelong learning

In order to develop sufficient expertise on these themes and exchange this expertise, a comprehensive methodology was developed. This methodology is based on three pillars. First each partner conducted both desk and field research as part of the LLL-Labs. The results of this research was presented and discussed at a regional/national level during the LLL-Forums and at a European level during the LLL-Agora.

3 See Summary of the LLL-HUB Methodology for further information

A. LLL-LABS The LLL-LABs are composed of a network of “relevant” actors for lifelong learning in a specific region or country. These actors include learners, educators and trainers, companies and recruiting bodies, “intermediary structures” such as NGOs and experts. The LLL-LAB Research Methodology prepared by FREREF gives a framework for the establishment and the sustainability of these networks. During the project research phase LLL-Labs were intended to provide a set of practical elements to produce a state-of-play of the lifelong learning policies implementation and evolutions in each Country/ Region represented in the project. This work was based both on desk and field research conducted between October 2014 and January 2015. Indeed, in addition to gathering information on the legal framework and the regional/national culture on lifelong learning in their region or country, partners were asked to conduct empirical research in order to collect successful innovative practices and lifelong learner stories according to common templates. The results are presented in the Regional/National States of Play.

LLL-HUB COMPARATIVE REPORT

B. LLL-FORUM In the continuation of the LLL-LAB, each partner set up an LLL-FORUM (standardised seminar), where the LLL experts identified during the research phase discussed the 4 topics to enrich the desk research. The objective of the Forum is to implement a phase of dialogue, the LLL-FORUMS, complementary to the research phase initiated during the LLL-LABS. The experts were reduced to 15 participants chosen for their representativeness of different LLL sectors, for a high quality debate. The LLL-FORUMS examined their own country profile and reflected upon the gaps between theory and practice, what real progress has been made and what is still to be solved. The LLL Platform attended all LLL-FORUMS (Country Visits) with the exception of Turkey to present EU key challenges on the 4 themes. Each LLL-FORUM followed a common schedule starting with the presentation of the LLL-HUB project and of the state of play that resulted from the work of the LLL-LAB. Four sessions were then organised in order to discuss the four themes of the projects (national frameworks for LLL, LLL actors, LLL communities and policy recommendations to improve the implementation of LLL). This schedule as well as the global framework for the preparation and organisation of the LLL-FORUMS is presented in the LLL-FORUM Methodology prepared by CVO. The outcomes of the expert meetings are documented in a report which formed part of the discussions at the international LLL-AGORA.

C. LLL-AGORA The third and final step of the LLL-HUB project was the LLL-AGORA, a conference that gathered the 15 experts from each of 7 partner countries in Brussels to pool their expertise and do peer learning. The goal was to foster a European coordinated approach to the four themes identified, elaborated by informed experts that will have their national situation in mind and the know-how to propose innovative solutions at EU level. Additional EU decision-makers and key stakeholders were invited.

Building on partner data, transnational stakes were identified for discussions and Policy Recommendations were issued for EU and national policy-makers.

The Agora meeting took place in Mechelen on the 7th and the 8th of March 2016. On the first day, after a Key Note Speech and the presentation of the project and a plenary session, the participants were asked to contribute to six parallel workshop sessions in order to draft policy recommendations. The first day was concluded by the LLL-Contest Award Ceremony. During the second day of the Agora, the results of the parallel workshops were presented in a plenary session and after the conclusion of the public part of the event, the LLL-HUB project partners met with European Commission officials.

LLL-HUB COMPARATIVE REPORT

N IO N U N

REGULATIONS

G DIRECTIVES

The Education and Training 2020 Strategic Framework (ET2020) drives EU cooperation in Education and Training; it contains four key objectives and seven benchmarks. Two headline targets from the Framework have been top-ranked on the Europe 2020 agenda, namely on reducing early-school leaving and increasing levels of tertiary attainment across the EU. Indeed, the Framework is meant to be tightly linked to the European Semester, as part of the Europe 2020 economic governance. It results in Country-Specific Recommendations that are sometimes related to education and training.

TREATIES

A turning point in the EU’s involvement in education was indeed the formulation of the Lisbon Agenda and the application of the Open Method of Coordination in the area of education. This agenda aimed at “making the European Union the most competitive and knowledge-based economy in the world”7 and referred significantly to education and training, predominantly as a way for the EU to become the most competitive and knowledge-based economy. In June 2010 the European Council adopted the so-called Europe 2020 strategy where education, training and lifelong learning play an even greater role than in the Lisbon strategy (2000-2010). This Strategy has implications for learning.

The European Commission defined lifelong learning as being about acquiring and updating all kinds of abilities, interests, knowledge and qualifications from the pre-school years to post-retirement4. Lifelong learning is not just a simple summing up or integration of traditional education programmes and modern learning opportunities. Its aim is to provide people of all ages with equal and open access to high-quality learning experiences throughout Europe5. This goal is inscribed as an overall priority within the Open Method of Coordination6 and EU programmes (Lifelong Learning Programme, now Erasmus+) since the Memorandum “Making a European area of Lifelong Learning a reality” was adopted in 2001.

On top of the ET2020 Framework, the European Commission has developed several sectoral frameworks in the field of education and training. On the 18th of December 2006, the Council of the EU and the European Parliament adopted a recommendation on a European Reference Framework on Key Competences for Lifelong Learning. The Framework established a set of eight key competences that range from digital competence to cultural awareness and expression8. The European Qualifications Framework (EQF), adopted by the Council of the EU and the European Parliament in the Recommendation of the 23rd of April 2008 facilitates the understanding and recognition of diplomas and certificates issued in different national education and training systems in Europe9. In the field of Validation of non-formal and informal learning, the Council issued a recommendation on the 20th of December 2012 in which it states that all Member States should put in place arrangements for the validation of non-formal and informal learning by 201810. We observe that these European frameworks have a direct influence on policy reforms at the national and regional level. From translation tools they have become normative tools; this is the case for instance of the shift to a competence-based approach to education.

Education has always been regarded as a national rather than a EU competence. To date, the EU has only a supporting competence over education and training, meaning that its role is limited to supporting, coordinating and supplementing Member State actions, without superseding their competence. However, the Maastricht Treaty already recognised a European dimension to education and allowed the EU to contribute to the development of quality education and the promotion and improvement of vocational training, now included under articles 165 and 166 of the Treaty on the Functioning of the EU. This influence has been growing with the adoption of the Lisbon (2000-2010) and Europe 2020 Strategies (2010-2020).

The European perspective on Lifelong Learning

giving political directions for the years to come such as the 2012 “Rethinking Education” and the 2013 “Opening up Education” Communications – what is referred to as soft law. These documents mention the need to adopt a comprehensive approach with implications on all sectors. Some sectoral policy initiatives also contribute to tackle the crucial challenge of lifelong learning; this is the case for example with the social dimension of the Bologna Process in which opening new routes is stressed especially for untraditional learners.

INITIATIVES, COMMUNICATIONS...

IMPLEMENTATION IN THE FIELD

ENABLE & SUPPORT IMPLEMENTATION OBSERVE IMPACTS

The latest 2015 Joint Report of the European Commission and the Council on ET2020 places lifelong learning at the heart of the EU’s education and training policy. Indeed it states that “while a majority of Member States have put in place comprehensive lifelong learning strategies, all countries should develop such strategies and ensure the permeability between various forms and levels of learning and from education and training to work”. Furthermore, the Joint Report’s first priority area is called “relevant and high-quality knowledge, skills and competences developed throughout lifelong learning, focusing on learning outcomes for employability, innovation, active citizenship and well-being”. In line with the ET2020 legal frameworks, the European Commission is regularly publishing communications, 4 European Commission, “A Memorandum on Lifelong Learning”, Commission Staff Working Paper, SEC(2000) 1832, 30.10.2000, 36 p. (consulted 16.12.15), available at: http://arhiv.acs.si/dokumenti/Memorandum_on_Lifelong_Learning.pdf 5 Eurostat, “Europe in figures, Eurostat yearbook 20009”, Eurostat statistical books, Luxembourg, 2009, 560 p. (consulted on 02.02.16), available at: http://ec.europa.eu/eurostat/documents/3217494/5708435/KS-CD-09-001-EN.PDF/f16d286f-48bf-4e13-a4bbc10b2b7832e0?version=1.0 6 The open method of coordination (OMC) in the European Union may be described as a form of ‘soft’ law. It is a form of intergovernmental policy-making that does not result in binding EU legislative measures and it does not require EU countries to introduce or amend their laws. The OMC is principally based on jointly identifying and defining objectives to be achieved, jointly establishing measuring instruments and benchmarking. (See Eur-Lex Glossary article on the Open Method of Coordination (consulted on 19.02.16) available at: http://eur-lex.europa.eu/summary/glossary/open_method_coordination.html) 7 European Union, “Lisbon European Council 23 and 24 March 2000 Presidency Conclusions”, (consulted on 17.12.15), available at: http://www.europarl.europa.eu/summits/lis1_en.htm

REPORT IMPACT ON THE PRACTICE

EVALUATE

Furthermore, the European Union funds many good practices including those promoting lifelong learning through the new Erasmus+ programme (2014-2020). This programme supports partnerships between organisations and institutions from different sectors and promotes tools to develop lifelong learning such 8 European Union, “Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning”, 2006/962/EC (consulted on 19.02.16), available at: http://eur-lex.europa.eu/legal-content/EN/ TXT/?uri=CELEX:32006H0962 9 European Commission, “How does the EQF work?”, Learning Opportunities and Qualifications in Europe (consulted on 19.02.16), available at: https://ec.europa.eu/ploteus/content/how-does-eqf-work 10 European Union, “Council Recommendation of 20 December 2012 on the validation of non-formal an informal learning” (2012) C398/01, (consulted on 17.12.15), available at: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32012H1222(01)&from=EN

LLL-HUB COMPARATIVE REPORT

as the validation of non-formal and informal learning. Equity and inclusion, for example, are one the main features of Erasmus+ and have also been earmarked in the European Social Fund 2014-2020 (20% of the budget). The EU has also developed several monitoring mechanisms to identify and evaluate the progress of EU Member States in the field of education and training. For example, each year the Education and Training Monitor assesses the European countries’ progress towards the EU targets for 2020 in education and training fixed by ET202011. The Eurydice network, active since 1980 “supports and facilitates European cooperation in the field of lifelong learning by providing information on education systems and policies in 37 countries and by producing studies on issues common to European education systems”12.

2013

Belgium

19,2

Bulgaria

The Netherlands

5,6

5,4 EU 28

Poland

15 10

9,2

12,5

13,9

11,9

13,9

Finally, the EU collects evidence from specialised agencies. For example, the CEDEFOP (European Centre for the Development of Vocational Training) provides studies and evidence for the monitoring of VET, validation, skills and qualifications policies in Europe13. The European Commission also relies on the various expert groups it has set up (sectoral and trans-sector thematic working groups, networks of researchers such as NESSE and EENEE, etc.). Finally it commissions regular studies to support its evidence-based policies and

23,5

28,4

28,7

2010

11,9

Portugal

Spain

Table 1: % of early leavers from education and training in population aged 18 to 24

runs public and semi-public consultations to get stakeholders’ views.

Tertiary education attainment

Lifelong Learning in LLL-HUB partner countries The European Union legal framework and funds, in coordination with the implementation of national policies, have had a positive impact on lifelong learning across Europe. The report depicts an overall picture of the situation of lifelong learning in the European Union, and includes partner countries’ results for each target of the Education and Training Monitor. In order to ensure the comparability of the data, these results cover mostly the partners’ national situations14. Hence, the following data is only indicative since national results often hide very strong regional disparities15. Moreover, it is acknowledged that EU benchmark indicators have many shortcomings. For example they do not measure the wider benefits of learning, are often defined according to political considerations and the reliability of the data has often been questioned16. Nevertheless, the report aims to put into light the progress achieved by partner countries towards the ET2020 targets.

Although three of the partner countries have reached the EU’s 40% target for tertiary education attainment of the population aged 30 to 34, they did not yet reach their national targets18. For example, in Belgium 43,8 % of the population aged 30 to 34 have a tertiary education but the Belgian target is at 47%. Nevertheless, most of the LLL-HUB project partners are experiencing a positive progress in their country’s tertiary education attainment. This is especially the case for Portugal and Turkey who both experienced an increase of at least 5 percentage points between 2010 and 2014.

40 35

11 European Commission, “Education and Training Monitor 2015, Country analysis”, November 2015, 288 p. (consulted on 16.12.15), available at: http://www.moec.gov.cy/aethee/chrisimo_yliko/education_training_2015/education_training_monitor_2015_vol2.pdf 12 European Commission, Eurydice, “About us” (consulted on 19.02.16) available at: https://webgate.ec.europa.eu/fpfis/mwikis/ eurydice/index.php/About_us 13 CEDEFOP, “Themes” (consulted on 19.02.16), available at: http://www.cedefop.europa.eu/en/themes 14 More data on the partner regions can be found in the regional/national states of play. 15 See: NESSE, “Mind The Gap: Education Inequality Across EU Regions”, European Commission, 2012, 174 p. (consulted on 19.02.16), available at: http://www.nesse.fr/nesse/activities/reports/mind-the-gap-1 16 EUCIS-LLL, Policy Debate “Measuring progress in Lifelong Learning”, Synthesis Report, December 2013, Brussels, 9 p. (consulted on 19.02.16), available at: http://www.eucis-lll.eu/eucis-lll/wp-content/uploads/2013/10/EUCIS-LLL-Measuring-progress-ReportSmall1.pdf 17 European Commission, “Europe 2020 target: early leavers from education and training”, Eurostat, p. 5, (consulted on 16.12.15), available at: http://ec.europa.eu/europe2020/pdf/themes/29_early_school_leaving_02.pdf

42,3

21,5

31,3

42,1

34,8

44,8

41.4

30,9

27,7

44,4

20 15,5

After a decrease of 2% points between 2010 and 2013, the EU is still almost 2% points away from reaching its 2020 target of 10% of early leavers from education and training in the population aged 18 to 2417. Although some of the partner countries had already reached the ET2020 target in 2013 (Poland and the Netherlands), some countries are still very far from doing so (Portugal and Spain). However, the following table shows that the countries who are the furthest from reaching the EU target are the ones who made the most progress between 2010 and 2013, so further progress is very likely.

2014

43,8

Early leavers for education and training

33,8

2010

37,9

30 25 15 10 5 EU 28

Belgium

Bulgaria

The Netherlands

Poland

Portugal

Spain

Turkey

Table 2: % of the population aged 30-34 who has successfully completed tertiary studies

Early childhood education and care Although the ET2020 Strategy has set a very high target in the field of early childhood education with a participation rate aimed at reaching 95%, the partner countries’ situations strongly depend on national cultures regarding early childhood education and care. Indeed, while the Netherlands have almost a full participation rate of children from the age of 4 to the starting age of compulsory education (99,6%), in Turkey 18 European Commission, “Tertiary education attainment by sex, age group 30-34”, Eurostat (consulted on 16.12.15) available at: http://ec.europa.eu/eurostat/tgm/table.do?tab=table&init=1&language=en&pcode=t2020_41&plugin=1

LLL-HUB COMPARATIVE REPORT

for example only 44,1% of children of the same age group participate in education19. Even if some partner countries have very good results in terms of early childhood participation in education, comparing their 2010 and 2014 results shows a lack of progress (in the Netherlands) or negative progress (in Belgium and Spain). On the contrary, countries with low results have been making important progress (there has been an almost 8 % point increase in Poland between 2010 and 2014).

Employment rate of recent graduates Out of our 7 partner countries, only the Netherlands has a higher employment rate of recent graduates than the ET2020 EU target of 82%21. Although none of the partner countries have a very low employment rate of recent graduates (Spain has the lowest with 65,1%), the negative progress between 2010 and 2014 in terms of employment rate of recent graduates is alarming. All the LLL-HUB partner countries with the exception of Turkey have a higher employment rate of recent graduates in 2010 than 2014.

90 80

2010 97,4

97,9

91,1

44,1

40 38,7

84,3

60 76,3

99,6

87,1

85,3

93,9

92,8

2014

99,1

77,1

EU 28

76,1 80,8

Belgium

30 20

59,2

Bulgaria

10 EU 28

Belgium

Bulgaria

The Netherlands

Poland

Portugal

Turkey

Spain

Table 3: % of the age group between 4-years-old and the starting age of compulsory primary education who is participating in early education

2011

65,4 The Netherlands

92,2

2014

87,8 75,3

Poland

75,6

Underachievement in reading, maths and science The EU target for 2020 in the field of underachievement in reading, maths and science is 15%. The latest results are quite encouraging for the EU in the fields of reading and science with an annual decrease of more than 1 % point between 2009 and 2012 (latest PISA report)20. The situation is more alarming when it comes to maths for which the decrease has been extremely limited and there is a difference of more than 7 % points compared to the overall EU target. LLL-HUB partner countries are facing very different realities in terms of underachievement. Bulgaria for example is in a very difficult situation with at least a 20 % point difference compared to the EU target in the three disciplines. Poland on the contrary has already reached the EU target.

Table 4: Progress towards the benchmark of less than 15% low achievers in reading, maths and sciences among 15 year olds Reading 2012

Reading evolution 2009/2012

Maths 2012

Maths evolution 2009/2012

Science 2012

Science evolution 2009/2012

Belgium/ Flanders

16,1

- 1,5

- 0,2

17,7

- 0,4

Bulgaria

39,4

- 1,6

43,8

- 3,3

36,9

- 1,9

- 0,3

14,8

1,4

13,1

- 0,1

Poland

10,6

- 4,4

14,4

- 6,1

- 4,1

Portugal

18,8

1,2

24,9

1,2

2,5

Spain

18,3

- 1,3

23,6

- 0,1

15,7

- 2,5

Turkey

21,6

- 2,9

- 0,1

26,4

- 3,6

17,8

- 1,9

22,1

- 0,2

16,6

- 1,2

The Netherlands

75,8

Portugal

19 European Commission, “Participation in early childhood education”, Eurostat (consulted on 16.12.15), available at : http://ec.europa. eu/eurostat/tgm/table.do?tab=table&init=1&language=en&pcode=tps00179&plugin=1 20 OECD, PISA, 2012 cited in European Commission, Press Release “EU school report: improvement in science and reading, but poor in maths”, 13.12.2013 (consulted on 16.12.15), available at: http://europa.eu/rapid/press-release_IP-13-1198_en.htm

69,4 67,1

Spain

66,1 0

10 20 30 40 50 60 70 80 90

Table 5: The share of employed 20 to 34 year-olds having successfully completed ISCED 3-8 one to three years preceding the survey and who are no longer in education or training

Adult participation in learning In the European Union, the percentage of the population aged 25 to 64 participating in education and training rose from 9,1% in 2019 to 10,7% in 201422. The EU target for 2020 is 15%. All LLL-HUB project partners saw the rate of adult participation in learning increase in their respective countries except for Spain and Poland; Portugal is the country with the most impressive progress with a 3 percentage point increase between 2009 and 2014. Nevertheless, progress remains too slow to achieve the ET 2020 target. The 2013 OECD PIAAC Survey23 further illustrates this concern by highlighting the critical level of basic skills and access to education for adult learners24.

