"LIFELONG LEARNING CULTURE" - Report 2018 - 3-7 Dec 2018 European Parliament - Lifelong Learning Platform
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2018
“LIFELONG LEARNING
CULTURE”
Report
3-7 Dec 2018
European
Parliament
Brussels
WORDS FROM THE HOST
“I am honoured to have hosted this year’s Lifelong Learning Week. In a constantly changing
Europe, lifelong learning is more important than ever. Most education systems across the EU
still prioritize formal education at school and university, and expect this to be sufficient to
prepare young people for the world of work. We should be doing more to ensure that after
finishing formal education, people can maintain a proactive attitude to learning in order to
develop both professionally and personally. In an increasingly digitised and globalised world,
this is more important than ever. We are facing unprecedented challenges across Europe,
including a demographic challenge, with many countries facing an ageing population. More
opportunities should be available to older people so that they can adapt easily to the rapidly
changing world in which we live.
“We should be doing
more to ensure that
after finishing formal
education, people can
maintain a proactive
attitude to learning in
order to develop both Jill Evans is a Member of the European Parliament
professionally and representing Wales. She is member of Plaid Cymru – the
Party of Wales, which belongs to the Greens/EFA group.
personally. ” Jill was first elected in 1999 and was re-elected in 2004,
The LLLWeek2018 is organised by the LLLPlatform 2009 and 2014. She is a full member of the Culture
and Education Committee and a substitute member
MEP Jill Evans, host of the of the Transport and Tourism Committee. She is also
LLLWeek18 a member of the European Economic Area (EEA) Joint
Parliamentary Committee. Her priorities in the European
With the support of the European Parliament Youth Intergroup and the LLL Interest Group Parliament include minority rights, language equality,
the environment and education.
With the support of the S&D, EPP and the Greens in the European Parliament Special partner
And with the financial support of the European Union
According to Nicole more aware of their importance in our society.
Gesché-Koning (former
«Creativity
researcher at CReA- is
one of the The civil society Forum was followed by an
Lifelong Learning Civil Society Forum Patrimoine of the mo
st sought-
r soft skills,
elevator speech presenting CSOs initiatives in
Université Libre de afte lifelong learning culture, as well as the LLLWeek
& LLLWeek Reception Bruxelles), there is not but is
this skill
pment
Reception and LLLAwards Ceremony
enough cooperation develo
between museums and possible
rt
schools and schools are without a
often pressured to fit their education
?»
3 December 2018 | Fondation Universitaire
programmes for the labour
market. Culture is not enough used as a channel
The LLLWeek18 started off with fireworks! The Lifelong Learning Civil for inclusive learning in the classrooms. Cultural
Society Forum opened the week in the splendid Fondation Universitaire. activities should not be restricted to art class
The LLLWeek Reception and the LLLAwards Cerimony followed, for an but could be used in scientific classes too, for
unforgettable evening about LLLCulture instance. The formal education system should be
encouraged to introduce more flexible teaching
The second Lifelong Learning Civil Society represent the national and local civil society pedagogies and methodologies and more
Forum, taking place in the fishbowl format, organisations, but they also have limited resources schools should be convinced that “losing an hour
was facilitated by Lucie Susova, LLLP Steering to achieve this intricate task. On the other hand, of maths is not a loss of time”. To cope with this
Committee member. She set the scene recalling representing and cooperating with grass-root issue, the European Commission, represented by
LLLP’s yearly theme: lifelong learning culture. She
organisations is an important part of their work. Barbara Stacher is trying to develop a STEAM
opened the debate stating that education and EU NGOs advocate for more investment in curriculum. This is because another worrying
culture are essential to one another and that civil society and overall more recognition of trend is that in many countries art education
2018 was the European year of cultural heritage. the capacity and strength of CSOs in fostering subjects are dropped off in curricula.
social inclusion. “Non-formal education spaces
Provocative statements followed: civil society are very often the best spaces There are contradictory positions regarding the
organisations are very often blamed for “not for inclusion”, they argue. «Non-formal feasibility of “measuring culture”. Should culture
doing enough to promote EU values”. Umbrella education be counted? For instance as ECTS? On one side, it
organisations in particular, largely represented Participants claimed that the spaces are is argued that cultural learning can’t be measured.
