Este blog suplica la necesidad de crear un tejido para sostener las situaciones de formación de la población adulta y mayor teniendo en cuenta su desarrollo, las formas para adaptarse a una situación de aprendizaje adecuada, el estudio de las actividades intelectuales de este grupo de edad, los fundamentos psicopedagógicos de su formación, etc. todo eso que difiere del aprendizaje del joven y del niño y que en muchas, muchas ocasiones no se tienen en cuenta.
Páginas
miércoles, 8 de julio de 2015
COMPARING AND WATCHING OTHER COUNTRIES. COMPARANDO Y MIRANDO: ADULT EDUCATION. MIRANDO A OTROS PAISES: LA EDUCACIÓN DE ADULTOS.
INTERNATIONAL COMPARATION: Education and Training Monitor 2016
Europa.eu. Education policy strategic framework et monitorVolume 2 of the Education and Training Monitor 2016 includes twenty-eight individual country reports. It builds on the most
up-to-date quantitative and qualitative evidence to present and assess the main recent and ongoing policy measures in each
EU Member State, with a focus on developments since mid-2015. It therefore complements the existing sources of information
which offer descriptions of national education and training systems.
The structure of the country reports is as follows. Section 1 presents a statistical overview of the main education and training
indicators. Section 2 briefly identifies the main strengths and challenges of the country’s education and training system.
Section 3 looks at expenditure on education, and demographic and skill challenges. Section 4 focuses on early school leaving,
early childhood education and care, and basic skills as important areas related to tackling inequalities and promoting inclusion.
Section 5 deals with policies to modernise school education, covering, inter alia, the teaching profession and digital and
language skills. Section 6 discusses measures to modernise higher education. Finally, section 7 covers vocational education
and training, as well as adult learning
(...) The Monitor charts EU and country progress towards:
Europe 2020 targets on early school leaving and tertiary educational attainment
Education and Training 2020 benchmarks in participation in early childhood education and care, adult learning, underachievement in basic skills, and employability of recent graduates
Cross-cutting priority themes, such as financing of education and professional development of teachers
With its international comparison and country analysis, the Monitor fuels the debate on priority themes for education and training, informs national education reform debates, and stands as a reliable and up to date source of information for peer learning among EU Member States.
INTRODUCCIÓN
Sabiendo que el objetivo de este blog es ir exponiendo el trabajo realizado en el campo de la Educación de Adultos como un subsistema de la Educación Permanente, se ha constatado después de la visita al norte de Noruega (Véase la entrada este blog: ... y el fallo está en conocer cómo funciona allí la Educación de Adultos), abrir esta entrada para llevar a cabo una Comparativa crítica de los diferentes sistemas y experiencias en Educación de Adultos que se llevan a cabo en Europa mundo. Dar ese sentido de globalidad a la educación de adultos que es reflejado con inteligencia en Comparative Research in Education in a Global Era in la Key notes Conference, 2016
Según estas notas la Educación Comparativa se ha ocupado tradicionalmente de los sistemas nacionales de educación surgiendo en el siglo XIX con éstos. El siglo XX continuó profundizando en las explicaciones y características de los sistemas nacionales. Pero resulta que todos los sistemas están convergiendo y es entonces cuándo se preguntan si es la globalización lo que provoca tal convergencia. Esta globalización tiene sus teóricos en Stanford que nos hablan de "cultura global", de "política global". Este proceso, que ellos ampliamente describen como "ápatrida", stateless, es una parte importante de la difusion cultural, no solo entre la política global de las élites y las políticas nacionales si no también en el terreno, cómo es reconocido que el nivel "standard" afecta a los "practicantes" de la educación y a los consumidores. Ellos escriben: Muchas características de la nación contemporánea, derivan de globales modelos que son construidos y publicitados por culturales y asociados procesos (World Society and the Nation State by John B. Meyer at all. The University of Chicago. American Journal of Sociology, 2012. p. 145)
Dar un sentido de unidad a ello es otro de los objetivos que se desearía.
En general El Pais 2015/07/17 ¿Cómo se trabaja en los países de la Unión Europea? Interesante reportaje de cuatro artículos sobre la mentalidad en el trabajo relacionado con la Educación Permanente y en estos tiempos de la creación del Marco de Cualificaciones y Validación en Europa.
1. La revolución pendiente Salir antes del trabajo es posible ... si lo gobiernos quieren
2. La revolución pendiente Jornada laboral: una vida partida por la jornada.
3. La revolución pendiente Calentar la silla hasta que se marche el jefe.
4. La revolución pendiente La jornada laboral sueca.
También es interesante hacer un estudio comparativo previo teniendo en cuenta el índice Social progress imperative. Performance countries. The Social Progress Index offers a rich framework for measuring the multiple dimensions of social progress, benchmarking success, and catalyzing greater human wellbeing. The 2015 version of the Social Progress Index has improved upon the 2014 version through generous feedback from many observers and covers an expanded number of countries with 52 indicators. = El Índice de Progreso Social ofrece un encuadramiento rico para medir las múltiples dimensiones de progreso social, creando un punto de referencia para el éxito de tal, y catalizando el mejoramiento de calidad de vida humana. La versión del Índice de Progreso Social del 2015 ha mejorado sobre la versión del 2014 por medio de comentarios de diversos observadores. La versión del 2015 también cubre una lista expandida de países con 52 indicadores.
About European Union by Xavier Prats Monné:
Que la tecnología ha sido un motor de cambio constante en todos los ámbitos de la vida humana es un hecho y, por ende, la educación vive una profunda transformación en todo el mundo. A analizar los retos de futuro de Europa en el ámbito educativo ha dedicado su ponencia, director general de Educación de la Comisión Europea.
Prats ha explicado el impacto que la tecnología ha tenido en la educación, y ha asegurado que la diferencia entre Europa y otras zonas del mundo que han evolucionado notablemente en este ámbito es que en el Viejo Continente "no tenemos confianza en nuestro futuro y hemos perdido la fe en el poder transformador de la educación". Al igual que tras la Segunda Guerra Mundial Europa se recuperó en apenas diez años gracias a una generación de constructores, ahora "hay que reconstruirse de la crisis con una generación de educadores", ha afirmado.
Prats ha evidenciado cómo la tecnología ha modificado y deconstruido la educación tal y como se conocía: "Ha transformado radicalmente no las mentes ni las facultades, sino la manera de enseñar". Así, se ha referido al cambio de roles, por el que los profesores son hoy también investigadores, y de los tiempos y contenidos. "En 2020, la mitad de los cursos universitarios que se impartirán serán una mezcla entre materia online y curso presencial", ha subrayado.
El director general de Educación de la Comisión Europea ha señalado que la complejidad del mundo que vivimos obliga a que la innovación pase por "una cooperación flexible entre individuos e instituciones. La mayoría de los problemas que conocemos hoy no se prestan a ser tratados de manera monodisciplinar ni vertical". Así, considera que hoy en día la verticalidad, el excesivo control y falta de flexibilidad hace perder a las instituciones educativas "el monopolio de la transmisión y certificación del conocimiento".
Como recetas para la mejora de los sistemas educativos y para adecuarlos a la coyuntura del futuro, Prats explica que la evolución pasa por la interdisciplinariedad y el cambio de roles de la universidad, pasando "del control a la supervisión, y dejando el criterio de la excelencia para centrarse en el impacto en la sociedad" que la institución educativa tiene. Para poder alcanzar estos objetivos, ha precisado que "hay que exigirle mucho más a la universidad, pero dejarla mucho más libre en la manera de conseguir lo que se le exige".
Finalmente, ha asumido la incapacidad legislativa de los organismos europeos para modificar el sistema educativo, ya que las competencias son estatales. Eso sí, ha recalcado que "los paises que han entendido cuál es el secreto de su futuro han entendido la importancia del capital humano". UIMP. Agosto, 2015
Adult education in European countries is extremely segmented and dysfunctional without intensive communication and coordination. One strategic recommendation is referred to as "policy coherence"; its purpose is to overcome this problem. Adult education develops and grows, but not necessarily towards increased clarity. The field is highly segmented, splintered and partially interwoven. Adults increasingly learn in many different places and in many different ways. Current studies such as the PIAAC or BeLL concurrently show with increasing clarity how the benefits of adult education extend beyond learning results and also concern policy fields such as social cohesion, the employment market or health. "Lifelong learning requires the cooperation of various policy fields such as science, the employment market and social policies," as the Austrian minister for education and women, Gabriele Heinisch-Hosek recently stated. Regina Barth, head of the department of adult education for the Austrian Federal Ministry of Education and Women's Affairs describes the activities of her department according to this concept: "Cooperation, communication and coordination are our main tasks and our role." Communication with many interfaces is elaborate and not always simple in practice. Coherence is only possible with good will and sufficient resources. It is, however, not just a task for "coordinators", but an appeal to adult education as a whole! As adult educators, we are all invited to share experiences, coordinate our interests and jointly search for a common denominator. Epale a plaform for Adutl Learning in EuropeAugust, 2015
PAÍSES ESCANDINAVOS / NORDIC COUNTRIES: ANGLO-SAXON MODEL? Desigualdad 2016-01-30Dinamarca es el país rico más desigual en términos de la riqueza de sus ciudadanos. Su ratio es 89,3%, frente al 67,1% de España. No es una excepción: Suecia (80,9%), Suiza (80,3%), Alemania (77,5%) e incluso Francia (70,3%) también son más desiguales que nuestro país. See Credit Suisse Research Institute
Political framework Finland cutting money - center right Juha Sipilä, presidente del Partido de Centro y vencedor de las elecciones del pasado 19 de abril de 2015, explicó a la prensa las líneas generales de su programa de Gobierno flanqueado por sus socios de coalición, el líder del partido de extrema derecha Verdaderos Finlandeses, Timo Soini, y el conservador Alexander Stubb.
(...) La coalición gobernante cuenta con 124 de los 200 escaños del Eduskunta (Parlamento finlandés), lo que le garantiza una mayoría muy cómoda para llevar adelante su programa de reformas. Educación: Sanni Grahn-Laasonenpertenece al Partido de la Coalición Nacional. Centro derecha. Pertenece al Partido Popular Europeo. El Partido de Coalición Nacional fue fundado por promonarquistas conservadores que provenían de los artidos Finlandés y Joven luego de la guerra civil finlandesa. En las últimas elecciones, en 2015, fue el segundo partido más votado, obteniendo 37 escaños, sin embargo quedó como el tercer partido en cuanto a cantidad de escaños, por detrás del partido Verdaderos Finlandeses (38) y el Partido del Centro (49). Pese a eso, el partido formará parte de la coalición de gobierno. Biginfinland, 2014. Interesante punto de vista. Revista197/5. Presupuesto, 2016 Current reforms. Cuurriculum reform , 2016
The role and meaning liberal adult education has in the society is that empirical evidence show that many current buzz words are actualized when adults develop "Sense of community" and skills related to "Societal involvement" (active citizenship), create new "Networks" and "Selfconfidence" (social capital) and get "Learning motivation", "Confidence on own skills", experience "Joy of learning" and develop their "Learning skills" (Lifelong learning).
Professor (Adult & Continuing Education)
University of Eastern Finland, Faculty of Philosophy
Department of Education and Psychology
PoBox 111, 80101 Joensuu, Finland
Dr. Jyri Manninen
Professor (Adult & Continuing Education)
University of Eastern Finland, Faculty of Philosophy
(...) Wealth concentration represented by the head count measure of richness, however, provides an entirely different picture.
While the US has 1.7 billionaires per million inhabitants, the corresponding numbers
for the Nordic countries are:
. Denmark 0.9.
• Finland 0.9.
• Norway 2.0.
• Sweden 2.4.
• Iceland 3.1.
In comparison the head count measure of billionaires in other European countries is in the range of 0.5 to 1.3 per million inhabitants. For instance,
. Spain has 0.4,
. Italy 0.6,
. France, 0.7,
. UK 0.8 and
. Germany 1.2.
So, compared to the rest of Europe there are more billionaires relative to the population in the Nordic countries. As seen, Norway, Sweden and Iceland have even more billionaires
relative to the population than United States. Measured by the head count measure of richness, the social democratic model in Norway and Sweden creates more wealthy people than the American model.
Studying the Forbes list, we find that only countries that are pure tax havens, or would like to become tax havens – Iceland, Singapore, Switzerland Cyprus, Hong Kong, St. Kitts and Nevis and Monaco – have a higher share of billionaires than Norway and Sweden. Norden.diva portal, p. 251, 2016.
The irony is, perhaps, that the structure of organized interests that can prevent the bad political consequences of a large upper class also may lay the foundation for its expansion. Similarly, while the goal of social democracy as a political movement used to be to work for socialist egalitarian ideals, the simple empirics in this essay indicate that the social democratic combination of worker security and capitalist dynamics may generate not only high growth and small wage differentials, but also a large upper class. Having a larger upper class
than the US teach us that it cannot be particularly difficult to become rich under social democracy in Norway and Sweden. A large upper class may also be a sign of financial success.
Yet, it may undermine democratic ideals. In practice, of course, democracy always entails a combination of one person one vote and one dollar one vote. The weights on each depend on the social organization and on the wealth distribution. When many individuals become wealthy, the political system may put less weight on the average vote of citizens. In this way social democracy in Norway and Sweden can be a victim of its own success. Norden.diva portal, p. 256, 2016.
Those countries are rules by Nordic Council The Nordic Council is the Nordic inter-parliamentary body, while the Nordic Council of Ministers is the inter-governmental body. A range of other Nordic organisations and associations also exist. There is the Nordic adult learning sector with a Nordic network for adult learning – NVL.
NVL was initiated and is financed by the Nordic Council of Ministers and administrated by Vox, Norwegian Agency for Lifelong Learning.
In the Nordic region, a unique co-operation across national borders exists in many different fields. Co-operation in the adult education sector takes place under the auspices of NVL and the Nordplus Adult programme.
NVL
is a meeting place for Nordic adult learning
supports Nordic co-operation in a LLL perspective
disseminates experiences and innovations
highlights Nordic expertise
creates new co-operation models
The objectives are to promote lifelong learning through cross-sector cooperation in the priority areas defined by the Nordic Council of Ministers. Among current focus areas are basic skills and adult learning teacher training.
They have the Nordplus (Junior and Adults) Programmes similar to ERASMUS + in the rest of Europe. It is the Nordic Council of Ministers´s programmes for lifelong learning in the Nordic and Baltic countries. They are:
The Nordic countries: Island, Norway, Sweden, Finland and Denmark
The autonomous regions: Åland Islands, the Faroe Islands and Greenland as individual countries
The Baltic countries: Estonia, Latvia og Lithuania
The projects supported by the Nordplus Adult programme should contribute to the development and innovation within the adult learning sector, and all sides of the field of adult learning is encompassed; general and vocational adult learning, formal, non-formal and informal adult learning.
Learn more about Nordplus Adult here: Nordplus Adult Factsheet
Secondly, the authors describe, analyse and discuss the development of the Nordic school model in three phases, 1. the period 1945-70, which are the golden years of social democracy, 2. 1970-1980/85 and 3. the period from the middle of the 1980s
and we can read about the changes in Swedish Education in the OECD Review of Swedish educational policy published in the early 1990s. Some areas were identified:
- Lower priority given to adult education in Government policy - Cuts in grants in Adult Education.
- Centralization for decentralization.
- Lack of overall coherent in Adult Education and in-coordination between different forms.
- A need to map the situation and future needs of Adult Education.
- The need for stronger linkages between general and vocational Adult Education. OECD, 2003. Skills beyond school
- The objectives and strategy for municipal adult education and training were formulated in a 2001 Government Bill entitled Adult Learning and the Future Development of Adult Education (Govt Bill 2000/01: 72).Adult Education and training in Sweden. Ministry of Education from Sweden. Sept. 2013 that includes in the PUBLIC EDUCATION SYSTEM:
1. municipal adult education (Komvux),
2. special education for adults (Särvux) and
3. Swedish for Immigrants (SFI). Higher vocational education and supplementary educational courses are also available
- The Government bill on Adult Learningpresented in 2001 laid out a strategy for central and local government-financed support for adult learning
- On 23 March 2010, the Government presented the bill ‘The new Education Act - for knowledge, choice and security´ to the Riksdag. After the Riksdag has processed and approved the bill, the new Education Act is expected to apply as of the 1st July 2011. The bill proposes a greater emphasis on knowledge in adult education and changes in policy. The key issues are that adult education policy objectives will be introduced in all three types of school, i.e. municipal adult education, education for adults with learning disabilities and education in Swedish for immigrants (SFI). Also, that validation and individual study plans will be regulated in the Act for all three types of school, and lastly that the right to adult education at upper secondary level in order to achieve basic eligibility for higher education institutions will be introduced for pupils who have attended a vocational programme at upper secondary level. EAEA resources. Sweden country report on adult education in Sweden - In July 2012, the new Education Act (2010:800) and the Ordinance on Adult Education (2011:1108) became applicable for Komvux, Särvux and SFI, as well as certain equivalent educational courses. At the same time, the new curriculum for adult education and training became applicable for Komvux, Särvux, SFI and equivalent educational courses.
Folkbildning. The non-formal adult education system in broadly consists of folk high schools and study associations. This is firmly rooted in what is often called the third sector, or civil society (the other two sectors being the publican d the private). It is independent, an by definition not-for-profit.The most common forms of folkbildning organised through the study associations are:
1. study circles (non-formal education) and
2. cultural programmes.
Folkbildning, or non-formal adult education, is strong in the Nordic countries. But what is it good for? There is a report titled "key competences and validation" which looks at the key competences people need to live in todays' society, and how Folkbildning can help nurture and support them. It also looks at how this can be validated.
THE COMPETENCES are obtained in:
1. non-formal like study circles and / or courses where the learning is intended and the learning situation is organized in order to make participants learn something (no curriculum) or
2. in informal learning (in volunteer work or through engagement in associations).Learning in situations which are not defined non organized. The learning outcome is a side effect of situations and activities, which area set up for other main purposes like everyday life and participation in work communities, voluntary activities, etc.
Informal learning can be included / initiated in non formal learning situations by clarification and articulation. Non-formal and informal learning can be translated and recognised in relation to formal learning / curriculum by assessment processes.
3. formal learning. These kind of programmes area organized and carried out in order to bring the students to meet specifically the curriculum. It has a diploma.
The differences between the three kinds of learning approaches concern the goals and the organizations of the learning context and the away that the individual learn.
An answer to the immigration is the validation of non-formal and informal learning With the recent large flows of immigration, the EU needs to consider validation of prior learning and working experience as an opportunity for integration. Coherent and well-structured validation systems benefit individuals and society alike: notably in contributing to decreasing the skill mismatch and to fighting the development of a black market. Validation of adult learning is a common concern in Europe, 2016
Folkbildningsrådet (The Swedish National Council of Adult Education) is a nonprofit association with certain authoritative tasks delegated by the government and the Riksdag (the Swedish Parliament).
The National Council of Adult Education acts to determine who will be granted subsidies in accordance with government decree and distribute available funds between them. The National Council of Adult Education has three members: The Swedish National Federation of Study Associations, the Interest Organisation for Popular Movement Folk High Schools and the Swedish Association of Local Authorities and Regions.
SAEA the Swedish Adult Education Associaton (Folkbildningsförbundet) is an umbrella organisation for all study associations in Sweden.
In the first period a Nordic ideal and model for the rest of the western countries developed. It is characterized by a social democratic compromise, a strong state and a marked central "input" management. The period from 1970 and into the 1980s is an intermediate phase in which the radical left influenced both public thinking and theoretical thinking. In the 1980s the ideology changed and is describes as neo-liberal and neo-conservative. These trends are not peculiar Nordic and the authors observe that "during the last decade, the Nordic education model has lost ground as an ideal for the western world". In spite of this development they nevertheless argue "it is still possible to identify a particularly Nordic political philosophy entrenched in the Nordic model of society". This model has emerged as a composite of the Anglo-Saxon model characterized by a small public sector, a liberal attitude towards market and competition and low emphasis on social welfare, and the Continental model, characterized by a larger public sector. The authors refer to findings from the European Policy Centre study The Nordic Model: a recipe for European Success? (2005) that point to the outstanding performance of the Nordic countries in comparison to other European countries. Certain circumstances are regarded as particularly important for this result; a profitable balance between the state, the market and the civil society, ability to combine economic efficiency and flexibility with social inclusion and protection, formation of social capital and high investment in education. Alfred Telhaug, Odd Asbjørn Mediås and Petter Aasen: The Nordic Model in Education: Education as part of the political system in the last 50 years. P. 19 Ove Korsgaard (2002). A European Demos? The Nordic adult education tradition – folkeoplysning – faces a challenge. In Comparative Education, vol. 38, no. 1 Korsgaard does not specifically address the question of a Nordic model but discuss folkeoplysning and folkbildning as a special Nordic tradition. It was Grundtvig who established the link beween the German term Bildung and Enlightenment on the one hand and folk on the other. According to Korsgaard, folk is used in three different ways: 1. as a social category, 2. as a political category (demos) 3. and as a cultural category (ethnos). In the Nordic tradition of folkeoplysning he finds that "the Swedish folkbildning has laid a special emphasis on the social and democratic perspective while the Danish and the Norwegian folkeop(p)lysning tradition – for certain periods – has placed a major emphasis on the nation-cultural perspective". The question posed by Korsgaard in the article is whether the Nordic folkeoplysning can have a role to play in the development of a cosmopolitan democracy and a European citizenship. The challenge will be to create an identity to a European demos and in this process folkeoplysning can serve as a midwife, Korsgaard believes. On the basis of a maintenance of folk as demos "it will require serious steps to incorporate – in the Nordic folkeoplysning – the European dimension, while regarding the development of a European demos as an important goal". P. 15(...)