21 European Commission, “Education and Training Monitor 2015, Country analysis”, November 2015, 288 p. (consulted on 16.12.15), available at: http://www.moec.gov.cy/aethee/chrisimo_yliko/education_training_2015/education_training_monitor_2015_vol2.pdf 22 European Commission, « Lifelong learning, 2009 and 2014 (% of the population aged 25 to 64 participating in education and training) », Eurostat (consulted on 16.12.15), available at : http://ec.europa.eu/eurostat/statistics- explained/index.php/File:Lifelong_ learning,_2009_and_2014_(¹)_(%25_of_the_population_aged_25_to_64_participating_in_education_and_training)_YB15.png 23 OECD, “OECD Skills Outlook, First Results From the Survey of Adult Skills”, OECD Publishing, 2013, 461 p. (consulted on 19.02.16), available at: http://skills.oecd.org/OECD_Skills_Outlook_2013.pdf 24 EUCIS-LLL Press-Release, “PIAAC Survey: Adult Education, the Smart Investment”, 10.10.13, 1p. (consulted on 19.02.16), available at: http://www.eucis-lll.eu/eucis-lll/wp-content/uploads/2013/10/EUCIS-LLL_PR_PIAAC_08.10.2013.pdf

LLL-HUB COMPARATIVE REPORT

2009

2014

16 14

1. National frameworks for lifelong learning: 1. National frameworks for lifelong learning: towards flexible pathways towards pathways and comprehensive comprehensiveflexible education and training systems education and training systems

and

17,8

Bulgaria

9,8

Poland

5 2,3

4,7

The Netherlands

9,3

Belgium

1,8

1,4

7,1

6,8

EU 28

10.6

10,7

9,1

Portugal

Spain

Turkey

4 2 0

Table 6: % of the population aged 25 to 64 participating in education and training

These heterogeneous results show that in some areas, countries are converging while those that were further away from the EU benchmarks are showing the strongest progress. However, in most cases, the situation still varies greatly from one country to another, especially for indicators that reflect national traditions such as participation rates in early childhood education and care. This “cultural dimension” is very important and this is why the partners have decided to collect learners’ stories and case studies during the LLL-LABS. We also observe very worrying data, for instance regarding the participation of adults in lifelong learning or the employment rate of recent graduates for all partners except for the Netherlands. Addressing this alarming situation is well reflected in the programmes and policies that are being developed in the partner countries as we will see in the following sections. According to the project partners, only a holistic lifelong learning strategy can address those challenges in a comprehensive way. Today, not all have implemented such strategies. For example in Spain or in Belgium, lifelong learning initiatives have been put in place since the 1990’s with an acceleration in the 2000s. In Bulgaria and Poland, the launch of a lifelong learning strategy only happened after the accession to the EU. Although specific actions (such as LLL Days in Bulgaria) already existed, it is only in 2004 for Poland and 2007 for Bulgaria that comprehensive national strategies were put in place. For example in Bulgaria, the first LLL Strategy covered the timespan 2008-2013. The European Union’s influence on lifelong learning policies reaches even beyond its borders. Indeed, according to the Turkish National State of Play, the Turkish lifelong learning strategy is part of the EU accession process. This report thus aims to give an overview of what lifelong learning means in Europe today, in its diversity, while highlighting common successful strategies, key target groups, innovative tools and ‘out-of-the-box’ approaches. It is the result of the bottom-up methodology used in the LLL-HUB: it builds on the input from partners, the National States of Play, gathered during the LLL-LABS and LLL-FORUMS which punctuated the project’s life. After a comparative study of the partners’ seven national frameworks for lifelong learning, the report focuses on the central role of lifelong learning actors and communities in order to inspire and support new lifelong learning initiatives in Europe. In addition to the partners’ desk research and field studies, this report puts some of the best practices and life stories collected by the partners into light25. The report concludes by gathering partners’ recommendations concerning both the building of LLL-LABS and LLL-FORUMS and policy advocacy points aimed at policy-makers in order to truly make the European area of Lifelong Learning a reality.

25 All the best practices collected by the partners are available on the LLL-Hub website: http://www.lll-hub.eu/best-practices/

1.1 National culture as regards lifelong learning Progress in lifelong learning has been made in a number of key areas. For instance, explicit lifelong learning strategies have been developed by a large number of EU countries including all the LLL-HUB partner countries. Most of these incorporated a comprehensive vision of lifelong learning, covering all types and levels of education and training. In addition, National Qualifications Frameworks linked to the European Qualifications Framework for lifelong learning are being developed in most countries. While at a slower pace, systems for the validation of non-formal and informal learning are also visible. However, policies supporting lifelong learning remain difficult to implement as they combine various administrations, tools and policies. If strategies are adopted, their concrete implementation is very often limited. There is also a lack of a coherent and equitable system for financing lifelong learning for all. And last but not least, the resistance to change among the main stakeholders in the traditional system of education is being underestimated. Lifelong learning still represents a radical change from existing norms and patterns of learning when compared to traditional front-end education. It means adopting an integrated, lifelong and life-wide approach to learning and enhancing the importance of non-formal and informal learning. It is thus important to understand the national culture as regards learning and the way the sectors, such as adult education, higher education and vocational education and training (VET), work together. Society, and in particular educators, families and employers, have different perceptions of learning coming from non-formal and informal learning, so it is interesting to understand the learning culture in the different countries being investigated.

Lifelong learning definitions The concept of lifelong learning emerged in European Union policy papers in the 1990s. However, it is not new in international literature (UNESCO, OECD, Council of Europe). Of particular importance, the two landmark UNESCO publications, Learning to Be (1972), and Learning: The Treasure Within (1996) have been key sources for education policy makers and practitioners internationally. They have been influential in promoting an integrated and humanistic vision of education framed by the paradigm of lifelong learning and by the four pillars of learning to be, to know, to do, and to live together. The paradigm of lifelong learning, initially introduced in Learning To Be (1972), is linked to the principle of equal opportunity in the perspective of the democratization of education and training opportunities. In Learning: The Treasure Within (1996) lifelong learning is understood as a continuum of learning, expanded to the whole of society, open in time and space, and which becomes a dimension of life itself.’ UNESCO has recently re-affirmed the importance of lifelong learning in its publication Re-thinking education: “the concept (of LLL) is not new, but it maintains its prominence as a means of systematizing and organizing learning in a comprehensive and equitable way”26. The European Commission defined lifelong learning as ‘All learning activity undertaken throughout life, with the aim of improving knowledge, skills and competencies within a personal, civic, social and/or employmentrelated perspective.27’ A literal definition of lifelong learning is simply ‘all learning’ that people acquire across 26 UNESCO “Rethinking Education”, UNESCO, Paris, 2015, p. 64 (consulted on 17.12.15), available at: http://download.ei-ie.org/Docs/ WebDepot/UNESCOReport_RethinkingEducation.pdf 27 European Commission, “A Memorandum on Lifelong Learning”, Commission Staff Working Paper, op. cit.

LLL-HUB COMPARATIVE REPORT

their entire life spans – in formal, non-formal or informal settings. Therefore, learning is a continuous task of the society and the individual that extends to all areas of life ‘from cradle to grave’ and lifelong learning is about acquiring and updating all kinds of abilities, interests, knowledge and qualifications from the preschool years to post-retirement28.

cultures of lifelong learning. For example, in the Netherlands mostly private institutions offer a lifelong learning approach to education and training, using non-formal and often tailor-made qualifications. On the contrary, government institutions (in collaboration with social partners) are the first levers of the implementation of the national LLL Strategy in Bulgaria.

Therefore, lifelong learning is not just a simple summing up or integration of traditional education programmes and modern learning opportunities. Its aim is to provide people of all ages with equal and open access to high-quality learning experiences throughout Europe29. These inclusive life-wide definitions of lifelong learning suggest that it covers a broad spectrum of learning, learners, contexts and motivations for learning. The definition of lifelong learning in the Bulgarian LLL Strategy for 2014-2020 reflects this over-arching vision of lifelong learning: “all purposeful learning activity, undertaken on an on-going basis with the aim of improving knowledge, skills and competence”30.

Recognition and validation of non-formal and informal learning

On the whole, there seems to be a convergence in partner countries’ definitions of lifelong learning towards the one proposed by the European Commission (see above). For example, lifelong learning in Flanders (Belgium) is defined as “a process in which people as well as organisations, in all contexts of their functioning, enhance the knowledge and competences needed to handle their professional, economic, social and cultural tasks in a better way in the fast developing society and in doing so, be able to be critical, meaningful, and responsible”31. Both the European Commission and the Flanders (Belgium) definition put the focus on the action/process as well as on the goal of the learning, which is the improvement of knowledge and skills to ameliorate the quality of life. However, lifelong learning, as a policy goal, reflects different approaches to education and training from a holistic approach focused on personal development to a more utilitarian one. In recent years the EU’s focus for lifelong learning has shifted to emphasise employability, (occupational) skills development and (upward) labour mobility. This approach was confirmed in the recent Commission’s Communication “Rethinking Education: Investing in Education for better socio-economic outcomes”. The first sentence of the Communication sets the scene: “Investment in education and training for skills development is essential to boost growth and competitiveness: skills determine Europe’s capacity to increase productivity”32. In this document the concept of lifelong learning is somehow narrowed to adult education services and to adult education participation. The concept thus seems to be losing support at the EU level even if it remains important as part of the first priority of the ET2020 “Make lifelong learning and mobility a reality” and of Erasmus+. Similar developments can be found in partner countries. For example, lately the focus of Flemish policy has been on preparing people for the labour market and their career. An example of the Flemish policy focussing on the link between education and the labour market, is the organisation VOKA (Vlaams Netwerk voor ondernemingen, which can be translated as Flemish network of Entrepreneurs). VOKA, founded in 2004, offers various courses for adults, but they only focus on trainings that can increase the employability of the learner. Finally, the question of who embraces the issue of lifelong learning in each country strongly reflects national 28 European Commission, “A Memorandum on Lifelong Learning”, Commission Staff Working Paper, op. cit. 29 Eurostat, “Europe in figures, Eurostat yearbook 20009”, Eurostat statistical books, Luxembourg, 2009, 560 p. (consulted on 02.02.16), available at: http://ec.europa.eu/eurostat/documents/3217494/5708435/KS-CD-09-001-EN.PDF/f16d286f-48bf-4e13-a4bbc10b2b7832e0?version=1.0 30 Republic of Bulgaria, “National Strategy for lifelong learning for the period 2014-2020”, 2014, p.2 (consulted on 17.12.15), available at: mon.bg/?h=downloadFile&fileId=5701 31 CVO, “LLL-Hub National State of Play, Flanders, Belgium”, 2015, 114 p. 32 European Union, “Communication from the Commission, Rethinking education: Investing in skills for better socio-economic outcomes”, COM(2012) 669 (consulted on 17.12.15), available at: http://ec.europa.eu/education/library/publications/monitor15_en.pdf

In previous years the focus on flexible learning pathways has led to increased attention to the validation and recognition of learning that takes place outside formal systems. Yet, if these mechanisms are now acknowledged as concrete tools for employment and vectors of personal development and social inclusion, their implementation remains very different from one Member State to another (today, only four Member States have a functioning validation system) and a strong political will is needed to boost the process. Concretising a life-wide approach to learning is all the more delicate since an increasing number of learning opportunities are developing in various settings (volunteering, distance learning, workplace learning, etc.). On 20 December 2013 the Council of the EU adopted a Recommendation on Validation of non-formal and informal learning following a 2012 Commission proposal. This concrete political impulse opens the way to increased cooperation between the EU and Member States with the goal to have national validation systems in all countries by 2018. Table 7: National (or where relevant regional) strategy for validationation and training Comprehensive strategy in place

Strategy in place but some elements still missing

Strategy is in development

No strategy in place

Belgium/ Flanders Bulgaria The Netherlands Poland Portugal Spain Turkey

Hence, a strong indicator to identify if lifelong learning is part of one’s national culture is to assess the level of recognition of non-formal and informal learning. Indeed, building bridges between formal, nonformal and informal education so that only learning outcomes matter, whichever way you acquired them, is deeply imbedded in countries with lifelong learning cultures. According to the 2014 European Inventory for Validation of non-formal and informal learning, the partners have very different legal frameworks when it comes to validation33. For example, the Inventory considers there to be a comprehensive strategy in place in Spain but no strategy in place in Bulgaria. This data gives a general indication on the progress of each country towards a comprehensive validation strategy but does not truly reflect the situation in our partner countries. For example, the Bulgarian National State of Play shows that the Bulgarian Lifelong Learning Strategy does foreshadow the introduction of a system of validation of knowledge, skills and competences and that EU funded projects have already put in place models for validation for two regional and eight local lifelong learning strategies34. 33 European Commission, Cedefop, “European Inventory on the Validation of Non-Formal and Informal Learning 2014”, Final synthesis report, 2014, p. 8 (consulted on 02.02.16), available at: https://cumulus.cedefop.europa.eu/files/vetelib/2014/87244.pdf 34 Institute for Training of Personnel in International Organisations, Regional Inspectorate of Education, “LLL-HUB National State of Play, Bulgaria”, 2015, 68 p.

LLL-HUB COMPARATIVE REPORT

Validation systems also reflect the countries’ national traditions. For example, Flanders (Belgium) has a very long and rich tradition in socio-cultural work. The Flemish government (Culture department) through the Flemish Parliament Act of the 4th of April 2003 financially supports four different kinds of social and cultural organisations for adults. These four categories are associations, non-formal adult education centres, rural training institutions, and associations and movements of all kind. Flanders counts more than 50 socio-cultural associations, organising activities in almost 13.000 local units all over the country. Almost one fifth of the Flemish population is member of one or another association. However, for now, courses and activities, organised by socio-cultural organisations, do not lead to the obtainment of official certificates. However, some civil society organisations have developed validation tools.

BEST PRACTICE

OSCAR (Belgium) Oscar is a portfolio method that edits competence documents (on paper and digitally) that can be awarded by socio-cultural organisations to the participants in these activities. The aim is to document learning experiences that have been acquired in non-formal and informal learning environments and to make competences more visible for the organisation/institution and the participant. At the moment 18233 persons received a competence document and 4345 of them are registered online. More information: www.oscaronline.be

In contrast, Poland for example has a very strong culture of formal education. Qualifications are presently mostly awarded within the system of formal education – at the elementary, secondary and tertiary levels. Nevertheless, in order to answer to the political objective of employability, occupational qualifications can also be awarded in various institutions and organisations. The awarding of qualifications outside of the formal education system is partly regulated in separate acts of law, and partly supervised by industry organisations, associations or training providers. Furthermore, documents that certify competences but are not based on legal acts do not have the formal status of qualifications but are recognised by employers based on the opinions within the industries and their own knowledge. In Portugal and Spain the development of validation mechanisms is also a policy instrument aimed at answering the challenges of unemployment and more specifically youth unemployment. Portugal was also faced with a large numbers of adults with low qualifications. By putting (young) adults back into learning and by up-scaling their level of qualifications, participation in validation processes aims to increase their employability. In addition to legal frameworks for validation, many projects for validation are being or have been implemented in the LLL-HUB partner countries, sometimes thanks to the support of the European Social Fund35.

1.2 Existence/Absence of a national lifelong learning strategy In order to trigger the policy shift towards a lifelong learning approach to education and to go beyond what already existed in national legal frameworks depending on national cultures, many EU countries have developed explicit national lifelong learning strategies. According to EU strategies (ET2010 and ET2020), the rationale for adopting overarching lifelong learning strategies lies in the wide economic, social and environmental challenges of our times. “Traditional policies and institutions are increasingly ill equipped to empower citizens for actively dealing with the consequences of globalisation, demographic change, 35 Best practices collected by the partners are gathered on the LLL-Hub website: http://www.lll-hub.eu/best-practices/

digital technology and environmental damage. Yet people, their knowledge and competences are the key to Europe’s future (…) The scale of such changes calls for a radical new approach to education and training”36. Most of these national lifelong learning (LLL) strategies incorporated a comprehensive vision of lifelong learning, covering all types and levels of education and training. However, major gaps still exist in ensuring that current EU policies are developed and implemented at a national, regional and local level. Implementation of lifelong learning remains uneven and strong political commitment is lacking in most countries. This is particularly true in times of economic crisis, when budgetary constraints take over the necessary long-term investment in human capital.

Policy frameworks The adoption of an LLL strategy marks an important step in each country’s education and training policy. This strategy can take several forms. Often a national LLL strategy is a separate document but it can also be part of a wider strategy. For example, the Flanders (Belgium) LLL strategy can be found in its Pact 2020 for future prosperity and welfare. However, when a national LLL strategy is embodied in one single document it usually also fits in a wider national strategy. In Poland for example, the “Lifelong Learning Perspective” complies with the concepts of the “Long-term Strategy for the Country’s Development Poland 2030”, the ”Strategy for Human Capital Development” and the “Strategy for Social Capital Development”37. In Portugal, the strategy named “Employment and Professional Qualification” is very much focused on education and training to increase employability. Table 8: National Lifelong Learning Strategies in LLL-HUB Partner Countries Year

Title

Belgium/ Flanders

2009

Pact 2020

Bulgaria

2013

Lifelong Learning Strategy

The Netherlands

2015

Lifelong Learning Letter

Poland

2013

Lifelong Learning Perspective

Portugal

2012

Spain

2011

Action Plan for Lifelong Learning

Turkey

2009

National Lifelong Learning Strategy

Employment and Professional Qualification Strategy

The purpose of an LLL Strategy is to ensure a coherent action in the field of lifelong learning and to determine policy goals. For example the Polish 2013 Lifelong Learning Perspective combines the policies related to learning in various contexts (formal, non-formal, informal), learning at all stages of life (from the youngest years until an advanced age) and identification, evaluation and validation of learning outcomes. It is also the case in Turkey where the strategy for 2009-2013 develops actions plans for access in pre-school education, reducing turnover rates, increasing the adult literacy rates and developing non-formal and informal education. These documents often describe a vision of the future: “In 2020, Flanders has grown into a learning society. The number of low educated citizens has been cut in half. Within higher education, the participation rate is rising, irrespective of the student’s origin, the employment situation or the education level of the parent”38. According to the Bulgarian strategy, “as at 2020 Bulgaria would be a country, where conditions have been created for full creative and professional success of the person and where the access to various and quality 36 European Commission, “A Memorandum on Lifelong Learning”, Commission Staff Working Paper, op. cit. 37 Wojewódzki Urząd Pracy w Krakowie, “LLL-Hub National State of Play, Małopolska, Poland”, 2015, 39 p. 38 CVO, “LLL-Hub National State of Play, Flanders, Belgium”, op. cit.