in the Forum, are criticised for not reaching out issue here is rather why formal very often the On the other side, research through art methods
to vulnerable and marginalisd groups. European education providers and best spaces and practice-based in certain countries lead
CSOs respond that not only it is not their first schools in particular, are doing for inclusion» to consider that art – as well any other subject
mission to work directly with citizens, as they so little? - should be recognized with an equal level-play
field and therefore, needs assessment for the soft
skills that it develops. Art education enhances
creativity, which is one of the most sought-after
soft skills, but is this skill development possible
without art education?
The lack of promotion of EU values and culture
is not just an educational problem, but it is a
societal problem. There is not enough cultural
representation, not enough investment in culture
and a damaging and lasting belief that limits the
recognition of the value of cultural activities
for building the necessary skills that empower
citizens to thrive in the society and the economy.
Both formal and non-formal education sectors,
and sometimes in cooperation, should contribute
more to promoting EU values and making citizens
President for Jobs, Growth,
Lifelong Learning Interest Group: Investment and Competitiveness,
Investing in Lifelong Learning shared the Commission’s
perspective. He highlighted that
How can the next MFF support Europe’s learners the next MFF will have the highest
ever share of investment in
human capital, vital for enhancing
people’s resilience in the face of
4 December 2018 | European Parliament rapid technological changes. In
addition to the important role
The third 2018 meeting of the Lifelong Learnig Interest Group of the of Erasmus+, which he hopes
European Parliament discussed the way Europe will fund lifelong in the next programme period
learning: from Erasmus+ to European Social Fund, from Europe for will benefit more VET learners
Citizens to programmes and policies destined to agriculture and health. and teachers, he referred to the
strong social investments that the
The Lifelong Learning Interest Group met to positive approach towards Erasmus+ in the EP, proposed InvestEU programme
discuss European tools to fund lifelong learning. as evidenced by the almost unanimous vote on will promote, as well as synergies
MEP Evans, shadow rapporteur for the CULT the EMPL Committee’s Opinion, for which he between ESF+ and Erasmus+
Committee’s report, welcomed participants and is rapporteur. He said VET and lifelong learning for supporting disadvantaged
highlighted the importance of the Erasmus+ should play a crucial role in groups.
in supporting the transition of young people the future programme and «VET and
from education to adulthood. Confirming the emphasised that not only lifelong Gina Ebner, President of LLLP
Parliament’s ambition of tripling the programme Erasmus+, but also other learning and Secretary General of EAEA,
support non-formal education, not only through
budget, she underlined the need for the new programmes such as ESF+, should play followed Mr Katainen’s intervention by calling not
Erasmus+ but under the ESF+ as well.
programme to be more inclusive, supporting should be strengthened. He a crucial role only for a lifelong learning approach in Erasmus+,
organisations working with marginalised groups. recalled that lifelong learning in the future but also by stressing the importance of finding
Katrina Koppel, ESU, addressed the new European
She likewise called for regular reviews of financial is a priority of the European and fostering links between education and other
Erasmus+ sectors such as agriculture or health. Looking at
Universities initiative which the next Erasmus+
support to meet the real needs of students, and Pillar of Social Rights, which
programme» the opportunities given by the MFF, she underlined
will fund, expressing concern that it will end up
support to language learning, including language underpins the EP’s interim increasing exclusivity rather than inclusion.
minorities. report on the next MFF. their potential to reduce inequalities, reach out
to disadvantaged learners, promote democracy
Mr Pavel recalled the amendments tabled in his
MEP Pavel shared the same confidence in a Jyrki Katainen, European Commission Vice and values, but also address inequalities within
Opinion on Erasmus+ on putting a ceiling for the
countries and within the lifelong learning sector
funding of the European Universities initiatives.
itself where some sectors get more funding
The initiative will encourage universities to
than others. Ms Ebner furthermore recalled the
collaborate more and use their intellectual
value of European cooperation in the lifelong
potential to contribute to the EU.