The folk high school movement is a characteristically Nordic phenomenon which started in the middle of the 19th century in Denmark followed by Norway, Sweden and Finland.
Folk high schools operate in the field of voluntary and general adult education. The goal of the folk high schools mainly is to offer general education both to young people and adults, and their courses cover a wide spectrum of subjects. In some cases, they also provide vocational education. Each Nordic country has traits of their own Although the folk high school in each country have developed traits of their own during the decades, they have, however, many common features. One such feature is that the majority of the schools are residential schools, and thus social life at school is seen as an important part of the educational programme, promoting, amongst other things, a sense of personal awareness, social responsibility and providing training in democracy.
Unlike the "normal" school, folk high schools are not bound by centrally standardised curriculum's - each folk high school determines its own activities in view of the ideological and educational profile of the school. Folk high schools are mainly run by private organisations, foundations and popular movements, some of them are run by country councils and municipalities. In each country these schools receive financial support from the state; in addition, the students can receive a state grant. The Nordic countries are very similar The Nordic countries are an area of five separate states and a population of more than 23 million people. The countries are often regarded as a whole, since they are very similar. They all have a solid parliamentary democracy, a fairly high standard of living and a certain level of social solidarity. Culture, history and language have, from time immemorial, brought their inhabitants closer to one another. Still, every Nordic country has something unique in itself, in its historical background, and these characteristics give them their special profiles. The Nordic countries have a long tradition of democracy. They also have a tradition of popular enlightenment which is still today considered as a guarantee for democracy as it safeguards basic cultural values. Discussion and dialogue are seen as important The Nordic countries have a long time ago agreed upon the importance of discussion and dialogue where free and equal citizens are able to meet with the problems of their own time. They believe that living democracy is dependent on voluntary popular movements and the work of the non-governmental organisations. In spite of an often dramatic history, the Nordic countries have reached the point of being able to foster differences whilst at the same time exercising a high degree of inter-Nordic cooperation. This cooperation consists of a number of official committees, steering groups and permanent institutions as well as informal contacts e.g. between different voluntary organisations. Folkhogskola. English. The Nordic Folk High Schools Is education the religion of our secular societyMy suggestion is that one decisive factor contributing to strong belief in the capacity of education is the long Nordic protestant tradition of Lutheran catechesis. Originally, this church practice was situated in a socio-political context marked by an absolutist kingdom. Here, the state apparatus was ensuring that the population was entirely and only Lutheran, but this was not enough. In addition, there was a vision that this confessional status should not merely be lip-service, but even a conviction. The road to conviction was knowledge and the vehicle was education. (...) The first school systems in Nordic countries were church schools, confirmation was the final exam and this even marked the entry into adult life and a societal position with rights and duties of a citizen. The local priest was headmaster, sometimes teacher and in all his capacities a civil servant. Among his duties as the king’s servant, was to monitor the life and behaviour of the parish members, even to register the level of education and other human capacities of each household. So, religion, state control, church and education was all integrated in one single totalitarian system. Still, it must be underlined that apart from primary (catechism-) education, all forms of further and higher education was a privilege of the elite of society. It was often private and confined to the city-school systems. Even if the primary and secondary school system gradually developed out of this initial anchoring in the state church and became a secular and modern institution, I believe that the long-term effects of the old church-school system cannot be underestimated. The strong secularisation of Nordic countries, most of all Sweden, did in my opinion not necessarily empty the educational system of its quasi-religious character. Rather, it can be claimed that the secularisation overshadows the hidden ‘sanctification’ of education. Or, to put it differently, the secularisation meant that education as a societal system of socialisation and qualification became rationalised. From being a tool for authoritarian power and control, it became a tool for emancipation and democracy, the salvific forces of democracy.
ORGANIZATIONS The Swedish Adult Education Association – the umbrella organisation for the Swedish study associations Similarities in adult education between Spain and Nordic countries. Beyond Rhetoric Adult Learning Policies and Practices: Adult Learning. CEOE, 2003. Here whole book and A short reflection on similarities and differences between folkbildning and adult education in your own country.You can say to me something about it. It is an open issue. We are in an epoch new to human history, there is a need to critically reappraise our ways of thinking, practicing, institutionalising, investing and governing. Both countries have to understand and adapted to neo-liberal world. In those paces both countries are losing ground as an ideal identify. Now that we are moving into the second decade of the new millennium, we confront a world of
continuous development. Rapid changes in the labour market, increasing globalisation and accelerating technological development are all factors impacting most individuals and societies. I am going to use the general terminology Adult Education for everything within a Lifelong Education (learning) perspective. Inside this framework, I am going to write about similitudes and differences between Adult Education in Sweden and Spain:
....Differences:
The history of the Adult Education in both countries is totally different. The Nordic school model had a golden years of social democracy (1945-1970) meanwhile Spain a civil post-war. For this reason we can talk about two different models which European Union will unify in their policy.
Today: In Sweden minority SAP-Green government led to its effective collapse in late 2014. But a "December Agreement" with the opposition Alliance for Sweden parties will enable the coalition to govern effectively and remain in office until 2018. In Sweden is the Green party in Education, in Spain a conservative party with absolute majority. See Democracy index 2014 The Economist.
(Sweden 2 rank in 2014 and 9.88 in 2006, Spain 22 rank in 2014 and 8.34 in 2006) over for political participation and political culture.
In Sweden there are a high overall participation rates in adult learning, in Spain there is a low rate nowadays although the segregation is increasing.
In Spain there is a strong inequality and it is very difficult to work without laws and well-financed educational system, but I think it is the same in Sweden, schooling have to promote the equity and quality.
The private sector and others are growing in Spain against the public sector. It means that there are "institutional" barriers because there are fragmented provision of learning opportunities. It means that there is a complex diversity of institutions that provide learning but not in a transparent or coherent manner but people in need don´t use any way.
In Sweden seems there is a strong public support for the disadvantage groups and state policies don´t leave a lot of room for interpretation at the municipal and school levels, and this results in an extensive variation. In 2011, Sweden’s education budget amounted to 13.2% of total public expenditure, above the OECD average of 12.9%.OECD. Sweden, 2014
Nowadays the focuses are only in vocational and employment sector involving even European projects against the autonomous / regional public sector.
The educational laws are changing almost every year. In my opinion, Sweden looked after of their educational (Adult Education) system long time, however Spain didn´t. I don´t know the Law in Sweden and how is changing.
The particularly Sweden political philosophy (or Nordic political philosophy) strengthening democracy in the Nordic model of society (Sorry!, I mix the both model. Could you tell me the differences between Nordic model and Sweden model?. Thanks).
Municipal schools are disappearing.
Internet has a difficult Spanish net without on flexible spectrum use, research programs, software-defined networking, los connection speed, cloud communications, energy-efficient networking, user modelling and analysis, and cyber security. Jukka Manner Conexion internet What is the significance of the mobile phone or the new technologies in the social relationships of young people and seniors? What kinds of informal and formal learning strategies do young people and seniors have in acquiring mobile phone and other ICT literacies? The research has shown that even though the mobile use of young people and seniors displays some similarities, mobile communication still has a very different significance in the daily lives of the two age groups. A study from Finland, 2009.
Languages competences: Spanish is the third more important language in the world.
I would say that in Sweden the "folkbildning"- tradition is the exception, the formal education system is also more and more directed towards instrumental tests and exams. It is in necesity a cross-collaboration in Europe, to pave the way for more of liberal approaches in adult education (as well as in education for younger ages). It is necessary a transformation of university studies.
....Similatires
Lower priority given to adult education in Government policy. Cuts in grants in Adult Education.
Centralization for decentralization.
Lack of overall coherent in Adult Education and in-coordination between diferent forms.
A need to map the situation and future needs of Adult Education.
The need for stronger linkages between general and vocational Adult and Elderly Education to make a more inclusive society. (...) Financial incentive mechanisms and on policies to increase the participation of low-skilled adults is the main goal.
The focus on the low-skilled results from two main factors. First, these adults rank high on the policy agenda of a number of review countries. Second, recent studies show that an equitable distribution of skills has a strong impact on overall economic performance. This is an important finding, one that helps justify policies to upgrade the skills of disadvantaged groups. It also shows that the distribution of skills is important over the long term for living standards and productivity: more equitable investments in skills can foster growth by making the overall labour force more productive. Promotign Adult Learning. OCDE, 2003. Here in English
The practises of teaching and learning have to be re-thought in a intercultural and global learning and bring to the classes and tackle new tasks in a global and transnational level, for example, developing ideas and concepts for shaping new ways towards sustainable transformation in a limited world, energy consumption and climate change, food and nutritional security, etc. Education should promote the idea of man being a part of his natural environment and his lifelong partnership with nature.
Public and formal system is very similar inside a democracy context.
We have a common education policy as countries and the same goals and objectives. We have a different name but focus on the same principles and philosophy.
Democracy methology with a participatory method and the curricula is the main part of the holistic way.
Free and fair elections and civil liberties are necessary conditions for democracy, but they are unlikely to be sufficient for a full and consolidated democracy if unaccompanied by transparent and at least minimally efficient government, sufficient political participation and a supportive democratic political culture. It is not easy to build a sturdy democracy. Even in long-established ones, democracy can corrode if not nurtured and protected.
There are studies (Comunities, Social work, Lifelong Learning, Lifelong Education, etc) at university.
There are three main levels: municipalities, state and European level and municipal adult education, education for adults with learning disabilities and education for immigrants.
Non-formal learning programmes should be expanded and better adapted to the working forms and teaching methods of the sector. Eu 2020 for Swedish Association.
In the EU 2020 strategy the Commission emphasises the opportunities and challenges of the digital economy and considers that an ambitious Digital Agenda is required for Europe (...) but it is necessary to invest resources in promoting the digital inclusion of all citizens. If wide-ranging knowledge initiatives are not implemented immediately, the wide digital gulfs we are already seeing will only deepen.Eu 2020 for Swedish Association.
In the EU 2020 strategy, the Commission writes that mobility among citizens is growing. People swap between work and study and change sector and career several times. Some take longer career breaks to realise long-held dreams and ambitions. Eu 2020 for Swedish Association
We have to preparer for future challenge and demographic revolution.
How big is the migration challenge affecting Europe now and the future of Lifelong Education / Learning programmes? The study opportunities of immigrants will be enhanced at all educational levels. The focus areas with respect to the adult population will be to improve language teaching and enhance study opportunities that support employment and integration. Immigrants in Europe. August, 2015. The Gardian.
How about employment and Immigrant entrepreneurs?
Is essential condition for demographic and economic growth attracting and retaining talented immigrants in Europe?. Riga, 2015. Home Affairs
The Swedish education system nevertheless faces a number of challenges if it is to level the playing field and create equal opportunities for all pupils: school segregation has been on the
rising for a long time, much as a consequence of immigration, and disadvantaged pupils are less likely to exercise school choice compared to their more advantaged peers. (...)
Comprehensive school. ... the reforms increased years of schooling and lifetime earnings for children with low-skilled fathers, but there are negative effects for children whose fathers were hight-skilled. The reform contributed to reducing inequalities in labour market outcomes by family backgrounds one of the Meghir and Palme´s conclusion (2005) Nordic Economic Policy Review: Whither the Nordic Welfare Model?, p. 137, 143. Norden portal.org, 2016
Similar concept of Lifelong Learning. Implement the conditions for lifelong learning (UNESCO) in a multicultural way and responding to changing educational needs and, through its activities, of strengthening social cohesion, active citizenship and the conditions for lifelong learning.
Developing the opportunities of teaching staff to constantly improve their professional competence
Sweden needs to clarify objectives for students and teachers, set clear standards, and ensure adequate training for teachers to deliver the new curriculum. It needs to develop mechanisms in schools to prevent failure, with early interventions focused on literacy and numeracy, and to continue and consolidate support for migrant students.(...)
Integration of independent schools into local planning and collaboration with public schools for delivery of quality education. Improving Schools in Sweden, OECD, 2015.
Internet. What kinds of informal and formal learning strategies do young people and seniors have in acquiring mobile phone and other ICT literacies? (...) Some consequences of these developments can be identified in social polarization and social exclusion and the heightened significance of skills and the constant redefinition of these skills, as well as lifelong learning ( Castells 1997, 12 ). By Virki Oksman from Finland. Article, 2006 "Young People and Seniors in Finnish 'Mobile Information Society." Independent schools have a small advantage in civic attitudes (controlling for student characteristics) due to school choise. (...) We are able to reveal a number of interesting findings. First, we find that overall, school segregation has increased between pupils characterized by native/immigrant background and by high/low education background. Neighbourhood segregation has also increased in these dimensions, and is the most important factor in explaining school segregation. Second, in regions where school choice has become more prevalent, school segregation between immigrants and natives, and between pupils with high/low parental education, has increased over and above what we should expect given neighbourhood sorting. Schoolchoice and segregation.
LIFELONG LEARNING CONCEPT. A number of Scandinavian authors (Antikainen 2006; Rubenson 2006a; Tuijnman 2003) found aspecific model of lifelong learning practised particularly in Nordic countries. Antikainen, A. (2006). In search of the Nordic model in education. Scandinavian Journal of Educational Research, 50 (3) Rubenson, K. (2006a). The Nordic model of lifelong learning. Compare: A Journal of Comparative and International Education, 36 (3). Tuijnman, A. (2003). A ‘‘Nordic Model’’ of adult education: What might be its defining parameters? International Journal of Educational Research, 39
The folk high school movement is a characteristically Nordic phenomenon which started in the middle of the 19th century in Denmark followed by Norway, Sweden and Finland.
Folk high schools operate in the field of voluntary and general adult education. The goal of the folk high schools mainly is to offer general education both to young people and adults, and their courses cover a wide spectrum of subjects. In some cases, they also provide vocational education.
Although the folk high school in each country have developed traits of their own during the decades, they have, however, many common features. One such feature is that the majority of the schools are residential schools, and thus social life at school is seen as an important part of the educational programme, promoting, amongst other things, a sense of personal awareness, social responsibility and providing training in democracy.
Unlike the "normal" school, folk high schools are not bound by centrally standardised curriculum's - each folk high school determines its own activities in view of the ideological and educational profile of the school. Folk high schools are mainly run by private organisations, foundations and popularmovements, some of them are run by country councils and municipalities. In each country these schools receive financial support from the state; in addition, the students can receive a state grant.
The students can become a teacher too.
"Is there a linkage between folkhögskola and the EU targets of getting citizens to EQF level 2?".I'm not familiar with the qualifications framework, but of course it relates to the possibility to get basic/upper secondary eligilibility by studying at a folkhögskola. In the Swedish adult education system there is also formal basic/secondary education provided by the municipalities, more directly resembling normal school. On your question around assessment /value, that varies depending on which course we look at. When studying to get your basic/higher eligibility it's quite clear - you get that formal recognition. But when it comes to other kinds of courses it varies, some have a high recognition within their field, like for example some of the arts and music programmes at folk high schools. Some programmes are directly related to a professional title, like studying to get certified as a "drama pedagogue". But in many cases (similar to other settings) I would say that the social contacts and networks emerging through the courses/schools are perhaps most important for life and career development. Teachers have either the formal competence or experience within the field they teach. There is a special one year-education at the university for folk high school teachers (60 ECTS) - constructed so that you can either study full time for one year or continue to work as a teacher half time and study 2 years half time. I haven't studied it myself, but it focuses around the tradition of folkbildning and pedagogical/didactical approaches. Far from all teachers at folk high schools have taken that education, but a decent portion have. Career life/guidance: I believe that's organised in different ways at the schools. Some have employed staff that are partly working with this, some collaborate with a nearby university to make use of their competence in guiding students who want to continue to higher studies. Where I work at Glokala folkhögskolan we want to strenghten our capacity in this field, there's a clear request from participants! A teacher of this school. July, 2015.
Swedish Society El Pais. 2015/02/05 a través de la novela negra sueca. In Spanish.
Lionköping University studies in Adult EducationESREA (European Society for Research on the Education of Adults) promotes and disseminates theoretical and empirical research on the education of adults and adult learning in Europe through research networks, conferences and publications. Active members come from most part of Europe.
The secretariat of ESREA is located at the department of behavioural sciences and learning at Linköping University in Sweden. ESREA is in legal terms a non-profit organization governed under Swedish law. They focus is the conditions, processes and outcomes of adult learning, mainly in adult, popular and vocational. ADULT EDUCATIONAdult Learning and Global Change Description
In every part of the world, governments are urging citizens to train and educate themselves in order to stay competitive in the global economy. POPULAR EDUCATION and VOCATIONAL EDUCATION
DINAMARCA / DANISH Gobierno liberal
La escuela pública es competencia de los municipios. El Ministerio de Educación fija los objetivos, las áreas de conocimiento y de competencias, y los niveles de exigencia de los exámenes finales, publica planes de estudios orientativos, etc. Los plenos municipales son responsables de la economía y la inspección de las escuelas del municipio. La influencia de los padres en la escuela pública se manifiesta de manera formal a través del consejo escolar, compuesto por entre cinco y siete representantes de los padres, dos de los empleados y dos de los alumnos. El consejo escolar, cuyo período de vigencia es de cuatro años, se encarga de velar por la buena marcha de la escuela, establecer los principios para su funcionamiento y aprobar los presupuestos y el reglamento.
La enseñanza secundaria es responsabilidad de las provincias, supervisadas por el Ministerio en los contenidos educativos y la realización del examen de reválida.
En cuanto a los estudios superiores, cada centro determina el plan de estudios de cada carrera dentro de los marcos establecidos por el Ministerio de Educación o por el Ministerio de Ciencia, Tecnología e Innovación, responsable de los estudios superiores de larga duración.
Upper secondary education Production schoolsThere are 78 production schools in Denmark which are mainly located in small and mediumsized towns. (...) This option is given to young people under the age of 25 who have not completed a qualifying youth education and who, at the time, are not qualified to start such education, or who have dropped out of a youth education programme. (...) The professional standard at the workshop is used as an educational tool to make a contribution to the development of personal and social competencies. In addition, the school offers teaching in general subjects in order to prepare the participants to commence a regular youth education programme.
Vocational education and training
Higher education
Adult learning The Danish Voksenuddannelsescenter (VUC) is the general adult education programme which is part of the public education system.
Denmark has a long tradition of improving the competences of the workforce beyond compulsory stages of education. In fact, the notion is very much that learning is a lifelong occupation. We have assembled a range of facts on:
Nombre / Name: Folk High School or Folkehøjskole Danish adult education is divided into: . non-formal adult education: building on the traditions of the educationist Nikolai Frederik Severin GRUNDTVIG, focusing on individual choice and characterised by NGO-organisation and lack of grades and exams, and . formal adult education: comprising both vocational and general adult education and concluding with formal exams. The learning styles in formal education are, however, also inspired by Grundtvig's ideas about an'equal partnership' between teacher and learner.
The Danish Adult Education Association (DAEA) is an umbrella organisation advocating the common interests of our 34 member organisations, all working with non-formal adult learning activities.
Historia / History:
La socialización política que la educación de adultos contribuyó a proporcionar en el siglo XIX fue en ocasiones asociada al desarrollo de una conciencia nacional. En este sentido, una de las experiencias mas interesantes fue la desarrollada por las escuelas populares danesas de adultos, que inspiraría un movimiento de las mismas características en todos los países escandinavos. Su inspiración nacionalista fue indudable, al surgir y desarrollarse en estrecha relación con el conflicto político, militar y cultural que enfrentaría a Dinamarca con Alemania. Así, tras la creación de la primera escuela de este tipo de 1844, precisamente Rödding, en la disputada región de Schleswig, su mayor desarrollo se produciría tras la derrota militar de 1864, como instrumento privilegiado de regeneración nacional.
Por otra parte, reafirmando así su carácter nacional, estas escuelas pusieron un gran énfasis en el desarrollo cultural autóctono, profundizando en las raíces tradicionales danesas y en el sentimiento religioso. En ello hay que ver la indudable huella de su creador, N. F. S. Grundtvig, hombre profundamente religioso e influido por el romanticismo, estudioso de la mitología escandinava y entusiasta de su historia y poesía. A él se debe la enfatización del valor espiritual y comunitario de la denominada «palabra viva» y del canto colectivo, instrumentos pedagógicos destacados, así como de los rasgos claramente rurales y ruralizantes de sus programas, característicos de los caminos seguidos por la educación de adultos decimonónica en un país eminentemente agrario.
