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Planning And Enabling Learning In The Lifelong Learning Sector Pdf

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In the European Council in Lisbon set the strategic goal for Europe to become the most competitive and dynamic knowledge-based society in the world by One of the main messages was that traditional systems must be.

Planning And Enabling Learning In The Lifelong Learning Sector Further Education And Skills

In the European Council in Lisbon set the strategic goal for Europe to become the most competitive and dynamic knowledge-based society in the world by One of the main messages was that traditional systems must be. Adult learning both in terms of quantity and quality is also impor tant for the competence development of the medium and high-skilled people.

It has a key role to play in developing citizenship and competence. Depending on the Member State, these could include migrants, older people, women or persons with a disability. It starts from the premise that the need for a high quality and accessible adult learning system is no longer a point of discussion, given the challenges Europe has to meet in the coming years:.

The need to increase investment in adult learning is reinforced by the latest results for the benchmark indicator which show that adult age 25— 64 participation in lifelong learning is no longer increasing and, in , has even decreased slightly to 9. The Action Plan aims to help strengthen the adult learning sector in order to be able to use its full capacity.

This is a complex sector, with a wide variety of provid ers, reaching all kinds of target groups. The cross-sectoral nature of adult learning is recognised. The general objective of the Action Plan is to implement the five key messages established in the Communication It is never too late to learn: to remove barriers to participation; to increase the quality and efficiency of the sector; to speed up the process of validation and recognition; to ensure sufficient investment; and to monitor the sector.

This Communication is the result of a wide-ranging consultation following the publi cation of the Communication. During the first half of , the Commission consulted Member States through four regional meetings in Finland, Germany, Slovenia and Portugal of representatives of the ministries for education and em ployment, the social partners and NGOs for adult learning.

As part of each regional meeting and based on the key messages of the Communication, the host country presented examples of good practice to participants demonstrating:. This sharing of good practice which took place in these meetings can be considered as a first positive outcome of the process.

The contribution of the adult learning sector to achieving the Lisbon goals and to life-wide and lifelong learning could be improved by the creation of more efficient systems in which all relevant stakeholders are involved. The results to be achieved by this Action Plan also depend on the efficiency of those systems. It is recognised that each Member State starts from a different level of develop ment in terms of participation, quality, financing and the development of the sector.

There are many examples of good initiatives which have been developed in the Member States with EU support which could be emulated by others. The consultation process and evidence from studies and research into this field show that a strong and efficient adult learning sector comprises a set of key elements that are strongly interconnected.

These elements are:. Partnership at European, national, regional and local levels is required to improve the efficiency of the adult learning sector, to widen and facilitate access and to facilitate proper funding. The consultation restated the fundamental need for public authorities, together with other stakeholders to intervene to guarantee learning opportunities to enable those at risk to achieve key competences.

The need for such intervention is even greater in the context of the rapid pace of change in the workplace and in skills needed for success there. Stakeholders found that, compared to other areas of learning, the contribution and benefits of the adult learning sector are not well researched, debated or pub lished. Furthermore, the development of adult learning opportunities is not keeping pace with the needs of individuals and society.

To increase participation and to encourage investment, it is crucial that the quality, relevance, efficiency 12 and effectiveness of adult learning be clearly visible.

Governments and other stakeholders should act, in their respective spheres, to facilitate access, to provide guidance and assessments, and to speed up the vali dation and recognition of learning outcomes achieved in non-formal and informal learning.

Contributors to the consultation were clear that good governance by adult learn ing providers contributes to effective adult learning provision.

In turn, this results in quality learning outcomes for learners and good returns on investment for all stakeholders. There is a need for a planned and systematic approach at all levels and within all elements of learning, formal and non-formal , 13 to improve accountability and transparency and to provide adequate confidence that adult learning provision will meet the requirements of all stakeholders, especially the adult learners.

The consultation showed that a key challenge for adult learning is to deliver a service that simultaneously meets the needs of the adult learner, provides high quality responses to the needs of the labour market and society and stimulates further demand. Furthermore, a wide range of interconnected measures is needed to overcome the multi-dimensional barriers to participation.

These include:. In order to implement the key messages of the Communication and on the basis of the views collected during the recent consultation the Commission invites Member States to participate in a European Action Plan for the sector consisting of actions in the following areas:. The implementation of such actions can be supported through the use of the Euro pean Social Fund and the Lifelong Learning Programme. DVV International operates worldwide with more than partners in over 30 countries.

To interactive world map. One of the main messages was that traditional systems must be transformed to become much more open and flexible, so that learners can have individual learning pathways, suitable to their needs and interests, and thus genu inely take advantage of opportunities throughout their lives.