learning arena when it comes to policy as well as
programmes - it helps to drive and scale up the
Arja Krauchenburg, EPA, analysed the vital
grassroots innovation that the programmes can
role of parents who come from all walks of life
generate, even if this is small.
and their connection to civil society. They also
represent the intergenerational aspect of
Giulia Meschino, EVTA, welcomed the proposed
learning. Under Erasmus+ there should
increases in the next MFF for education, training
be provisions for parents to access
and youth, reaffirming its importance for fighting
mobility grants. We should invest in
populist movements. Outlining the three
parents and all parents, no matter
priorities of investing in people, VET and civil
their profession, should exert
society, she continued by calling for a resilient
their influence in this full
ESF+ supporting structural changes in education
capacity.
and training.
Marguerite Potard, WOSM, stressed the need to
Quality of Childhood Active Citizenship and Culture
Education and Care in Formal Education
4 December 2018 | European Parliament 4 December 2018 | European Parliament
Speakers addressed how cultural awareness and learning to learn
This meeting of the «Quality of Childhood» (QoC) group addressed
contribute to active citizenship, and what are the connection points
the teaching of Janusz Korczak. The reflection led participants to
of active citizenship to formal education and student movements in
acknowledge children as full citizens, with the right to be heard.
Europe, through concrete practices and examples in this field.
Who better to give depth to our reflections on the The debate began with a video message from MEP part of education but this is not reflected in the
‘Wider benefits of Learning’ than Janusz Korczak Julie Ward, where she expressed her dismay with current discourse. Moreover, she criticised the
- a children’s doctor who wrote extensively the fact that cultural and citizenship education fascination that education and training systems
on themes within education and who lived his are not appreciated enough in formal education. have with quantitative assessment, with judging
beliefs to the extent of maintaining a ‘republic for She stressed their essential importance for if a learner is “good” or “bad”.
children’ in the Warsaw ghetto during the Nazi empowering young minds and fostering creativity
occupation? and empathy. Sara Þöll Finnbogadóttir, OBESSU, underlined
the importance of citizenship education which
Christopher Clouder complimented Janusz’s Elisa Briga, EFIL, outlined the development of fosters open cooperation and communication
work in introduction. He quoted a few lines intercultural competences, further complicated between all stakeholders, including culture
from Janusz’s work, stating that “it is a mistake by the lack of a clear definition. Experiential actors.
to believe that education is science of children
and not of men.” He highlighted that there are was moved to a Warsaw ghetto, where children Davide Capecchi, EU-Council of Europe Youth
qualities we can still find in ourselves as adults suffered as there were illnesses, lack of food. He Partnership, referred to the Council of Europe
that we once had as children, such as having was offered by Germans to leave, but he refused. framework of competences for democratic
sensitivity to others. In the end, “Janusz’s work is Korczak’s pedagogy is a pedagogy of respect culture which looks holistically at the four areas
an inspiration for what we’re trying to do.” and dialogue, which postulates that adults and of values, skills, knowledge and attitudes. These
children are equals. Before the Convention of are all interconnected - you cannot talk about
Helma Brouwers (Dutch Korczak Association) Children’s Rights, Korczak wrote the Magna skills without talking about values.
started her presentation by saying “we wouldn’t Carta, the children’s rights to be what and who
be here if we were not certain that child education they are. This includes allowing children take According to Michiel Heijnen, ATEE, citizenship
needs Korczak’s ideas.” She talked about Korczak’s risks, even life-threatening risks. He didn’t write should always be addressed in schools, even in a
life and work, among which she mentioned him much about schools, but he did say that schools mathematics class. Schools, as formal education
running a Jewish orphanage (Dom Sierot, 1912) in should be for life, and more human, more child- institutions, should be open to the informal
Warsaw. In his orphanage, he set up ‘The republic friendly. Korczak believed that children should be learning that happens in other institutions or in
of children’, which consisted allowed to grieve and show their anger, otherwise society. We need to move from content-centred
ho of children’s it would reflect negatively in their adult life. learning needs to be integrated into theachers’ to student-centred learning.