Es justo poner de relieve que las escuelas populares danesas fueron propiamente de adultos, no sólo porque estuviesen dirigidas a personas mayores de 18 años, sino también por la intención de sus promotores:
«Las escuelas populares de adultos no son escuelas para niños, porque éstos deben gozar de paz y crecer en ella; no son escuelas para adolescentes, porque para éstos la mejor escuela es la granja o el taller de los ciudadanos hábiles; son escuelas para adultos que tienen las mentes maduras y buscan información sobre los anchos caminos de la vida» (42).
Su influencia se dejó sentir no sólo en los restantes países escandinavos, donde se consideró a Grundtvig el padre del nuevo modelo educativo, sino también en otros países más alejados, como Estados Unidos, debido a la influencia de los inmigrantes. Aunque su extensión en este último grupo de países fuese limitada, no cabe duda de que las escuelas populares danesas inauguraron un desarrollo original en educación de adultos.
Revista de Educacion. Articulos. La Educación de Adultos en el siglo XIX. Los primeros pasos hacia la constitución de un nuevo ámbito educativo. Alejandro Tiana Ferrer. Nº 294: Los adultos y la educación. Pág. 21. Madrid, 1991.
Method / Métodos
The Competence Game – a way to become aware of prior learning? The revision was made in 2014/2015 by the Danish Adult Education Association, National Centre for Validation of Prior Learning and Association of Day Folk High Schools.
Stine Hohwü-Christensen, Development officer at Danish Adult Education Association, DAEA, will present the prior learning tools targeted at non-formal adult education, the association work and the volunteer work and The Competence Game.
Elisabeth Østergaard Jensen, teacher at Ishøj Day Folk High School, has experiences with working with clarification and documentation of competences.
Networking DAEA membership of international networks We are member of the European Association of Adult Education (EAEA). The chaiman of DAEA has since June '13 been president for EAEA.
We are also member of the International Council of Adult Education (ICAE).
We are the Danish partner in the Nordic Network of National Adult Education Associations and in the Nordic Baltic Network of National Adult Education Associations.
They cooperate closely with the Nordic network for adult learning (NVL).
with the next member organisations
Other
Steen Elsborg, one of the researchers behind the publication: "In search of the powerful ingredients", has been working at the Danish Univeristy of Education, but has now his own company called 'Learning based innovation'.The elements are presented in the publication "We're searching for the stuff that works!"
In Denmark 2 researchers have been investigating specific adult educational learning courses in the field of non-formal adult education and they found some key elements in the process of creating motivation for the group furthest away from education. The result of the work is a matrix of key elements that can be used to stimulate and support the development of motivation for lifelong learning.
The key elements have been defined by crossing the answers from the participants and the professionals and then analyzing the set-up in a motivation and learning theoretical perspective.
NORUEGA - NORWAY
Noruega. – La notoria disminución de la tasa de nacimientos en todos los países europeos dibuja un peligroso horizonte: el de un continente de viejos, con la consiguiente amenaza para el financiamiento del sistema de pensiones. ¿Sólo la inmigración puede revertir esta tendencia?
–Ése es un asunto importante y verdaderamente crucial. Europa está envejeciendo y por eso también corren peligro nuestros sistemas de pensiones y seguridad social, con las graves consecuencias que esto lleva consigo. Es un problema que cada país discute dentro de su ámbito nacional y para el cual busca posibles salidas, pero enfocado así a mí me parece que no tiene solución. El único país europeo que hasta la fecha consiguió promover exitosamente el incremento de su tasa de natalidad es Noruega, y lo hizo a través de importantes subsidios a los padres varones para que pudieran quedarse en casa a cuidar a sus hijos. Pero no se trata de una política extrapolable. Ese lujo se lo puede dar Noruega porque es una nación riquísima, situada literalmente sobre un mar de petróleo y con pocos habitantes. Por eso, hoy la única alternativa que tiene Europa para rejuvenecer su población es la inmigración, pero hasta ahora no está afrontando la cuestión con políticas globales sinceras y efectivas. Revista de Occidente. Ulrich Beck. Mi cosmopolitismo es realista, autocritico, incluso, esceptico. Enero, 2016. Nombre / Name: Folk High School or Folkehøgskole.
Historia / History: La socialización política que la educación de adultos contribuyó a proporcionar en el siglo XIX fue en ocasiones asociada al desarrollo de una conciencia nacional. En este sentido, una de las experiencias mas interesantes fue la desarrollada por las escuelas populares danesas de adultos, que inspiraría un movimiento de las mismas características en todos los países escandinavos.
Explanation / Explicación: The term "folk high school" is a literal translation of the Norwegian word folkehøgskole. However, this translation may give you the wrong idea. Folk high schools are not "high schools" in the sense of upper secondary school institutions designed to prepare students for college or work through exams.
No formal education / Educación no formal: Folk high schools are separate from the rest of Norway's educational system. Students can be any age and can have any level of educational experience. Indeed, these are schools for all people, all "folk".
Age / Edad: However, almost all students who attend folk high schools are young adults between the ages of 18 and 25. And in most of the schools, you have to be 18 years old before you start.
Belong / Pertenencia: Every school is private but with funding of the state.
Cost / Coste: There is no tuition fee attending a folk high school. However you have to cover room and board, study trips and excursions, and course material. The expenses depend on which major programs you choose and which school excursions you participate in. Therefore, prices will vary between students at the same school and between schools.
There is in Norway the ICAE Academy of Lifelong Learning Advocacy (IALLA) is an international residential course held for the first time in 2004, in Norway. Since then, a total of 8 editions have taken place in Africa, Europe, Latin America and the Arab Region; in 2012 the first advanced, second stage IALLA was held. Until now, there are more than 200 IALLA graduates from all regions of the world.
This training course is rooted in a fusion of popular education and folkbildning, with a very innovative aspect: it is a unique learning and cultural translation space. A place where participants learn from the knowledge of their peers, from cultural differences, and they also learn to “think out of the box” and to change the narrow minded vision of seeing everything through the lens of one’s culture, believing that one’s country or region is the centre of the universe. Each course becomes an unforgettable experience for people, at personal and academic level, creating, each time, a new and different group of passionate people. That is what makes IALLA so unique; results go beyond learning to do advocacy for the right to education, participants take with them shared experience that will increase their self-confidence.
The Norwegian Folk High Schools! The 79 folk high schools in Norway invite international students to experience a unique year. Folk high schools are one-year boarding schools based on the idea of learning for life, not only for occupations and degrees. We provide an opportunity for you as a student to focus on subjects that interest you and to grow as a person, in a small and close-knit learning community without exams and grades. These are schools where you broaden your horizon, deepen your social insights, get more confidence in yourself, and learn tools for lifelong learning. Some schools also offer classes in Norwegian language and culture.There are no closing date for applying on folk high schools, but the schools starts admitting people at the 1st of February each year. Read more about how to apply for a folk high school.Schools
Kufo organization for volunteering. KUFO is an Association (NGO) based in Oslo for educators in the Norwegian Church. Norwegian Church is a lutheran Church, but we like to have volunteers from different backgrounds. KUFO is open to everyone willing for dialog and respect.
How Sweden is governed. The Constitution. Political structure The Economist.
Ministry of Education: Gustav Fridolin (Green Party. From 2014 to 2018) RIO / FOLAC.
RIO is the umbrella organization for the 108 Swedish Folk High Schools. Together with the 43 Folk High Schools run by local governments RIO has formed the international mission "Folkbildning -Learning for Active citizenship" (FOLAC)
Mats Ehn, secretary of FOLAC in 2015- the international unit for the 151 Swedish Folk High Schools
mats.ehn [at] folkbildning.net
Promote the interests of the Fo...lk High Schools from a Nordic, European and global perspective.
Stimulate and support the participation of Folk high schools in folkbildning and adult education projects within the EU and at global level
Enhance the cooperation between the folk high schools on international issues.
FOLAC promotes contacts between persons and institutions engaged in folkbildning and adult education.
FOLAC is actively engaged in international organizations as the Nordic Folk HIgh School Council (NFR), the European Association for the Education of Adults (AEA) and the International Council for the Education of Adults (ICAE)
Folkbildning is a publically financed structure within adult education in Sweden that is closely linked to civil society. It has a strong focus on strengthening democracy, active citizenship and participation in all spheres of society. They have a structure and working methods: Historical roots, pedagogical principles, organizations, type of courses, participation and financing. It also gives room for comparative reflections on adult education and democracy in other countries.
En Suecia, folkbildning = El término sueco “folk” significa “pueblo”, el término sueco “bildning” significa “formación" = liberal adult education; non-formal and voluntary es la denominación común para las actividades realizadas por las universidades populares y federaciones de enseñanza
para adultos a través: 1. de cursos, 2. círculos de estudios y 3. actividades culturales.
Folkbildning forma parte del sistema de formación no formal. Se hace referencia a las universidades populares y federaciones de enseñanza para adultos, es decir las organizaciones que constituyen el sistema educativo independiente, no formal y voluntario de Suecia
El término “folkbildning” es difícil de traducir al español. A veces se traduce como educación popular o libre para adultos. No obstante, el fundamento conceptual específico de “folkbildning” se extiende más allá de la expresión “educación para adultos", por lo cual el término "folkbildning" se deja en el texto tal como es.
Folkbildning es una parte del sector de educación no formal y es independiente de la microgestión del
Estado. Esta autonomía, así como fuertes lazos con el sector sin ánimo de lucro, las convierten en una fuerza transformadora de la sociedad. Puedes leer aquí más (en español e inglés).
Folk high schools (folkhögskola) are adult education centres. The first ones in Sweden were established in 1868, today there are 150 schools in the country and new ones are still starting based on the needs for non-formal adult education. 107 of the schools are run by various popular movements, organisations and associations (NGO´s), whilst the remaining 43 are run by county councils or regions.
A characteristic feature of the Swedish folk high schools is, among other things, their freedom to develop the content and direction of their own courses.
Studying is free of charge - the public sector provides the base funding for the folk high schools. Read more about the concept of Folk high schools online → We will also explore the infrastructure of folkbildning in Sweden further in the upcoming session titled "Folkbildning: a publicly financed civil society structure in adult educaction".
In this video we meet Eva Warberg, teacher and co-founder of Kvinnofolkhögskolan, and three students discussing their experience.
Attended by adult women and transgender persons, the school has a strong connection to womens and feminist movements in Sweden – as well as linkages to popular education and feminist organizers in Asia, Africa, Latin America and other parts of Europe. Learn more about the school at their webpage, with info in English →
Interview with Keith Palmroth (principal and initiator), Wilma Horniak (teacher) and Angelika Wiszneiwska (student).
Established in 2007, the folk high school has around 70 participants from mainly romani groups, studying for elementary education, secondary high school-degree or language training. A foundation in all the courses is to work around cultural identity, strengthening one's own identity. Suggested reading to further explore the approaches used at Agnesberg folk high school: Learning to fly : social pedagogy in a contemporary society / editors: Lisbeth Eriksson and Thomas Winman. Daidalos, 2010.
Interview with Mikael Rickman (teacher in graffiti) and Danielle Wendin (student in 2008-2009 and 2014-2015).
"Spinneriet" is a one year-course dedicated to Urban art. Participants can study full time developing their skills in graffiti, rap and other urban art expressions. Artists within the field acts as guest teachers, joining the course for a few weeks - sharing their experience in practical workshops.
The interview focuses on the part of the course oriented towards visual art expressions.
But briefly I can mention some things from my experience as a teacher (and former student) at a Folk High School. About teachers - Teachers at the Folk High Schools have either the formal competence or experience within the field they teach. There is a special one year-education at the university for Folk High School teachers (60 ECTS) - constructed so that you can either study full time for one year or continue to work as a teacher half time and study 2 years half time. It focuses around the tradition of folkbildning and pedagogical/didactical approaches. Far from all teachers at Folk High Schools have taken that education, but a decent portion have. In the specialised courses (like the examples of urban art and feminism/video activism), teachers are often recruited based on their practical life and work life-experience. When it comes to teaching the courses providing eligility for higher studies (like teaching maths or social sciences) the formal competence from university studies is of course valued in recruitment. There are people have a background as former students at our school (although they also have other educational and work life experience).
Regarding the day-to-day work It seems that the ways of working varies from school to school, and depending on which particular course you zoom in on.
Accountable for the schools activity is the "host organisation" of each school - an association (an NGO) or a public sector body like a regional council. Usually there is a board for each school that appoints the schools principal and decides on the overall frame for the school. But depending on which school we look at, the power structure can vary - at some schools the teachers have a strong say on the overall development, at some schools the board is more driving. In the video on Kvinnofolkhögskolan Eva Warberg mention how they organise democratically where all staff are involved in decision making, but this is an exception. Only a few schools have a similiar direct-democratic governance, although the staff have a strong position at many of the 150 schools. (the union tradition and labour legislation in Sweden also affects they way of handling a lot of questions locally at the schools) by August Nilsson, pedagogue at Glokala Folk high school in Malmö. august [at] glokala.se
Historia / History: La socialización política que la educación de adultos contribuyó a proporcionar en el siglo XIX fue en ocasiones asociada al desarrollo de una conciencia nacional. En este sentido, una de las experiencias mas interesantes fue la desarrollada por las escuelas populares danesas de adultos, que inspiraría un movimiento de las mismas características en todos los países escandinavos.
The strong secularisation of Nordic countries, most of all Sweden, did in my opinion not necessarily empty the educational system of its quasi-religious character. Rather, it can be claimed that the secularisation overshadows the hidden ‘sanctification’ of education. Or, to put it differently, the secularisation meant that education as a societal system of socialisation and qualification became rationalised. From being a tool for authoritarian power and control, it became a tool for emancipation and democracy, the salvific forces of democracy. Is education the religion of our secular society
Belong / Pertenencia: 107 of the schools are run by various popular movements, organisations and associations (NGO´s), whilst the remaining 43 are run by county councils or regions.
Para saber más y en general aquí University / Universidad Universities studies Linköping University, Linköping (Sweden)
Organization/ Organización Folac Learning for Active Citizensis the international unit for the 150 Swedish Folk High Schools. Mission is to:
- Promote the interests of the Folk High Schools from a Nordic, European and global perspective.
- Stimulate and support the participation of Folk high schools in folkbildning and adult education projects within the EU and at the global level.
- Enhance the cooperation between the folk high schools on international issues
More about Swedish Folk High School. Eligibility higher education and higher vocational education criteria.pdf
Point of view: I find interesting that there are so many multicultural adult education centers in Sweden run by various popular movements, organizations and associations (NGO´s) or by county councils or regions. It is surprising that so many organizations (over 150 of Folk High schools) exist. The most important point made by all the examples presented is that learners feel at home. All students were talking about that learning prepares little stress and that they can learn at their own pace. They are possitive to meet people with different backgrounds and experiences and they prefer this style of school course which involves neither exams nor stress but only work in groups and different assignments.There seems to be little (or no) hierarchies between teachers and students. They enjoy learning step by step though collaboration, group work, discussion and conversation inside and outside the classroom. Also, students can become teachers.
Exploring different approaches to working with democracy, with examples from Swedish folkbildning and Watch it! - a collective of young pedagogues and activists based in Malmö, Sweden.
Here is a list of all courses with Spanish at the Swedish Folk High School. Contact the school you are interested in.
The organization, ABFs, offers a place for a personal growth and development of competences, it offers as well trade union studies, and embraces organizations for migrants, disabled, and the elderly. The adult education is provided in cooperation with local municipalities – large number of courses at basic and secondary level and Swedish for immigrants. The core of the ABFs activities - "Folkbildning" – are organized in the form of study circles. A study circle is a group of people who meet regularly and study together. Anyone can start one, and they can meet anywhere, at times that best suit the group. Study circles have been crucial to the fight for democracy in Sweden, and have contributed to making Swedish popular movements among the strongest in the world. But democracy is not hereditary. A democracy needs people who dare to re-analyse things and have the courage to question things that are wrong. This sort of courage and security can be developed in small groups using the educational methods that the ABF stands for. The group have had a chance to exchange on the methodologies ABF is using as well learn on the practical side of the organisation of study circles, and met with the responsible for KOMVOX, the formal education activities of ABF. The meeting was followed by the study visit to the local branch of ABF in Södertälje-Nykvarn that is very active in providing learning and integration opportunities to migrants regardless of their formal status. The towns’ population is composed in 49% of migrants thus it is one of the key activities of ABF to provide Swedish language courses to them, and organize activities that would bridge communities. Genre Information material, 2016/09. Gender equality policy in Sweden Government. Global assets. September, 2016. OPINION. SOLIDAR members looked as well as the situation of civic education in their respective countries that usually takes place in the form of classes in primary and secondary school focusing on the citizenship education. SOLIDAR members share the view that there is a need to emerge towards development of civic engagement and participation in the society. Therefore civic competence and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) accompanied with critical thinking, equip individuals to engage in active and democratic participation in the society. Education in values helps to build inclusive societies on the shared values of democracy, tolerance and freedom by strengthening solidarity and local communities and fighting against extremism, hate and xenophobia that today is becoming needed more than ever. During the meeting it has been stated that development of social, civic and intercultural competences should become a priority in education agendas, however, these opportunities should not only be available within formal education settings but should also be spread across different education and training sectors and environments
FINLAND / FINLANDIA Finland:Ongoing Reforms and Policy Developments, 2018 2016 City of Tampere, 2016/05 Curriculum for Primary School Tampere is committed to the early childhood and pre-primary education model and providing a continuum of care and education from pre-school education through to secondary school. Pre-primary education is designed to foster the child’s personal learning and development, both as an individual and as a member of a wider group. 1. the new curriculum will introduce significant changes to the primary school education experience. Swedish and Finnish as foreign languages will now be taught a year earlier. From the academic year 2016–2017 onwards, Finnish and Swedish will taught as a foreign language from Year 6 onwards. 2. Social studies will be introduced in Tampere schools from Year 4 and the subject will continue to be taught in Year 5. Social studies will be used to enhance children’s ability to influence and participate in society and to gain financial management and ICT skills. In Year 5, pupils will be taught both history and social studies. 3. In primary schools, optional subjects will be introduced in Years 4, 5 and 6. This allows children to select a subject they have a particular interest in, each year. The optional subject will be taught for one hour per week and the groups may comprise pupils from across the three years. In Tampere, the schools are responsible for determining which optional subject they offer and the aim will be to deliver cross-subject, cross-disciplinary learning opportunities. It is envisaged that the options may include different types of PE, whole-band music lessons, media skills, arts and crafts, drama and expressive arts, natural sciences or environmental studies. The optional subjects will be offered subject to uptake by a minimum of 12 pupils.
Assessment will also become more broad-based and, in future, will no longer be limited to class tests only. Assessments will now take into account a more diverse range of the children’s output and comprise a self-assessment carried out by the pupils themselves.
4. In Secondary School. Following implementation in primary schools, the curriculum will be adopted in its entirety in Year 7 from 2017, in Year 8 from 2018 and in Year 9 from 2019. The main section of the new curriculum, with the exception of the new end-of-year assessment and the assessment of the optional subject, will be adopted across secondary schools from next year.
Oficcial page One of the basic principles of Finnish education is that all people must have equal access to high-quality education and training. The key words in Finnish education policy are quality, efficiency, equity and internationalisation.
In Finland everyone has the right to free basic education, including necessary equipment and text books, school transportation and meals. Post-compulsory education is also free: there are no tuition fees in general and vocational upper secondary education, in universities of applied sciences or in universities. Education is primarily co-financed by the Government and local authorities. (...) The share of young people with poor basic skills in different cohorts has grown. The ways in which young people live and think have also changed. Attitudes that obstruct learning have grown stronger, and the gap between girls and boys is wider. (...) Tomorrow school. Developing the operating culture of the school and the structure of the school day. The operating culture and structures of the school must support the pupils' learning, wellbeing and participation. The school will be developed as an ethical and a learning community where pupils have a voice and a choice, and also responsibility for their own learning.
The new national core curricula now available in English, 2016 Good article to know National education. How Finland is fighting inequality with education and winning
In Finland there is a same kind of adult education infrastructure as in Sweden, a Nordic model. And when speaking about adult education in Finland it’s a question about a large system of informal, non-formal and formal education but of course the cultural background and economical realities affect an individual’s motivation, choices and possibilities.
Nowadays the big question in Finland is quite a high unemployment rate especially among the youth. And the recession that has lasted over 5 years means funding cuts also in education. And unemployment/ funding cut means more expenses to the participants and upsets our deep belief in education to be a way to a better life.
Still Finland is an education society but at the same time the exclusion processes get new forms and all the time there are growing new groups (elderly people, immigrants, culturally/economically deprived…) who don’t achieve the skills needed in a modern society and further education.
And there is a lot of discussion about a threat that people sink in some kind of apathy and lose their trust in society and education and future possibilities. The Finnish welfare state (equal education) has been in danger for a long time and the market liberalism is in power. And also they have a big nationalist/anti-immigration party even in the Finnish government. The fact is that the situation in Europe/Finland is for a moment quite bizarre and alarming.