LLL-HUB COMPARATIVE REPORT

forms of lifelong learning has become a reality for all its citizens”39. In some partner countries, lifelong learning strategies are very closely connected to the European agenda. For example in Poland, the national and regional lifelong learning strategies are a direct consequence of the accession of the country to the European Union. Even though some actions in the field of formal adult learning and vocational training already existed before 2004, the lifelong and life-wide approach were only popularised after 2004 thanks to European Social Fund funding. The influence of the EU can also be found in the name of the Malopolska strategy for example, “Malopolska 2020”, that strongly reflects the European “Europe 2020”. All of the LLL-HUB partner countries’ national LLL strategies include a paradigm shift towards a focus on learning outcomes, defined by the European Commission as a statement of “what a learner is expected to know, understand, or be able to do at the end of a learning process”40. Learning outcomes focus less on the results and more on the learning process itself, or as CEDEFOP states: “to shape the learner’s experience, rather than give primacy to the content of the subjects that make up the curriculum”41. Whatever way one learns, the outcomes will be valued. The national strategies also allow for public authorities to monitor the progress of lifelong learning policies and their implementation according to pre-defined targets. For example, in Flanders (Belgium) one of the objectives monitored on a yearly basis is the participation rate of the adult population in LLL set at 15%. The Bulgarian strategy also sets a participation rate objective of 5%. Due to a difficult economic situation, some partner countries have seen their strategies disappear. It is the case for Portugal where the New Opportunities Initiative for recognition and validation of learning was not renewed after its 2006-2010 lifespan in spite of its very good results in the field of adult education42. However, since 2012, the “Centres for Employment and Professional Qualification” strategy was launched introducing a new process of validation of informal and non-formal learning. Besides, lifelong learning was recently reinstated as a priority for Portugal’s political agenda with four pages on the topic in the recently elected government’s political programme (2015 elections).

Policy initiatives In each of the partner countries, LLL strategies result in a set of policy initiatives. Some national LLL strategies include a list of measures in order to reach the objectives which have been set. This is the case for Spain’s LLL strategy for example that includes an Action Plan for 2012-2014. Otherwise, subsequent legal acts are passed in order to make the objectives of the strategy a reality. A very common form of measure to encourage the population to participate in lifelong learning is financial incentives for the learners. In Flanders (Belgium) for example, the government establishes an entrance fee for adult education. In January 2015 the fee was raised to 1.50 € per hour. The maximum fee/year is 600 €. In some cases adult learners can also take advantage of a full or partial exemption from the fee (in case of disability or unemployment for instance). Education vouchers are also available in Flanders (to recover the cost of an entrance fee or a handbook for example) but only for employees and only for courses leading to work.

LLL-HUB COMPARATIVE REPORT

is financial incentives for the employers. Employees working in the private sector can benefit from a system called “betaald educatief verlof” (payed leave for educational purposes). This leave system allows working adults to spend some working time on their studies or further training courses. The government fixes the programmes qualified for educational leave and employers cannot refuse to approve an educational leave if all conditions are fulfilled. On top of pushing towards more participation in adult education courses, policy initiatives facilitating access to education and training also concern the validation of formal and informal learning. In Spain for example, the Royal Decree 1124/2009 of the 17th of July 2009 established a legal framework for the recognition and validation of formal and informal learning. In Poland, the Act of the 11th of July 2014 amending the Act on Higher Education and certain other acts allows higher education institutions to validate learning outcomes obtained outside of the system of studies. In Portugal the National Agency for Adult Education (ANEFA) established New Opportunities Centres to encourage the implementation of flexible learning pathways in 2000. In order to ensure the coordination of all the policy initiatives, the development of the most effective policies and their success as a whole, some countries have put in place consultation fora. The Edufora (2000-2003) in Flanders (Belgium) were sub-regional consultative bodies that gathered several adult education organisations (the public employment service, the centres for entrepreneurship training, the formal education centres and socio-cultural organisations). In 2009, 13 regional consortia for adult education were installed (2009-2014). The goals of these consortia were similar to those of the Edufora, although only official centres of adult education participated. Unfortunately, the consortia were cancelled in 2014 following cuts in subsidies43.

1.3 How are EU frameworks implemented? The European Union has developed several frameworks to support increased learning and labour mobility across Member States – by providing transparent “translation” devises such as the European Qualifications Framework (EQF). In time it appears that these tools that are based on a learning outcomes approach have become transformative tools and contribute to modernising education and training systems in Europe. Many other tools have been developed in the last decades such as the European Credit Transfer and Accumulation System (ECTS)44, the European Credit system for Vocational Education and Training (ECVET)45, the European Skills, Competences, Qualifications and Occupations classification (ESCO)46, etc. The European Commission and CEDEFOP are currently taking stock of the progress made and are looking at ways to integrate them better. The present report intends to show how far these tools have influenced national systems and encouraged reforms in light of achieving the ET2020 targets.

European and National Qualifications Frameworks

Another successful policy put in place in Flanders in order to increase the participation rate in adult education

The implementation of the European Qualifications Framework (EQF) and National Qualifications Frameworks, for example, is an important step towards the implementation of lifelong learning. When moving to a new job or to further learning or training, whether within or across borders, learners and workers should see their competences recognised quickly and easily. The European Union has developed several instruments to support the transparency and recognition of knowledge, skills, and competences to make it easier to study and work anywhere in Europe. To date, a variety of initiatives have been launched with a view

39 Republic of Bulgaria, “National Strategy for lifelong learning for the period 2014-2020”, 2014, p.15 (consulted on 17.12.15), available at: mon.bg/?h=downloadFile&fileId=5701 40 CEDEFOP, “The Shift to Learning 41 CEDEFOP, “Using learning outcomes”, European Qualifications Series, Note 4, p. 9 (consulted on 17.12.15), available at: www. cedefop.europa.eu/files/Using_learning_outcomes.pdf 42 UNESCO-UNEVOC International Centre, “New Opportunities, Portugal, Programme Overview”, 4 p. (consulted on 13.01.16), available at: http://www.unevoc.unesco.org/fileadmin/user_upload/pubs/New%20Opportunities%20-%20Portugal.pdf

43 See Part 3.2 “Funding: Where to invest and how” 44 ECTS is a credit system designed to make it easier for students to move between different countries by transferring their credits from one university to another. 45 ECVET is a credit system designed to make it easier for VET students to move between different countries and that makes it possible to obtain professional qualification though personal learning outcomes regardless of the educational system. 46 ESCO is a multilingual classification of European Skills, Competences, Qualifications and Occupations. ESCO is part of the Europe 2020 Strategy.

LLL-HUB COMPARATIVE REPORT

of simplifying the transparency and recognition of skills and qualifications across Europe. These include for instance the European Qualifications Framework (EQF) of which the specific intention is to bring different forms of qualification into alignment, through the adoption of common levels based on generalised learning outcomes. The EQF is expressed as a table of eight levels, each one defined by a series of statements relating to knowledge, skills and competences. These statements of learning outcomes are intended to coincide with the most widely recognised landmarks and stages in mainstream education and training systems, and, at the same time, with the extent of difficulty, autonomy and responsibility associated with different jobs in the labour market. The emphasis on learning outcomes is consistently identified with the need to define such outcomes within an inclusive approach to lifelong learning, rather than being tied to particular kinds and phases of institutions, curricula and qualifications. The EQF aims to relate different countries’ national qualifications systems to a common European reference framework. Setting up a national qualifications framework (NQF) is relevant to validating non-formal and informal learning. The shift to learning outcomes promoted by the EQF, and increasingly part of new NQFs developing across Europe, may prove important for further development of validation because it sets the standards against which one is assessed. Although NQFs have been set up in the seven partner countries in which research took place, their implementation has reached different stages. According to the CEDEFOP country reports on the European Inventory of NQFs47, Flanders (Belgium) is the only one of the partners to have reached a full operational stage. Most of the partner countries still need further legislative reform in order for their qualifications framework to be operational. Table 9: Status of National (or Regional) Qualification Framework Full operational stage

Operational stage (success depends on stakeholders)

Framework exists but need of further legislative reform to be operational

Belgium/ Flanders Bulgaria The Netherlands Poland Portugal Spain Turkey

Many project partners strongly insist on the role of the European Qualification Framework (EQF) as part of their national LLL strategy and policies. For example in Poland, the work on the development of the Polish Qualification Framework that started in 2008 formed the basis for the modernisation of the qualification systems. As a result basic concepts have been designed for the key elements making up the Integrated Qualifications System, i.e. Integrated Qualifications Register, Polish Qualifications Framework, a validation system, a system for transferring and accumulating competences, and a quality assurance system. Currently, legislative work is under way to integrate the national qualifications system. The draft concept of the Act on Integrated System of Qualifications has been subjected to social consultations. The proposed act provides for the introduction of systemic solutions to develop and award qualifications outside of the system of higher education and the school system and greater integration of all three qualifications subsystems. 47 European Commission, CEDEFOP, “National Qualifications Framework, European Inventory, 2014” (consulted on 17.12.15), available at: http://www.cedefop.europa.eu/en/events-and-projects/projects/national-qualifications-frameworks/european-inventory?search=&year[value] [year]=2014&country=&items_per_page=20&page=1

However, some project partners put forward the limits of the implementation of the EQF in their country. The Dutch partner for example states that the introduction of the Netherlands Qualifications Framework (NLQF) has not yet given a boost to having non-formal qualifications linked to this framework and that there is little interest from employers in recognising qualifications based on the NLQF descriptors. Furthermore, the employers’ choice of training provider is still mainly driven by the status of the provider and its capacity to offer tailor-made courses. Nevertheless, recent legislative change, such as a specific law for the use of the NLQF, suggests positive developments for the implementation of EQF in the Netherlands.

The European Social Fund The European Social Fund (ESF) is a strong lever for implementing European Union policies and is one of the five European Structural and Investment Funds. According to the European Commission website, “they are the main source of investment at EU level to help Member States to restore and increase growth and ensure a job rich recovery while ensuring sustainable development, in line with the Europe 2020 objectives″48. One of the main goals of the ESF is to strengthen education policies across Europe: “Across the EU the ESF is financing initiatives to improve education and training and ensure young people complete their education and get the skills that make them more competitive on the job market’’49. The ESF played a very important role in the implementation of National Qualification Systems, in particular through the Development of the Human Capital Operational Programme. The development of the Polish Qualification Framework for example, was pursued under projects coordinated by the Educational Research Institute and financed by the ESF. The ESF also played an important role at the local level for the implementation of the Qualification System. The Regional Labour Office (WUP) in Kraków, as a partner of the Educational Research Institute, implemented a pilot project financed by ESF funds. Called “Developing the National Qualifications System – pilot implementation of the National Qualifications System and its promotional campaign” the project permitted the testing of procedures for the functioning of the Integrated Qualifications Register and solutions were developed for the pursuance of the validation process. In followup, a law on the Integrated System of Qualifications was adopted on the 14th of January 2016. It enables each ministry to request for qualifications to enter the register providing for the creation of two instruments regarding the Polish qualification system: the Polish Rama Qualifications and the Integrated Register of Qualifications. In addition to being an opportunity for some countries to launch LLL strategies, the ESF was also often a condition sine qua non to their funding. In Portugal up to the year 2007 for example, 75% of the National Network of New Opportunities were financed by the ESF. This allowed for 450 New Opportunities Centres to be set up and for reaching the number of 1,6 million enrolments during a period of 5 years in Portugal50. Although all the partners work in countries that have adopted specific LLL strategies and legal frameworks that may vary in terms of policy instruments, all these national lifelong learning strategies have in common that they are based on a variety of lifelong learning actors including educators, learners and employers. The second part of this report focuses on how these actors participate in national lifelong learning strategies and how they are encouraged to do so.

48 European Commission, European Social Fund 2014-2020 (consulted on 17.12.15), available at: http://ec.europa.eu/esf/main. jsp?catId=62&langId=en 49 Ibid 50 UNESCO-UNEVOC International Centre, “New Opportunities, Portugal, Programme Overview”, art. cit.

LLL-HUB COMPARATIVE REPORT

2. L ifelong learning actors: taking the jump towards learner - centred systems Adopting a holistic vision when it comes to lifelong learning means enabling each individual to achieve his/ her full potential; in other words, fostering a learner-centred approach to education. This approach entails many innovative ways of teaching and learning. For instance, the relation between the educator and the learner is much more interactive and the learner does not passively integrate the knowledge but takes an active part in the process. It is also about offering learning environments that are adapted to the needs of the target audiences (in terms of geography, modes of delivery, etc.) and that take into account learning diversity (in terms of age, socio-economic background but also of learning capacity and modes). This means that the success and well-being of the learners as well as providing the best possible learning environments are at the centre of the approach while the focus used to be on the transmission of information. Another important element is to reach out to the target groups so that they can benefit from the programmes that have been tailored for them. Lifelong learning policies shall therefore aim to provide incentives for the learner but also tailored learning opportunities. Each of seven project partners carried out extensive field-research in order to gather at least 5 case studies, 15 interviews and 5 life stories which illustrate how teachers, learners and employers value lifelong learning and how they consider the situation of lifelong learning in their countries. Being based on empirical qualitative data, this report aims to go beyond a simple recollection of strategies and frameworks in order to understand how these are received by their primary targets and hence, how they could be improved.

Educators, teachers, schoolschool heads, inspectors, professionals 2.11.1. Educators, teachers, heads,guidance inspectors, guidance professionals A strong lifelong learning strategy starts with well-trained, informed and motivated educational staff. LLLHUB project partners interviewed educators, teachers, school heads, inspectors and guidance professionals in order to determine to what extent they integrated the lifelong learning approach into their work and to what extent they felt they were prepared to implement a lifelong learning approach to education and training.

competences. Strong support (especially for teacher training) is essential for educational staff to successfully adapt to today’s new educational challenges. An equal emphasis should be put on the educators and trainers involved in non-formal learning pathways. To support this, the role of the educators should be clearly defined through competence-based criteria. When analysing Eurydice data51, it seems that in most of the partner countries, teachers’ professional development is highly valued in national legal frameworks. The Netherlands is the only partner country where it is neither mandatory for development nor a professional duty. However, the teachers and educators interviewed by the project partners strongly regret the lack of support they receive from their authorities in order to better adopt a lifelong learning approach. There is thus a discrepancy between policy will and concrete implementation. Table 10: Status of continuing professional development for teachers of pre-primary, primary and general (low and upper) secondary education, 2011/12 Professional duty

The “Rethinking Education” 2012 Communication highlights that well-resourced strategies are necessary to recruit, retain and develop high-quality teachers, spanning both initial teacher education and careerlong professional development and encourages Member States to establish a competence framework or professional profile for teachers, including trainers in initial and continuing VET. Indeed, responsibility of educational staff today extends far beyond the management and delivering of content. Teachers and educators are more and more confronted with untraditional publics and with new tasks such as assessing

Necessary for promotion

Optional

Belgium/ Flanders Bulgaria The Netherlands Poland Portugal Spain Turkey

Indeed, the partners’ qualitative research reflects how legal obligations do not always lead to effective implementation. In Spain for example, where according to Eurydice professional development is both necessary for a promotion and a professional duty, the partner reports that a low percentage of teachers receives scheduled time for activities that take place during regular working hours at the school, a salary supplement for activities outside working hours or non-monetary support (such as reduced teaching, days off or study leave) for activities outside working hours to participate in professional development. Nevertheless, many projects have recently been implemented in order to support the effective professional development of teachers.

Educational staff: a role in transition

LECTURER TRAINING AND SUPPORT UNIT (Spain)

BEST PRACTICE

In all partner countries, the quality of teaching is perceived as having a strong influence upon learners’ attainment. The number of teachers, school leaders and teacher educators is increasing and their profiles are changing. They are called upon to play a key role in modernising education, and in particular to adapt to new learners’ needs. In order to achieve this, they need to develop their own knowledge and skills. Initial education, training and continuous professional development of the highest quality, as well as access to support throughout their careers are essential (including peer learning at local, national and European level).

The Lecturer Training and Support Unit (LTSU) was set up in October 2004 by the University Governing Body to reconvert the former Institute of Educational Sciences into a service of which the main task is to adapt the University of Extremadura to the demands of the European Higher Education Area (EHEA). With this aim, the LTSU implements varied activities under three functional areas: lecturer training, educational technology and guidance and tutoring. More information: www.unex.es/organizacion/servicios-universitarios/servicios/sofd/

51 European Commission, Eurydice, “Eurydice Highlights: Key Data on Teachers and School Leaders in Europe”, 2013, p. 5: http:// eacea.ec.europa.eu/education/eurydice/documents/key_data_series/151EN_HI.pdf

LLL-HUB COMPARATIVE REPORT

Teaching with a lifelong learning perspective

Another important obstacle to the effective implementation of lifelong learning strategies that can be found in the partners’ National States of Play is the difficulties to ensure a link between training institutes and market needs. There has been some improvement with Regional Employment Councils in Bulgaria for example and an increase in the dialogue between training institutes and the business world but more has to be done on a local level to limit the mismatch between training opportunities and the employers’ needs as much as possible54. Furthermore, very little has been done to bring the formal and the non-formal/informal learning sectors closer to each other. Including socio-cultural actors and their approach to learning in the curricula could strongly contribute to developing the wider benefits of learning (such as well-being, personal development, etc.).

FESTIVAL OF PROFESSIONS IN MALOPOLSKA (Poland)

BEST PRACTICE

The qualitative research led by the partners shows that in general educational staff has a good understanding of the meaning of lifelong learning. In Bulgaria, the interviewed teachers and educators mentioned a “whole life”52 approach, going beyond knowledge to focus on skills and competences, treating professional and personal development equally and taking a life-wide approach to learning (learning at home, in extracurricular activities, etc.). They also insisted on the responsibility both formal institutions and non-formal and informal organisations have to “keep the fire of knowledge”53. However, the practical implementation of the lifelong learning perspective in education and training is confronted with multiple obstacles. Indeed, there is a strong lack of incentives for educational staff to develop specific programmes in line with a lifelong learning approach. For example there are often no specific trainings or seminars to raise awareness among teachers and educators on what validation of non-formal and informal learning is and on their potential role to support validation systems.

The project is an initiative of the Malopolska Provincial Government and was inspired by the “Mundial of Professions” organised by AROM in Lyon, France. The “Festival” seeks to develop vocational guidance services in the areas that need these services the most (eg. secondary education). The project focuses on career planning in accordance with individual personal resources as well as the demands of the labour market and aims at the popularisation and promotion of VET. The project has two main components: 1) group career counseling workshops followed by individual sessions in the schools of Malopolska; 2) the Education Fair that lasts for 3 days, takes place each year in Krakow, and where various professions and schools (in Poland and abroad) are presented to the students. More information: http://poradnia2krakow.pl/festiwal.html

Furthermore, some of the partner countries and regions have put in place learning advisory services for adults. In Flanders (Belgium), for example, a free service called Leerwinkel was created to assist adults looking for information: it provides individual/group counselling when selecting a training or a course or when dealing with possible barriers before registering such as financial barriers. Also, an online and interactive tool called blijvenleren.be was launched. It enables potential learners to get in touch with most of the training providers in the region.