«Those of us w p a r l i a m e n t , Children should also be seen as citizens - with training and professional development. They
to
are committed a children’s the right to participate in decisions and the tight need to learn how to cooperate with each other Joanna Pankowska, LLLP Steering Committee,
rmal
formal, non-fo and with non-formal education systems. EU gave the final remarks and observed that there
arning court, and they to be heard.
and informal le also issued policy should support these critical issues. needs to be collaboration between teachers
ortant
know how imp c h i l d r e n ’ s ’ Arja Krauchenberg from European Parents’ and civil society, cooperation between
the
it is to respect n e w s p a p e r Association added that countries should look for Katrina Koppel, ESU, stressed that the purpose of formal, non-formal and informal
auto n o m y a n d
made by parental leave models such as Austrian model, education is to make well-rounded, responsible learning. This can never be stressed
d iv id u a li ty o f each
in children. The Swedish model and highlighted that parents citizens, not just people who are ready for the enough.
rn e r, a t w h a tever
le a o r p h a n a g e need to have more flexibility. labour market. Ethics and values need to be a
age.
Active citizenship in informal and
Consumers’ education
non-formal education environments
for sustainable development
The place of youth organisations
5 December 2018 | European Parliament 6 December 2018 | SOLIDAR
We asked ourselves: what is the place of non-formal and informal During the LLLWeek we addressed transversal topics by tackling the
learning in active citizenship? How can volunteering, community role of consumers’ education in today’s societies; we learned from
action, and youth workers foster a sense of belonging and promote a different perspectives and got to know innovative practices to reduce
more sustainable civic engagement among young people? the gap between our ambitions and the actions that need to be taken.
Lucie Myslikova (Czech Scouts), who got world- support projects of schools and professional The Consumer Classroom project was launched
known after a famous photo of her standing up to a life of young people. The project also seeks to in 2013. Consumer education is not just about
Neo-Nazi in Brno, explained how scouting helped support the realisation of school work in order consumption, it is developing the skills to act
her gain autonomy, independence, and ability to to fight school failure and dropout rates, via non as active consumer, aware of the impact that
solve problems on her own. Lucie is currently formal education workshops, tutorial support, our consumption choice have. The consumer
taking part in many grassroot organisations, psychological guidance to support young people, classroom project aims to support teacher to
supporting alternative media, and taking part in parental education actions, and accompaniment transition from old to new methods to ultimately
climate change movement. to families in order to counter family breakdown. shape responsible citizens.
Reka Salamon, WOSM, introduced ‘My Europe, Andrea Casamenti, board member of YFJ, stated It seeks to increase consumer’s rights interest,
My Say!’, a project which aims to empower young that the diversity in the yough organisations promote active citizenship through knowledge
people to take part in political life of Europe. gives space for all opinions and beliefs, based on building, and providing individuals with the
Alongside action toolkit, website for collecting the principle of active citizenship and democracy. necessary tools to empower consumer and to
actions and inspiration, street actions and trips In terms of European Education Area 2025, he apply it in their daily life. The resources provided
to reach non-engaged youth, social media agreed that non-formal education should be a by the project are made to apply to real life: it’s all
campaign to create an online community are priority of the European Union. about “learning by practice”.
aiming to bring European topic closer to young Francesca Minniti, CONCORD Europe
people. Viola Bianchetti, AEGEE, added that Floor van Houdt, representative of DG EAC and Mariagrazia Tagliabue, ATEE, stated that framework to advocate for better consumption
intercultural exchanges, advocacy and policy, the European Commission, further added that it despite them being partners in the Consumer patterns. There is an important strand in
personal development, forum for discussion and is essential to engage young people in the the Classroom project, these issues to not include DG DEVCO that addresses global citizenship
thematic projects are part of AEGEE’s promotion policy developments, and connect with young teachers’ teachers. The next step would be to education. Such projects should
of active citizenship and non-formal education people as current programmes are very much include teachers’ education
environments. focused on mobility, and moving abroad doesn’t and continuous professional «Consu
mer education try to engage EU citizens in
development, its their money that
come naturally to young people. More inclusive development in the loop. shuold use the go to the eradication of poverty in
rk to
Tamara Gojkovic, YEU International, spoke about projects are needed. SDGs framewo Europe.