It starts from the premise that the need for a high quality and accessible adult learning system is no longer a point of discussion, given the challenges Europe has to meet in the coming years: To reduce labour shortages due to demographic changes by raising skill levels in the workforce generally and by upgrading low-skilled workers 80 million in Adult learning can contribute both rapidly and effectively to doing so; To address the problem of the persistent high number of early school leavers 6 nearly 7 million in , by offering a second chance to those who enter adult age without having a qualification; To reduce the persistent problem of poverty and social exclusion among mar ginalised groups.

Adult learning offers tailor-made courses, including language learning, to contribute to this integration process. Furthermore, participation in adult learning in the host country can help migrants to secure validation and recognition for the qualifications they bring with them; To increase participation in lifelong learning and particularly to address the fact that participation decreases after the age of At a time when the aver age working age is rising across Europe, there needs to be a parallel increase in adult learning by older workers.

The consultation process This Communication is the result of a wide-ranging consultation following the publi cation of the Communication. As part of each regional meeting and based on the key messages of the Communication, the host country presented examples of good practice to participants demonstrating: the results of an integrated stakeholders approach; how to achieve basic skills for low-skilled workers; how policies and actions for increasing participation in adult learning are being developed; the way implementation of the system of recognition and validation of non-formal learning outcomes is being laid down.

An Efficient Adult Learning Sector Forms the Basis for the Action Plan The contribution of the adult learning sector to achieving the Lisbon goals and to life-wide and lifelong learning could be improved by the creation of more efficient systems in which all relevant stakeholders are involved. These elements are: the policies adopted to meet the needs and demands of society and the economy; the structures for governance including the quality, efficiency and account ability of the adult learning system; the delivery systems including learning activities, learning support and rec ognition of learning outcomes which address the motivation and learning needs of learners in the context of the needs and demands of society and the economy.

Policy The consultation restated the fundamental need for public authorities, together with other stakeholders to intervene to guarantee learning opportunities to enable those at risk to achieve key competences.

Governance Contributors to the consultation were clear that good governance by adult learn ing providers contributes to effective adult learning provision. As employers are providers of a large portion of training to adults through work-based learning and providing a supportive environment, employer involvement in local and regional planning is crucial. Delivery The consultation showed that a key challenge for adult learning is to deliver a service that simultaneously meets the needs of the adult learner, provides high quality responses to the needs of the labour market and society and stimulates further demand.

These include: bringing high quality information and guidance closer to the learner. This can be achieved through community- or workplace-based services. There was a strong consensus that this should be provided free of charge for the target groups in this Action Plan; bringing learning closer to learners in their communities and workplaces.

This can be achieved through local learning centres, NGOs, workplace learn ing, e-learning. Search for:. Back to content list.

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Planning and Enabling Learning in the Lifelong Learning Sector

Chapters are based around the teaching and learning cycle and are focused on the PTLLS assessment criteria. Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. To get the free app, enter your mobile phone number. She is a director of her own company Ann Gravells Ltd, an educational consultancy based in East Yorkshire.

Qty :. The key themes of teaching and learning are explored in the context of the Lifelong Learning Sector, showing how these two processes are inextricably linked along with suggestions for how to apply these theories to practice. Essential reading for anyone training to teach in the Lifelong Learning Sector. Each chapter provides valuable theoretical information and activities to complement the taught sessions on Certificate in Education and PGCE courses. It is clearly signposted to the SVUK standards and will provide ideal background reading for teacher training students.

Skip to search form Skip to main content You are currently offline. Some features of the site may not work correctly. Introduction Negotiating learning goals Planning for inclusive learning Teaching and learning strategies Resources Communication Reflection, evaluation and feedback, and continuing professional development Sample documentation. Save to Library. Create Alert. Launch Research Feed.


Introduction to lifelong learning 1. 1 Introduction to the Lifelong Learning Sector 3​. Roy Fisher, Robin Simmons and Ron Thompson. Education, the market and.


Learning to Teach in the Lifelong Learning Sector

They are updated versions of all my other books and are not affected by any future qualification changes. There's no need to purchase any of my previous books if you purchase these. My books are mainly aimed at new practitioners in the further education, training and skills sector, in the UK and beyond.

Learning to Teach in the Lifelong Learning Sector

Commission of the European Communities

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Chapters are based around the teaching and learning cycle and are focused on the PTLLS assessment criteria. Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. To get the free app, enter your mobile phone number.

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Fabian R. 25.05.2021 at 09:58

Introduction Negotiating learning goals Planning for inclusive learning Teaching and learning strategies Resources Communication Reflection, evaluation and.

Bertrand B. 25.05.2021 at 18:09

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