2.2 Lifelong learners Lifelong Guidance In 1992 the European Commission took the initiative to form a European Network of national resource and information centres for guidance, the NRCVGs´, now called Euroguidance. A reason for this was that guidance played and still plays a significant role in EU policies for education, training and employment. The provision of lifelong guidance is recognised as a prerequisite to make lifelong learning a reality for European citizens. The Euroguidance Network is a network of centres (55 Centres in 32 EU countries) linking the Careers Guidance systems in Europe together. It promotes mobility, helping guidance counsellors and individuals to better understand the opportunities available to European citizens throughout Europe. Guidance professionals interviewed by the partners pointed out that participating actively in lifelong learning requires a functioning guidance system. In Bulgaria for example, they consider that much effort has to be made still. A few projects under the ESF Development of Human Capital Operational Programme have generated positive results but are not sufficient for the implementation of a comprehensive lifelong guidance system, key to the successful implementation of the Bulgarian National lifelong learning strategy. It was stressed that special efforts should be made for maintaining a database about learning opportunities and the labour market at national, regional and local levels and for the implementation of contemporary approaches and tools for providing career guidance services. In addition, the services should not be limited to the support of education, training and employment decisions but should also include assistance related to validation of non-formal and informal learning. A similar mechanism was set in Portugal with the SANQ (Anticipation System of Qualification Needs) that aims to indicate priority areas and career opportunities. The partners’ National States of Play put many other initiatives in this area into light. 52 Institute for Training of Personnel in International Organisations, Regional Inspectorate of Education, “LLL-Hub National State of Play, Bulgaria”, 2015, 68 p. 53 Ibid 54 More examples of partnerships for lifelong learning can be found in Part 3.1 Partnerships of this report.

A strong educational system should allow every pupil, student and adult learner to be able to benefit from equal access to education and develop his or her skills, competences and knowledge. Equal access “does not mean equal care for all children but differentiated care corresponding to their different needs”55 so special care should be implemented for the children with an unequal start in order to ensure their complete participation in the training process. This is a pre-requisite to build an inclusive society. However, strong inequalities persist in European education systems and pupils and students from poor socio-economic backgrounds perform worse at school than their peers in all EU countries. As part of its commitment to promoting evidence-based policy-making in education, the European Commission issues independent reviews of research on equity-related issues, principally through the Network of Experts on Social Aspects of Education and Training. In order to develop a specific analysis for their countries the project partners conducted both desk research and did interviews with lifelong learners to assess to what extent their education system was inclusive.

Fostering motivation for learning In their recommendation on Key Competences for Lifelong Learning, the European Parliament and the Council state, “motivation and confidence are crucial to an individual’s competence”56. Motivation is what drives a person in one direction and with a specific purpose; it is the willingness to sustain efforts to achieve a goal. It is, therefore, a factor that affects the ability to learn. The motivation a student gets is strongly 55 Bulgarian Ministry of Education and Science, “School and pre-school education development national programme (2006-2015)”, p. 12 (consulted on 18.12.15), available at: http://www.erisee.org/downloads/2013/2/b/programme_ministry-of-education_2006-2015%20 ENG.pdf 56 European Union, “Recommendation of the European Parliament and the Council of 18 December 2006 on key competences for lifelong learning”, 2006/962/EC (consulted on 18.12.15), available at: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX: 32006H0962&from=EN

LLL-HUB COMPARATIVE REPORT

influenced by teachers, trainers, parents, etc. Hence, fostering motivation is a key element to lifelong learning strategies. Building motivation for learning is key to ensuring the outreach of our educational systems and therefore equal access to education for all. It is also key to limiting the drop-out phenomenon and to reach the ET2020 target of 10% of early leavers from education and training in the population aged 18 to 24. Drop-out rates are a crucial issue for the project partners. In Flanders (Belgium) in 2006 for example, one out of ten girls and one out of five boys left secondary school before achieving their diploma. Further statistics are collected in Table 1. Strategies to improve motivation listed by the Spanish partner include avoiding negative assessments, setting group work sessions, recognising success, encouraging cooperative work instead of competitive work, promoting activities in which the risk of failure is moderate, scheduling dialogue sessions and avoiding situations of high anxiety. Indeed, education should not be limited to transmitting knowledge, but must also aim to transmit values, and positive attitudes towards learning activities. Field research conducted in Poland by the Polish partner revealed the main motivations for enrolling in further education. The primary motivation for participating in training courses is professional development, either in order to advance in one’s career, or in order to maximise one’s chances on the labour market. For example, respondents state, “I wanted to have my post-graduate studies to have a document, which could be useful when looking for a job” or “I wanted to improve my English so that when looking for work, I would know at least one foreign language”. The second main motivation to participate in training is personal development and learning according to one’s interest. Furthermore, in order to increase participation in learning, the role of non-formal education is essential. It provides a safer environment, using learner-centred methodologies, to learners who most of the time had a bad experience in formal education. Also, as mentioned above with the Flemish OSCAR Project, validation of skills and competences acquired in non-formal and informal settings enables learners to be aware of the skills they can offer on the labour market. Furthermore, non-formal and informal methods are also used to attract adults into education and training.

BEST PRACTICE

EDUC-ARTS (Turkey) The project acted as an open cultural school for 50+ disadvantaged adults. It allowed them to improve their cultural, communicational, personal and social skills as well as their basic skills using cultural activities. The project contributed to connect local, national and European cultural identities in a coherent, meaningful, fruitful and effective cooperation beneficial for the adults and elderly people. The “Educ-Art Manual”, an educational guide for lifelong learning based on cultural education practices allows for the sustainability of the project. More information: http://educ-arts.wix.com/educarts

The relevance of different barriers to lifelong learning varies from country to country. In Portugal for example, the institutional, situational and dispositional barriers to the education of adults are of low relevance (36%) compared to the lack of time (62% of respondents)57. According to the theory on the non-use of social rights, the lack of interest and use of social rights should require a change of paradigm on the authorities’ 57 Instituto Nacional de Estatística, “Inquérito à Educação e Formação de Adultos 2011”, Lisboa, 2013, 147 p. (consulted on 18.12.15), available at: https://ec.europa.eu/epale/sites/epale/files/ine_iefa_2011.pdf

side58. Only a conversion to the lifelong learning approach as a whole could allow for adult education to be integrated in one’s professional life for example. BAZAAR-VIRTUAL MARKET OF MATURE ENTREPRENEURS (Turkey)

BEST PRACTICE

The Bazaar project was a Grundtvig Multilateral Project thanks to which a virtual webspace was created. The Bazaar virtual market assists entrepreneurs with specific tasks (training, marketing, administrative). In this way the entrepreneurs are embedded in a “collective entrepreneurship” instead of struggling individually with similar problems. It is targeted at economically inactive and retired people who could establish their own webshops thanks to the project. In addition to the webstore the project offered an e-marketing course for older people participating in the project. As a result of the project, inactive older people were able to build an e-business-facility based on their existing skills, competencies and experience or their own creative hobbies in order to offer their products and services online and generate income. More information: www.eu-bazaar.biz

Integration of migrants and different ethnic groups through LLL Children from immigrant backgrounds and Roma children are among the most vulnerable groups affected. At the same time, there are large differences between countries in the extent to which family background influences learning outcomes. In Turkey for example, immigrant students and national students perform more or less equally in mathematics. In Portugal, France, Spain or Belgium by contrast, one’s immigrant background strongly influences his or her learning outcomes in mathematics even after accounting for socio-economic status59. It is also interesting to notice that the difference in mathematics performance between immigrant students and non-immigrant students is higher in countries where the percentage of immigrant students is higher. Table 11: Difference in mathematics performance between immigrant and non-immigrant students in 2012 Percentage of immigrant students

Difference in maths performance

Difference in maths performance after accounting for socio-economic status

Belgium/ Flanders

Portugal

Spain

Turkey

-3

The project partners’ National States of Play reflect different national attitudes towards fighting these differences in academic performance and guaranteeing equal access for pupils and students from migrant backgrounds and different ethnic groups. In some countries, the need to integrate immigrants is covered by legal frameworks. It is the case in Spain for example, with the Organic Law 4/2000 of 11 January on the rights and freedoms of foreigners in Spain and their social integration and the Organic Law 2/2009 of 11 December, through Article 2 “Integration of immigrants” which states that public authorities shall promote the full integration of foreigners in the Spanish society. This legal framework foresees the development of specific measures to promote inclusion within the education system, to ensure compulsory schooling and 58 WARIN Philippe, “Le non-recours aux droits”, SociologieS (en ligne), 2012 (consulted on 22.02.16), available at: https://sociologies. revues.org/4103 59 OECD, “PISA 2012 Results: Excellence through Equity (Volume II): Giving Every Student the Chance to Succeed”, Chapter 3, 2013 (consulted on 18.12.15), available at: http://dx.doi.org/10.1787/888932964832

LLL-HUB COMPARATIVE REPORT

to learn the official languages. Learning the host country’s language is often considered as a priority for lifelong learning in the partner countries.

LIFE STORY

ALI (Belgium) Ali comes from Iran and received his secondary education degree in Iran. He never worked in Iran but got experience in welding. He used to repair cars with some friends. The VDAB (Flemish service for employment and vocational training) motivated him to follow a training course. He followed a preparatory course in Dutch and now he is enrolled in a mechanics course. His current programme consists of 50% theory and 50% practice and it would have been very difficult for him to follow it without speaking or understanding Dutch.

In Bulgaria, a Centre for education and integration of children and students from ethnic minorities was established in 2005 within the Ministry of Education and Science. The policy framework for its activities is the National Programme for Development of Pre-school and School Education System 2006–2015. The main objective is to ensure equal access to quality education for all. The Centre develops funds and supports projects targeted at ensuring equal access to quality education and at improving the results achieved in education and training of children from ethnic minorities in Bulgaria. It funds projects for the joint education and training of children from different ethnic groups and ensures additional provision of training to those who have learning difficulties. Apart from comprehensive national strategies, the partners’ National States of Play testify to many good practices that have been implemented in order to favour the inclusion of populations from immigrant or ethnic minority backgrounds.

BEST PRACTICE

SCHOOL GROUPING OF SANTO ANTONIO (Portugal) The School Grouping of Santo António is located in a peripheral zone of Barreiro and is inserted in the TEIP2 Program (Educational Territories of Priority Intervention) since 2010 as a result of being recognised as part of a particular social and educational context. The Grouping’s headquarters is located in the middle of two housing estates: a Roma one and another inhabited mostly by an African population. The Education Project of the Grouping aims to achieve the development of an inclusive school and its major goal is the quality of educational processes. The Grouping gathers a total of nine schools and has several training offers. It offers individualised teaching and learning strategies to its students in order to enhance their learning outcomes and opportunities for social inclusion. More information: www.escolasdestantonio.edu.pt

2.3 Employers The European Commission believes education and training are crucial for both economic and social progress, and aligning skills with labour market needs plays a key role in this. In an increasingly globalised and knowledge-based economy, Europe is in need of a well-skilled workforce to compete in terms of productivity, quality, and innovation. The EU is thus increasingly encouraging partnerships between educational actors and employers at all levels.

Partnerships for lifelong learning The European Parliament opinion on “Rethinking education” “calls upon the Member States to improve cooperation and partnerships between business and the education sectors at all levels, including social partners and employers”60. Indeed, companies have firsthand experience and knowledge of what skills and competences are needed in their field and only a tight cooperation between education and business can avoid the mismatch between the educational offers and the needs of the labour market. The partners’ desk and field research reflects that some efforts have been made in terms of partnerships between education and business. In Flanders (Belgium) for example, new training profiles for the adult education sector are being developed by a consortium of education and counselling services in cooperation with social partners experts, the employers and the employees of different sectors. PERSONAL CERTIFICATION FOR TEACHERS IN VET4 AND SCHE (The Netherlands) BEST PRACTICE

SPONed has developed a programme for the certification of professionals to be able to teach, especially in vocational education and training (VET) programmes. Indeed in VET and short cycle higher education there are a lot of practical components and it is important for students to be taught by people from the world of work in order to gain the most recent competences including information about the developments in that sector. The certification programme allows for these professionals to acquire the necessary skills to be involved in formal education. The national VET association is supporting this initiative. More information: http://www.sponed.nl/

In addition to defining sectoral skills and competences, companies have a key role to play in the development of entrepreneurial skills. According to the European Commission, “entrepreneurship education is about developing a key competence, supporting economic and social well-being; in particular, these are the skills that employers say increase employability”61. Beyond their role in the definition of educational offers, partnerships between education and business also allow for qualifications to be better known among employers. Indeed field research conducted in Poland shows that confirming competences through certification and validation is important for employers. Nevertheless, these are often not well known and respondents experienced a variety of attitudes and practices among employers and state that not all certifications are recognised to the same degree. Likewise, in Bulgaria research shows that the efforts for the popularisation of the actions and measures targeted at the improvement of the employees’ qualification among employers are yet to be intensified.

Work based learning Another fruit of the cooperation between education and business is work-based learning. It has been shown that work-based learning has a positive impact on youth employment62. This is why on the 27-28th of June 2013 the European Council announced that “high quality apprenticeships and work-based learning will be promoted”63. It is also managing the European Alliance for Apprenticeships (EAfA) which brings together 60 European Parliament, “European Parliament resolution of 22 October 2013 on Rethinking Education”, 2013/2041(INI), (consulted on 18.12.15), available at: http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP//NONSGML+TA+P7-TA-20130433+0+DOC+PDF+V0//EN 61 European Commission, “Entrepreneurship in education” (consulted on 06.01.16), available at: http://ec.europa.eu/education/ policy/strategic-framework/entrepreneurship_en.htm 62 CEDEFOP, “Labour market outcomes of vocation training in Europe”, Research paper n°23, Luxembourg, 2013, p. 50 (consulted on 18.12.15), available at: file:///Users/eucis-lll/Downloads/5532_en.pdf 63 European Union, “Council Conclusions of 27/28 June 2013”, 2013, EUCO 104/13, p. 3 (consulted on 18.12.15), available at: http:// data.consilium.europa.eu/doc/document/ST-104-2013-EXT-1/en/pdf

LLL-HUB COMPARATIVE REPORT

governments with other key stakeholders, like businesses, social partners, chambers, vocational education and training providers, regions, youth representatives and think tanks.

BEST PRACTICE

SOUFFLEARNING (Spain) Soufflearning is a Leonardo da Vinci project that seeks to transfer an innovative on-the-Job training methodology from Germany to other countries throughout Europe. Soufflearning has been developed since 2005 in the framework of a pilot project that has been successively transferred to other regions and countries. This methodology is specifically aimed at micro-SMEs because it is not necessary to attend classrooms. It is individualised in accordance with individual needs, and it is not intrusive in the performance of regular tasks. Soufflearning seeks to spread this concept, obtaining a certification that allows trainers to validate their theoretical and practical knowledge using this methodology. More information: www.soufflearning.com

Nevertheless, work-based learning, which comprises apprenticeships, on-the-job training and integrated school based programmes, are still very rare in the European Union today and in particular in the partner countries64. For example, although 1 in 20 staff is an apprentice in Germany and in Austria, in Belgium, Poland and Portugal less than 1 in 100 staff is an apprentice. Table 12: Percentage of apprentices in firms Percentage of staff enrolled in apprenticeships Belgium/ Flanders

0,3%

Poland

0,8%

Portugal

0,4%

In order to develop apprenticeships, some of the partner countries have developed legal frameworks. This is the case for Spain for example, where the Royal Decree 1529/2012 of the 8th of November establishes the basis of vocational dual training. In the Netherlands, internships are mandatory for all VET and Higher Professional Education students. Nevertheless, it is to be noted that work-based learning covers very different realities in different countries and sometimes even within countries. On the whole, there are three main work-based learning models in Europe: apprenticeships, on-the-job training periods in companies and work-based learning in the school-based programmes65. A key challenge is to come up with a common definition and understanding of the term amongst EU countries. This is why the European Commission is currently supporting research on work based learning and on higher vocational education and training.

In-house training and company strategies in continuous training Apart from their activities in cooperation with educational institutions, employers also have a key role to play in lifelong learning strategies because of their role in providing and/or financing training for their employees. Indeed, according to the International Labour Office G20 Training Strategy “A Skilled Workforce for Strong, Sustainable and Balanced Growth”, “a combination of good education with training that is of good quality 64 European Commission, “Work-Based Learning in Europe, practices and policy pointers”, June 2013, p. 5 (consulted on 18.12.15), available at: http://ec.europa.eu/education/policy/vocational-policy/doc/alliance/work-based-learning-in-europe_en.pdf 65 European Commission, “Work-Based Learning in Europe, practices and policy pointers”, art. cit., p. 5

and is relevant to the labour market (…) raises productivity, both of workers and enterprises”66. In Portugal for example, around 65% of companies with more than 10 employees provided training activities to their workers and more than 800,000 workers participated in continuous training (access rate of 40%). SUSANA (Portugal)

LIFE STORY

After finishing high school, Susana’s father became very sick and she decided to find a job directly in order to be financially independent. She found a position in an office inserting phone book data in a database but after a few months she realised that there was little room for professional development in her company and she took a long-term course on “Technical Secretariat” at CITEFORMA. This training led to her finding a new position as Secretary of Administration and Commercial Assistant. However, she found this work equally unsatisfactory and found a position as Administrative Assistant in Human Resources in another company. This company has a policy of supporting its employees’ professional development by reimbursing the fees. This is how Susana could enter Higher Education at the Universidade Lusófona de Humanidades e Tecnologias, attending the evening course of “Human Resources Management” and concluded within 4 years as expected. 6 years later she followed a Master’s course in Human Potential Management at the Instituto Superior de Gestão. Susana’s company commitment to lifelong learning allowed her to complete higher education and to be more satisfied with her professional life.

However, in most of the partner countries, employers of small companies often lack the financial means to provide or finance these trainings and/or guidance services. All of the Bulgarian employers interviewed for example, share this opinion. In order to increase the level of in-house training and the employers’ capacities to provide for them, specific strategies have been launched67. In Spain for example, each company has a set amount of money per worker that can be deducted from their Social Security payment to pay for training courses. This amount is called the continuing education credit and is renewed every year.

2.4 Learning Strategies Because lifelong learning represents an important shift in education policies, its implementation has to be accompanied by the development of new learning strategies. These aim to ensure a learner-centred approach and equal learning opportunities for all.

Flexible learning provision through digital tools and online environments “Disruptive innovation”, “tsunami”, “first genuine revolution since Gutenberg”… a lot of hopes and fears have emerged in the past years on Open Educational Resources (OERs), making the debate on harnessing the potential of ICT for education and training more vivid than ever. While the 2013 Commission’s Communication on “Opening Up Education” (echoing the commitments made in the Digital Agenda for Europe) strives for a new learning ecosystem enriched with digital environments and contents, we see that in reality not everyone benefits from these new possibilities. In 2010 only 39% of Europeans used the Internet for any training and education related activity, with huge disparities across countries.