r better
MOJU - Mais Sucesso project which aims to Barbara Archesso presented advocate fo
EVTA’s project: Life foster consumptio
n»
What is now the legacy
– training, education and of consumer classroom? There are
communication to reduce food waste in the food 4.7 millions teachers in Europe,
industry. Their mission is promoting the cultural, and only 1% of them is in the
professional, civic, and personal growth of youth programme. The challenge is
and adults through training and LLL perspective. to boost the outreach of
this tool beyond their
Francesca Minniti, CONCORD Europe, explained networks.
that consumer education shuold use the SDGs
Language Learning Plus
Learning mobility for intercultural and Volunteering in the local community
multilingual competences
6 December 2018 | European Parliament 6 December 2018 | European Parliament
With the contribution of key policy-makers and experts, we discussed While volunteers are chronically underrated, their role can never be
how recent EU initiatives can provide an ideal framework for boosting overestimated. Whether they are exchange students or locals active
language learning via mobility and intercultural exchanges. in their community, best practices in the field are always coupled with
education.
formal, non-formal and informal learning MEP Brando Benifei opened the debate with Eddy Raepsaet, Scholengroep Vlaamse Ardennen,
methods and, in relation to the latter, the a video message, welcoming the focus on brought the perspective of schools, highlighting
centrality of encouraging experiential learning by volunteering and stressing the need to continue the benefits of bringing the “abroad” into the
making it fun and appealing to students. working together to promote volunteering in classroom, of creating social links between
local communities. different generations and people from other
Kea Hoppe (EEE-YFU), tapped into her personal countries, promoting European openness, and
experience as an exchange student to make facilitating the practice of foreign languages as a
a point on the value of long-term mobility, complement to lessons. Recognition mechanisms
especially at a younger age (high school). Mobility for this type of experience are also important, a
experiences provide a unique opportunity for view shared by both Mr Gabriels and Ms Boivin.
language learning in a non-formal/informal
education setting, which in turn allows for cultural Pauline Boivin, LLLP, presented the Comanity
integration, and on many occasions encourages project which focuses on helping hard-to-
Panagiotis Chatzimichail (EEE-YFU) started off further mobility for learning or work purposes. reach young people through inclusive training
by pointing out the understated importance of programmes for ‘community animateurs’.
mobility and language learning. Ms Cunningham Marie-Celine Falisse (ESN) highlighted other Marginalised young people often distrust the
(DG EAC) highlighted the recent revision of the several positive aspects of mobility experiences, ‘system’ and local associations and community
EU Reference Framework of Key Competences, including students’ willingness to integrate with centres are in the best position to reach out
with the first two items on the list shifting the local language and culture, good support from to them. Linking with SocialErasmus, Ms Boivin
from communication in the mother tongue and destination universities and an increased interest Wim Gabriels, ESN, spoke about the project highlighted the possibility for Erasmus students
communication in foreign languages to literacy in repeating a similar experience upon return. But SocialErasmus which seeks to better involve to engage with disadvantaged young people in
competence and multilingual competence. She some aspects need improvement: for instance, students taking part in Erasmus mobility in local communities, to make the most out of their
placed special emphasis on the need to abandon she mentioned integration difficulties among the local community of their host country. The volunteering experience.
the distinction between mother tongue and Erasmus and local students and the reduced benefit is a better integration in the society but
foreign tongue in favour of the concept of sustainability of the language competences also for schools where the students volunteer Giuseppina Tucci, LLLP Steering Committee,
“language of schooling”, if at all. aquired, after the students’ return from abroad. because it allows the school students to develop recalled the need to maintain the ladder of
intercultural awareness and tolerance through participation, ensuring that we do things
Davide Capecchi (Partnership for Youth Coe- Barry Tomalin (ICC), highlighted the importance experiential learning and new reflections. with people and not for people. People
EC), extended the discussion to other mobility of the EUROLTA certification for teachers choose to volunteer because they want
programmes, specifically the European Solidarity of foreign languages to adults in the context Ann-Sophie Vanderschueren, Vrije Universiteit to have an impact on society and get
Corps and the recent EP initiative DiscoverEU. of widespread “enforced mobility”, i.e. of the Brussel, underlined that internationalisation is a involved in the local community.