Education system in FinlandThe Finnish welfare society is built oneducation, culture and knowledge. We see education as a key factor in enhancing our competitiveness. The aims of Finnish educational policy arequality, efficiency, equality and internationalisation.
The Finnish educational system offers equal opportunities of education for all, irrespective of matters of residency, sex, economic situation or linguistic and cultural background.
Our educational system consists of:
one year of voluntary pre-primary education
nine years of primary education (comprehensive school). Children in Finland begin their primary education when they reach seven years of age.
Pre-school education is intended for six-year olds, who will start their compulsory education in the following year. At the moment over 90 % of the age group participate in the voluntary pre-school education.
Comprehensive school a.k.a. basic education provides a nine-year educational programme (with a voluntary 10th year) for all school-age children, beginning at the age of seven. The school network covers the whole country.
Comprehensive schools are primarily run by local authorities, with the exception of a few private schools. The broad national objectives and the allocation of teaching time to instruction in different subjects, subject groups and pupil counseling are regulated by the government.
upper secondary education, which consists of vocational and general education. Secondary level education in Finland is provided by general upper secondary schools andvocational schools for students aged 16-19. Schools select their students mainly on the basis of previous qualifications and grades through a national joint application system.
General upper secondary education is designed to prepare the students for the matriculation examination. Matriculated students are eligible to apply to higher educational institutions or vocational institutes.
The aim of vocational education and training is to improve the skills of the work force, torespond to skill requirements in the working world and to support lifelong learning. A three-year vocational qualification also gives general eligibility for applying to university and UAS studies.
higher education in universities and universities of applied sciences (UAS)
Adult education - education for all
Over the past decades, adult education has become an increasingly important component in national educational policy and planning in Finland.
Adult education is provided by:
universities and UAS's
public and private vocational institutions
adult education centres and summer universities
adult upper secondary schools, study centres, sports institutes and music institutes
Adult education is provided on all levels. Adults can study for a general educational certificate, a vocational qualification, or modules included in these. They can take other courses developing citizenship and work skills, or pursue recreational studies.
Teacher´s opinions "We wish our students were more motivated and would enjoy learning in schools more. And right now there seems to be signs that learning skills are getting in worse direction. Maybe because people don't read so much anymore as they use computers. It's a challenge. We have also free libraries so everyone can read a lot." "Pasi Sahlberg is the best known analizer of the Finnish Education system. Please tell me what you want exactly know about our system and of what stage of the our education system. First 6 years or the 1-9 stages? Or more? In generally I think that the education system in Finland is good because of - it's democratic and gives everyone the possibility to get as high education as you like to and all this in spite of your economic background - education is high valued in Finland and also teachers - but everything that shines is not gold so send me more detailed questions.
Nombre / Name:Finnish : kansanopisto and työväenopisto or kansalaisopisto
An organisation called Kansanvalistusseura (KVS), The Finnish Lifelong Learning Foundation – KVS, which supports learning and builds a society of learners by offering expertise and services is important.
KVS, established in 1874, cooperates with a wide variety of adult education stakeholders in Finland and internationally. According to the strategy of the foundation for 2012–2016, KVS’ activities include communication and publishing, education, media literacy and international cooperation.
KVS' Media Team is in charge of the communication activities of the KVS and EAEA. In addition, the team manages publications of KVS: LLinE journal, Souli media and Aikuiskasvatus journal. The media team also participates in international projects of the KVS.
OPM (it applied for Grundtvig 2014) Adult education is designed to provide study opportunities for adults. It encompasses self-motivated education, staff training and labour market training. The Ministry of Education and Culture is responsible for self-motivated education, the Ministry of Employment and the Economy for labour market training and employers for staff training.
Some 800 educational institutions provide further and continuing education of varying duration, non-degree studies, as well as education leading to a qualification. Learning mostly takes place in working life and through informal studies using networks, libraries and other learning environments
(...) The tasks of adult education policy are to ensure the availability and competence of the labour force, provide educational opportunities for the entire adult population, and strengthen social cohesion and equality. Adult education policy supports efforts to extend working life, raise the employment rate, improve productivity, enhance multiculturalism and implement the conditions for lifelong learning. In addition, adult education alleviates the effects of the recession. Ari Antikainen: In Search of the Nordic Model in Education The welfare system, the prime attribute of the Nordic model, of which education is a part, is however become weakened. It has been seriously suggested that some of the countries, especially Finland, is no longer a welfare state due to the adjustment to neo-liberalistic doctrines of New Public Management, steering and budgeting by results, evaluation of schools, privatization, commercialization etc. The Nordic countries have been forced to react to the international of global competition, but Antikainen point to the fact that they have coped surprisingly well. Scandinavian Journal of Educational Research, vol. 50, no. 3, 2006 Here Historia / History: In Finland there is the same kind of folk high school movement as in other Nordic countries. Finland has been a part of the historical development of the folk high schools in Nordic countries. They have got the inspiration from Denmark and Sweden at the end of 19th hundreds. In Finland it was a time when a new industrial and also national state was developing and these changes feeded need to folk education. Active stakeholders were the rural and urban folk and their associations; the cultural, political and industrial elite with their smoothing and partly revolutionary goals; national and local policy makers. There are nowadays about 90 folk high schools in Finland, http://www.kansanopistot.fi What I especially appreciate in the Finnish system is the way to give a new start for youngster who are still seeking their future choices and also the work with immigrants
In Finland there are some kind of folk high schools as in Sweden. Sure there are some differences because of the different societies. But in large scale the folk high school systems are much alike because of their common roots and co-operation. In the Finnish educational system, the role of the folk high schools is to provide adult education and non-formal adult education. The teaching in folk high schools is mainly general education, but initial and further vocational training is also offered. There are 87 folk high school campuses in Finland. Folk high schools are typically characterized by being residential and by having an ideological and pedagogical freedom. http://www.kansanopistot.fi/
Roma citizens
The Roma-question has been prevailing in all of Europe – hundred of years. It’s not settled in Finland either.
Folk High schools Danish : Folkehøjskole Finnish : kansanopisto and työväenopisto or kansalaisopisto German : Volkshochschule and (uncommon) Heimvolkshochschule Norwegian : Folkehøgskole Swedish : Folkhögskola are institutions for adult education that generally do not grant academic degrees , though certain courses might exist leading to that goal. (Heimvolkshochschule;noruego : Folkehøgskole;sueco : Folkhögskola) son instituciones de educación de adultos que generalmente no otorga grados académicos , aunque podrían existir ciertos cursos que conduce a ese objetivo.They are most commonly found in Nordic countries and in Germany and Austria . Se encuentran con mayor frecuencia en los países nórdicos y en Alemania y Austria .The concept originally came from the Danish writer, poet, philosopher and pastor NFS Grundtvig (1783–1872). El concepto vino originalmente de la escritora danesa, poeta, filósofo y pastor NFS Grundtvig (1783-1872).Grundtvig was inspired by the Marquis de Condorcet 's Report on the General Organization of Public Instruction which was written in 1792 during the French Revolution . Grundtvig fue inspirado por el marqués de CondorcetReport 's en la Organización General de Instrucción Pública, que fue escrito en 1792 durante la Revolución Francesa .The Revolution had a direct influence on popular education in France . La Revolución tuvo una influencia directa en la educación popular en Francia .In the United States, a Danish folk school called Danebod was founded in Tyler, Minnesota . En los Estados Unidos, una escuela popular danesa llamada Danebod fue fundada en Tyler, Minnesota
An Adult Education centre in Turku / Finland, http://www.aurala.fi/Finland’s adult education centres are educational establishments that welcome all prospective learners and offer opportunities for a wide variety of recreational activities and study. Learning is largely self-motivated and, as a rule, not aimed at achieving a formal qualification.http://www.ktol.fi/english. There are some groups leader of two senior clubs on volunteer basis.
In Finland there don’t have a Folk high school for women either but we have different kind of empowering activities/centers only for women.
The education theory and a way to win own and organizational incompetencies by using all these different methods: 1. spontaneous learning – trial and error and joy of inventing, 2. mentorship/co-operative learning – learning by doing with a co-worker/group, 3. teaching/training learning – listening and exercising and critical reflection
The Finnish Adult Education Institute offers courses in languages, crafts, visual arts, literature, drama, home economics, seafaring and navigation, music, information technology, social subjects, physical education and dance. Our teachers are experts in their fields. Our locations of instruction number more than 70. They can be found in all parts of the city.
Teaching is mainly organized during evening hours, but our course offering also includes a great deal of day-time studies. The City of Helsinki Swedish Adult Education Institute (Arbetarinstitutet, Arbis for short) is the largest Swedish-language adult education institute in Finland. The course offering includes language studies on many different levels, arts, information technology, cooking, physical education and crafts. Arbis also organizes Open University courses. Here Arbis in Helsinki is the adult education centre
Volunteering in Finland / Voluntariado en Finlandia evs@maailmanvaihto.fi For further information about voluntary work possibilities in Finland, please contact Maailmanvaihto office hosting(a)maailmanvaihto.fi
Segregation. Patrik Scheinin, a professor in pedagogy at Helsingborg University, says the reason why Finnish schools have been so successful is partly because the schools are pretty much all the same. He says that is not the case in Sweden. "The thing I would be worried about when you have such big differences between schools is that parents are scared to put their kids in the wrong school,” he says. “And then it's easy to have a ghetto effect, where everyone who can get out of an area or school does so, and that doesn't help the school that's left behind." Here(You can read about Sweden segregation too).
2016.In Finland there are hundreds of adult education centers and institutes that, thank's to the public funding, can offer extremely cheap courses. So many adults try different courses, some even for fun, and then they become so engaged that on their own become life long learners. Unfortunately all the countries do not offer these kind of possibilities and simply due to economic situation many adults in Europe can not continue learning.
Having in mind all the positive effects that adult education can have in some population groups, financing should be reconsidered. Even in Finland there has been some financial cuts, though minor, but still. I believe that the social and economic barriers you mentioned can be minimized to certain point through adult education, especially when it comes to immigrates.
Finish Adult Education In Finland the term non-formal education covers the general adult education opportunities provided by non-formal adult education institutes defined by the The Liberal Adult Education Act. The Liberal Adult Education Act provides both for operations and funding.
There is a long tradition for lifelong learning in Finland.
The Finnish folkbildning system consists mainly of about 90 folk high schools, 187 Adult education centres and 11 Study centres. Finland has been a part of the historical development of the folk high school and folkbildning in the Nordic countries. We got the inspiration from Denmark and Sweden at the end of 19th hundreds. In Finland it was a period when a new industrial and also national state was developing and these changes feeded a need for folkbildning. Active stakeholders were the rural and urban folk and their associations; the cultural, political and industrial elite with their smoothing and partly revolutionary goals; national and local policy makers.
So the Finnish folkbildning system is much alike the Swedish one but there are also differences. I suppose that the main differences between the Swedish and Finnish folkbildning systems are something like this: 1. starting point/history – folkbildning was part of the independence process of Finland, 2. funding practice, in Finland more state and municipality ruled, 3. shortage of study circle tradition and democratic administrative practice, 4. lower level of cooperation between the folkbildning actors and 5. less strategic, society oriented and international as the Swedish system.
In my opinion some important challenges/renewals of adult education in Europe could be: 1. adult education for immigrants/refugees/minorities – EU-adult education troops?, 2. starting models for countries that lack the infrastructure and resources of folkbildning – the support of EAEA and national associations, enlightened local and other European volunteers, 3. more E-learning courses at high ambition level and implementation demand – EAEA and EU, 4. formal and non-formal education, degree programs, especially for the youth, that “are not tied to a national approval” – EU, EAEA, 5. programs that promote cultural understanding and co-operation and sustainable development – EU, EAEA (for example a program for local guides with EU-certificate to promote European awareness) and 6. a European adult education centre for equal education possibilities in Europe (E-learning platform/centre– even for Diplomas and e.g. degrees of sustainable development), 7. to oppose the trend (EU/new liberal?) to train employees quickly and cheaply with emphasis on vocational skills undermining humanistic approach and popular education, 8. to cooperate with street/grassroots level people and communities to develop human culture.
And some challenges put in a question form:
How to develop an EU adult education centre/practice/cooperation (virtual &practical, versatile methods) which enables/supports EU-citizens to take an academic or a vocational training or to learn the key competencies whatever are their background, citizenship status or economic/environmental circumstances?
Now and then I wonder would we have something to learn about the ways young people organize their meetings/festivals, shopping and sports centers attracts their customers etc. And the big question is how to get those involved in adult education or festival of learning who have minor interest to come along?
Would it be possible to build up a European Adult education chain (like Universities but not ranked) that will include quality centers (not museums) for culture and education, supporters for coordinators for the cooperation of European NGOs, also starting points for immigrants etc. and they would have an EU-certificate and in use a lifelong learning passport?
Something else
Adults in education In Finnland adult learning system covers vocational training and general education as well as formal, non-formal and informal learning. There are several study opportunities for adult learners as an adult learner can be a student at all levels from primary to tertiary education. Adults can study for a general education certificate or vocational qualification or study modules included in those studies. As well adults can have courses to develop their working skills, citizenship or have recreational studies.
There are about 800 educational institutions which provide further and continuing education of varying duration, non-degree studies, as well as education leading to a qualification. Learning mostly takes place in working life and through informal studies using networks, libraries and other learning environments, but also in schools and in learning centres.
More than 1,7 million citizens participate in adult education each year. An average of 12 per cent of the Ministry of Education and Culture’s main title of expenditure is allocated to adult education. Of this total, about 40 per cent is allocated to vocational adult education and training and apprenticeship training, one fourth goes to adult education provided by higher education institutions, a fifth to liberal adult education, and about 5 per cent to developing adult education and continuing education for teaching staff.
The tasks of adult education policy
The tasks of adult education policy are to ensure the availability and competence of labour force, provide educational opportunities for the entire adult population, and strengthen social cohesion and equality. Adult education policy supports efforts to extend working life, raise the employment rate, improve productivity, enhance multiculturalism and implement the conditions for lifelong learning. In addition, adult education alleviates the effects of the recession. As well, in education it´s also question of social and economic welfare for inhabitants and for the whole society.
Alternative possibilities in adult education
The Ministry of Education and Culture has formed in table 1. of adult education institutions in Finland:
Table 1. Main providers of adult education and training in Finland, number of institutions
Liberal adult education has the task of responding to changing educational needs and, through its activities, of strengthening social cohesion, active citizenship and the conditions for lifelong learning. Responding to the educational needs of immigrants, those who need educational rehabilitation, the unemployed and senior citizens, as well as ensuring the regional availability of education are emphasized. The amount of students in adult education is biggest in adult education centres.
Apprenticeship training constitutes the main form of learning in working life. An increasing share of vocational upper secondary education and training and vocational further education and training is arranged through apprenticeships. Apprenticeship-type training is integrated into continuing education for people with higher education degrees. In addition, labour market training is provided in the form of apprenticeship training. The opportunities of teaching staff to constantly develop their professional competence
Continuing education for teaching staff with an immigrant background will be a priority over the next few years. The study opportunities of immigrants will be enhanced at all educational levels. The focus areas with respect to the adult population will be to improve language teaching and enhance study opportunities that support employment and integration.
Steering of adult education
National level.Parliament passes legislation of education and determines basic lines of education policy. The Government and Ministry of Education and Culture are responsible for preparing and implementation of education policy. In Finland there is separate legislation for Liberal Adult Education and for Vocational Adult Education. Then we have other laws of education (basic education, general upper secondary education and laws for polytechnics and universities) and Law of Funding for Education and Culture which consists also legislation of adult education.
Ministry of Education and Culture has responsibility for developing education in national level. Role of municipalities is large in charge of providing and organizing education services. Other providers are private institutions and the state.
Education is mainly free of charge for students in Finland, but adult education may have charges for students or for student’s employers.
The Ministry of Education and Culture is responsible for self-motivated education and the Ministry of Employment and the Economy for labour market training and employers for staff training. According to Ministry of Education and Culture it handles following issues relating to adult education, liberal adult education and the promotion of educational policy based on the principle of lifelong learning:
• Developing the conditions for national adult education policy and lifelong learning
• Vocational adult education and training, apprenticeship training and competence-based qualifications
• Adult education offered by higher education institutions and open learning
• General adult education and national certificates of language proficiency
• Liberal adult education and educational and guidance organizations
• Guidance on adult education, counselling and the recognition of competence acquired in different ways
• Assessing the need for and provision of adult education as well as guidance (permission to provide education and performance steering)
• Coordinating training for teaching staff and immigrants
• Legislation, funding and economic planning for the sector
• The quality of the activities, evaluations and international cooperation
The Council for Lifelong Learning considers issues relating to cooperation between education and working life as well as the conditions for lifelong learning and developing adult education.
In Finland steering, providing and funding of education is decentralized for several national and local or regional authorities. Governmental financing is usually just part of funding in public services. Providers of education have also even larger responsibilities in financing of education. Still universities and in some level adult education are financed and/or provided by state.
National level.The Finnish National Board of Education is responsible for implementation of the policy aims. The Board has a role in develop educational contents and methods for education as well as national core curriculums. Local and regional authorities, as education providers, have to make their own curriculums by base of national core curriculum.
Local authorities, which are municipalities and joint of municipalities, also make decisions on allocation of funding for education at local level and in which amount decision-making will be delegated to the schools. Providers of education are responsible for learning arrangements, quality of education and effectiveness. Providers are supposed to have self-evaluation and there is also national evaluation. National Evaluation Plan by national evaluation centre Finnish Education Evaluation Center FINEEC is now going to be made for years 2016-2019.
Source: The Ministry of Education and Culture in Finland, www.minedu.fi. by Päivi.
The report also includes basic information of the developmental steps taken in validation of prior learning in Finland.
Validation of prior learning in education and the qualifications systems
(...) In Finland, it is stipulated
by law that an individual is entitled to
have his/her previously attained competence
recognized as a part of a qualification.
(...) In Finland, there is an ongoing project preparing
a major reform in vocational education
and training that will come into effect from
the beginning of 2018. The reform will include
merging all vocational education and training
into a single system for all target groups, both
youth and adult learners, and as a part of this,
the competence-based qualification will be introduced
as the only method of taking a qualification. One of the goals is to prevent having
to study the same things multiple times. In the
new system, the method how the competences
are gained is irrelevant, only the learning outcomes
and the level of competences matter.
The methods of identifying competences and
personalisation will become central tools.
(...) Migrants: There is also a very topical and urgent need to
develop appropriate methods for validating the
immigrants’ competences. In case their prior
learning is properly identified and in case their
prior learning and existing competences are
taken into consideration when planning their
studies, their paths to the labour market, to further
studies and to fully integrated members of
the society can be significantly shortened. Validation
of prior learning will become an increasingly
important part of the integration process.
Validation of prior learning in liberal adult education
Development of validation in liberal adult education
Liberal adult education institutions’ certificate practices
Reviewing certificates from the perspective of validation
UK Politics Transforming schools into academies. In a white paper launched today (17 March 2016), Education Secretary Nicky Morgan has set out radical new proposals which will transform England’s schools and build on the sustained progress that has already been made over the course of the last Parliament. BBC News. March, 2016. The government has said schools must become academies or be in the process of converting by the end of 2020.
Education today In England, as in many countries, young people have more qualifications than ever before. Hopefully that means progress. But surveys of literacy and numeracy, like the new 2012 Survey of Adult Skills, sometimes cloud this rosy vision. In England, although young people aged 16-24 have many more and better qualifications than those aged 55-65, their basic skills are no better. That is something of a surprise, because in most other OECD countries educational progress, in the sense of more qualifications, also corresponds to better basic skills.
See more at: http://oecdeducationtoday.blogspot.fr/#sthash.SDwwyIWZ.dpuf
Ageing Population. United Kingdom partners participated in a number of the European initiatives (...) which mostly were closely aligned with recent UK policy agenda on later life and on lifelong learning. The Department for Work and Pensions’ policy documents Opportunity Age (2005) and Building a Society for all Ages (2009) emphasised the concept of ‘active ageing’ and the need to ensure that all older people are able to realise opportunities for learning, leisure, volunteering and employment. A third government policy document, Winning the Generation Game: Improving Opportunities for People Aged 50-65 in Work and Community Activity
(Performance and Innovation Unit of the Cabinet Office, 2000) focused on the lost economic productivity to society resulting from the under- and unemployment of people over age 50, and the need to develop strategies for enabling people to stay in or re-enter work after mid-life. These themes were all mirrored in ageing policy documents from the devolved administrations of the UK, principally All Our Futures: Planning for a Scotland with an Ageing Population (Scottish Executive, 2007), The Strategy for Older People in Wales 2008-2013 (Welsh Assembly Government 2008), and Ageing in an Inclusive Society (Office of the First Minister and Deputy First Minister of Northern Ireland, 2005). The value of older people’s skills, experience and contributions to a community’s social and economic capital is an explicit focus throughout government policy agenda. This is reflected in national initiatives to support and extend older people’s participation and social inclusion (terms that are more generally used within the UK context than ‘civic engagement’). Organisations such as ‘The Experience Corps’ (unrelated to the same named US programme), ‘Volunteering in the Third Age’ and RSVP (Retired and Senior Volunteer Programme) have been established to expand volunteering among older people (Davis Smith & Gay, 2005). A national Age Positive campaign to promote age-friendly employment practices and the PRIME Partnership that aims to assist self-employment in people over 50 through the provision of training and business start-up loans are examples of government initiatives in this area. The need to acknowledge and incorporate older people’s productive capacity and economic, social and cultural roles in their communities is likewise increasingly being articulated in relation to areas such as community development and regeneration schemes (Howse, 2003; Riseborough & Jenkins, 2004).