66 ILO, “A Skilled Workforce for Strong, Sustainable and Balanced Growth”, G20 Training Strategy, Geneva, November 2010, p. 5 (consulted on 22.02.16), available at: http://www.oecd.org/g20/topics/employment-and-social-policy/G20-Skills-Strategy.pdf 67 See financial incentives for employers in Part 1.2 Existence/Absence of a national lifelong learning strategy

LLL-HUB COMPARATIVE REPORT

In addition to the importance of developing ICT in education for digital literacy, evidence shows that the use of ICT contributes to developing creativity, inventiveness and entrepreneurship, skills that are particularly valued in the labour market. Furthermore developing and using one’s ICT skills strongly promotes one’s inclusion. Best practices collected by the partners show that learning ICT skills can also enable one to better take advantage of the skills she or he already has while fostering inclusion. Much effort is also being made in order to digitalise educational institutions in Europe. In Bulgaria for example, desk research has shown that almost all Bulgarian universities offer distance-learning possibilities. The methodology usually combines e-training materials, video training, individual work and counselling by a trainer. There are examples of blended learning – part of the training is provided online and part of it face-to-face. The number of centres for vocational training and other training organisations, which provide professional qualification and language courses online also increases. Moreover, institutions providing e-learning and implementing media applications in teaching and learning point out that the feedback they receive concerning the methodology is highly positive. E-LEARNING PLATFORM FOR THE ’CONSUMER BEHAVIOUR’ COURSE AT THE UNIVERSITY OF SALAMANCA BUSINESS SCHOOL (Spain)

BEST PRACTICE

Georgy is 18 years old and he is a student in a general education school. He lives in Sofia, Bulgaria, with his parents who are both chemists. Georgy was an 8th grade student, an “average student”. He studied not to disappoint his parents but nothing interested him. The biology teacher started to use the LARGE augmented reality platform in her classes and since then biology is his favourite subject and he plans to study it at university.

The general objective of the E-learning platform for the ‘consumer behaviour’ course is to help students assimilate the consumer behaviour concept and its main theories. It also aims for the students to acquire a broad skills set such as to critically evaluate arguments, to adapt theory to reality, to be able to design wellthought and structured conclusions, etc. Apart from introducing the basic information of the course (programme, bibliography, evaluation criteria, etc.), tasks for the students are regularly uploaded. These tasks include self-assessment exercises, practical activities and the creation of databases. The platform assures the development of the students in the framework of the European Higher Education Area (EHEA) in a context where there are too many students per group. More information: https://moodle.usal.es/

LEARNING AUGMENTED REALITY GLOBAL CHANGE (Bulgaria)

BEST PRACTICE

LIFE STORY

GEORGY (Bulgaria)

The project was designed to create a new type of learning environment that supports the education/training institutions in delivering their curriculum in the most attractive and effective way for the learners. The aim of the project is to create a Global Environment by simplifying the process of augmented reality content creation in order for all education/training institutions to benefit from its advantages. The Global Environment consists of a platform that serves as a basis for the system and an integrated content development tool that allows the creation of appropriate educational/training augmented reality content for each target group. More information: http://platform.largeproject.eu/

However, the requirements for a genuine integration of digital technologies in educational settings are manifold: adequate ICT resources, include digital and media literacy in the curriculum, evaluating the use of ICT and ICT-based professional development for teachers and there are still very important disparities between the partner countries when it comes to the level of digitalisation of the educational programmes. For example, in 2011-2012 there were four students of grade 11 general per computer in Spain and 22 in Turkey and the divergences are even wider when it comes to internet-connected laptop computers68. Table 13: Grade 11 General students (upper secondary level with an average age of 16,5 years old) per computer and per internet-connected laptop computer Number of students per computer

Students per internet connected laptop computer

Belgium/ Flanders

Bulgaria

The Netherlands

Poland

Portugal

Spain

Turkey

250

Flexible learning provisions through new funding tools: training vouchers The rise of flexible pathways to learning has been accompanied in many partner countries with the development of a new funding tool. Training vouchers have become very common, especially for adult learning. As a complementary strategy to traditional funding, training vouchers allow for the fostering of a competitive market in which each training provider is pushed to offer the most relevant offer at the most reasonable price while covering the costs of training and hence making training available for all. This leads to, potential learners being able to choose their training provider from a list of providers pre-selected by the relevant authorities in order to guarantee the quality of the training offered. In Malopolska for example, training providers are checked for compliance with the Malopolska Standards for Educational and Training Services (MSUES). This tool was created as a result of a public consultation that has involved training institutions, vocational schools, universities, representatives of businesses and administrations. Training vouchers are usually part of legal frameworks on the financing of education and training. In Poland financing through vouchers was applied within the European Social Fund (ESF) and the National Training Fund (KFS), introduced by the Act of 14 March 2014 amending the Act on employment promotion and labour market institutions, that enables the financing of workers over 45 years old. In Portugal, training vouchers were introduced by law (Portaria n°229/2015) for employees (up to 175€ of support) and registered unemployed people (up to 500€ of support). In Bulgaria training vouchers have been implemented since 2010 under the Development of Human Capital Operational Programme of the ESF. A person, employed or unemployed, has the right to receive one voucher for a vocational qualification and one voucher for key competences for the whole period of functioning of OP HRD 2007 – 2013/2014/2015. The vouchers are provided by the Employment Agency. The trainees can choose a training provider that is licensed by the national Agency for Vocational Education and Training and approved by the Employment Agency in order to be included in the list of training providers. The payment of the voucher is made to the training provider by the Employment Agency once the quality assurance 68 European Commission, “Survey of Schools: ICT in Education, Final Report”, 2013, pp. 35-37, available at: https://ec.europa.eu/ digital-agenda/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf

LLL-HUB COMPARATIVE REPORT

IVAN (Bulgaria)

GERGANA (Bulgaria)

Ivan is 33 year old and has a secondary education diploma. He is not married and lives in Sofia, Bulgaria, with his father, who is an engineer. For now he is not interested in studying at University. Ivan has a negative experience of school he does not want to comment on. He was working as a shop assistant in a supermarket. When a hotel was built next to it, his store was visited by foreigners. The employer said that although he is satisfied with Ivan as a worker, he cannot keep him because he does not speak English. Ivan decided to apply for a voucher and to study English. He was satisfied that he could choose the training organisation. He highly appreciated the trainer, the way she explained the grammar and the interesting exercises she gave them for homework as well as the English jokes and phrases she used. This was a way for Ivan to keep his job and to even get a salary increase.

Gergana is a 55 years old widow and she lives alone in the town of Blagoevgrad. Gergana has been working as a secretary for many years and when she was 55 she had to start working with a computer. One of her colleagues helped her and she learnt how to use MS Word but she did not manage to use Excel. The “helpful” colleague moved to Sofia and none of her friends could help her. One of the teachers she knew well told her about the vouchers for training. She checked the procedure, applied and got a voucher to learn Excel. This helped her to finally understand how to work with Excel and she was no longer afraid of failure. This was because the training was based on the concept of “learning by doing” according to Gergana. Thanks to the voucher system she succeeded in keeping her job.

LIFE STORY

conditions are met and the trainee is obliged to attend at least 80% of the classes (in face-to-face or distance form). If the trainee did not fulfil his/her obligation to attend regularly face-to-face classes or the platform for distance learning, the trainee pays the cost of the voucher to the training provider since more than 20% of absence automatically nullifies the voucher.

Educators, learners and employers all have a distinct but crucial role to play in lifelong learning strategies. However, if they play their part separately, the success of lifelong learning strategies will be rendered very difficult. In the third part of this report, the relevance of lifelong learning communities in which educators, learners and employers work together, is presented.

3. LIFELONG LEARNING COMMUNITIES: PARTNERSHIPS AND SHARED RESPONSIBILITIES

The 2012 European Commission Communication “Rethinking Education” and more specifically the Staff Working Document on “Partnership and flexible pathways for lifelong skills development” outline the need for a partnership approach between the various stakeholders. The Staff Working Document emphasises that “weak communication and cooperation between stakeholders representing different relevant policy fields is a major source of policy failure”69. The Document also states that “effective partnerships and cooperation require strong and sustainable coordination structures and a shared vision among stakeholders”70 and that “while public authorities have a leading role in the design and implementation of lifelong learning policies this cannot be done effectively without involvement and cooperation with non-governmental stakeholders”71. Some sensitive issues, such as the funding of education, have to be discussed with all actors concerned. This report aims to address the following questions: how can we strengthen lifelong learning communities and build genuine transversal partnerships to lead a global reflection on such issues? How can we structure a genuine dialogue between stakeholders in the field of education and training?

3.1 Partnerships The Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’)72 point out that “peer learning and the exchange of good practice, including the dissemination of outcomes” should be developed. It is further recommended to strive for inter-sectoral cooperation in the pursuance of educational and training initiatives. The Council also notes that “wellfunctioning cooperation (…) is needed not only between the relevant EU institutions, but also with all relevant stakeholders, who have a considerable contribution to make in terms of policy development, implementation and evaluation”73. It is also emphasised, with reference to the ET 2020 strategic objective that for “enhancing creativity and innovation, including entrepreneurship, at all levels of education and training”, “partnerships between education and training providers and businesses, research institutions, cultural actors and creative industries should be developed”74. The role of lifelong learning partnerships is also emphasised in the Council Resolution on a renewed European agenda for adult learning. This document notes that by 2020, it should be aimed at raising the status of the sector and, amongst other things, to promote the role of social partners and civil society in articulating the training needs, developing opportunities of adult learning and optimising the involvement of central, regional and local authorities. In order to develop a strong sector of adult learning, attention should be put on intensifying the cooperation and partnership between all stakeholders involved in adult learning, 69 European Commission, “Partnership and flexible pathways for lifelong learning skills”, Commission Staff Working Documents, 20.11.2012, SWD(2012) 376, 45 p. (consulted on 18.12.15), available at: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:5201 2SC0376&from=EN 70 Ibid, p.16 71 Ibid, p. 8 72 European Union, “Council conclusions of 12 May 2009 on the strategic framework for European cooperation in education and training (‘ET 2020’)”, 2009, C119/02 (consulted on 17.12.15), available at: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:520 09XG0528(01)&from=EN 73 Ibid 74 Ibid

LLL-HUB COMPARATIVE REPORT

in particular public authorities, various service providers offering adult education, social partners and civil society organisations, in particular at the regional and local levels in the context of creating “learning regions”, “learning cities” and local educational centres.

A multitude of partnership opportunities for lifelong learning The partners’ National States of Play reflect the many initiatives that have been put in place in order to establish strong partnerships for lifelong learning. The rationale behind these partnerships is common to all of our partner countries: blurring and breaking the silos of the different sectors concerned by lifelong learning. European Directorates Generals, National Ministries and Regional Departments are still very much divided into traditional sectors: education, research, employment, social policies, etc. In order to overcome this silo configuration and to reach out to all the relevant stakeholders, partner countries have developed partnerships and collaboration strategies. To start with, in many partner countries, partnerships and cooperation are a key element in their national strategies for lifelong learning. For example, the “Lifelong Learning Perspective” adopted in Poland in 2013 places an important emphasis on the coherence of activities of many institutions, ministries and partners. Regional strategies also highlight the interest of cooperation through partnerships. It is for example the case for the Development Strategy of the Malopolska Region for 2011-2020, which considers cooperation and partnership between institutions from various sectors as a condition for the development of the region. It also foresees a platform of cooperation with partners working for the region’s development “functioning as a regional territorial forum serving the purpose of supporting strategic discussion and pro-development actions in the region”75.

BEST PRACTICE

MALOPOLSKA PARTNERSHIP FOR CONTINUING EDUCATION (Poland) The Malopolska Partnership for Lifelong Learning (MPKU) brings together around 130 labour market, educational and training institutions. It serves as a platform for social dialogue on lifelong learning, supports regional authorities and policy-makers, monitors adult education in the region, cares for good quality trainings and breaks the stereotypes about learning with innovative solutions. The MPKU established the Standards for Educational and Training Services, determines priority actions in the field of lifelong leaning, organises the programme “Educational County of Malopolska” which includes a contest, and is responsible for many other activities in the field of lifelong learning. More information: www.pociagdokariery.pl

These strategies often lead to the creation of strategic boards and councils. In Bulgaria two councils cover lifelong learning: the Branch Council for Tripartite Cooperation in the Field of Secondary Education and the National Consultative Council on Labour Force Vocational Qualification. These Councils discuss political programmes, policies, review their results and take decisions for corrective or new measures. In a similar way in Turkey, the 2009 Lifelong Learning Strategy foresaw the establishment of an inter-ministerial study group including non-governmental organisations “to review the existing legal system” for lifelong learning76. In the Netherlands, the independent Dutch Council for Education advises the Ministry of Education. It supports an increased permeability between the different sub-sectors of education and training and develops policy recommendations to overcome persistent bottlenecks in the Dutch education system (such as the strong 75 Urzad Marszalkowski Województwa Malopolskiego Departament Polityki Regionalnej, “Strategia Rozwoju Województwa Małopolskiego 2011-2020”, Kraków, 2011, 190 p. (consulted on 18.12.15), available at: http://www.malopolskie.pl/Pliki/2011/strategia.pdf 76 Ministry of National Education, “Lifelong Learning Strategy Paper”, Ankara, 2009, p. 13 (consulted on 22.02.16), available at: http:// planipolis.iiep.unesco.org/upload/Turkey/Turkey-Lifelong-Strategy_2009.pdf

separation between general education and VET or inadequate pre- and post-initial offer). At regional level Regional Development Councils are functioning. In Bulgaria these Councils are chaired by the regional governor and members include mayors of municipalities in the region, one representative for each Municipal Council and delegated representatives of the regional structures of the national representative employers’ and employees’ organisations. They discuss and approve the regional development strategies, ensure resources for its implementation and monitor the results achieved. Issues related to the development of education and training are part of this strategy. It is a practice to invite other institutions and organisations when a specific topic is discussed. Usually, Regional Education Inspectorates also take part in the discussions related to education and training. A similar council can be found in Flanders (Belgium) for example, the VLOR, a strategic board for education and training. Within the board educational, inter-professional and sectoral social partners from different economic sectors discuss the link between education and the labour market. The VLOR strategic board has a sub-board on lifelong and life-wide learning. The existence of strategic boards such as VLOR in Flanders foster many collaboration initiatives between the education and the business world. B-POST (Belgium)

BEST PRACTICE

B-Post, the Belgium postal services main company, launched an initiative to enrol their employees without a secondary-school degree in a programme to allow them to finish their secondary school education and get their diploma. The programme is adjusted to the needs of the employees and the employers (eg. French and English classes, ICT classes, etc.). The group of students is selected according to motivation and is limited to 15 employees. The students are counselled by the company during the programme to stay motivated. B-Post pays for the employees’ education. The lessons are held on Saturdays to avoid overlapping with working hours.

In addition to these regional boards and Councils, the LLL-HUB project has fostered the development of lifelong learning platforms that bring together all the lifelong learning stakeholders and national or regional level in each of our partner countries. Many of these platforms are now well anchored in the educational environments of their regions and plan on continuing their activities in the following years. In the Netherlands for example, the LLL-HUB project enabled to revive the Dutch Learn for Life Platform launched in 2012 by LEIDO. On a local level, the UNESCO experience of “learning cities” embraces this strategic approach to lifelong learning. According to the UNESCO, “a learning city promotes lifelong learning for all” and is a city that “effectively mobilises its resources in every sector to promote inclusive learning from basic to higher education; revitalises learning in families and communities; facilitates learning for and in the workplace; extends the use of modern learning technologies; enhances quality and excellence in learning and fosters a culture of learning throughout life”77. In order to do so, “learning cities” are based on strong partnerships between formal, non-formal and informal learning institutions as well as with public authorities, the private sector and civil society stakeholders. According to the “learning cities” model, the three key wider benefits of implementing such an approach are individual empowerment and social cohesion, economic development and cultural prosperity and sustainable development.

77 UNESCO Institute for Lifelong Learning, “UNESCO Global Network of Learning Cities”, Hamburg, 2015 (consulted on 22.02.16), available at: http://unesdoc.unesco.org/images/0023/002349/234985e.pdf

LLL-HUB COMPARATIVE REPORT

Furthermore, partnerships and collaboration can also be fostered directly by the educational institutions. It is the case in Spain for example, with the Education Project strategies. Indeed, in Spain education institutions must define strategies in their Institutional Education Project to promote further education or professional training for their students. Also, the development of specific skills has become an additional added value that educational institutions may offer through processes of articulation with third parties such as institutions of higher education, training institutions, human development institutes, private institutions and companies. Many initiatives in the partner countries reflect this will to develop partnerships between education/training and business.

BEST PRACTICE

PERMEABILITY BETWEEN VET AND HIGHER EDUCATION - LICA (The Netherlands) The permeability between vocational education and training (VET) and higher education (HE) is one of hottest issues at the moment. The European economy needs more higher-skilled people in the labour force. A high percentage of people in EU countries is participating or participated in VET as a good preparation for the world of work. In the next 10 years however a lot of jobs will require more competences at a higher level. In the Netherlands LICA is a network organisation that since 1993 works for the improvement of the transfer from VET to higher education. More information: www.lica.nl

The sectors of non-formal and informal learning are particularly active in terms of partnership and collaboration. For example, the Dutch Learn for Life Platform is a network of local, regional and national organisations active in the field of adult education. Such platforms enable for smaller stakeholders to share experience, build projects together and carry out wider awareness raising and advocacy campaigns. Finally, online platforms are also considered to be strong tools to foster partnerships and cooperation by the LLL-HUB project partners. Indeed, platforms allow for educational institutions to discover new partnerships opportunities and to develop new projects for lifelong learning. In addition to European platforms such as EPALE or eTwinning, national and local platforms have also been put in place such as SANQ in Portugal.

Many obstacles remain for the creation of strong LLL partnerships In 2011 the Lifelong Learning Platform conducted a feasibility study on National Stakeholders’ Forums78 and in 2013 a survey to evaluate stakeholders’ interest in the new Erasmus+ programme for the European Education, Training and Youth Forum 201379. In both cases, it was concluded that more efforts are needed to develop partnerships between different types of actors (companies, civil society and youth organisations, research, education and training institutions) and across sectors. When asked about the main obstacles to such partnerships, the lack of cooperation mechanisms came first, followed by the lack of awareness about the benefits. This confirms the fact that we need a political impulse to encourage a dynamic of “working together” but also to support cooperation mechanisms. This is comforted by the fact that most respondents believe that dialogue is possible, and only a minority think that there is a lack of mutual trust and interest. The survey concluded that beyond the actors’ mutual will, educational structures themselves should be more flexible to answer the learners’ needs for tailored pathways and smoother transitions for instance between VET and higher education should be made possible.

78 EUCIS-LLL, “Survey on Feasibility Study on National Stakeholder’s Forums”, Brussels, May 2012, 95 p. (consulted on 18.12.15), available at: http://www.eucis-lll.eu/eucis-lll/wp-content/uploads/2012/04/Survey-and-Feasibility-Study-on-National-Stakeholders-Forums.pdf 79 EUCIS-LLL, “European Education, Training and Youth Forum 2013, EUCIS-LLL Online Consultation Outcomes”, Brussels, 11 p. (consulted on 18.12.15), available at: http://www.eucis-lll.eu/eucis-lll/wp-content/uploads/2013/07/SURVEY-partnerships-final_results.pdf

LLL-HUB COMPARATIVE REPORT

Indeed, although many initiatives have been put in place in the partner countries, the partners consider that many more efforts are still to be rendered in order to create and ensure the viability of strong lifelong learning partnerships. Firstly, policies related to subsidies do not sufficiently favour the implementation of partnerships and are sometimes bonded in terms of very specific target groups (age, employed/not employed, etc). The fragmentation of legislative frameworks in different departments (Education, Culture, Employment, etc.) greatly hinders cross-sectoral work and cooperation. The lack of dialogue between these departments leads to a lack of knowledge transfer between sectors and to lifelong learning initiatives that are not based on a sound comprehension of all the sectors they affect. Secondly, the partners regret the lack of long-term vision on lifelong learning. Lifelong learning strategies and hence partnerships are often thought out on a short-term basis to answer to one specific issue. Partnerships built on a long-term perspective would be a lot more able to deal with over-arching issues such as social inclusion. As one Flemish expert states “if we abandon the short-term view and if we give ourselves the space for realising educational and social tasks, the partnerships will pay long-term dividends as much on the economic level than on the individual and social one”80.