He highlighted the work of the Council of Europe, linguistic needs of the migrant and refugee top strategic priority for universities. Community Volunteering needs to be
specifically the widely-used Common Reference population. He furthermore emphasized the service learning is also of particular importance. seen as a lifelong learning
Framework of Reference for Languages (CEFR) potential of the concept of “plurilingualism”, i.e. She stressed the positive impact of SocialErasmus, experience.
and the Recommendation of the Committee of teaching or exposing students to metalinguistic particularly the fact that it allows school students
Ministers to member States on youth work. He competences not only at the language level but to learn about internationalisation in higher
also emphasized the importance of integrating also on a semiotic level. education before starting their studies.
Towards intercultural learning and
Lifelong Career Guidance
active citizenship for all - Summer
University 30th anniversary for EU Citizens
7 December 2018 | European Parliament 7 December 2018 | EESC
While many tools are put forward in education systems and beyond A crucial tool to support individuals is career guidance and counselling.
to try and shape the next generations of Europeans, few have proven A lifelong learning approach can empower citizens with the information
to be as effective as mobility schemes. AEGEE discuss their flagship and support to build on their existing skills and acquire new ones.
programme: Summer University.
Jasmin Kaiser and Spyros Papadatos welcomed After the introduction of projects, fishbowl
participants and introduced both Summer discussion followed. Participants asked Floor van
Universities and Europe On Track, with the Houdt (DG EAC) to give her insights on the next
aim of raising awareness, gathering opinions, EU programmes . She said that DiscoverEU is
and encouraging discussions. This year they much about short-term experiences, and in order
would focus on current issues in the EU, such to be inclusive, it is important to offer different
as: euroscepticism, Brexit, terrorism, youth programmes too. DiscoverEU is often the first
unemployment, populism. experience for young people of being away from
their home country. Ideally, Mr Seuling added,
Christian Seuling, project manager at AEGEE, then the programme should be extended to variety of
introduced their “Summer University” project age groups, as currently it is limited to 18 year-
and described its new focus on eco sustainability, olds. But as many cannot afford participation in
exploring multicultural dimensions, while also the programme, he also highlighted that travel
promoting history and local culture, language, costs are insufficiently covered, thus engendering
leisure, sports, volunteering and training. It has inclusiveness issues.
been added that learners self-develop in terms of
soft skills and thrive in non-formal education in Joanna Pankowska, LLLP Steering Committee
multicultural environments. member, stressed that it is extremely important
to talk about social inclusion Alison Crabb, DG EMPL Unit for Skills & Steering Committee member, explained that
aspects - accessibility and Qualifications, opened the discussion by recalling a sustainable career is a path where the
how financially challenging it that fewer and fewer people are following a person remains employable for as long as
is for everyone. Programmes linear career path and this evokes the role of possible and participates in a continuous
are not really completely effective, high quality guidance throughout development of skills. The
inclusive, young people may one’s career. The Commission ‘toolbox’ for a sustainable career
« F e w er and fewer
be scared of travelling. Ms has various initiatives related to is a combination of knowledge,
p e o p le are following a
van Houdt explained possible long-term unemployed, youth know-how and attitudes, as
unemployment and early school linear
career path» well as a mix of professional
changes to DiscoverEU, and
that there are some good leaving, and for these to succeed experiences and private activities. The
elements of the programme guidance is needed. Guidance is a topic that runs transfer from private to professional is important
they’d like to preserve. It has through the New Skills Agenda (e.g. Upskilling - usually people only think one or the other.
also been added that in future, Pathways) and the European Pillar of Social Developing skills for a sustainable career
AEGEE hopes to organise Rights, and it is closely connected to validation, is about lifelong learning. David
local support via programmes which will be one of their main strands of work Randaxhe, HEC Liège, followed
- encouraging young people next year. by presenting the ESF project
to take initiative on issues Lifelong Learning and
such as homelessness. Jean-Marie Dujardin, eucen and LLLP Sustainable Career which
focuses on two main actions of developing career
management coaching (through group sessions &
individual coaching) and awareness campaign on
sustainable career challenges.