The role and potential of lifelong learning for promoting personal development and participation among older people in the UK is similarly embedded in national learning and education policy. Policy set out in Building a Society for All Ages (DWP, 2009) and the Department for Innovation, Universities and Skills’ The Learning Revolution (2009) emphasises the importance of improvingolder people’s access to education. The anticipated demand for education and learning activities among older people is highlighted by national survey research (MORI, 2000) that found that 69 percent of UK ‘Baby Boomers’ are interested in undertaking learning activities in the future. Nevertheless, despite this projected demand there is evidence that provision of adult learning has significantly declined in the current decade, with fewer learners coming from lower socio-economic groups or older ages (Ockenden, Hughes & Stewart, 2009). Learning Through Life, a recent inquiry into the state of lifelong learning in the UK (discussed in an article in the first issue of IJEA, Schuller, 2010) criticised the current approach to adult learning for failing to respond to two major trends: ‘an ageing society and changing patterns of paid and unpaid activity’ (Schuller and Watson 2009, p. 6).
People aged 50 and over were one of the project’s target groups and 80 of the programme’s 314 funded projects focused on older learners. Examples of projects that provided opportunities for promoting community cohesion and the engagement of older people included the training and use of volunteers to conserve records and produce educational materials about local cultural heritage; intergenerational learning projects; and projects involving older people in the local arts community (NIACE, 2010a). Another notable example of government initiatives that are adding to the landscape of projects and activities featuring elements of learning and voluntary service for older people is the Welsh Assembly Government’s Active Communities Initiative. Older people are an identified target group under this initiative which supports projects aimed at raising the profile of, and stimulating, volunteering and community involvement. Funded projects have included intergenerational mentoring schemes and volunteering activities incorporating opportunities for accreditation as an avenue for future employment.
The development of educational programmes that support civic engagement in later life as a prospective direction for UK universities was specifically identified in a report by Phillipson and Ogg (2010) and also discussed in the last issue of IJEA (Phillipson, 2010). Major current examples are the partnerships between the National Trust, an independent heritage charity, and the Universities of Liverpool and Sunderland to offer lifelong learning and accreditation opportunities to volunteers (Ockenden, et al., 2009). Over half of the 52,000 volunteers for the National Trust are persons aged 65 and over (The National Trust, personal communication). Such projects highlight the possibilities and potential for creative partnering of the public, private and third sectors in linking learning with community participation for older people in the UK. LACE PROJECT FOR AGEING ACTIVITIES
Civic engagement in later life and lifelonglearning, 2010 LANGUAGES IN PRIMARY AND SECONDARY Research, 2016 language trends 2016 AND teaching report Education Development Trust, NGO, established over 40 years ago as the Centre for
British Teaching and later known as CfBT Education Trust, is a large educational
organisation providing education services for public benefit in the UK and
internationally. We aspire to be the world’s leading provider of education services,
with a particular interest in school effectiveness. (...) As many as 41 per cent of primary schools offer pupils the chance to learn a
language outside class time, in addition to what is provided within the curriculum.
This is usually in the form of clubs, and takes place most frequently during
lunchtime or after school. Extra-curricular classes are delivered by a wide range
of people, including parents, governors and members of the local community.
Schools that do not offer extra-curricular classes in languages do not do so
because of a lack of interest from pupils and teachers’ workloads. P. 10 (...) MULTILINGUALISM. Offering pupils opportunities to take examinations in languages they speak or
know from home is the most common way in which these schools offer support,
and this happens in both the independent and state sectors. Almost all state
schools with high proportions of EAL (ENGLISH AS ADDITONAL LANGUAGE) pupils offer them at least some opportunity
to gain a qualification in their home language, where the relevant exams exist. A
high proportion of these schools also say they offer individualised support, provide
resources, or offer opportunities to discuss and reflect on multilingualism. p. 14 Las Born Global O Empresas de Acelerada Internacionalización‘The Born Global Generation will be even more internationally mobile, tech
savvy, cosmopolitan and hyper-connected. It is from this generation that we will
source future leaders of local and global companies, building the social fabric
of our communities and networks worldwide […] The key to success will come
from cultural and intellectual agility, arising from international experience and
the ability to speak more than one language.’ P. 17
(...) The British Council’s World of Experience report took a broad look at international
practice – including school exchange programmes, travel, volunteering, studying
and working abroad – and the way in which these experiences help to build skills
that generate short- and long-term benefits for individuals, employers and the
UK wider society.6
The report showed that people who have ‘deeper international
experience’ are more likely to be involved in innovation in their workplace, and
that language skills are closely associated with this global outlook. P. 18
(...) Questionnaires for primary and secondary schools were developed in August
2015 by the researchers in consultation with the commissioning organisations,
the British Council and Education Development Trust, and with the Association of
Language Learning and the Independent Schools’ Modern Languages Association
(ISMLA). The questionnaires were uploaded to the online survey platform Survey
Monkey and trialled in early September 2015. P. 25
In the publication of the "Older adults and Lifelong Learning in Scotland" we can read the portrait of lifelong Learning in Scotland.
Lifelong
learning and its significance for later adulthood in Scotland
Although hardly new, the notion of lifelong
learning has received much more attention in recent decades as nation states
have become conscious of the need to have citizens more knowledgeable about the
societies they live in. Lifelong learning also entails citizens’ understanding
of how people at whatever age are able to lead a productive life including
sustainable work. In education circles, it is commonplace to speak of “a
learning society” in which citizens can learn throughout their lives (lifelong learning) and in different spheres,
both private (as in the family) and public (in the workplace). In this regard,
we can speak of lifewide learning
i.e. learning not restricted to formal education settings such as schools and
universities but embracing more incidental (informal learning) and non-formal
learning (systematic, organised learning which is not normally related to
qualifications). This categorisation of learning into the three domains of
informal, non-formal and formal is an essential tool for validating the worth
of all learning, regardless of context (Jarvis 1985).
The concept of lifelong learning has been
embraced by Scotland
as crucial to its education strategy. Most reports emanating from the wider UK
context or from the Scottish Executive reinforce its importance, especially in
vocational or instrumental terms (e.g. to upskill individuals in readiness for
the workforce). As the global economy has materialised, it has been an
understandable reaction from governments to place increasing emphasis on having
a competitive workforce in an international marketplace. For instance, Wendy
Alexander’s A Smart, Successful Scotland
(2001) stressed the importance of gainful employment as a significant positive
step forward. More recently, the Learning
for All report (2005) provided an evaluation of widening participation
efforts in Scotland
and expressed the hope for a more just society. Indeed, lifelong learning
should go well beyond an economic role as the handmaiden for development. Scotland
needs an informed and critical citizenry so that culturally the nation can
intelligently debate prominent issues such as self-determination and
immigration at the level of the populace. This where adult education has a
significant role to play within a lifelong learning agenda.
AONTAS is the National Adult Learning Organisation, a membership organisation which represents approximately 500 providers of adult and community education, along with tutors, researchers and individual adult learners. AONTAS provides information to adults returning to education, advocates on behalf of adult learners and promotes the benefits of adult learning.
AONTAS will establish an annual National Adult Learner Forum event for the duration of the SOLAS Further Education and Training Strategy (2015-2019) Policy Reports. . The National Adult Learner Forum will provide a space for learners who are currently in further education and training to come together and have a unique opportunity to directly influence the further education and training service based on their needs. One step up is funded with the support of the Erasmus+ programme of the European Union and co-financed by the Department of Education and Skills through SOLAS, the Further Education and Training Authority. This project is managed by AONTAS who have been assigned the role of National Co-ordinator for the Implementation of the European Agenda for Adult Learning (EAAL).
The Education and Training Boards provide a wide range of courses ranging from basic andsecond chance education, accredited education and training courses as well as taster and hobby courses. To find contacts for your local Adult Guidance Initiative or ETB visit OneStepUp.ie. or contact our Freephone Helpline on 1800 303 669. Qualifax.ie is the National Learner’s Database where you can find a list of all courses that are taking place in Ireland. Before deciding on a course check that the course is accredited under the National Framework of Qualifications.
NETHERLANDS
Such institute as the folkhögskola is not present in the Netherlands. That seems to be a pity, because it seems to be really empowering adults, both in personal and vocational matter.
In the Netherlands the activities of the folkhögskola seem to be spread around at least two institutions: the VET schools and the 'volksuniversiteit'. VET schools used to have a bigger role, but gradually their services have been broken down. They normally have courses for adults to obtain the upper seconday education level as well as courses for Dutch language learning. And sector specific courses. But the first ones are not for free and the last one is for market prices.
The open university offers language courses, computer courses, mind and body courses, cooking courses etc. Not for free and not really with a general aim to empower people, just course based.
So a dedicated school for empowerment of adults, funded by government, is just missing in the Netherlands.
The category News and Events (AKTUELLES) offers news about adult education in Austria. These news report on current incidents and events in the institutions of adult education and beyond. Furthermore it offeres an overview of events on adult education in and beyond Austria.
The category VIRTUAL EDUCATION-GUIDE (BILDUNGSINFO) assists in clarifying one´s own aims, interests and potentials. You can obtain information on possibilities of continuing your own education such as, for instance, through searching for learning opportunities and providers in and beyond Austria and clarifying questions of finance. Furthermore, this category offers answers to questions concerning your own learning behaviour, assistance on advancement of your own learning aptitude and information on competence acceptance procedures.
The Austrian Open Access Journal on Adult Education, "Magazin erwachsenenbildung.at" in German, is part of a project that is funded by the European Social Fund (ESF) and the Federal Ministry of Education, Art and Culture and appears three times a year. Every issue discusses a specific topic in the field of adult education. Different articles are giving overview of the scientific discussion, others present different points of view and there are as well examples of good-practice introduced by the Journal. Each paper is reviewed by a six-person editorial team consisting of experts from research, practice and journalism.
The category TOPICS (THEMEN) offers information on different topics in the field of adult education. It offers basic and need-to-know information on adult education in Austria and it informs users of the profession of adult educators. It also contains dossiers on current topics in the field of adult education which have been composed by authors from science and practice.
The category SERVICE contains all services which erwachsenenbildung.at offers its users. These services are e.g. possibilities concerning the search for literature and other media in the field of adult education and further education, databases with links to different topics, information about sponsorship and support of further education. Furthermore, publications of the Federal Ministry of Education, Art and Culture, links to job exchanges, information on adult-education-awards are offered in this category as well as the opportunity to subscribe to the newsletter of www.erwachsenenbildung.at.
ALEMANIA/GERMANY Institut of Hamburg study Adult Education and research about this issue.
Las Volkhochschule o Universidades Populares (la red más importante de Alemania para los planes de formación permanente y de adultos, tanto por su volumen general como por la difusión de las lenguas extranjeras) registra la misma tendencia en alza y sitúa el español como la tercera lengua más demandada en sus centros, después del inglés y el alemán como lengua extranjera y por delante del francés.
Similar to Sweden, in Germany exist also the idea of “folkbildning”: Build up a society with small gaps in terms of education and opportunities of active citizenship. The roots of our ae-system are in social movements (for example workers and women movement) like in Sweden. Even our ‘Local Adult Education Centers’ have the same name; we call it “Volkshochschule” what in translation to Swedish means “Folkhögskola”.
There is (in general, you find exceptions) no national coordination or financing, because the responsibility for education and culture lies in the sovereignty of the federal states (16 states). The way the federal states implement their tasks in the field of education is therefore different. “Volkshochschule” is usually driven by the municipalities; they are often part of the local government. And so they are financed by the municipalities (and also by the federal state).
We have also a lot of other institutions, like church institutions or foundations (often close to political parties, trade unions or other social movements), that offer adult education. They are financed by the municipalities, the states and their parent bodies. This is maybe more similar to the “Folkhögskola”, run by organizations of the non-profit sector.
All these institutions offer a comprehensive number of courses which meet the most diverse social demands, private or professional wishes and individual needs.
The courses at the German “Volkshochschule” are usually no fulltime courses, with one or more semesters, like it is in the Swedish Folkhögskola. Courses are in the evening, at the weekend or sometimes they last some days (three to five) during the week. So our “Volkshochschule” looks more like the Swedish study associations / study centers. (We also have a few ‘residential folk high schools‘; a closer look on these institutions you will find here: http://www.infonet-ae.eu/book-reviews-publications-53/2254-quo-vadis-residential-folk-high-school-a-traditional-institutional-form-of-adult-education-in-germany-faces-important-tasks-for-the-future )
Belonging to the situation of the federal states and the single municipalities, the amount of money they invest in adult education varies a lot. Thus the idea of equal opportunities in education, active citizenship, and social participation is being eroded.
‘Local Adult Education Centers’ (“Volkshochschule”) have a lot of freedom when planning their offers. But often (as I mentioned: it is very different in the states and in the municipalities) the freedom ends when money is involved: Courses have to be very well attended, otherwise they can no longer be offered. If local governments have little money, certain sections are abandoned (such as parent training, it is said that such courses are provided by other organizations) and instead trust, money is the center. In Sweden, the national state gives money to an umbrella organization. This organization then distributes the money to the ‘Local Adult Education Centers’ and other non-profit institutions, offering adult education.
Many of our adult education organizations and Local Adult Education Centers work with freelance teachers. The planning of courses is done by permanent staff, but the designing and teaching is done by freelancers. Freelancers are necessary because they fit to the professional standards that the centers require. But the problem is that the freelancers are not well paid. There are permanent worries and complaints, especially from language teachers and teachers in the field of courses for migrants.
The idea of providing longer courses in Sweden, lasting several month or more (German have this in courses for migrants). Maybe so it is easier to take a holistic perspective on participants.
In Germany younger people who are not sure which way they will choose after school or who are waiting for a study place at university can do a ‘social year’. That means they work for a social institution (with children or youngsters, with elderly people …). But it would be better if these younger people had also the chance to do a longer course in arts, craft, civic / political education, languages or whatever.
INMIGRANTS. The adult education centers make a huge contribution to the integration of immigrants. Adult education centers offer language courses and social integration activities for people with a migration background and they are the largest partner of the Federal Office for Migration and Refugees. The centers organize citizenship tests which are a prerequisite for the acquisition of German citizenship. Since 2005 a law regulates the linguistic integration of migrants in Germany. The integration courses are intended to give participants sufficient language skills, which will allow them to act autonomously without the help of others in all aspects of everyday life. Dirk Wolk-Pöhlmann: Educational Consultant and Research Specialist for the subjects literacy, integration, language and language tests; Verband der Volkshochschulen von Rheinland-Pfalz e.V., Germany
Challenges.
Demographic variations: There will be much more seniors / retirees than previously.
Changes in the workingworld (digitalization, industry 4.0): Low-skilled people will be displaced from the labor market. In the future we will not need as many workers as today.
Together with this, the changes through digitization have an impact on our social life and values. That needs to be a topic in adult education.
Education and adult education need to develop more (and faster) to moreself-regulatedlearning as part of lifelong learning. That means also that non-formal and informal learning needs to be more respected. That means also institutions will change. They probably won’t offer so many regulated and scheduled courses. They will need offers that give more responsibility on learning to the participants. The role of teachers will change thereby.
Another major topic is and will be the integration of migrants in our society.
And still and nowadays again: We are challenged by racism and xenophobia, and we need to take up this challenge and respond to it. We need to educate and show attitude particularly in education and through education. This is the only way we can remain a democratic civil society.
Ageing population.
BRUSSELS AND FLANDES/ BRUSELAS Y FLANDES BRUCOVO ASBL, Bruselas Consorcio Educación de Adultos para la colaboración entre la red de nueve Centros de Educación de Adultos y Educación Básica en la Región de Bruselas Capital. Ageing population. Training for Senior Citizens’ Consultants. This initiative, developed in 1989 by the Higher Institute for Family Sciences in Brussels is a two-year course with a certificate granted by the Flemish Department of Education. Aimed at improving job skills for individuals interested in the ageing population, it has trained over 500 participants of all ages. Principal aims of this lifelong learning programme included increasing older citizens’ effectiveness as consultants and assistants to younger and older persons in their ability to live independently and strengthening social cohesion through an intergenerational learning environment focused on the process of ageing in society.
PORTUGAL Bytheendoftheauthoritarian regime (1926-1974) of Salazar-Caetano (“The New State”)… In the mid 1970s around a quarter of population was illiterate, children and young people had extremely low schooling levels despite the increases implemented in the previous decade, and the university population was small.
As Alberto Melo
concluded, the situation in 1974 resulted from a ‘programmed
obscurantism’ whose rofound impact on Portuguese
society can still be felt today. The same author also observed that ‘the Portuguese political class, the hegemonic sectors of society
of yersterday and of today, always reached great success in their intentions […]
of impeding the great majority of Portuguese adults from becoming full citizens
in order to participate, in an informal and conscious way, in the
(re)organisation and the (re)creation of the res publica’(Melo, 2004: 43).
Main historical developmenst of adult education in Portugal since 1974 1st Period - Democracy,
emancipation and popular educationThe
popular mobilisation that occurred just after the revolution of 25 April 1974
took many forms of expression. With respect to adult education, it was linked
to a rationale of intervention typical of popular
education.
This model was based on participatory
dynamics
and socio-educational activism that
has spawned a myriad of local self-organisation
initiatives
endowed with considerable independence and often of remarkable creativity.
The main initiatives focused on by associations and popular movements, especially in the
second half of the 1970s, included:
- literacy actions
- cultural and socio-educational work
- basic adult education activities
Themain social actorswere: community centres, parish groups, cooperatives, local associations, trade unions and other groups, without a predeterminated, unifying thread and on the fringes of government policy and organizational action by the public administration.
Sociocultural mobilization and popular education initiatives were decentralised constructs, rejecting both the input of central government and state authorities and the most typical literacy campaign models. Between 1975 and 1976, the political and educational model of
popular education based on the building of partnerships between popular
education associations and the Ministry of Education were developed by the General Directorate of Lifelong Education
Recognising
the self-governing local initiatives through a decentralised but effective
policy of support, that department rejected ‘a policy of aggressive
intervention’ and backed the role of socio-educational associations through
appropriate legal instruments, resources and teaching support. TheNational Plan for Adult Literacy and Basic Education (1979)
TheLaw 3n. 3/79 made
the government responsible for drafting a National
Plan for Adult Literacy and Basic Education, which set goals for eradicating
illiteracy by means of programmes to implement an intervention strategy that
combined government action and popular associations.
Special
emphasis
was given to the development of ‘integrated regional projects’ and the creation
of a National Institute for Adult Education.
The
National Institute for Adult Education was never set up and the National
Plan (PNAEBA) soon
started to miss its targets.
In
the
mid-1980s, a report by the General Directorate for Adult
Education
(Portugal, 1986) published data that showed that the plan had been abandoned
and the aid given by the Ministry of Education to popular education,
associations and community intervention was virtually nonexistent. 2nd
Period - Modernisationand vocationaltraining
1986
saw the adoption of the Basic
Law for the Education System (still in force) and Portugal’s entry in
the European Economic Community. The popular adult education model and
centrality of the associative movement have suffered profound
devaluation and marginalisation under the dominant political
orientations. Issues
relating
to the literacy, basic education and popular education of the adult population
came to be represented, from the standpoint of public policy, as matters
generally incompatible with the idealised place and desired status for a
country in the European Community.
The Basic Law of Education (1976)
highlighted second
chance learning and school
inspired vocational training,
even though the latter has not been regarded as a subsector of adult education.
Second
chance education was mostly developed in mainstream schools through evening
classes and it was attended largely by young people who had dropped out of
regular day school.
Second chance school education and
vocational
training were thus the cornerstone of
educational policies between the mid-1980s and mid-1990s.
Indeed,
actions directed at adults received significant funding from the European Union
under the Operational Programme for the Development of Education for Portugal
(PRODEP), for instance, which was concentrated on remedial education and
vocational training, with the objective of qualifying
labour and modernising the economy.