3.2 Raising awareness on lifelong learning Today, the concept of “lifelong learning” (LLL) is widely used but its meaning differs according to whom is using it. As mentioned above, according to the Lifelong Learning Platform, lifelong learning covers education and training across all ages and in all areas of life, be it formal, non-formal or informal. It shall enable citizen’s emancipation and full participation in society in its civic, social and economic dimensions. Indeed, access to education is a fundamental human right and a public responsibility81. Yet, the measures put in place to attract those further away from learning do not necessarily reach their target. For example, the 2014 CEDEFOP Validation Inventory states that there are “continuing challenges in ensuring that disadvantaged groups are particularly likely to benefit from validation arrangements”82. It is hence essential to communicate and inform efficiently and broadly.

LLL days, weeks, projects and campaigns to raise awareness among the broad public The idea of organising Lifelong Learning Weeks aims to raise awareness on Lifelong Learning (LLL) in Europe and to put forward the need to adopt a holistic approach to education and training at all levels of decisionmaking, implementation and evaluation. This is necessary if we want the EU to become a smart, sustainable and inclusive economy as set in the Europe 2020 strategy. The Lifelong Learning Platform has been organising lifelong learning weeks for 5 years in Brussels in order to directly target the European institutions, decisionmakers and stakeholders. LLL days, LLL weeks, LLL festivals and other promotional campaigns are also organised at national and regional level in various other countries. A good example of a regional initiative is the “Małopolska Learning Day” organised every year by the Małopolska Partnership for Lifelong Learning since 2011. In Bulgaria, each year the LLL Days are organised at national level as well as a Panorama of Vocational Education and Training and promotional campaigns for the Lifelong Learning programme and now Erasmus+. In order to ensure 80 CVO Antwerpen, “LLL-Hub National State of Play, Flanders, Belgium”, op. cit. 81 The right to Education is protected by article 26 of the Universal Declaration of Human Rights 82 European Commission, Cedefop, “European Inventory on the Validation of Non-Formal and Informal Learning 2014”, art. cit., p. 41

LLL-HUB COMPARATIVE REPORT

promotional activities beyond these specific days, many projects have been implemented to systemise the popularisation of lifelong learning.

Finally, evaluating the implemented policies is also a good occasion to raise awareness among stakeholders. EVALUATION OF THE IMPACT OF THE NATIONAL LIFELONG STRATEGY OF THE REPUBLIC OF BULGARIA FOR THE PERIOD 2008-2013 (Bulgaria)

Unfortunately, due to a lack of funding these awareness-raising events get regularly cancelled. It was the case of the LLL week in Flanders (Belgium) for example. This can be strongly regretted because often these events are very well known and established and are the annual rendez-vous to promote lifelong learning. Even though they are sometimes replaced by smaller events (for example on the 4th of February 2015 a workshop called ‘Adult Education and Lifelong Learning: a Powerful Synergy’ was organised in Gent) the trans-sectoral scope and the outreach of an LLL Week is lost.

Better communication among stakeholders In addition to making lifelong learning a solution for citizens, many initiatives aim to make it a priority for stakeholders. In Spain for example, “Awareness of Lifelong Learning Strategies” projects have been developed. These projects are designed to inform stakeholders about the new lifelong learning paradigm and facilitate professional discussions through a series of workshops, by actively engaging different actors within the education sector, such as experts, decision-makers, institution leaders, teachers, trainers, as well as parents and students. There are a number of key objectives that the projects have to achieve. Firstly, the workshops have to aim to improve and reinforce the regional LLL networks that have already been established. Secondly, they have to promote communication between all LLL stakeholders, as well as involving the less motivated actors. Thirdly, workshops have to foster the creation of local LLL policies and initiatives based on the concept of partnership. Lastly, the workshops have to promote good practices and innovation at a national level in accordance with educational themes at the European level. Another commonly used method to raise awareness among stakeholders is putting networks in place. In Portugal, the recent establishment of the CQEP (Centro para a Qualificação e o Ensino Profissional) network aims to facilitate and support the transitions between education, training and employment. As stated by ANQEP (Agência Nacional para a Qualificação e o Ensino Profissional), “the intervention of CQEP [...] aims to mobilise youth and adults for learning throughout life and enable them to meet the challenges of career building over life”83. Simultaneously the recent modernisation of the Public Employment Service, particularly regarding the guidance services, constitutes a significant progress in this direction. In Flanders (Belgium) networking days for all regional lifelong learning stakeholders are organised by RESOC Zuid-West-Vlaanderen. 83 ANQEP (2014). Orientação ao Longo da Vida nos Centros para a Qualificação e o Ensino Profissional. Guia Metodológico. Lisboa: ANQEP.

BEST PRACTICE

NETWORK FOR EFFECTIVE LIFELONG LEARNING INITIATIVES AND INFORMATION (Bulgaria) The Network for Effective Lifelong Learning Initiatives and Information (NELLII) is a national network of Regional LLL Councils. The network links formal and non-formal education and training institutions and employers. The main objective of this project was the popularisation of the various forms, opportunities and benefits of learning at every age. The result of the project was the putting in place of 56 LLL ambassadors trained in 28 regional centres, the creation of a manual for information and initiatives in the field of LLL, the establishment of 28 regional councils (covering the entire territory of the country) gathering above 900 local actors –authorities, education institutions, NGOs, business and media; the organisation of 28 local and 6 regional LLL festivals with 28500 participants in total covered by above 130 media, the creation of an e-compendium that includes the good practices collected and the organisation of a conference. More information: www.minedu.government.bg/?go=page&pageId=13&subpageId=250

The Ministry of Education and Science undertakes an action of this type as an instrument for the improvement of the quality and the coherence of the education and training policy-making process. The objective is to raise awareness of the decision-making actors and of the broad public about the results of lifelong learning policy implementation. The document focuses on the efficacy and efficiency of the lifelong learning policy implemented under the National LLL Strategy until 2011, on the sustainability of the impact achieved, as well as on the factors for its success and failures. The evaluation is based on statistical data (from national and EU sources) and interviews with LLL actors. Based on the analysis of data, recommendations for the next period (2014-2020) are defined. More information: http://www.mon.bg/?go=page&pageId=74&subpageId=144

3.3 Funding: Where to invest and how The 2012 Commission Communication on Rethinking Education highlights that the economic downturn and the associated need for fiscal consolidation has led many Member States to reduce investment in education and training. While the room for manoeuvre may be greater for some Member States than others, all share the same double challenge: to prioritise public investment in the education and training sector, and to find more efficient ways of deploying available financial resources which might call for structural reform in particular of education systems. The main lever for increasing the efficiency of investment in education and training is to enhance the quality of provision and to focus on the prevention of educational failure. Increasingly, Member States are developing models of cost-sharing between different partners in the educational process – the state, businesses and individuals, foundations and alumni – with public investment helping to leverage private sector matchfunding.

Expenditure in education and training The economic crisis has led most European countries to lead fiscal consolidation policies and to limit expenditure. This has had dramatic consequences on educational budgets in the EU. Indeed, education government expenditure decreased by 0,4 percentage point from 2008 to 201384. Although according to the Education and Training Monitor for 201585, some spending cuts “reflect attempts at improving the sector’s efficiency” and “are often a reaction to (or an anticipation of ) demographic changes”, these cuts have had very significant impact on human resources (salary cuts, less professional development trainings, etc.), educational institutions infrastructures (closing, merging, less funding for ICT resources, etc.) and financial

84 HUTTL Pia, WILSON Karen, WOLFF Guntram, “The Growing Intergenerational Divide in Europe”, Bruegel Policy contribution, n°17, 2015, p. 4 (consulted on 18.12.15), available at: http://bruegel.org/wp-content/uploads/2015/11/pc_2015_171.pdf 85 European Commission, “Education and Training Monitor 2015, Country analysis”, art. cit., p. 25

LLL-HUB COMPARATIVE REPORT

support programmes86. Except for Turkey where educational expenditure has increased by more than 5% both in 2011 and 2012, and Belgium for which the educational expenditures were stable, all of the project partner countries have suffered a budget decrease in 2011, 2012 or both. Table 14: Changes in budgets for all education levels in constant prices (ISCED 0-6) Number of students per computer

Students per internet connected laptop computer

Belgium/ Flanders

Increase or decrease below 1%

Bulgaria

Decrease between 1% and 5%

Increase or decrease below 1%

The Netherlands

Poland

Decrease between 1% and 5%

Portugal

Decrease by more than 5%

Spain

Decrease between 1% and 5%

Turkey

Increase by more than 5%

In addition to not illustrating regional disparities, this data does not include all the activities lifelong learning entails. Indeed, adult education and training is mostly financed by programmes for employment and nonformal and informal learning is frequently supported by socio-cultural departments and youth measures.

Guaranteeing the sustainability of initiatives Policy initiatives in the field of lifelong learning are very dependent on national budgetary situations and the recent economic crisis has had strong negative impacts on many of the partner countries’ strategies and on the sustainability of the initiatives. This is particularly the case for Portugal where the significant increase of participation in adult education and training between 2008 and 2009 driven by the New Opportunities Initiative was suddenly stopped due to the discontinuity of the New Opportunities Initiative and the gradual closure of the New Opportunities Centres. The partners’ national experiences detailed in the National States of Play show that guaranteeing the sustainability of lifelong learning initiatives is essential for the implementation of a comprehensive shift in education and training policies. Although lifelong learning initiatives never disappear completely, the splintering of lifelong learning policies always has strong consequences on the quality and outreach of education and training.

4. policy recommendations to improve the implementation of lifelong learning By gathering all the experts of the different sectors of lifelong learning in a common enterprise, first at local/ regional/national level and then at European level, the LLL-HUB project fosters the sharing and dissemination of legal frameworks, best practices and life stories. This report gathers project partners’ recommendations concerning the building of LLL-LABS and LLL-FORUMS as well as their recommendations for policy-makers concerning lifelong learning strategies.

4.1 Recommendations on building LLL-LABS and LLL-FORUMS FREREF, the project partner in charge of quality assurance, conducted an analysis on the implementation of the LLL-LABS and LLL-FORUMS. On the whole, the partnership reported that the project methodology was very helpful in that it enabled them to lead an in-depth research during the LLL-LABS and constructive discussions during the LLL-FORUMS. Some partners even decided to organise Forums in addition to the ones foreseen by the project. For example APG, the Portuguese partner, organised four regional Forums on top of the national one. Moreover, partners shared the will to continue to organise Forums at least twice a year beyond the lifetime of the LLL-HUB project. The partnership strongly recommends for other organisations to follow the LLL-HUB methodology in order to create and share expertise on their regional/national situation. As mentioned in the methodology87, the LLL-FORUMS are the “visible” expression of the LLL-LABS, the way all the fieldwork becomes apparent and sharable. According to FREREF’s research, the partners found the Forums fruitful and relevant, exciting and very valuable in terms of creating outcomes and motivating the experts to work together. This same research shows that the main outcomes of the Forums are threefold. First of all, they provided spaces for actors who are not used to working together (including civil society, educational, cultural and socio-cultural organisations, “teachers” and “learners” and decision-makers and policy-makers) to meet and discuss on a common level. Secondly, the LLL-FORUMS fostered creative exchanges of successful practices. Indeed, having anchored the discussion on concrete practices enabled an open and in depth discussion, breaking barriers and habits, allowing for new contacts and new subjects in the implementation of LLL policies. Finally, LLL-FORUMS enabled discussions on the concrete implementation of European strategies in the field and for knowledge about regional and national situations to be shared at the European level. Although the Forums mostly focused on regional and national issues and situations, European policies and initiatives were always in the background of the discussions, exchanges and concerns. Also, they enabled to put together best practices to be shared at European level. Participants of the LLL-FORUMS agree that the dynamics started through the Forums should not be lost and must be sustained and accompanied after them, within the LLL-LABS. As mentioned in the methodology, the LLL-LABS are the permanent structure which nurture the Forums, ensure continuity and support the long-term capitalisation of their work and provide tools to share best practices. The work done during the project confirms the relevance of the Lab structure as designed at the beginning of the project (see Annex 2).

86 European Commission, “Funding of Education in Europe 2000-2012: The Impact of the Economic Crisis”, Eurydice Report, Luxembourg, 2013, 106 p. (consulted on 18.12.15), available at: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_ reports/147EN.pdf

Nevertheless, taking their own experience into account, partners made suggestions to further perfect the methodology. Many recommendations elaborated by the project partners concern the preparation of the 87 See Summary of LLL-HUB Methodology

LLL-HUB COMPARATIVE REPORT

LLL-LABS. They insisted on how well-aware the coordinator of the Lab has to be of the methodology in order to ensure the success of each meeting. It was suggested for the coordinator to prepare a brief summary about each member’s role in the LLL-LAB so that each member is well informed of what is expected from him or her and what final results the Lab is expected to deliver. Partners also made recommendations concerning the composition of the Labs. They suggest taking the national context of each Lab into consideration. In Bulgaria for example, the tripartite format with public authorities, employers and employees representatives is well accepted. Hence, it makes sense for the Bulgarian Lab to be based on these three groups on top of representatives of educational institutions and organisations (educators, school directors, training providers, volunteers, etc.). Concerning the choice of experts, partners suggest for the coordinator to invite experts he or she has already worked with in order to facilitate communication and ease the work. Nevertheless, partners also insist on the need to reach out to new organisations from a wide range of sectors to genuinely develop a lifelong learning approach. They also consider that since experts are very busy, they should not be put aside if their participation in the Lab’s work is limited. However, a core group of highly motivated experts who the coordinator can count on is essential for the Lab to achieve concrete results. As regards the LLL-FORUM format, partners suggest to make it less intensive in order to ensure the best possible results. They recommend to insert longer coffee breaks and to make it last longer (several days), informal meetings between the experts being at least as fruitful as formal discussions.

4.2 Recommendations for policy-makers By bringing together experts from all the sectors of lifelong learning, the partners were able to evidence the main successes in their countries’ lifelong learning strategies, to identify potential improvements and to issue key recommendations for their local, regional and national policy-makers as well as for European ones.

Elaborate a holistic vision on learning Policy coherence is a prerequisite for building learning societies, and therefore there is a strong demand for developing more comprehensive LLL strategies. Although lifelong learning policies have become more popular lately, their implementation often lags behind. Effective educational strategies include measures aimed at increasing the permeability between sectors in order to offer flexible lifelong learning pathways to individuals. This includes amongst other measures implementing a learning outcome approach across sectors, developing efficient and coherent qualification frameworks and setting up validation mechanisms. In order to support the implementation of such strategies at regional and national level, the policy exchange and monitoring done via the Open Method of Coordination should be further strengthened until 2030. A dedicated thematic working group should be set up to monitor the implementation of lifelong learning strategies in Europe jointly coordinated by the European Commission Directorate General for Education and Culture and the Directorate General Employment and Social Affairs. Similar coordination structures should be set up at national and regional level in the Member States. Besides, lifelong learning policies usually focus on concerns around employability. Without undermining the importance of developing skills and competences to foster employability, the partners insist on the holistic mission of education that also seeks to encourage social inclusion, personal development and the acquisition of fundamental values. The 2015 Joint Report of the Council and the Commission on the New

LLL-HUB COMPARATIVE REPORT

Priorities for ET2020 rightly addresses these important points and they ought to maintain this direction for 2030. The same should be reflected in local, regional and national educational strategies.

In order to implement comprehensive LLL strategies, partners insist on the need for cross-sectorial partnerships and on adopting a transversal approach at all levels. There is an always pending need for cooperation and coordination between Education, Employment, Social Affairs, Culture and other departments, as it is proved that they have significant positive effects on lifelong learning. Such cooperation leads to independent legal frameworks and programmes that take into account the potential positive or negative externalities different policies can have on each other, and therefore making them considerably more efficient. Hence, an increased cooperation is necessary between the different educational departments at local, regional, national and at EU level. In addition to the horizontal cooperation a vertical one, between the different levels, is crucial in order to implement a better projection of national strategies. As mentioned above, an EU Thematic Working Group on lifelong learning implementation bringing together representatives from the different directorates of the Commission dealing with education, representatives from national governments and relevant stakeholders should be set up. Such mechanisms should be implemented at all levels.

Focus on the effects of learning It is imperative to take into account the wide benefits of learning in terms of learning gains, such as empowerment, well-being, new career opportunities, health, social inclusion and employment. When evaluating the impact of educational policies and programmes, the sole focus on quantitative participation rates does not reveal all the wider benefits of learning. That is why a valid and effective lifelong learning strategy should insist more on the effects of learning. These include learning gains (in terms of skills, competences, knowledge, attitudes, etc.), empowerment, well-being, career opportunities and social inclusion. Additionally, learners are equipped with transversal competences through lifelong learning that enable them to cope with rapid social and economic changes and find their way through an increasingly uncertain and complex world (e.g. sense of initiative, learning to learn, resilience, risk-taking and problem-solving) and deal with an increasing job uncertainty. Transversal competences such as civic and social competences should be particularly highlighted as they support learners’ capacity to think critically and creatively.

Adopting a learner-centred approach is not only important for increasing learning outcomes, but it is also vital to ensure a positive learning experience and therefore learners’ motivation to further pave their learning path. The answer to many educational challenges is placing the learner in the centre of attention and insisting more on the autonomy of the learner. He/she should be regarded as an equal partner in the process and not as an object. Even when courses and trainings are mandatory, the learner should be able to influence his/ her own learning path. Securing a learner-centred approach is also crucial for the process of establishing a positive learning climate. The latter is essential for the prevention of drop-out, encouraging adults to participate in learning activities

LLL-HUB COMPARATIVE REPORT

and the reintegration of learners under mandatory schooling (early-school leavers, migrant children, ethnic minorities, etc.). Providing a safe and open learning environment is therefore essential especially when policies/programmes aim to reach out to disadvantaged groups. This approach should be mainstreamed in lifelong learning strategies while current policies and initiatives should be evaluated against indicators that measure their efficiency in matching the needs of individuals and those of society – in terms of employment, social inclusion and civic participation.

LLL-HUB COMPARATIVE REPORT

regional lifelong learning platforms is a highly relevant example and the only way to effectively implement a comprehensive lifelong learning strategy in a balanced top-down/ bottom-up approach and for these strategies to reach their goals in terms of learning outcomes, employability, social inclusion and civic participation.

Investing in initial and continuous professional development of educators and ensuring more engagement of directors/headmasters are prerequisites to offer high quality of learning.

