Renewed European agenda for adult learning – perspective of Member State

Stanisław DrzażdżewskiGeneral CounsellorMinistry of National Education Poland

Low skilled at the centre of the Agenda

Adult learning in EU - lack of progress

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Vision for adult learning up to 2020

Overview

Priority areas for Member States up to 2014

Change in participation in education and training between 2001 and 2010: age from 25 to 64

3

0%

5%

10%

15%

20%

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

EU Poland

o The crisis has highlighted the role which adult learning can play in Europe 2020 strategy, by enabling adults to improve their ability to adapt to new situation

o But there is a common understanding in EU that adult learning is currently the weakest link in developing Member States’ LLL systems

o In Poland it is evident too

Adult learning in EU - lack of progress

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o No progress can be seen also in the case of young cohort of adults (age from 25 to 34)

Adult learning in EU - lack of progress

0%

5%

10%

15%

20%

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

EU Poland

Change in participation in education and training between 2001 and 2010: age from 25 to 34

o Can such behaviour of young adults persist in the future?o We can see significantly different behaviour of young

people in the area of initial education – at least in some countries, including Poland

Number of students and graduates from higher education in Poland 1960 – 2009

1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2009 0

200 000

400 000

600 000

800 000

1000 000

1200 000

1400 000

1600 000

1800 000

2000 000

stu-dents

grad-uates

Students (ISCED 1-6) aged 15-24 years as % of corresponding age population (2009)

LUCYMTUKBGATESROIT

SKFRPTEECZIELVHUDESEDKNLBELTFISIPL

0 10 20 30 40 50 60 70 80

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Stagnation of adult learning in Poland remains in sharp contrast with the educational boom in area of upper secondary and higher education

Adult learning in EU - lack of progress

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Early School Leavers 2010-2020 – Poland has the most ambitious target for 2020 in EU

The share of 30-34-year-olds having completed tertiary or equivalent education

This stagnation is in contrast also with Polish educational achievements and targets of Europa 2020 strategy

Adult learning in EU - lack of progress

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0%10%20%30%40%

Participation of adults in education and training - 2010: age from 25 to 64 years

Success of the Polish education system in enlarging the access of young people (up to 24 years) to initial education is not yet effective in the area of adult learning

European Lifelong Learning Index 2010 (Bertelsmann Foundation)

Can we reach similar results in adult learning? Can renewed Agenda help us?

Adult learning in EU - lack of progress

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o In longer term we should develop a new culture of adult learning based more on the LLL idea – not reduced to school based education

o Adult learning should embrace the shift to policy based on learning outcomes in which the autonomous learner is central, regardless of where he/she learns - at work, at home, in the local community, in voluntary activities, or in education and training institutions

o Taking into account such large and fragmented area of adult learning we should develop the multifaceted model of governance that this requires

Vision for adult learning up to 2020

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The longer term vision of adult learning includes also development of the following vital components of LLL:• integrated systems for the validation of non-formal and

informal learning as a base for modern adult learning• identified and more valued learning in the workplace• effective lifelong guidance systems• comprehensive provision of high quality formal and non-

formal E&T aimed at acquiring key competences and leading to qualifications at all levels of the EQF

• enlarged mission of higher education (not reduced to U3A)• engagement of the social partners, civil society and public

authorities (central, regional, local)• fostering solidarity between different age groups and people

of all backgrounds including active, autonomous, and healthy ageing of seniors – in contact with others groups

Vision for adult learning up to 2020

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The Member States are invited to focus their efforts over the period 2012-14 on the five priority areas (taking into account the specific circumstances within each Member State, and in accordance with national priorities, Member States are invited to focus on those priorities which are most relevant to their particular needs):1. Making LLL and mobility a reality 2. Improving the quality and efficiency of education and

training3. Promoting equity, social cohesion and active citizenship

through adult learning4. Enhancing the creativity and innovation of adults and

their learning environments5. Improving the knowledge base on adult learning and

monitoring the adult learning sector

Priority areas for Member States up to 2014

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Priority areas for Member States up to 2014

1. LLL and mobility

• stimulating demand for AL, developing LLG

• promoting engagement of employees in work-based learning

• promoting flexible learning pathways (including HE)

• putting in place validating non-formal and informal learning

2. quality, efficiency

3. social cohesion

4. creativity, innovation

5. monitoring

• developing quality assurance

• Improving quality of AL staff

• ensuring a viable and transparent system for AL funding

• better reflects labour market needs

• intensifying cooperation and partnership between all stakeholders

• improving basic skills needed in modern society

• increased supply of and encouraging engagement in AL important for social inclusion

• enhancing learning of older adults for active ageing

• addressing the learning needs of people with disabilities and in specific situations

• promoting the acquisition of transversal key competences and applying European Key Competences Framework in AL

• enhancing the role of cultural organizations, civil society and other creative and innovative settings of non-formal and informal AL

• making better use of ICT in the area of AL

• participating in international surveys such as AES, CVTS, PIAAC

• collecting sufficient baseline data

• strengthening monitoring of development of the AL sector

• intensifying research and in-depth analysis

• reporting on AL policies as part of ET2020

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o Low skilled, low-qualified, older workers and other people not included in adult learning are at the centre of renewed European agenda for adult learning

o This renewed agenda is complementing existing policy initiatives in the areas of school education, higher education (Bologna process) and VET (Copenhagen process)

Low skilled at the centre of Agenda

Thank you for your attention

Stanislaw.Drzazdzewski@men.gov.plStrategy DepartmentMinistry of National EducationPoland