It was hard for the popular education and
associative model to regain ground in the face of a centralised education
administration. Discontinuing
policies and actions in a country with structural
social-educational weaknesses, cemented by decades of public neglect, was
itself another relevant structural problem of the apparently volatile
contemporary education policies, or at least not very compatible with the
medium and long term, depending more on immediate results to legitimise certain
political choices. 3rd Period – Qualification
and
management of human resources In
1998
the government launched a programme for the Development of Adult Education and
Training, from which time ‘education and training’ began to be articulated
terminologically. 1999
saw
the establishment of the National Adult Education and Training Agency (in
Portuguese Agência
Nacional de Educação e Formação
de Adultos). New courses
for adultswerestarted
as well
a newprocess
for therecognitionof
prior learning
(both
non-formal and
informal learning). In 2002, the 15th Constitutional
Government formed by the Social Democratic Party and the Popular Party
(centre-right) decided to dissolve the National Agency and to substitute it by a
Department for Vocational Training
Political
discourses
and
other guidance documents since then have ceased to refer to the ‘adult
education’ category, preferring the terms ‘adult education and training’,
‘improving skills of human resources’, ‘vocational training’ and ‘lifelong
training’.
Adult
education again capitulated as a
government education policy and found itself under siege, drastically
restricted to certain areas of ‘adult vocational
training’. The New OpportunitiesInitiative (2005-2011)
This
Initiative,
together with the National Employment Plan,
aimed to broaden the participation of working people and small and medium
enterprises in the skills improvement process. As stated, this programme ‘was
a fundamental pillar of employment and vocational training policies’ in
the context of the knowledge economy. There
has
been a concern since then with the guaranteeing of adult education as a social
right,
with extended access and based on the priorities of modernisationthrough
the
development of knowledge and skills useful to the
economy.
But, provisions
that have been implemented in the meantime, such as skills recognition,
validation and certification involved goals for adaptation and retraining
workers which have helped encourage
economic growth and to increase productivity and competitiveness.
In
addition,
the emphasis began to fall on the individualisation
of education and training pathways, while adults were persuaded to be
responsible for their choices, in the context of human resources development.
After
2007 there was a strong
increase in the provision of adult education and by 2011 the participation figures
were the highest ever seen in Portugal.
Additionally,
the last few years have seen a marked increase in the Portuguese appreciation
of both formal and non-formal adult education and training. Since
2011, under the financial aid programme established by the International
Monetary Fund, the Central European Bank and the European Commission, the
government adult education policy in force since the 2000s has been suspended
and even today, the next developments remain unclear.
Present
circumstances,
as well as generating uncertainty about future developments in adult education,
also motivate reflection on the recent history of this sector, on developments
and the most striking trends.
Concludingremarks (1)Overall,
the Portuguese situation since April 25 1974 is characterised by the intermittent
presence of
adult education in educational policy agendas. This resulted in widespread
non-participation of the majority of adults in education programmes and activities,
because of systematic mismatches
between state policy decisions and the interests, models and the experiences of
most social-educational sectors, which still maintain on the ground a range of
practices recognisable as adult learning and education. Concludingremarks (2)
The
rejection of a
comprehensive integrated adult education policy, especially with
regard to basic education, popular education, community education and local
development, has to be seen as a
form of control and social reproduction. Indeed,
public adult education policies proved to be a possible analyser of the degree
of social commitment and democratisation of the actual education policies,
considered as a whole. They are also seen as a possible indicator of the level
of social cohesion sought by different
social policy models. "Democracy and Adult Education in Portugal." by Lícinio C. Lima (University of Minho, Portugal) AE-Pro webinar. European e-training for Adult Educators. Share, Learn & Inspire!July, 2015.
Basic literature
1.Lima, L. C. & Guimarães, P. (2011). European strategies in lifelong learning. A critical introduction. Opladen & Farmington Hills: Barbara
Budrich Publishers.
2.Lima,
L. C. & Guimarães, P. (2015). Portugal:
Policy and Adult Education. In Trevor Corner (Ed.). Education in the European Union. Pre-2003
Member States. London: Bloosmbury, pp. 245-263.
Activity to be developed. Select
and read the national report of your own country which was presented to
CONFINTEA VI (Brazil 2009): http://confintea.hu/eng/confintea/index.php?page=confintea-vi-national-reports Analyse
the report according to the three models you have studied selecting the main
objectives and dimensions which can be better interpreted by using each of the
models or combining them; Make
an overall analysis of the national report and conclude which policy model seems
to be dominant and why.
Further reading
Griffin, C. (1999a). Lifelong
Learning and Social Democracy. International
Journal of Lifelong Education, Vol. 18, No.5, pp. 329-342. Griffin, C. (1999b). Lifelong
Learning and Welfare Reform. International
Journal of Lifelong Education, Vol. 18, No. 6, pp. 431-452. Keogh, H. (2009). The State and
Development of Adult Learning and Education in Europe, North America and
Israel. Regional Synthesis Report. Hamburg: UNESCO. Lima, L. C. (2014). Adult education and democracy. European
Association for the education of Adults. General Assembly, Brussels, 2014< http://www.eaea.org/media/eaea/events/eaea-general-assembly/2014/eaea-licinio-c.-lima.pdf> Millana, M. (2014). UNESCO,
Adult Education and Political Mobilization.Confero, Vol. 2, No. 1, pp.
73-107, DOI: 10.3384/confero.2001-4562.140604ª (Acessed: 03.04.2015). Milana, M. &
Holford, J., (eds.) (2014). Adult
Education Policy and the European Union. Theoretical and Methodological
Perspectives. Rotterdam: Sense Publishers.
Links
European Association for the Education of
Adults (EAEA)
Desjardins, R. , Rubenson,
K. & Milana, Marcella (2006). Unequal
Chances to Participate in Adult Learning: International Perspectives.
Paris: UNESCO - International Institute for Educational Planning (http://unesdoc.unesco.org/images/0014/001488/148815e.pdf)
Desjardins, R. &
Rubenson, K. (2013). Participation
patterns in adult education: the role of institutions and public policy
frameworks in resolving coordination problems. European Journal of Education, Volume 48, Issue 2, 262–280.
Bélanger, P. &
Federighi, P. (2001). Analyse
Transnationale des Politiques d’Éducation et de Formation des Adultes. La
Libération Difficile des Forces Créatrices. Paris: L’Harmattan/UNESCO.
TheUniversity of the ThirdAgeorSenior Universityis "the educational socioresponse,aimed at creatingand regularlystimulatesocial,educational, culturaland convivial activities, preferably by and forover 50years.Theperformededucational activitiesarenotformalrules, withoutcertification andin the context oftrainingthroughout life"(RUTIS, 2011). http://www.rutis.pt/
Portugalwill have about500 senioruniversityrunning.The ThirdNetworkofUniversitiesAssociationAge(Rutis) has 280registered, to which are addedover200associated with theRotaryClub, as well as some institutionsthat are not includedin any of thesepartnerships.
Experiences.
Democracy and participation. It introduces the project "Portugal participates – Pathways to Societal Innovation", which aims to promote participatory democracy processes which produce transformative changes in society, aimed at empowering communities and individual and collective prosperity.
In 2011, the New Opportunities Center, where I was working, together with the school where the center was - Escola Profissional Cristóvão Colombo created a project called "Um saber de experiência feito".
This project was part of the educational context represented by the Recognition, Validation and Certification process (RVCC).
It was a broder project that aimed to produce a set of resources and materials in ICT - Information and Communication Technologies, based on the framework of key competences for the B3 level of qualification that can help adult before, during and after the process of RVCC.
A video was made about the RVCC process and we had several adults that gave their testemonial about the process and the added value of it in their lives.
Unfortunately, it is only available in Portuguese, but if you want to peak the whole project you can also find the video here
2011. UB-SYSTEM ADULT EDUCATION
2011 was the year of the launching of an adult education sub-system in Portugal, based on the development of a recognition, validation and accreditation model which has been widely and positively recognized as innovative, to say the least.
However, as most of you may have heard, since 2012 and after a long period of dismantlement of this sub-system due to a political shift, the professionals are now before an absence of practice and research on adult education.
Given the results of their last legislative elections, which have politically shifted the parliament again, the adult education community (if we can call it that) is now anxiously tiptoeing to see what is going to happen in this domain.
I believe we have hope that, once again, they will have public, political and financial conditions to re-engage in building adult education from a more rigorous and critical, reflection, "recovering" from the damages that have been made to the previous sub-system.
MY OPINION. I think this case is general in the South of Europe. Every worker "needs" to improve their skills in "a long" process. The National Employment Plan was a fundamental pillar but inside of the knowledge of the economy, our framework. We have to help to improve skills which are useful for the economy and the provision that we have been implemented such as skills recognition, validation and certification involved goals for adaptation and retraining workers which must help to grow the economy and increase productivity and competiveness. On the other hand, the another part of the Adult Education is disappearing (UNESCO´s recommendations), at least in Spain.
After about 2009 or better, since 2011, I think, with the financial aid programmes (International Monetary Fund, the Central European Bank and the European Commission) the policy must have changed in the way of the saving money and more. How was it before and after? What is the main difference? I am not doubt that it could be a little "poorer" that in the past because present situation about the future of the adult education that must motive deeply reflection on the recent history of this sector in Europe and even on the world, about how will be this sector in the future, how will be their development, trends, why for, etc. We are witnesses of the a change of paradigm.
2016, Portugal continues to develop a
systematic approach to there cognition and validation of non-formal and informal
learning (known as the RVCC process). Agencia Nacional for Califications.Anqep.gov.pt Adult Education in Portugal.
Portugal Adults Report, 2016. Literacy in Portugal. As Portugal did not take part in PIAAC the OECD’s Survey of Adult Skills, and has not carried out any
recent national surveys of adult literacy there is no data available on levels of literacy among the adult
population.
What types of adult literacy provision are there? What do you consider to be adult literacy
provision in your country?
How is adult literacy provision funded?
Is there a statutory entitlement to literacy provision up to a certain level?
What is the rate of participation in adult learning, workplace training, liberal adult
education?
Are studies available on factors that inhibit or prevent participation in literacy education
and in using literacy outside educational contexts? If yes, what are the factors?
What progression routes are there from adult basic education courses to VET/HE courses?
Does a right to advice and guidance regarding educational opportunities exist? If yes, who
provides this advice?
Is there an inspection service to monitor the quality of adult literacy providers (including
classroom practice)?
Are there national quality standards for the quality of adult literacy providers?
Are there national benchmarks/standards for adult literacy performance? How are adults’
progress in reading and writing assessed/monitored?
What accountability measures are in place for adult education institutions?
Is there a national literacy curriculum framework for adults? How is this linked to school
curricula?
What is the accepted methodology for the teaching of literacy to adults?
How do curricula and learning materials cater for diversity of learner groups and learning
needs?
Is there a specific focus on literacy in VET provision for adults?
Is there a specific focus on literacy in VET provision for adults?
How are adults’ prior literacy knowledge and skills recognised and validated?
Are there any standard tests to assess literacy needs or learning progress in literacy
programmes?
How are adults with dyslexia identified and supported?
Special support for second-language
learners/migrants. Is there literacy provision for adult migrants whose home language is not the official
language of the host country?
Who pays for this provision? These UFCD are funded by the European Social Fund, via the POPH (see 1.1.), so they are free for
learners (see Despacho [dispatch] no. 18223/2008, of 8 July).
Does this provision employ specialist teachers?
Is there specialist provision for those who have poor literacy skills in their L1?
Is there a separate curriculum for this type of provision? For this type of provision, yes, there is the previously mentioned Programa de Formação em
Competências Básicas [Training Programme in Basic Competences] (see 3.1.), but this was conceived
for native Portuguese speakers.
Are there schemes to promote reading for pleasure among adults?
Is there systematic cooperation with civil society – e.g. libraries, bookstores, literature
institutions, theatres, media, newspapers, publishers etc. in reading promotion for adults?
Are there family literacy programmes with a focus on supporting adult literacy?
No
Is there a digital gap? How are adults supported in acquiring digital skills/digital literacy?
Which population groups are excluded from access to ICTs?
Are there any web-based programmes for adults to improve their literacy & numeracy
skills?
No, there aren’t.
What classroom resources (E-books, notebooks, internet, mobile phones…) are used to
support the development of adults’ literacy?
What are the professional roles within adult education?What are their working conditions?How do salaries compare to the national average?
What are the statutory qualification requirements for adult literacy teachers? The vast majority of professionals working in adult education have at least a pre-Bologna degree or a
post-Bologna Master’s degree, which means, in both cases, five years of higher education. Are there specialist qualification routes for adult literacy teachers? Moreover, and taking into account the fact that to teach literacy to adults, professionalisation is
required (see 9.1.), it is quite revealing that few of the professionalisation licenciaturas [degrees] on
Educação Básica [basic education] have curricular units related to adult education or adult literacy. Of
the 28 degrees on basic education provided throughout the country, only the one from the Instituto
Superior de Ciências Educativas provides an optional curricular unit on “education for adults”, while the
Instituto Politécnico de Portalegre – Escola Superior de Educação states, as one of the goals of the
course, the development of competences appropriate to the exercise of functions in non-formal
educational contexts, namely for the education of adults.
What are the entry requirements for Initial Teacher Education?
(...)
Who is involved in policy-making for adult literacy education? The Grupo de Missão para o Desenvolvimento da Educação e Formação de Adultos [taskforce for the
development of adult education and training], coordinated by Alberto Melo, has played a key role in
the conceptualisation of the current model of adult education and training (Grupo de Missão para o
Desenvolvimento da Educação e Formação de Adultos, 1999).
As regards legislation, it has been produced under the double jurisdiction of the Ministry of Education
and of the Ministry of Labour and Social Solidarity, with the exception of the DGFV, which was
governed only by the Ministry of Education.
(...)
LATVIA
More recently the concept of adult education we associated with night-shift schools attended by their people who are already working but not got general education for various reasons.
Nowadays adult education is a part of an education system which determines all national and regional development needs of the individual, and take into account the characteristics of their abilities and interests. Adult education target group consists of the unemployed, disabled, youth, women, seniors, families, etc. Strategic framework for the implementation of adult education and development of Latvia is established according to the Latvian Adult Education concept. Similarities:
Adult education satisfies both human personal development and the needs of society and allows to acquire and improve education in accordance with the interests and needs, regardless of age and previous level of education, which is also the main task of adult education.
Adult educational challenges are to ensure: lifelong learning opportunities, individual social advancement through education, retraining in accordance with labor market requirements.
There are no central planned syllabus for adult education centres, and focus are on personal development and inclusion in society. Adult students are also all ages. Topics are similar- art, music, dance, singing, handicrafts, languages, project managing, IT....
Adult education year by year are growing and developing. Differences:
There are not so much adult education interest centres in Latvia how in Sweden.
Adult further education are not financed by state. Participants should pay for studies.
UKRAINE / UCRANIA Adult education is perceived differently as “lifelong”, “continuous” or ”continuing”, “recurrent”, “postgraduate” education. In Ukraine this phenomenon is called differently as well. Till recent times adult education was understood as postgraduate education and upgrading skills.
Now it is becoming known as “a prolonged process and the result of a person’s development (personality, citizen, individuality, employee), which takes place lifelong and thanks to which adults develop their abilities or upgrade their vocational qualifications” (Lukianova L.,2009, p.17).
Adult education is getting a great importance in Ukraine. There are recognized its three branches (formal, non-formal and informal) just like in the whole Europe. Yet, it should be mentioned that there is no visible structure of adult education in Ukraine.There are separate bodies, educational establishments, non-formal courses, municipal organs, public non-profit organizations which are engaged in the process of adult education. Unfortunately, they are functioning on their own without exact lines of communication and collaboration. The reason for this seems to be the lack of the necessary legislative provision for adult education.
When analyzing the laws, acts and other normative documents on education in Ukraine, it can be stated that the current educational provision is based on the Education”, “On Higher Education”, “On Scientific and Technical Activity”Constitution of Ukraine and comprises the following laws: “On Education”, “On Comprehensive Secondary Education”, “On Out-of- School Education”, “On Vocational and Technical (Verkhovna Rada: Laws).
If the development of formal education for adults, and the education for one category of adults, particularly younger adults, are partly mentioned in these documents, non-formal adult education is not regulated. At the first sight, it may seem that the law “On Out-of-School Education” can do it, but it concerns non-formal activities of those who get comprehensive primary and secondary education.
Ukraine is in urgent need of developing the corresponding law which could regulate all the directions and activities in the area of adult education. As there is no statistics data, no state conceptions or plans. However, the first steps in this field have already been made.
A short overview of them will be presented below. Though there is no special law on adult education, the Ukrainian government acknowledges the importance of lifelong education for its citizens. Some questions of education for adults, younger adults particularly, are supported by the Law “On Higher Education”.
And it is reflected in the following normative documents: “National Doctrine of Education Development” from 17, April 2002 No 347 (President’s Order). According to the document, the state policy in continuous lifelong education is conducted within the frames of the world’s tendencies of lifelong education development, taking into account social, economic, technological and socio-cultural changes. It is achieved through six consequent and interconnected stages of education: primary school – secondary school – high school – higher school (Bachelors) – postgraduate education (Masters) – PhD. Unfortunately, nothing is said about non-formal education.
It should be mentioned that there was an attempt to create the law on adult education where non-formal and informal adult education were identified. The Model Law of Adult Education was being worked out in 2002 but it was not finished.
Anther document – the Conception of Adult Education in Ukraine – can serve the basis for the corresponding law, was worked out by Professor Larysa Lukianova, Director of Pedagogical and Adult Education of National Academy of Educational Sciences of Ukraine in 2009 (Lukianova, L., 2009). The document defines the major concepts of adult education, principles, goal and tasks, the directions and stages of realizing it into practice, and anticipated results from implementing its main postulates on adult education in Ukraine. The conception core is to form the integral national system of adult education which will have the adequate state support mechanisms, the fixed methods of coordinating and cooperating various educational service providers. In this document it was also stated that the creation and verification of the law of Ukraine “On Adult Education” can encourage and provide every citizen of Ukraine with the right for lifelong learning, a free access to it and this will enable to take into account the labour market demands (Lukianova, L., 2009, p.17).
Non-formal and informal education of adults in Ukraine are partly mentioned in the Law “On Professional Development of Employees” which was adopted by the Verkhovna Rada on the 12th of January 2012 (Verkhovna Rada: Laws).
It outlined the mechanisms of domestic staff professional development. Its area of regulation is restricted by the professional development only of those who work for factories and plants. Besides, this Law does not identify the financial mechanisms of supporting staff on-the-job training, for example, responsibilities for employers’ unwillingness to pay for their staff training.
Today there are crucial reforms in educational system in Ukraine which will be reflected in the Law “On Education” which is being worked out at the moment. And this document will tackle the problem of adult education. Firstly, there will be given a definition of the term “adult education”. According to its draft, “adult education is all forms of education for all who are above 18” (Verkhovana Rada). Secondly, the role of the state and the mechanisms of financial support will be determined. Thirdly, there will be created establishments, organizations and companies both state and private, commercial and non-commercial which will be involved in adult education.
To sum up, adult education in Ukraine is becoming acknowledged though rather slowly due to different objective reasons – revolution, economic and political crises, the war in the east of the country. At the same time these reasons set forward the challenges and AE can help settle them. Hence, the favourable prognosis for AE in Ukraine can be made: the designing of the necessary legislative documents which regulate adult education and its functioning; the formation of adult education system; the creation of a special department or subdivision in the structure of the Ministry of Science and Education.
Svitlana.
Lukianova, L. (2009). Conceptual Statements of Adult Education / Лук‘янова Л. Концептуальні положення освіти дорослих // Retrieved on 30.03.2016. Mode of access: http://www.rusnauka.com/7_NND_2009/Pedagogica/43099.doc.htm
President’s Order “National Doctrine of Education Development” from 17, April 2002 No 347 / Указ Президента «Про Національну доктрину розвитку освіти» від 17.04.2002 р. № 347 // Офіційний вісник України від 03.05.2002 р. – № 16. – С. 11.
The Law Draft “On Education” / Проект Закону “Про освіту”. Retrieved on 29.03.2016. Mode of access: http://mon.gov.ua/usi-novivni/povidomlennya/2015/06/03/mon-oprilyudnilo-proektzakonu%C2%ABpro-osvitu%C2%BB/
Verkhovna Rada of Ukraine: Laws of Ukraine: Official site. Retrieved on 30.09.2015. Mode of access: http://zakon2.rada.gov.ua/laws/
ESTONIA / ESTONIA
Adult education is divided into
formal education, informal work-related training and retraining and popular
adult education.
Flexible study opportunities have been created for adult learners: distance
learning and evening courses, external study and part-time study, as well as
participation in various courses.
Formal education acquired within the adult education system allows adults to
acquire basic and general secondary education at adult upper secondary schools
through distance learning, evening courses or external study. Adult upper
secondary schools are flexible in preparing individual curricula and adapt the
study process to the needs of the students, allowing them to study single
subjects, for example.
In addition to formal education, institutions of vocational education and
higher education are providing increasingly more continuing education courses
and retraining courses. These courses allow adults to acquire and improve their
professional, occupational and speciality knowledge, skills and experience as
well as to retrain themselves.
Training courses allow students to develop their creativity, talents and social
skills also. Such training is usually linked to people’s interests and hobbies.
Although this training is mainly provided by informal education centres, it is
also available at many other training institutions.
The objectives of this week are to
value education, learners and educators, and introduce learning opportunities.