Setting up a sustainable and regular dialogue/platform between national level stakeholders and with policymakers, would support a genuine multi-stakeholder debate on lifelong learning at the national/regional level in a long-term perspective. Its mission would be to make a state of play of current strategies/policies, coordinate existing instruments and identify potential gaps and synergies. It could stimulate national campaigns, activities and research that feed into work carried out at the European level.

There is an urge to provide quality training for teachers/educators to support them in ensuring the best effects of learning. On top of improving initial teacher training, educators should receive more professional development training throughout their career. They should also be encouraged to take part in training and peer learning activities at local, national and European level (e.g. through their participation in projects and European networks).

The LLL-HUB project has clearly demonstrated that collaboration on a regional and national level is of interest to the LLL sector in the partner countries; it also shows the potential to influence policy at the European level through dedicated research and activities by experts at the national level. The LLL-HUB methodology which has been successfully tested offers an initial structure for collaboration which can be explored before a national platform is created.

In this regard, the responsibility of directors/headmasters of educational institutions and the role of the institutions are closely related to the quality of teaching. Beyond quality assurance, directors/headmasters are also responsible for implementing the cultural shift towards lifelong learning, encouraging the staff to participate in trainings and making sure that teachers/educators deliver learner-centred education and training. Furthermore, they should make sure that the educational institution is open to its local community by developing partnerships with civil society, social and economic actors and other stakeholders including families/parents.

Stimulate networks, partnerships and cooperation It is essential to foster cooperation between educational institutions of the same sector, but also between different types of educational institutions and between educational institutions and civil society/the private sector. Although encouraging new practices within educational institutions is vital, it is not enough. Incentives should be made to ensure an exchange of good practices between institutions of the same type, such as universities. Although they have independent statutes, such initiatives can ensure their coordination and learning from one another. The same counts for cooperation between different sectors, such as VET and Higher Education, schools and libraries, secondary education and youth work, etc. Furthermore, this also necessitates enhancing the social commitment of employers and their role in building career paths, advising them to develop educational offers, offering training opportunities and participating in validation of non-formal and informal learning procedures. Socio-cultural organisations involved in nonformal and informal learning can contribute significantly to renewing formal education systems with their experience of innovative learning methods and dealing with heterogeneous publics and complex issues.

The partners advocate for sustainable dialogue mechanisms, supporting national and/or regional lifelong learning platforms based on LLL-HUB methodologies and the model of the LLL-LABS. In order to make a regular communication between all relevant stakeholders a reality, a more dynamic approach to partnerships based on common aims and ambitions should be found. Developing national/

The partners stress the need to support a cultural shift towards learning by raising awareness on lifelong learning. Lifelong Learning Days, Weeks and Festivals and other promotional campaigns are organised at national and regional level in various countries/regions. These events are very well known and established and are the annual “rendez-vous” to promote lifelong learning. Unfortunately, due to a lack of funding these awarenessraising events get cancelled regularly. Even though they are sometimes replaced by smaller events the trans-sectoral scope and the outreach of an LLL Week is lost. The partners thus call national and regional authorities to set up such events on an annual basis in order to encourage stakeholders to join forces and to reach out to the general public.

Promote and recognise flexible learning pathways Flexible and open learning pathways should be expanded, which has the potential to enhance learning and widen opportunities for participation, especially for socioeconomically vulnerable people, including low-skilled workers. Acknowledging the fact that learning takes place in various forms and settings throughout life is the starting point in changing mindsets towards a holistic vision of learning. Namely, greater flexibility in learning – in relation to location, delivery and learning modes can serve to attract and meet the needs of a diverse range of learners. For instance, promoting non-formal learning opportunities, which are usually more flexible and open to all, or introducing an increased number of, for instance, distance learning, dual learning and blended learning opportunities, has the potential to attract various learners with distinct needs.

Although systems for validating non-formal and informal learning have already been developed in some member states, solid efforts are needed to establish coherent legal frameworks and effectively implement them across the EU. In addition to adopting a learner-centred approach in educational institutions, it is necessary to value alternative learning paths and non-formal and informal learning better, which requires consistent validation and recognition mechanisms. Validation of non-formal and informal learning gives new opportunities to learners, improves their access to education, particularly for the disadvantaged ones, and enhances

LLL-HUB COMPARATIVE REPORT

motivation to learn. In addition, it also contributes to tackling unemployment and achieve a better match between jobs and skills by acknowledging those acquired outside of the formal education system.

Foster evidence-based policies and involve stakeholders in decision-making Policies and programmes have to be based on a sound understanding of learners’ needs and that should also be a criterion when evaluating their efficiency, which is closely linked to building a culture of experimentation. In order to be effective and achieve the expected results, lifelong learning policies need to be based on evidence. Indeed, it is essential for policy-makers to understand why particular groups are not participating in education and training in order to overcome the existing barriers and develop tailor-made initiatives. However, research about lifelong learning in many regions and countries is alarmingly low. Local information centres and the above mentioned lifelong learning platforms could be responsible for monitoring tools that cover all areas related to lifelong learning (education and training, employment, social policies, etc.) and play a role as disseminator of European and national strategies, such as the National Qualification Framework. Collecting all the relevant information in single databases could greatly increase the effectiveness of longterm forecasting. In order to support the process, innovation should be stimulated. Public authorities should encourage the trial-and-error approach, allow new methods and pilot them to evaluate their qualitative and quantitative impact. Successful initiatives should be mainstreamed and adapted to other contexts afterwards.

Capacity-building of civil society and its regular dialogue and exchange of practices with policy-makers is crucial for creating positive developments regarding the implementation of lifelong learning. Learner-centred systems take into account a diversity of learners and their goals, motivations, capabilities, competences, as well as different local contexts and needs. Civil society organisations have a direct access to beneficiaries on the ground and should be empowered in order to better support policy-making processes. Besides, in order to make sure that the voice of learners is heard, there should be a balance between bottomup and top-down approaches. On top of developing field research, policy-makers should systematically involve civil society organisations in decision-making processes that impact them. They can also contribute with their first-hand experience and an in-depth knowledge about challenges and opportunities their sectors convey. The involvement can take multiple forms: consultations, partnerships, participation of the stakeholders in policy-makers expert groups, etc. Meaningful and structured consultation bodies and regular dialogue mechanisms should therefore be insisted upon.

Raising awareness on lifelong learning and creating culture of learning Quality guidance and counselling services should be provided in order to promote a positive learning climate and support positive attitudes to learning, and therefore motivate learners to carry on with their learning pathways. Guidance and learning support services have a crucial role to play in a learner-centred education system, and therefore guidance practitioners’ continuous training is imperative. Apart from strengthening existing

LLL-HUB COMPARATIVE REPORT

services, it is advisable to support/implement independent local information centres that would gather relevant information from the education and training entities in the area covered by the information points (“lifelong learning platforms/houses”) and via that contribute to the outreach. A national-wide guidance structure is necessary in order to tackle the issue of fragmentation of educational policies and to safeguard coherence, as well as offer more and better opportunities to different target groups. Partners have identified quality guidance and counselling as a key success factor when promoting and implementing lifelong learning policies/programmes especially those targeting disadvantaged groups. Last but not least, the creation of a Lifelong Learning Institute on the European level, such as the CEDEFOP Agency, could contribute to raising awareness on lifelong learning in Europe and provide the evidence to support policies. This could be done by extending the mission of the CEDEFOP and/or by setting up a new agency (e.g. the Lifelong Learning Institute of the UNESCO for the UN).

LLL-HUB COMPARATIVE REPORT

BIBLIOGRAPHY

LLL-HUB National/Regional States of Play Associação Portuguesa de Gestão das Pessoas, “LLL-HUB National State of Play, Portugal”, 2015, 76 p. Cámara Oficial de Comercio e Industria Cáceres, “LLL-HUB, National State of Play, Spain”, 2015, 30 p. CVO Antwerpen, “LLL-HUB National State of Play, Flanders, Belgium”, 2015, 114 p. Institute for Training of Personnel in International Organisations, Regional Inspectorate of Education, “LLLHUB National State of Play, Bulgaria”, 2015, 68 p. Leido, “LLL-HUB National State of Play, the Netherlands”, 2015, 62 p. Mardin Provincial Directorate Of Social Studies and Projects, “LLL-HUB National State of Play, Turkey”, 2015, 38 p. Wojewódzki Urząd Pracy w Krakowie, “LLL-HUB National State of Play, Małopolska, Poland”, 2015, 39 p.

Legislative documents

European Union, “Council Conclusions of 12 May 2009 on the strategic framework for European cooperation in education and training (‘ET 2020’)”, 2009, C119/02 (consulted on 17.12.15), available at: http://eur-lex.europa. eu/legal-content/EN/TXT/PDF/?uri=CELEX:52009XG0528(01)&from=EN European Union, “Council Conclusions of 27/28 June 2013”, 2013, EUCO 104/13, 10 p. (consulted on 18.12.15), available at: http://data.consilium.europa.eu/doc/document/ST-104-2013-EXT-1/en/pdf European Union, “Council Recommendation of 20 December 2012 on the validation of non-formal an informal learning” (2012) C398/01, (consulted on 17.12.15), available at: http://eur-lex.europa.eu/legal-content/EN/TXT/ PDF/?uri=CELEX:32012H1222(01)&from=EN European Union, “Council Resolution on a renewed European agenda for adult learning”, (2011) C372/01 (consulted on 18.12.15), available at: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32011G 1220(01)&from=EN European Union, “Joint Report of the Council and the Commission on the implementation of the strategic framework for European cooperation in education and training (‘ET 2020’), New priorities for European cooperation in education and training”, (2015) C417/25 (consulted on 17.12.15), available at: http://eur-lex. europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52015XG1215(02)&from=EN European Union, “Lisbon European Council 23 and 24 March 2000 Presidency Conclusions”, (consulted on 17.12.15), available at: http://www.europarl.europa.eu/summits/lis1_en.htm

Primary law

European Union, “Recommendation of the European Parliament and the Council of 18 December 2006 on key competences for lifelong learning”, 2006/962/EC (consulted on 18.12.15), available at: http://eur-lex.europa.eu/ legal-content/EN/TXT/PDF/?uri=CELEX:32006H0962&from=EN

Consolidated Version of the Treaty on European Union [2008] OJ C115/13 Consolidated Version of the Treaty on the Functioning of the European Union [2008] OJ C115/01

REPORTS

Secondary law European Parliament, “European Parliament resolution of 22 October 2013 on Rethinking Education”, 2013/2041(INI), (consulted on 18.12.15), available at: http://www.europarl.europa.eu/sides/getDoc. do?pubRef=-//EP//NONSGML+TA+P7-TA-2013-0433+0+DOC+PDF+V0//EN European Union “Communication from the Commission, Europe 2020, A strategy for smart, sustainable and inclusive growth”, COM(2010) 2020, (consulted on 17.12.15), available at: http://eur-lex.europa.eu/LexUriServ/ LexUriServ.do?uri=COM:2010:2020:FIN:EN:PDF European Union, “Communication of the Commission, Making the European Area of Lifelong Learning a Priority”, COM(2001) 678 (consulted on 17.12.15), available at: http://eur-lex.europa.eu/legal-content/EN/TXT/ PDF/?uri=CELEX:52001DC0678&from=GA European Union, “Communication from the Commission, Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources”, COM (2013) 664 (consulted on 18.12.15), available at: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52013DC0654&from= EN European Union, “Communication from the Commission, Rethinking education: Investing in skills for better socio-economic outcomes”, COM(2012) 669 (consulted on 17.12.15), available at: http://ec.europa.eu/ education/library/publications/monitor15_en.pdf

Institutional reports European Union reports CEDEFOP, “Labour market outcomes of vocation training in Europe”, Research paper n°23, Luxembourg, 2013, 76 p. (consulted on 18.12.15), available at: http://www.cedefop.europa.eu/en/publications-and-resources/ publications/5532 CEDEFOP, “Using learning outcomes”, European Qualifications Series, Note 4, 48 p. (consulted on 17.12.15), available at: www.cedefop.europa.eu/files/Using_learning_outcomes.pdf European Commission, Cedefop, “European Inventory on the Validation of Non-Formal and Informal Learning 2014”, Final synthesis report, 2014, p. 8 (consulted on 02.02.16), available at: https://cumulus.cedefop.europa. eu/files/vetelib/2014/87244.pdf European Commission, “A Memorandum on Lifelong Learning”, Commission Staff Working Paper, SEC(2000) 1832, 30.10.2000, 36 p. (consulted 16.12.15), available at: http://arhiv.acs.si/dokumenti/Memorandum_on_Lifelong_ Learning.pdf

European Commission, « Education and Training Monitor, 2015 », 2015, 84 p. (consulted on 17.12.15), available at: http://ec.europa.eu/education/library/publications/monitor15_en.pdf

LLL-HUB COMPARATIVE REPORT

European Commission, “Education and Training Monitor 2015, Country analysis”, November 2015, 288 p. (consulted on 16.12.15), available at: http://www.moec.gov.cy/aethee/chrisimo_yliko/education_training_2015/ education_training_monitor_2015_vol2.pdf European Commission, “Funding of Education in Europe 2000-2012: The Impact of the Economic Crisis”, Eurydice Report, Luxembourg, 2013, 106 p. (consulted on 18.12.15), available at: http://eacea.ec.europa.eu/ education/eurydice/documents/thematic_reports/147EN.pdf European Commission, « Lifelong learning, 2009 and 2014 (% of the population aged 25 to 64 participating in education and training) », Eurostat (consulted on 16.12.15), available at : http://ec.europa.eu/eurostat/ statistics-explained/index.php/File:Lifelong_learning,_2009_and_2014_%28%C2%B9%29_%28%25_of_the_ population_aged_25_to_64_participating_in_education_and_training%29_YB15.png European Commission, “Participation in early childhood education”, Eurostat (consulted on 16.12.15), available at : http://ec.europa.eu/eurostat/tgm/table.do?tab=table&init=1&language=en&pcode=tps00179&plugin=1 European Commission, “Partnership and flexible pathways for lifelong learning skills”, Commission Staff Working Documents, 20.11.2012, SWD(2012) 376, 45 p. (consulted on 18.12.15), available at: http://eur-lex. europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0376&from=EN European Commission “Tertiary education attainment by sex, age group 30-34”, Eurostat, (consulted on 16.12.15), available at: http://ec.europa.eu/eurostat/tgm/table.do?tab=table&init=1&language=en&pcode=t2 020_41&plugin=1 European Commission, “Work-Based Learning in Europe, practices and policy pointers”, June 2013, p. 5 (consulted on 18.12.15), available at: http://ec.europa.eu/education/policy/vocational-policy/doc/alliance/ work-based-learning-in-europe_en.pdf Eurostat, “Europe in figures, Eurostat yearbook 20009”, Eurostat statistical books, Luxembourg, 2009, 560 p. (consulted on 02.02.16), available at: http://ec.europa.eu/eurostat/documents/3217494/5708435/KS-CD-09001-EN.PDF/f16d286f-48bf-4e13-a4bb-c10b2b7832e0?version=1.0 NESSE, “Mind The Gap: Education Inequality Across EU Regions”, European Commission, 2012, 174 p. (consulted on 19.02.16), available at: http://www.nesse.fr/nesse/activities/reports/mind-the-gap-1

National and Regional reports Bulgarian Ministry of Education and Science, “School and pre-school education development national programme (2006-2015)”, 55 p. (consulted on 18.12.15), available at: http://www.erisee.org/downloads/2013/2/b/ programme_ministry-of-education_2006-2015%20ENG.pdf Instituto Nacial de Estatitica, “Inquérito à Educação e Formação de Adultos 2011”, Lisboa, 2013, 147 p. (consulted on 18.12.15), available at: https://ec.europa.eu/epale/sites/epale/files/ine_iefa_2011.pdf Ministry of National Education, “Lifelong Learning Strategy Paper”, Ankara, 2009, p. 13 (consulted on 22.02.16), available at: http://planipolis.iiep.unesco.org/upload/Turkey/Turkey-Lifelong-Strategy_2009.pdf Republic of Bulgaria, “National Strategy for lifelong learning for the period 2008-13”, 30 p. (consulted on 17.12.15), available at: http://www.erisee.org/downloads/2013/2/b/LLL_Strategy_2008-2013%20ENG.pdf Urzad Marszalkowski Województwa Malopolskiego Departament Polityki Regionalnej, “Strategia Rozwoju Województwa Malopolskiego 2011-2020”, Kraków, 2011, 190 p. (consulted on 18.12.15), available at: http://www. malopolskie.pl/Pliki/2011/strategia.pdf

International organisations’ reports DELORS Jacques et al. “Learning: the Treasure Within”, UNESCO, Paris, 1996, 46 p. (consulted on 16.12.15), available at: http://unesdoc.unesco.org/images/0010/001095/109590eo.pdf FAURE Edgar et al., « Learning to be », UNESCO, Paris, 1972, 313 p. (consulted on 16.12.15), available at: http:// unesdoc.unesco.org/images/0000/000018/001801e.pdf ILO, “A Skilled Workforce for Strong, Sustainable and Balanced Growth”, G20 Training Strategy, Geneva, November 2010, 40 p. (consulted on 22.02.16), available at: http://www.oecd.org/g20/topics/employment-andsocial-policy/G20-Skills-Strategy.pdf OECD, “OECD Skills Outlook, First Results From the Survey of Adult Skills”, OECD Publishing, 2013, 461 p. (consulted on 19.02.16), available at: http://skills.oecd.org/OECD_Skills_Outlook_2013.pdf OECD, “PISA 2012 Results: Excellence through Equity (Volume II): Giving Every Student the Chance to Succeed”, Chapter 3, 2013 (consulted on 18.12.15), available at: http://dx.doi.org/10.1787/888932964832 UNESCO “Rethinking Education”, UNESCO, Paris, 2015, 84 p. (consulted on 17.12.15), available at: http:// download.ei-ie.org/Docs/WebDepot/UNESCOReport_RethinkingEducation.pdf UNESCO Institute for Lifelong Learning, “UNESCO Global Network of Learning Cities”, Hamburg, 2015 (consulted on 22.02.16), available at: http://unesdoc.unesco.org/images/0023/002349/234985e.pdf UNESCO-UNEVOC International Centre, “New Opportunities, Portugal, Programme Overview”, 4 p. (consulted on 13.01.16), available at: http://www.unevoc.unesco.org/fileadmin/user_upload/pubs/New%20 Opportunities%20-%20Portugal.pdf

Articles EUCIS-LLL, “European Education, Training and Youth Forum 2013, EUCIS-LLL Online Consultation Outcomes”, Brussels, 11 p. (consulted on 18.12.15), available at: http://www.eucis-lll.eu/eucis-lll/wp-content/ uploads/2013/07/SURVEY-partnerships-final_results.pdf EUCIS-LLL, Policy Debate “Measuring progress in Lifelong Learning”, Synthesis Report, December 2013, Brussels, 9 p. (consulted on 19.02.16), available at: http://www.eucis-lll.eu/eucis-lll/wp-content/ uploads/2013/10/EUCIS-LLL-Measuring-progress-Report-Small1.pdf EUCIS-LLL, “Survey on Feasibility Study on National Stakeholder’s Forums”, Brussels, May 2012, 95 p. (consulted on 18.12.15), available at: http://www.eucis-lll.eu/eucis-lll/wp-content/uploads/2012/04/Surveyand-Feasibility-Study-on-National-Stakeholders-Forums.pdf HUTTL Pia, WILSON Karen, WOLFF Guntram, “The Growing Intergenerational Divide in Europe”, Bruegel Policy contribution, n°17, 2015, 11 p. (consulted on 18.12.15), available at: http://bruegel.org/wp-content/ uploads/2015/11/pc_2015_171.pdf WARIN Philippe, “Le non-recours aux droits”, SociologieS (en ligne), 2012 (consulted on 22.02.16), available at: https://sociologies.revues.org/4103

