Page 45 - european-lifelong-guidance-policies-progress-report

Section 3: EU Policy Developments

3.5 Adult learning between educational provision and labour market
needs, learning opportunities for older adults, pro-
3.5.1 Key developments moting better use of ICT in adult learning, and facili-
tating the acquisition of transversal key competences
Lifelong learning (LLL) was defined in the Commis- such as learning to learn and a sense of initiative. All
sion’s Communication on Making a European Area of these imply strong lifelong guidance support.
of Lifelong Learning a Reality (2001) as encompassing
the whole spectrum of formal, non-formal and infor- EU Skills Panorama
mal learning. In the Agenda for New Skills and Jobs,
particular attention is addressed to adult education. From 2012, an EU Skills Panorama will be produced
to improve transparency for job-seekers, workers,
Council Resolution companies and/or public institutions. The Panorama
will be available online and will contain updated
A Council Resolution on A Renewed European Agenda forecasting of skills supply and labour market needs
for Adult Learning was adopted by the Ministers of up to 2020.
Education at the Education, Youth, Culture and Sport
Council on 28–29 November 2011. It provides a Validation of informal and non-formal learning
broad definition of adult learning as covering ‘the
entire range of formal, non-formal and informal The validation of learning acquired through work
learning activities – both general and vocational and life experiences is a cornerstone of lifelong learn-
– undertaken by adults after leaving initial educa- ing policies. Information, guidance and counselling
tion and training’. Five priorities are proposed to the are highlighted as a pivotal element in the Euro-
member-states: pean Guidelines for Validating Non-Formal and Informal
Learning (p.53, §5).
• Making lifelong learning and mobility a reality. In the consultation on the promotion and valida-
• Improving the quality and efficiency of educa- tion of non-formal and informal learning that the
Policy
tion and training. Commission launched in December 2010, the lack
• Promoting equity, social cohesion and active of information, support and guidance was identified
citizenship through adult learning. among the main remaining problems to be tackled.
• Enhancing the creativity and innovation of Even in countries where more systematic procedures
adults and their learning environments. have been established, empowerment of individuals
• Improving the knowledge base on adult learn- often remains low, due partly to ignorance and dif-
ing and monitoring the adult learning sector. ficulties in using and understanding the procedures.
The current proposals for further action are:
The role of information and guidance is seen as
making people (especially the low-skilled) aware and • The introduction of an integrated Europass
motivated to participate more in adult learning. Skills Passport recording the full range of
The other recommendations concern the role of formal, non-formal and informal learning.
employers and workplace-based learning, promoting • A proposal for a draft Council Recommenda-
flexible learning pathways including better access to tion on the promotion and validation of non-
higher education, informal and non-formal learn- formal and informal learning, in the framework
ing validation, quality assurance and professional of the Europe 2020 flagship initiative Youth on
development of adult education staff, better matches the Move. The proposed Council Recommen-

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