The activities of the Adult Learners’ Week have expanded over the years and
events are organised throughout the entire year, in addition to the main event,
which lasts a week.
Funding
for formal education
The acquisition of basic and general
secondary education through evening courses, distance learning and external
study is free for the adult learner.
In the field of vocational education, many flexible forms of vocational
training and forms of study have been implemented for adult learners, with
part-time study provided for the learners free of charge.
Part-time study is usually not free for students in the field of higher
education. In order to be able to obtain a state-funded study place, the
learner must apply for a full-time study programme. Free part-time higher
education is provided in nationally prioritised fields, e.g. for teachers
without a higher education.
Work-related
training
Work-related training and retraining
provided as courses were generally not free for learners until 2007. The state
funded the training of unemployed people and certain specific groups (e.g.
teachers, officials).
National level. Ministry of Education and Research, Ministry of Economic Affairs and
Communications, and Ministry of Social Affairs have developed a three-pillar division
of spheres of responsibilities in the state financing of professional training
of adults.
Ministry
of Education and Research – the target group consists of employed adults whose
training is financed through education and training institutions.Ministry
of Social Affairs – unemployed people and persons seeking work, whose training
is financed through the Unemployment Insurance Fund.
Ministry of Economic Affairs and Communication – the target group consists of
employed adults whose professional training is financed through companies.The
ministries are trilaterally responsible for creating work-related training
opportunities for the adult population with the help of financial support from
the European Social Fund.
In addition to direct financing, the state also supports the funding of
training by employers and learners through tax incentives: work-related
training financed by the employer is not viewed as a fringe benefit and income
tax exemptions only apply to the expenses of private individuals.
Legislation
The Adult Education Act
(1993) is the
central act of the adult education system. It stipulates the right of every
person to constantly develop their knowledge and skills, the obligations of the
state and local governments in the coordination of adult training, and the
obligation of employers to grant study leave to learners engaged in distance
learning, evening courses, external study or part-time study.
Other important acts of legislation
that regulate adult education include the following:
The regulation of the Minister
of Education and Research, "The Procedure for and Conditions of
Attending a Basic School or Upper Secondary School in the Form of Evening
Courses or Distance Learning, and Graduating from School as an External
Student", regulates the learning opportunities of adults in
basic schools and upper secondary schools;
The regulation of the Minister
of Education and Research, "The Procedure and Conditions for
Organising Professional Education for Adults by Vocational Educational
Institutions" regulates the organisation of adult professional
training by institutions of vocational education;
The regulation of the Minister
of Education and Research, "The Procedure for the Formation of
State-Commissioned Education within the Area of Government of the Ministry
of Education and Research" legalised state-commissioned adult
vocational education as a new type of state-commissioned education in
2007;
The Institutions of
Professional Higher Education Act regulates full-time and part-time study and external
study, together with the organisation of training courses and the
recognition of previous study and work experience;
The Universities Act regulates full-time and
part-time study and external study, and the organisation of training
courses as well as the recognition of previous study and work experience;
The Private Schools Act regulates the establishment and
operation of private schools. Pursuant to the Act, all legal persons in
private law who provide studies for a duration that exceeds 120 hours or
six months per year must establish a private school and apply for an
education licence.
The development plan has three main
goals. The first of them is the same as that of the lifelong learning strategy
for the years 2005-2008 – the implementation of the development plan gives
adults better access both to formal education and non-formal education in order
to improve the knowledge of people and the level of education of the population
and to increase the percentage of people aged 25-64 participating in lifelong
learning to 13.5% by 2013.
The other two goals of the development plan add more qualitative indicators in
addition to the measurement of the participation rate – to decrease the
proportion of people aged 25-64 with general education (general secondary
education, basic education or a lower level of education) and those without
professional or vocational education to 32% in the population and to create the
preconditions for obtaining a single tier higher level of education or
qualification through high-quality education for as many people as possible. In
order to fulfil the three general goals, the development plan has specified
indicators, measures and activities that have been divided under five targets.
The strategic planning for 2014-2020
is based on Estonian Lifelong Learning Strategy, which is a document that guides
the most important developments in the area of education. It is the basis on
which the government will make its decisions for educational funding for the
years 2014-2020 and for the development of programmes that support the
achievement of necessary changes.
Work by Viktoria.
GRECIA / CREECE Strategic aspects of the Hellenic ALE policies. It is also worth pointing out that the original purpose of the 1929 structure for adult education in Greece was to combat illiteracy and support minorities and immigrants. Thereafter, Greek liberal and non-formal county councils provided free Folk Training and enlightenment, for support of the family unit and vulnerable groups, until Kallikratis administrative reform plan was introduced in 2010. These programmes (ΝΕΛΕ, Νομαρχιακές Επιτροπές Λαϊκής Επιμόρφωσης, County Councils for Folk Enlightenment) focused on projects similar to those of the Swedish study circles such as aesthetic subjects for self expression, cultural expression, humanitarian values and compassion through participatory methods and freedom of curricula.
In all its folds, Greek Adult Education & LLL has been promoting ideals and has brought balance amongst the population since ancient Agoras, Ecclesia, Sophism, Plato and Aristotle.
Greek LLL & AE is state funded under the General Secretariat for Lifelong Learning (under the Ministry of Education, INEDIVIM) with some EU funding and wider responsibilities since 2008, having to face challenges and meet objectives very similar to those of the Swedish model.
Then the first effort for adult education in Greece dates back in 1929. Since then, a series of policies, strategies, institutions and structures have been utilized in order to introduce Lifelong Learning in the society and to support its goals' fulfillment.
In the beginning of 1990s, Vocational Education and Training constituted top political priority due to the changes in the global labor market and the co-financing capacity by the European Social Fund for Programmes addressed to young people and adults.
In 1995, the Institute for Continuous Adult Education and the Vocational Training Center of the General Secretariat for Popular Education were set up. In 1997, in an effort to improve the basic knowledge and skills of young people and adults, the Second Chance Schools were instituted, attended by adults who have not completed the compulsory education.
Nowadays, Law 3879/2010 and Law 4186/2013 formulate the policy and the landscape of Lifelong Learning in Greece.
In 2001 the General Secretariat for Popular Education was renamed into General Secretariat for Adult Education and took over the planning, coordination and implementation of adult training operations and actions at national level (Law 2909/2001). Moreover, it was decided that the Institute for Continuous Adult Education would offer technical and scientific support to the programmes of the General Secretariat for Adult Education and the Lifelong Learning operations. Since 2003, two more basic structures of the General Secretariat for Adult Education started their operation, i.e Adult Education Centers and Parent Schools. In 2008 the General Secretariat for Adult Education was renamed into General Secretariat for Lifelong Learning and its scope was broadened (Law 3699/2008).
Finally, as of October 2009, the entire Lifelong Learning strategy - the applicable legislative framework, the policies and the programmes destined for education, training and vocational training of young people and adults have been reviewed. The document regarding new principles for Lifelong Learning was brought up for public consultation in February 2010 so that citizens could contribute to the planning and creation of the National Lifelong Learning Network, individually and collectively through political, social and trade associations. Specifically:
In September 2010, Law 3879/2010 was adapted, and since then it has been the basic instrument for the development of Lifelong Learning (LLL). Moreover, for the first time in Greece, the National Qualifications Framework is institutionalized and the National Qualifications Certification Authority (EOPP) was founded.
The same law regulates matters concerning LLL activities, the definition of the basic concepts, while it distinguishes LLL actors between governing bodies and service providers. For the development of LLL and the upgrading of human resources’ knowledge, skills and capacities, specific incentives have been adopted.
These include in particular :
The connection between non-formal education with the formal education system, through modular and certified learning programmes.
The granting of special educational leaves for the participation in lifelong learning programmes.
The introduction of individual training accounts with the contribution of both the employer and the employee.
The introduction of employees’ individual training time accounts for the attendance of continuing education and training programmes
The connection of lifelong learning providers’ evaluation with their funding.
The conditions, terms and procedures for the implementation of the aforementioned incentives are determined by a decision of the Minister of Education and Religious Affairs.
Within the framework of Law 3879/2010, the Ministry of Education and Religious Affairs formulated also the National Lifelong Learning Programme. The main aim of the Programme is to associate and interconnect lifelong learning to employment, hitherto operated independently, forming two equal pillars:
Vocational Training (initial and continuing) for the integration and reintegration in the labour market, and
General adult education aimed at personal development and social cohesion.
Law 3879/2010 introduced the National Network for Lifelong Learning, which integrated all governing bodies and adult education providers.
On the other hand, Law 4186/2013 determines the organization and administration of Lifelong Learning Institutions.
In Greece although AE centres are supervised by the Hellenic Adult Education Association (HAEΑ) and the Ministry of Education and some are funded by the Government and EU the most intercultural schools are organized by sensitized citizens and are self-governed and BOT by volunteers and trainees.
Governing bodies and Institutions providing Lifelong Learning
Governing bodies of Lifelong Learning are :
The General Secretariat for Lifelong Learning of the Ministry of Education and Religious Affairs, which is the executive authority for Lifelong Learning in Greece. In accordance with Law 3879/2010, the mission of the General Secretariat for Lifelong Learning is to plan the national strategy for lifelong learning, set the relevant legal framework and supervise its implementation.
Regional and Municipal department units responsible for Lifelong Learning (Law 4186/2013 provides that Directorates for Lifelong Learning (DDBM) are established in each regional entity of the country, constituting decentralized services of the General Secretariat for Lifelong Learning. Their main task is to manage, control and supervise Vocational Training Schools (SEK), Vocational Training Institutes (IEK), Second Change Schools (SDE) and Lifelong Learning Centers, established within their territorial jurisdiction area.)
The National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP)EOPPEP is responsible to develop and implement a comprehensive national system for the accreditation of non-formal education and informal learning, lifelong learning service providers, occupational profiles, programmes, and adult educators’ competences. EOPPEP is responsible for the creation and development of the National Qualifications Framework and its correspondence to the European Qualifications Framework.
Law 3879/2010 “Development of Lifelong Learning and other provisions”
Law 4115/2013 “Organization and operation of the Institute for Youth and Lifelong Learning and of the National Organisation for the Certification of Qualifications and Vocational Guidance and other provisions
Law 4111/2013 “Pension arrangements, modification of Law 4093/2012 … and other emergency provisions”
Law 4186/2013 “Restructuring Secondary Education and other provisions”.
Swedish folkbildning is the collective name for the activities conducted by the country’s folk
high schools and study associations in the form of courses, study circles and cultural
activities. Folkbildning is a part of the liberal non-formal educational system. Every year,
several million Swedes participate in folkbildning activities.
The ideas of folkbildning are noticeable not least in its practical activities, through dynamic
interaction with the participants. Folkbildning has the following characteristics:
• It is always voluntary for the individual to participate in folkbildning.
• The participants have considerable opportunities to influence the content of the activities.
• Folkbildning is characterised by an environment in which learning and social interaction go
hand in hand. The circumstances and experiences of every participant are taken into account.
• Folkbildning contributes to strengthening civil society through close co-operation with
volunteer organisations, associations and various types of networks.
important difference is that the intellectual schools depend on the contribution of their members and volunteers. I agree with Kondylo Glarou and Maria Bella that they created the last decades in Athens at first, out of necessity due to the massive influx of immigrants and the miscommunication with them. It is true that some schools have turned into Associations claiming, defending and protecting the rights of immigrants. Of course the basic course is Greek Language but there are other courses like ICT, Creative Expression and Music, Dance. The Negative elements are: the meager government aid the lack of special benefits the insufficient training of teachers.
Hellenic Adult Education Association.
The Union, unique in Greece, was established in 2004 and aims to disseminate the principles and methods of adult education and information, dialogue and interventions to what is happening in this field. The Union is open to all those interested in Adult Education or because they practice it as a profession, either because the study, either because they are attracted and want to get to know her more.
Our members are already 800 and provided a range of exclusive privileges (see. Information on the "members"). The combination and commingling of our forces contributes to everyone's development and upgrade services of adult education in our country. http://adulteduc.gr/eng/index.HTML
At the end you can read Here you can read an article concerning the current situation of adult education in Greece.
We have (Spanish and Greece) a common education policy as countries and of course the same goals and objectives. Educational policy levels, like, we have a different name but focus on the same principles and parametres.
I think that it is a fact that Greece lacks organisation (among others). The main reason is the linkage with politics. The primary criterion for the head of any educational department or structure is his/her political ID! Another issue are the Ministers of Education. The last 25 years, they have had Ministers completely irrelevant with the Educational System (5 lawyers, 2 civil engineer, 1 architect, 1 sociologist, 1 doctor, 2 with studies in political and social sciences, 1 electrical engineer and just 1 with studies in Philosophy). However, half of the aforementioned Ministers were/are academics. Still, the Greek Educational System is becoming worse by the day... Serious reforms must be implemented. There were a couple of Ministers that tried to apply some changes and reforms but they met a huge opposition from students and syndicalists!
Greece is still quite patriarchal and masculine?. And I suppose that these kind of social structures correlate with chauvinism and racism. There are glimpses of renewing thanks to youngsters and the international co-operation, when following recent demonstrations in thisr country with lots of young women and men, when time comes, they will be ready to destabilize your prevailing structures and develop more democratic ones.
In The school of Roma community accumulates all the excellent supportive practices which give the Roma community a possibility to win the long lasting exclusion. The most important words/practices among others are: safe, equality and companionship. And again: where are your lost history and great practices.
The world is outside and as an educator you have again and again, like in fairytales, send the students to the real, bad world. But it’s also good to have safe places to come back, take a brake and have critical reflections to transform/develop your “platform”. And the teachers could even go outside with their students exploiting good co-operative projects. And the further education is more than necessary to keep teachers in fit – otherwise expiring date comes quite soon/ transparencies turn yellow.
The more similar structure of Folk High Schools in Greece are the ‘Second Chance Schools’. The 3 pillars of Second Chance Schools are i) knowledge, ii) skills and iii) change of attitudes. The trainees are led astray as most educators are mainly focused on the least important pillar; knowledge – this is just my belief after 10 years in adult education. The main reason is that the school provided a high school degree. However there is a large percentage of students that their primary reason for going to the school is NOT the degree. And that’s why a new structure, detached from the degree should be created in Greece.
I was puzzled as well by the lack of popularity of folk high schools in the southern European countries! Maybe it’s the endogenous attitudes, the ethics, the beliefs… Or is it the lack of insight and organizational skills? And it is no wonder that Nordic countries prosper; it seems they are focused on the society and how to fix its issues.
Similarities and differences between folkbildning and adult education in Greece
Similarities The intense and rapid change in the postmodern society caused by globalization (economic, social, political and cultural) society information and scientific and technological culture. Globalization is a flexible, competitive and supranational system of organization, interaction and communication.
It includes, processes that enhance creation of a global culture, promote economic and systematization multiply international/social relationships and interdependencies between global and local. In this context the training meets the conditions of the economy knowledge, new flexible and creative work environments but also in redefinition of the concept of participation and citizenship (citizenship) in multiple fields parallel nurturing new skills.
A modern design preference to be necessary, a holistic intercultural education (based on the reflection / experience cultural pluralism and multiple collective identities) to help set up a new individual universal identity. The design including intercultural issues and examples reflect diverse perspectives, ideologies and worldviews through a interdisciplinary and multidisciplinary approach. Reinforced that explore and study new cultural experiences helping to rebuild personal and symbolic identities. The learning is realized through shapes that allow intercultural encounter and interaction, but also the synthesis of visual for Intercultural Action through international educational communication and collaboration networks.
The intercultural competence is emerging as a major global product (global commodity) directly related to the internationalization of education and internationalized role to be played by individuals.
Communication skills (the ability to communicate to a wide range modes of species, systems and languages). Particularly knowledge and functional communicate in at least two languages redefines the way person understands and expresses himself and opens new features / communication strategies resulting in overshoot and the transformation of perceptions
Intrapersonal skills refer to cognitive skills to role plays (perspective alternation), for reflection (self-reflection), for taking roles (role-taking), to manage and resolve problems resulting in intercultural encounters (problem-solving), for promotion and awareness of cultural differences (culture-detection)
Interpersonal skills listed in communicating with partners in a wide range of cultural situations in realization of communicative circumstances in which the involved individuals but also in the interpretation of how the various forms of
exploitation communication (body language, non - verbal shapes, symbols, emotional replies).
The modern educational system as a social change agent, plays an multifarious role in modernity. First building on understanding the dynamics, consequences and problems of multicultural social interactions and meets the sociopolitical and cultural pluralism and also builds new complex identities (state , private , national, industrial , diasporic.
There are many similarities between folkbildning and adult education in Greece. Lifelong learning is implemented rapidly in all social groups regardless of the educational level.
Differences
On the other side an important difference is that the intellectual schools depend on the contribution of their members and volunteers. I agree with Kondylo Glarou that they created the last decades in Athens at first, out of necessity due to the massive influx of immigrants and the miscommunication with them. It is true that some schools have turned into Associations claiming, defending and protecting the rights of immigrants. Of course the basic course is Greek Language but there are other courses like ICT, Creative Expression and Music, Dance. The Negative elements are: the meager government aid
the lack of special benefits
the insufficient training of teachers
Description of the VET System in Greece
Reforms Promoting Lifelong Learning in Greece The Act on "Development of Lifelong Learning" (Official Governmental Gazette 163/??/21-9-2010 -L.3879/2010), attempts, for the first time in Greece, to set up under the responsibility of the Ministry of Education, a single comprehensive framework for Lifelong Learning. In this context, implementation of LLL policies will result in significant structural changes and coordination of the public, private and social sector involved in the promotion of LLL in Greece will strengthen cooperation and networking for development and growth in a knowledge economy and society. Lifelong learning involves all forms of learning undertaken throughout an individual’s life, with the aim of acquiring and/or improving knowledge, skills and competencies for personal, social and/or employment reasons. The whole spectrum of learning, including formal, non-formal and informal learning pathways, encompasses active citizenship, personal fulfillment, social inclusion, professional development and employment related aspects. LLL is a strategic tool for the implementation of the new policy priority in Greece on human resources qualifications. It is embedded in the redesign of the growth model of Greece, focusing on improving people’s knowledge, skills and competences. To this purpose, the Hellenic Qualifications Framework is being developed in alignment with the European Qualifications Framework, a tool for the classification of qualifications in terms of learning outcomes upon a set of prescribed reference levels. Education and training are essential to achieve the objectives of the strategy "Europe 2020". To this end, the urgency to effective investment in high quality, modern education and training which will lay the foundation for long-term prosperity in Europe and facilitate short term to address the impact of the crisis. At the same time, improving the quality of education and lifelong learning is a strategic priority to the development and implementation of our national policy to achieve high levels of sustainable economic and social development in our country, while promoting personal development and active citizenship. The 3879/2010 law has launched the operation of the National Network of Lifelong Learning (NNLL) for coordinating administration bodies with distinct responsibilities and operations and LLL providers and services in the learning areas of:
Initial Vocational Education & Training (IVET)
Continuing Vocational Education & Training (CVET), as well as
General Adult Education.
The network supports cooperation in operations as follows:
diagnosis of adult education and training needs in response to labour market needs and social growth,
provision of LLL guidance and counselling services,
accreditation of providers, trainers, occupational profiles and non-formal education curricula,
recognition of occupational qualifications and certification of knowledge, skills and competences,
recognition of professional rights in equivalence to occupational qualifications,
information, dissemination and communication.
The mapping and registration of the NNLL members, as well as their consequent briefing on national LLL policy and the priorities linked to quality assurance, validation & accreditation, interoperability & mobility, enhancement of attractiveness, participation and accessibility are a prerequisite for fruitful interaction within the network.
In this framework, the General Secretariat for Lifelong Learning, acting as the executive authority for Lifelong Learning in Greece, conducted for the first time at national policy level, an initial registration of all LLL activities organized and implemented by state agents and major social partners. The information was presented in the Annual Report 2012 and refers to the overall political and social environment, to the European and international policy context as well as to the legal framework underlying Life Long Learning in Greece. The LLL policy and activities presented are implemented by the following actors: 1. Governing bodies of LLL
General Secretariat for Lifelong Learning (GSLL)
Regional LLL department units (Attica, Central Greece, Central Macedonia, East Macedonia and Thrace, Western Greece, Western Macedonia, Epirus, Thessaly, Ionian Islands, Crete, Peloponnese)
Municipal LLL department units (Athens, Thessaloniki)
National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP)o National Centre for Public Administration and Local Government (EKDDA)
2. LLL providers by field:
Education: Ministry of Education, General Secretariat for Youth, Youth and Lifelong Learning Foundation (INEDIVIM), Hellenic Open University, University of Athens, University of Thessaloniki, University of Crete, University of Thessaly, University of the Aegean, Centre for the Greek Language (KEG), National Book Centre of Greece (EKEBI).
Employment: Manpower Employment Organization (OAED), National Institute of Labor and Human Resources
(EIEAD), Specialized Centers for Re-integration of the Disabled and of Former Addicts into Society and into the Labor Market.