Press releases EUCIS-LLL, Press-Release “PIAAC Survey: Adult Education, the Smart Investment”, 10.10.13, 1p. (consulted

LLL-HUB COMPARATIVE REPORT

on 19.02.16), available PIAAC_08.10.2013.pdf

at:

LLL-HUB COMPARATIVE REPORT

http://www.eucis-lll.eu/eucis-lll/wp-content/uploads/2013/10/EUCIS-LLL_PR_

Annex: the lll-hub project partners

European Commission, Press Release “EU school report: improvement in science and reading, but poor in maths”, 13.12.2013 (consulted on 16.12.15), available at: http://europa.eu/rapid/press-release_IP-13-1198_en.htm

Websites CEDEFOP, “National Qualifications Framework, European Inventory, 2014” (consulted on 17.12.15), available at: CEDEFOP, “Themes” (consulted on 19.02.16), available at: http://www.cedefop.europa.eu/en/themes EUR-LEX, Glossary of Summaries (consulted on 19.12.16), available at: http://eur-lex.europa.eu/summary/ glossary.html European Commission, “Entrepreneurship in education” (consulted on 06.01.16), available at: http://ec.europa. eu/education/policy/strategic-framework/entrepreneurship_en.htm European Commission, “European Social Fund 2014-2020” (consulted on 17.12.15), available at: http://ec.europa. eu/esf/main.jsp?catId=62&langId=en European Commission, “How does the EQF work?”, Learning Opportunities and Qualifications in Europe (consulted on 19.02.16), available at: https://ec.europa.eu/ploteus/content/how-does-eqf-work European Commission, Eurydice, “About us” (consulted on 19.02.16) available at: https://webgate.ec.europa. eu/fpfis/mwikis/eurydice/index.php/About_us LLL-HUB website (consulted on 08.01.16), available at: http://www.lll-hub.eu/

Lifelong Learning Platform (formerly EUCIS-LLL), Belgium

The Lifelong Learning Platform (formerly EUCIS-LLL) is an umbrella association that gathers 39 European organisations active in the field of education and training, coming from all EU Member States and beyond. Currently these networks represent more than 50 000 educational institutions (schools, universities, adult education and youth centres, etc.) or associations (involving students, teachers and trainers, parents, HRD professionals, etc.) covering all sectors of formal, non-formal and informal learning. Their members reach out to several millions of beneficiaries. The Lifelong Learning Platform promotes European-wide cooperation among civil society organisations. It aims to build a citizen’s voice on lifelong learning issues and to propose concrete solutions based on the expertise, the competencies and the experience of its networks’ experts and practitioners. The Platform is a tool to promote a holistic vision of lifelong learning, from cradle to grave, that is not limited to formal education but integrates non-formal and informal learning. By bringing together actors from all sectors and levels of education and training, the Platform contributes to an increased flexibility between systems. By encouraging an exchange of knowledge, it aims to build a citizen’s voice on education and training issues but also to propose concrete solutions to make lifelong learning a reality for all. The platform fosters a vision of lifelong learning that promotes equity, social cohesion and active citizenship. It believes that the objectives of education and training should not only be described in terms of employability or economic growth but also as a framework for personal development. It is essential to raise awareness on the fact that lifelong learning should include a large range of learning settings and create more complementarity and continuity between formal, non-formal and informal learning.

LLL-HUB COMPARATIVE REPORT

CVO Antwerpen, Belgium

• • • • •

CVO Antwerpen is an adult education provider with several campuses in and around the City of Antwerp in the Flemish region of Belgium. CVO Antwerpen is one of the largest centers for adult education certified and funded by the Flemish Government. It organises more than 950 modular daytime and evening courses per year for more than 7.000 students. These courses are clustered around courses for immigrants, formal VET at the level of secondary education, higher professional education, a range of language courses, entrepreneurial training courses, maritime training, welding courses, courses in application software and cooking. CVO Antwerpen offers an increasing percentage of its courses as blended learning. The center is, was and remains a leading player in the introduction of different types of distance learning using e-learning platforms, developing interactive content (learning objects), multimedia and video recording, social software, automated evaluation, mobile learning etc. The main campuses offer an open learning center, providing facilities for intake and advisory, self-paced study, counseling, individual tutoring and study groups.

Institute for Training of Personnel in International Organisations (ITPIO), Bulgaria

ITPIO is a private non-profit organization (NGO) with the status of Association. Members of the Association are currently 5 leading Bulgarian universities and colleges, the most powerful trade union in Bulgaria, one of the 6 national employers association, the Bulgarian Construction Chamber, local and regional authorities (such as the Blagoevgrad Regional Inspectorate of Education, also partner in this project), 7 SMEs, 2 corporations, 1 private hospital, 3 adult education providers, 7 centers for vocational training, 6 NGOs active in the education field, 2 regional school inspectorates, many schools, 3 language schools, some school teachers associations and many individuals – prominent experts in the education, training, social, economic and academic spheres. The main activities of ITPIO are: • Consulting of local, regional and national authorities in defining and implementing educational, labour market and youth policies (development of local and regional strategic documents); • Training competition candidates to enter international institutions; • Training the central and local Bulgarian public administration staff on the introduction of European standards and requirements in their work;

• •

Training SMEs managers to improve their leadership competences; Consulting for SMEs in improving their human resources, finance and public relations policies; Training staff in the public administration, universities, companies and NGOs in the field of development, management; Reporting on VET projects funded by international sources, including funds and programmes of the EU; Development and management of projects funded by the EU Structural Funds in Bulgaria; Labour market researches; research and analytical activities in connection with Bulgarian VET institutions’ training programs; proposals for their optimization and modernization; Research activities for the prevention of early school leaving; Research and scientific, practice-oriented activities for the development of programs and methodologies to foster a closer relation between education and the labour market.

The Regional Inspectorate of Education (RIE), Bulgaria

The Regional Inspectorate of Education (RIE), Bulgaria is the territorial administration of the Ministry of Education and Science in the Blagoevgrad Region for the management and control of the public education system. RIE implements the state education policy to ensure equal access to education for all children of compulsory pre-school and school age (6 -16) in 133 schools and 75 kindergartens. RIE not only to guarantees an equal access to children in school but also makes sure that they stay in education and takes further measures to reduce absenteeism and the number of dropouts. RIE plays an intermediary role between schools and municipalities on local and regional level. The professional experience of RIE’s staff is linked to inspection, methodological support, coordination of activities and organisation in education. They have the necessary skills to effectively guide the work of a team composed of various specialists with diverse goals (such as participants of the LLL-Forum) – training, evaluating training results, diagnosis and analysis of achievements in education. The RIE team is involved in the implementation of a number of national programs. Currently RIE monitors and coordinates the successful implementation of projects such as “Improving the quality of education in secondary schools by introducing full-time organization”, “Qualification of teaching staff”; “NELLII – Initiatives to promote lifelong learning” or “Entrepreneurship”. Target groups involved in the project activities are children and students in the region but also parents. REI also carries out and coordinates activities with representatives of the local government administration, of higher education and of non-governmental organizations. Twice a year the Regional Inspectorate for Education in Blagoevgrad collects and summarizes the data from 133 schools concerning children attendance and dropouts. To this purpose the REI experts carry out regular school inspections aiming to evaluate children attendance and elaborate preventive measures undertaken by schools according to government regulation.

LLL-HUB COMPARATIVE REPORT

European Regions Foundation for Research in Education and Training (FREREF), France

Leido Academy, The Netherlands

FREREF was created in 1991 as an initiative of several European Regions. The network currently gathers about thirty Regions and Regional bodies and organisms acting in the area of LLL. It is associated to several other European Networks such as EUCIS-LLL, EARLALL, The Committee of Regions, The European Association of Regions.

Leido is a network organisation in the Netherlands, operating nation-wide. It is involved in issues and developments concerning ‘lifelong learning’, bringing together people working in institutions for ‘vocational education and training’ and ‘higher professional education’, and organisations that are involved in developments concerning this type of education (government, accreditation bodies, employers’ organisations, knowledge centers, and so on) to discuss them. Using all kinds of activities for this, the outcomes of them will be published in newsletters, reports and other documents to feed the public discussion.

The objective of FREREF is to promote and support the real and concrete development of LLL at Regional and European levels, by enabling interregional cooperation based on practice sharing and peer learning, and by reinforcing the links between the regional actors and the European context, which is strongly and rapidly evolving regarding LLL (Lisbon strategy, Copenhagen process, etc.). The collaboration between actors relies on a triptych: decision makers – field operators – researchers, which guarantees the soundness of work, the efficiency of processes, and the relevance and legitimacy of proposals. The FREREF network is acting through three main channels: the European University of Regions and Territories is a unique place to share experiences, discuss about new possible developments, prepare new projects, propagate innovations in LLL; European projects enable to develop concrete partnerships, tools, processes, to foster and sustain innovative moves for improving LLL practices; the participation in larger actions at the Commission and Parliament level give the possibility to present the positions of FREREF regarding key issues in LLL policy. FREREF has already been – and is currently – committed in several European projects in the area of LLL (Mobivet, Opir EcVet, Regio-LLL, Europapprenticeship, LLWings, AcroJump,LLL-HUB, eMova, etc.). As a European network of Regional Bodies and Institutions, FREREF has a key position to promote and disseminate the works of the YOUNG ICARUS project. FREREF has also a recognised successful experience in project management, methodology development and quality assurance management in European projects.

Leido was founded in 2003. The management of the network and the working groups is in the hands of people who also work or have been working in vocational and professional education. Not as managers but as coordinators, teachers, tutors, professionals in quality assurance, developers of curricula, etc. This ensures that it really comes to daily affairs, knowing that problems have to be simply solved. That makes Leido unique. Leido has nearly 1500 ‘members’, people who are involved in those themes that are part of the daily work as network organisation. Examples of such themes are: quality assurance, permeability between VET and HE, work-based learning, adult education, flexible learning pathways and regulations for professional education. Leido is strongly involved in the use of qualifications at level 5 of the NLQF (and the EQF). The formal one is the Associate degree, to be seen as SCHE in higher professional higher education. A new initiative started by Leido, is the introduction of a non-formal type of such a qualification at level 5, the so-called Higher Professional Diploma. This qualification can be used for composing tailor-made programmes for business to make employees better prepared for future jobs. The use of ‘learning outcomes’ for this diploma makes an underlying programme ready for a VNFIL-procedure. Leido is active in international organisations (EURASHE, WFCP, CHAIN5, VET4EU2) and is also a partner in some European projects. There are good contacts with organisations in the USA, leading to study trips once a year.

LLL-HUB COMPARATIVE REPORT

The Regional Labour Office (WUP) Krakow, Poland

Portuguese Association of People Management (APG), Portugal

The Regional Labour Office in Krakow is an organisational entity of the Regional Government of the Malopolska region. As a labour market institution, it undertakes activities concerning this aspect in the Malopolska region. For this reason, since 2007 the goal of and foundation of each initiative of the Labour Office is this underlying mission: competent, qualified and employed residents of the Malopolska region.

APG – Portuguese Association of People Management, founded in 1964, is a non-profit professional association under private law, of cultural and scientific nature, recognised by the Portuguese Government as an organisation which pursues public interests.

The Regional Labour Office in Krakow prepares documents on regional labour market policy as well as those concerning the development of human resources. It annually prepares the Regional Implementation Plan for employment and assesses the labour market situation in the Malopolska region. The Office fulfils the function of an Implementation Institution (2nd Tier Intermediary Institution/ Instytucji Posredniczacej II stopnia) in the region for the Human Capital Operational Programme, 2007-2013. This means that the Office has resources for the execution of entrepreneurial projects dealing with the development of human resources.

It is a national association that gathers people and organisations devoted to people’s management or practising leadership services or specialised within this area, both in the public and private sector, namely People Management Managers, CEOs and General Managers coming from organisations of several activities, as well as trainers, coaches, academics, consultants and university students from several courses (Human Resources Management, Management, Labour Psychology, Sociology, Public Administration, etc.), amounting to nearly 1.000 members. The APG head-office is located in Lisbon and has a branch in Oporto, in the north of the country.

As a labour market institution, the WUP supports residents of the Malopolska region in their professional development. Career advisors at the Centre for Information and Career Planning at the Office in Krakow provide career services to adults and youth entering the labour market. The Regional Labour Office maintains information that can be utilised by residents in the Malopolska region to develop their competence and qualifications for employment. Among its tasks, the Regional Labour Office in Krakow assists in securing safe employment abroad. Offers for employment abroad are systematically placed on the website of the European Job Mobility Portal (EURES). To increase chances for foreign employment, EURES advisors are available to assist interested individuals. The Regional Labour Office acts as an intermediary for the international transfer of services. It receives and process applications of the unemployed for the issuance of appropriate certifications or decisions in order to establish unemployment benefits for individuals who have worked abroad along with the transference of benefits in countries of the European Union/EEA and Switzerland.

Its mission is to develop activities that aim at the training and representation of its members, the rise in value of the “Personnel” task in the organisations and the contribution for the definition of public policies namely in areas like education, vocational training, employment and labour relations.APG has a “Code of Ethics on People’s Management” which includes a set of ethical and conduct principles that describe the behaviour and attitudes which APG’s members shall undertake along their professional and associative life and edit a monthly magazine called “Pessoal”.

In addition to these fundamental responsibilities, the Regional Labour Office in Krakow carries out active responsibilities in preparing and implementing projects which have been co-financed with European Union Funds. These projects relate directly to the strategic goals of the Labour Office and complement a mutual fulfilment of regional labour market policy.

APG is member of the most important training and HR international organisations such as: European Association for People Management; World Federation of People Management Associations; Confederation of the Portuguese Speaking HR Professionals; Mediterranean Federation of Human Resources or European Association for Practitioner Research on Improving Learning.

LLL-HUB COMPARATIVE REPORT

Cáceres Chamber of Commerce, Industry and Services, Spain

Founded in 1899, the Chamber of Commerce and Industry of Cáceres (Cámara Oficial de Comercio e Industria Cáceres) is a Public Law Body, whose main aim is to defend the general commercial and industrial interests of the province of Cáceres. The Chamber is run by a group of 29 entrepreneurs elected every four years by all the entrepreneurs of the province of Cáceres. They represent the Assembly which defines all the general objectives to reach. In this one, the President and the Executive board are elected. The Assembly is composed of workers commissions whose aim is to closely analyse the problems of the economic sectors and to define the objectives in detail. A group of employees and technicians headed by the General Manager is in charge of its starting and implementation.People, citizens or juridical persons, who practise commerce or industry in the province of Cáceres, belong to the Chamber. Patronal fees finance the Chamber and receipts coming from determined services that are directly proposed to the entrepreneurs. This services focuses in the provision of specialist advice in several areas: Creation and Business Development, Internationalisation, Legal, fiscal and economic processing, public assistance programmes to corporations, partnerships with local regional and national Government, transfer agents and knowledge institutions. Also promote wide training programmes, business expertise and employment guidance. The Chamber collaborates actively with more than 30.000 Cáceres-based companies, covering various needs through implementing services as: All-in-One Offices for Business, Innovation advice, Business Incubators, VET and Higher Training, Promoting of Exports and International Trade Missions etc. Its main objective is developing initiatives to extend the culture of quality and innovation so that SMEs in Extremadura Region can tap the opportunities afforded by globalisation. The Chamber serves these businesses through a network of three branches, two business incubators (temporary shelter structure designed to companies start-ups) and two One-Stop Offices for Business (and processing for companies with national tax authorities and social security)covering the region, providing value to implement economic development programmes.

Mardin Province Social Studies and Project Management (Mardin PSSPM), Turkey

Mardin Provincial Directorate Of Social Studies and Projects is a directorate under control of Mardin Governorship. As Directorate they are working on different areas from education to sport, from culture

to human rights. The organisation has a European Union Projects Coordination Centre with four project specialists. The organisation’s aim is: • To monitor and evaluate the individual’s biological, psychological, social and cultural development and create solutions to problems which may appear. • To support people in accessing services related to general health, main education, and cultural activities. • To plan activities – in the native and foreign language, religion, education and training to enhance all students’ abilities without discrimination as to race, cultural, social, economic background. • To organise activities where they are necessary and there are training and technical issues; this supports the operation of those collaborating and can be in a day nursery, study training centres, reading rooms, language schools, private schools, culture, arts, sports courses, vocational and technical education courses, computer, information and communication open courses. • To ensure cooperation grants, loans and other contributions for the use of distance education in order to provide young people with essential information and communication technologies. • To ensure that disadvantaged groups, especially women have access to education, culture, sports and other social activities (courses, exhibitions and fairs). • To produce social policies for youth who are the future of the country and to create awareness of environmental issue and nature by bringing people together. • To conduct studies about the training of skilled labour and identify professional, administrative and managerial training needs of the region. • To reduce unemployment through education and counselling to support outcomes such as the setting up of an own business. • To support projects aiming at increasing revenue, social, industrial, economic and ecological harmony and supporting weak/poor social sectors, manufacturing and service sector and the for-profit / non-profit businesses / organizations and institutions – those adversely affected by the development problems of the country’s vocational and technical education. • To eliminate gender discrimination and applications in the medium and long term and to support the development of women, the family and the community to strengthen their social status and to increase their influence in decision making. • To carry out joint activities with other civil society organisations in priority development areas and within disadvantaged sections of the society in the country. • To generate solutions through sustainable development projects to solve issues around poverty, economy, culture, administration. • To improve the quality of education and language learning, to promote cultural dialogue, with the aim of providing training programmes and organise training courses to cooperate with the countries of the European Union. • To prepare reports in accordance with the purposes and fields of study for commissions and working groups within the Association (Health, Social Studies, Law, Education, Arts, Culture, Economy, Industry, Agriculture, Animal Husbandry areas) to create projects through the association of these commissions and working groups and to assure that these projects are open non-commercial institutions or fields of work for the people who paved the way for the community.

project Partners

• Malopolska Region - Krakow Regional Labour Office (WUP), Poland • The Lifelong Learning Platform (EUCIS-LLL), Belgium • CVO Antwerpen (CVO), Belgium • Mardin Province Social Studies & Project Management (Mardin PSSPM), Turkey • Portuguese Association of People Management (APG), Portugal • LEIDO - National Thematic Network on Lifelong Learning, The Netherlands • Cáceres Chamber of Commerce and Industry (COCCIC), Spain • Institute for Training of Personnel in International Organisations (ITPIO), Bulgaria • European Regions Foundation for Research, Education and Training (FREREF), France • Blagoevgrad Regional Inspectorate of Education (RIE), Bulgaria

project funded with the support of