Ludovic Collin, Réseau International Cité des
Metiers, presented the concept of the cité
explaining that it acts as a unique actor in lifelong
career guidance. There is an increasing focus
on digital learning - they offer services such as
e-counselling. The concept of the cité will also be
affected by the changes of tomorrow, particularly
bearing in mind that 6 out of 10 jobs in 2030 Ludovic Collin (RICdM), Gina Ebner
do not currently exist yet. Moreover, some (EAEA/LLLP), Jean-Marie Dujardin (eucen/
see a blur between professional and personal LLLP), Alisson Crabb (DG EMPL) and Lucie
life concerning lifelong career guidance - more Susova (SOLIDAR/LLLP)
partnerships will be needed if they choose to
ABOUT THE
skilled adults. People are rarely self-aware, and
focus also on personal aspects.
they might find it difficult to put into words their
competences and abilities. Identifying the skills
LLLPLATFORM
Gina Ebner, EAEA, referred to the ‘Matthew
takes place through cards which are the testing
principle’ which states that
phase, which will be followed by the development
the better educated you «6 out of 10
of an app & online platform.
are, the more learning o
jobs in 2030 d
opportunities you are The Lifelong Learning Platform is an umbrella that gathers 42 European organisations active in
not currently Murielle Antille, The Adecco Group, explained
likely to have. There the field of education, training and youth, coming from all over Europe and beyond. Currently
exist yet» that mindset is a crucial aspect in recruitment and
are challenges such as these networks represent more than 50 000 educational institutions and associations covering all
needs to be considered as an additional pillar to
outreach, and learners sectors of formal, non-formal and informal learning. Their members reach out to several millions of
career guidance. Lifelong learning is a mindset. beneficiaries.
without a clear plan. But often professional and
Many companies are faced with this question
personal lives intertwin. In this case, learning is
when it comes to internal redeployment - they The LLLWeek aims to raise awareness on lifelong learning’s capacity to answer many challenges
only one part of their needs, thus showing the
are afraid that people used to a specific kind of of modern societies. The LLLWeek has over time become a milestone in the European education
importance of taking a holistic approach. «We
role are not able to adapt. The social impact is agenda, thanks to the support of civil society actors and Members of the European Parliament. The
need to look at preconditions such as cooperation
also important - in Switzerland they work with idea is to bring together learners and educators, field workers and policy-makers, researchers and
(building a network of partners), investment for
public authorities to help refugees navigate the political representatives, and give them the opportunity to discuss today’s greatest educational
staff, training & activities (which also involves
labour market. On the issue of finance, Ms Antille challenges.
knowing how and when to reach out to other
emphasised the importance of looking at training
services, e.g. social protection), in addition to the
as an investment. There are a number of initiatives
strong role of social partners and companies».
linked to work-based learning and based on co-
funding (e.g. public-private partnerships).
Noelia Cantero, EARLALL, stressed that lifelong
career guidance is crucial for coping with the
A debate with the audience followed the
rapid pace of challenging changes. Another issue
presentations. Lifelong learning and guidance
is the lack of cooperation - guidance centres are
for purposes other than labour market, such as
often isolated. Useful conclusions on the topic
sustainable development and active citizenship,
in the Bridge project were presented, including
was highlighted as a crucial factor. Ms Crabb rue de l’Industrie, 10 - 1000 Bruxelles
building cooperation among schools, training
observed an emerging shift in discourse from
centres and civil society organisations. tel: +32 (0)2 89 32 5 15
lifelong employment to the idea of “value-
e-mail: info@lllplatform.eu
creation”, whether that be economic, social or
Lucie Susova, SOLIDAR presented the CLAN
cultural, and guiding people to give words to their
- Collaborative Learning Action Network -
skills on their pathway of creating value.
project. It offers a tool to guide professionals
when identifying transversal skills among low
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