Health: National School of Public Health (ESDY), Institute for Social and Preventive Medicine (IKPI), Organization Against Drugs (OKANA), Therapy Centre for Dependent Individuals (KETHEA), Greek Union of Nurses (ENE), Health Units SA (AEMY AE), Therapeutic Education Study Group and other health related LLL providers.
Agriculture: Hellenic Agricultural Organization "Dimitra" (EGEEKA), Institute of Agricultural Sciences (IGE).
Justice: Ministry of Justice, Transparency and Human Rights, National School of Judges (ESDL).
Shipping: Directorate for the Education of Marines and Sailors.
Tourism: Ministry of Tourism.
Security: Centre for Security Studies (KMA)
Interior Affairs & Decentralization: Ministry of Interior, National Centre for Public Administration and Local Government (EKDDA).
Foreign Affairs: Diplomatic Academy.
Tertiary Trade Union Organisations: Greek General Confederation of Labour (GSEE), Hellenic Confederation of Professionals, Craftsmen & Merchants (GSEVEE), Senior Management of Civil Servant Unions (ADEDY), National Confederation of Hellenic Commerce (ESEE), Hellenic Federation of Enterprises (SEV)
Foundations, museums, collectives, unions, chambers, NGOs, cultural groups, private entities and other social partners: Hellenic Management Association (EEDE), Hellenic Adult Education Association (EEEE), Technical Chamber of Greece (TEE), Journalists Unions of Daily Press (of Athens, Macedonia and Thrace, Thessaly and Central Greece, Peloponnese, Epirus and the Islands) & Periodical and Electronic Press Union, METAction etc.
Another significant legislative development is the Law 3966/2011, which provides for the creation of the Institute of Educational Policy (IEP) and the abolition of the Pedagogical Institute (PI) as well as of the Centre for Educational Research (KEE). The Institute IEP was created within the framework of reorganizing the structures of the public sector in our country. It is competent, among other things, for Quality Assurance. It offers expert opinion and recommendations to the Minister of Education, regarding the evaluation of teachers as well as that of the educational and administrative structures in primary & secondary education and the administration of education.
At the same time, the newly established national authority, the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP), corresponds to the pressing need of creating and maintaining a holistic and interrelated policy framework for the development of lifelong learning and certification of qualifications in Greece, linking with the open market and responding to the needs of the citizens, a central issue in EU policy. Its mission is geared towards linking VET with labour market needs, upgrading people’s occupational qualifications, reinforcing their employment perspectives and strengthening social cohesion.
E.O.P.P.E.P. is one of the administrative bodies for lifelong learning regarding its responsibilities linked to counselling and career guidance. Counselling and/or Career Guidance providers are also part of the National Network of Lifelong Learning as the relevant bodies providing lifelong learning services.
Furthermore, E.O.P.P.E.P. aims at implementing a national quality system in the area of non-formal education drawing upon European and international experience. Availability of adequate and consistent data and indicators is the key to understanding the components of Vocational Education and Training, in order to strengthen lifelong learning and to assess in qualitative terms the progress in LLL development and promotion.
E.O.P.P.E.P. operates under the supervision of the Minister of Education & Religious Affairs and is seated in Athens. It has derived from the amalgamation of three national bodies, all under the supervision of the same Ministry: the National Centre for the Accreditation of Lifelong Learning Providers (EKEPIS), the National Organisation for the Certification of Qualifications (EOPP) & the National Centre for Vocational Guidance (EKEP).
The more recent act 4115/ 2013 (Official Governmental Gazette 24/??/30-1-2013)for the Organization and Functioning of The "Youth Foundation and Lifelong Learning" INEDIVIM and the " National Organisation for the Certification of Qualifications and Vocational Guidance" EOPPEP strengthens their operation and enlarge their functions. Quality Assurance Framework in LLL In alignment with the recommendation of the European Parliament and Council 2009 / C 155/01 of June 18 in order to establish a European Reference Framework for quality assurance in Vocational Education and Training, a quality assurance framework in LLL –namely π3 has been established; It sets quality principles according to which LLL should be attractive, effective, responsive to labor market’s needs, promote social cohesion creativity & innovation, using high standard resources etc. and also a set of indicators which are in line with EQAVET indicators. π3 has been internally tested and finalized in summer 2013. Its use, also in accordance with CAF is still to be officially decided. The Hellenic Quality Assurance Reference Point for EQAVET in Greece is the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP). http://www.eqavet.eu/gns/what-we-do/implementing-the-framework/Greece
POLONIA / POLAND Here in Spanish. Biblioteca Digital, 2010
SPAIN / ESPAÑA
The structure the Educational Spanish System is similar for all Spain according of Educational Ministry from Spain. After that, each Autonomous Community (remember there are 17 Autonomous Communities, plus Ceuta and Melilla, 19) develops it and fits it to their peculiarities.
In each Autonomous Community the Regional Department of Education or the Educational Authority of the Board of Education is the responsible to manage the Educational System in each Region of Spain.
We have to watch different levels of Lifelong learning in Spain. I am going to try to explain these points:
• Adult Education Centres (Adult Literacy).
It is divided in Public Education with schools (formal with certification and no formal education) and ONGs (no formal). These are providing a basic education (primary and secondary) including reading, writing, numeracy and ICT skills.
The Third Age University and Popular Universities.
• Integrated Vocational Training Centres:
Vocational training for unemployed people and workers to improve their qualifications or to be requalified.
Personal, educational and vocational guidance to make
informed decisions about course choice and certification, progression plans, recognition of prior learning, etc.
Implementation of the European Agenda for Adult Learning 2012-2014 by
Jesús Valdecanto Campos The Directorate is preparing a base for the new curriculum fro Adult Learning according to the new Education Act and the current adults needs. More here. Compendium, 2014
In Spain, it is a public school (Education
Ministry), managed for a principal (political staff more tan pedagogical) and
school board, staffed by civil servants or public employees, and operating
inside a public-sector bureaucracy and its results and free until
now. There are not independent public schools in Adult Education
whish is called "CENTROS PERMANENTES DE EDUCACION DE ADULTOS". The
rules are from governments. The General Sub Directorate for Lifelong Learning regulates and organizes general and common structures for Adult Learning for the whole national territory in Spain. Autonomous Communities adapt this framework to their context. The philosophy is a democratic state and
it is based on the Spanish Constitution (1978), the main law. These
schools must be rooted in community they operate under autonomy and
they are accountable by the principal of the school but in the practice it
is no real, each teacher do want to do and they must be accountable by
students who don´t know anything about the laws or pedagogical ways or ... .
Only in the 80s it was some interesting projects. When the academical
course starts every group of teachers write a project and in the end of the course it is evaluated and sent to the regional government. This is the
theory.
Adult teachers are from general studies
but there are a few of them who are graduated from university or postgraduates
studies (you have to pay it from you pocket and take time from you free time)
in Adult Education but it is no worth for anything only for a personal way.
The status of teachers are becoming worst
because in a Autonomous Community, Asturies, the local government started
a new way for teachers: they have to sign an individual agreement to teach and
they earn a salary according to that. Everything is changing to a private
way here. The pedagogical, philosophical, etc. models don´t exist in the
race only a political neoliberal.
Neo-liberalism has become the backdrop to
the changes in world-wide educational policy, which are no longer limited to
cut-backs in resources or privatization but which actually affect the very core
of educational theory and pedagogical politics on a fundamental level. The
schools are empty of pedagogical and philosophical content. According to this
"philosophy", investment in education and the curriculum should be
tailored to meet the needs of the market, and seen as a preparation for the
labour market. The social role of education, as a training ground for democracy
and citizenship, is now seen as a waste of public funds, and has been replaced
by the view private companies have of the function of education: as a training
ground for meeting the needs of business. A “flexible” and “multi-purpose”
employee thus constitutes the new ideal reference point for this
"pedagogy".
There have been starting as a
movement which is called "Charter Schools" in England which
are independently operated initiatives to traditional public schools. It
really started with the AGCS o GATS (Accord General
sur le Commerce des Services and General
Agreement on Tariffs and Trade (GATT) in a worldwide level, in
Europe started after and was signed in the Treaty of European Constitution
in 2004 and in Spain in 2005.
You think that public school is Spain is
for the poorest people and immigrants (ethnic minorities) because parents
(before Adult Education) with high economic and social status send your
children to private schools or to schools which are granted by governments.
They are usually religious or business school. As a professional and
lover in this kind of programs I think we have to defined the framework such
as philosophical and pedagogical level.
Adult Education in Spain today there are three main points: in education, in employment and in social matters but they are not coordinated but individual people try it.
There are a lot of activities BUT Legal basis is quite varied, due to the fact that legislative and executive competence is transferred from different autonomous communities. There are 19. But, general speaking:
1. Private and granted sector like foundations, GNOs, business companies, FEUP or POPULAR UNIVERSITIES, etc.
2. Public Institution from Ministry of Education.
There is also an emphasis on the classroom mentor in non-regulated education. This is an open system of learning provided by the ministry of education, which is implemented into lifelong learning. It is teached for a civil servant.
3. Universities.
3.a.There are Third Age Universities for adult and elderly people where there are adapted subject of the different universities.
3.b. Popular Universities within formal and not formal education.
4. Other experiences: within the scope of non-regulated education, there is a very complex network. This includes a multitude of associated companies with different geographical areas and backgrounds (mature adults, immigrants, drug addicts, ethnic minorities, etc.), which have to co-exist. The logical action would be for these sector organisations (of specific groups) to convert themselves into providers of education that request public funding, either on a permanent basis, or through other projects which generally focus on specific help and support.
Non-formal learning is often firstly prioritised for learning Spanish as a foreign language, mainly due to the large majority of immigrants and Roma communities.
"Spanish for immigrants" are free Spanish courses carried out in the Training Centres for Adult People, in order to support the integration of immigrants living in Spain. These courses are provided by specialised teachers using specific material desinged and published by the Ministry of Education. Basque, Catalan and Galician courses are also offered in the Autonomous Communities in which
there is a co-official language.
Furthermore, there are many other courses, mostly oriented to the field of personal development and social participation, carried out in several educational institutions such as Popular Universities (Universidades Populares), associations, and centres for social initiative. Some of them are focused on groups of disadvantaged people, such as the elderly, women, immigrants, or disabled people.
(...) Spanish civil society is also characterised by a wide range of NGOs and associations whose aim is the promotion of adult education. Resources in Europe. Spain country report on adult education in Spain. P. 6, Helsinky, 2011 2009 . CONFITEA VI Informe de España de Nov. 2011
Religion. Spain – strong integration role for adult education by Rosa Maria Falgas, Catalan Association for Education, Training and Research. Membership of AEA. Ordinay member. Secular values dominate.
No visible links exists between modern Spanish adult education and the church. Historically, the church has had a role in for example the education of the noble classes, and in past centuries, of the uneducated masses.
In today’s Spain adult education operates on a secular value basis emphasizing work skills, democratic citizenship, equality and social inclusion. It must be remembered that adult education policies are independently managed by each autonomous community of the country. Elm magazine. Religion and adult education in four corners of Europe
In my opinion, it is seen better in a whole framework like http://www.wingia.com/en/news/losing_our_religion_two_thirds_of_people_still_claim_to_be_religious/290/
Traditionally speaking there was "catholic" inspirational experiences in Spain even during the political Transition (secular movement). Ultimately, and perhaps most significantly, the recent Metroscopia survey shows that Spaniards almost unanimously (86 percent) feel the education system will only improve when parties come together to produce a long-lasting pact, rather than make partisan reforms each time one of them reaches power, as has been the case so far.
On the other hand, in my opinion this issue is related to a more general word as a spirituality no only religion. This is a good book you can read about http://link.springer.com/chapter/10.1007/978-94-6091-768-4_16
ADULT EDUCATION LIKE A PUBLIC INSTITUTION commonly known as CEPA, Centro de Educación Permanente de Adultos. It means in English “Educational Centre for Adult”. This belong to the Ministry of Education. This has plaform for adult students that you can see here (There is a video in English and another in Spanish). There is also Plan para aprender a lo largo de la vida.
It is a public institution that provides free courses for adults (over 18).
There are public centers of this kind all over Spain, though with some differences in the different regions with a different law because Spain has Comunidades Autonómas.
There are Institutions are set in the town and in a building especially aimed for the High School (students from 12 to 18). Teenagers study in the building from 8:00 to 14:30 and our adult students have their lessons here from 16:00 to 21:30.
There are also institutions which has its own building.
TYPE OF LEARNERS:
The type of learners in those Institutions are really varied, from immigrants, drop-outs, unemployed and people from vulnerable social groups to educated people (teachers and different kind of professionals) who are interested in learning languages or ITC contents and retired people who want to learn and be active.
There are illiterate student too. According to Education Ministery there were 840.000 students in 2011.
THE COMMUNITIES:
There are centres includes an area that covers and it is about some km from the cities.
Most people come from a rural background.
Economically, people are from a middle, low-middle class, specialized workers and
technicians from different professions.
COURSES:
The courses are usually divided in two main groups: formal and non formal education. Formal education: courses that help adults to get a formal certificate, mainly concerning Basic and Secondary Education, courses that help adults to have access to Vocational Training or to University.
There are courses which you can make a free examination and they are called “Pruebas de acceso”. I think it is “Entrance tests” in English. Two main entrance tests:
1. The university entrance tests for students over 25 years old.
2. Entrance tests to the formative cycles of Vocational training.
There are some adult school which preparer this kind of students but with a free examination. Non formal education, which includes language courses: English, French and Spanish (for non Spanish people), also ITC courses, nursing and different types of open courses.
Let ́s take a look at the courses a bit more closely.
courses aimed at reaching a formal certificate in order to get a Certificate of Secondary
Education.
• Courses that help adults to have access to Vocational Training or to University.
• “That ́s English” Programme in a Basic level 1 and Basic level 2.
CERTIFICATE OF SECONDARY EDUCATION:
• Basic education (a kind of Primary Education)
• Courses 1, 2, 3 and 4 of Secondary Education.
CHARACTERISTICS (1)
• Each of these courses last 4 months (from end September to end January and from mid
February to mid June) so students that have to study Secondary Education from the 1st
course can get their certificate in two years.
Students in these courses study 3 main areas:
1. Sciences
2. History and Geography
3. Spanish and English
The exams are taken in the institution and evaluated by teachers of the school.
CHARACTERISTICS (2)
• Most students who study Secondary Education in this kind of the Centres start from the 3rd course.
•The ages vary:
20 to 30 years old (students from the present Educational System who dropped out before getting their certificate).
40 to 50 years old (people from previous educational system who have their basic certification at the time but need to have it validated.
MAIN PROBLEMS (1)
•The contents are really wide and have to be adapted to 4 months.
•20% students enroll in September or January, start the lessons but then give up (on the other hand, people that keep coming are usually successful and get their certificate).
•Students need to have good materials in order to be motivated.
MAIN PROBLEMS (2)
• There are different levels mixed up in the same class: we need extra materials and resources to deal with this variety of levels in the same class and to do the most of each student.
• The type of students enrolling in these courses are generally people from vulnerable social
groups who haven ́t had good experiences concerning learning. We need to have good professionals and resources to motivate them so that they won ́t only get their certificate but they ́ll also become self-confident and continue learning.
COURSES THAT HELP ADULTS TO HAVE ACCESS TO VOCATIONAL TRAINING AND TO UNIVERSITY:
•These courses consist of training students so that they can pass the test that will allow them to get access to Vocational Training Courses or to the University.
• It is aimed at people over 19 (in the case of Vocational Training Courses) and over 25 (for University access) who haven`t got the required qualifications to register directly.
•The tests for Vocational training or for University are different.
•They are taken outside this kind of Institutions and they aren’t ́ evaluated by teachers of those institutions. We just train them to pass the tests.
• More and more people are interested in passing these tests to study Vocational Training. The interest is not so obvious for university.
PROBLEMS:
• In general speaking, people enrolled in these courses are more motivated that people from the previous group but there are still some problems:
ü The variety of levels mixed up in the same class
ü The high number of contents to be prepared from October to May.
“That ´s English” Programme: Basic level 1 and Basic level 2
•They are usually English Courses, distant English courses with an hour class a week.
•When students pass the basic level 2 they get a formal certificate in English that is in accordance with level A2 of the Common European Framework of Languages.
• It is aimed at students who want to learn English and need a formal certificate.
Language courses: English, French and Spanish (as a foreign language), ITC courses, and fro example, nursing and different types of distant courses.
TYPE OF LEARNERS:
People that need to learn but they don ́t need or don´t want a formal certificate about their learning periods. It is enough for them to have a non formal diploma of the institution. More and more people register in this type of courses.
English courses:
• Levels 1, 2 and 3 (Levels 1 and 2 are basic levels, level 3 is an intermediate level)
• English for Tourism, that involves a level 2.
French courses :
• Levels 1 and 2
Spanish courses (specially for immigrants):
• Levels 1 and 2
ITC:
• Beginners
As an example. Nursing courses: 4 courses:
• First aid.
• Psychological support to dependent people.
• Home support to dependent people.
• Communication techniques with dependent people.
Etc.
On-line courses:
• Designed by the Ministry of Education
• They include a great variety of fields.
• People do the registration and the final tests. Then,
• People who are already familiar with on-line courses usually do the course at home.
•People who are not confident with this kind of courses can come to school and do the course here. In this way, we will help them when they have a problem.
• It is only at some particular times that they can come and have assistance.
POSITIVE ASPECTS OF NON FORMAL COURSES:
•Very good to motivate people to become involved in Long Life Learning .
•Reasons:
People just do them because they want to learn, not because they need a formal certificate.
In most cases, they haven ́t got the pressure of the exams, so they can enjoy the fact of learning by itself.
PROBLEMS:
•They are often undervalued by different sectors such as the Educational Administration itself, as there are not exams and formal qualifications.
•However, they play a very important role as they are a starting point for many people to get involved and motivated in long life learning process.
• To help adults to get formal certificates
• To motivate them to get involved in long life learning Finances
Regulated education is financed through the normal budget, derived from the different autonomous governments.
In the same way, the state government and the autonomous governments subsidise local councils to enable them to launch and maintain institutes for adult education (permanent classrooms and training programmes and civil servants).
Specific private non-profit organisations are also subsidised.
We cooperate in European Programmes too.
Latest developments / main problems in the discussion
1. Is TIC an opportunity (to have a wider scope and to reach more people), or is it a threat (as a barrier at the point of entry)?
2. Is it necessary to change the way of confronting traditional illiteracy (methodology, material, teachers, etc.)?
3. Is it necessary to give better and faster answers to immigrant illiteracy?
4. Is it necessary to give a specific answer to computer illiteracy (to create a specific type like the one that already exists for languages)?
5. Does regulated education (obtaining a qualification) make sense, whereas non-regulated education does not? Does it make sense to integrate non-formal subjects into regulated education?
6. Does learning material for adults really exist, or have they simply been adapted from children's learning material (same applies to methodology and teacher training)?
7. Is it necessary to have a stricter statistical control over non-regulated education, taught by private non-profit organisations (mainly social agents)?
8. Is it necessary for those who work outside the regulated educational system (public administration) to have professional acknowledgement / qualifications / certificates?
9. Is it necessary to further underline the non-instrumental route (obtaining certificates and skills for work) in adult education?
2014. Ministerio de Educación. El aprendizaje permanente en Espana. (...) España se ha situado en niveles ligeramente superiores a la media europea en participación de personas adultas en educación y formación. Así, en 2010, el 10,8% de la ciudadanía española entre 25 y 64 años participaba en educación formal o no formal en las 4 semanas anteriores a la encuesta, mientras que la cifra correspondiente para la Unión Europea 27 era del 9,1%. No obstante, parece claro que el punto de referencia para España deben ser los países más avanzados, que superan el 25% (Suecia y Dinamarca).
El indicador europeo ELLI (European Lifelong Learning Index) expresa el estado de situación
del aprendizaje permanente en Europa, considerando una amplia gama de actividades en distintos ámbitos, como el educativo, comunitario, laboral y del hogar, y en distintas ópticas, como la educación formal, el aprendizaje profesional, el desarrollo personal y el de la cohesion social. En este índice de valoración global encontramos una situación similar de España (46) en relación con la media europea (45) y con los países más avanzados del entorno comunitario (Dinamarca 76; Suecia 71; Holanda
66; Finlandia 65).
(...) En el ámbito del aprendizaje permanente existen muchos ejemplos de buenas iniciativas llevadas a cabo por las Administraciones y por entidades de la sociedad civil, en general sin ánimo de lucro, pero adolecen de una notable dispersión y falta de sinergia entre ellas.
En España hemos de hacer un esfuerzo para mejorar la participación, la calidad, la financiación y el desarrollo del sector. Pág.12 del informe.
sector.
More things: 2011. Retos y oportunidades para el aprendizaje permanente en España. Ministerio de Educación.Subdirección General del Aprendizaje a lo largo de la vida.
Locate a resource in your language or for your country that could help older people re-evaluate their career. It could be a website, a scan from a guide or something you have produced yourself. Upload it / a link to it and reflect on it's effectiveness and whether there is an issue with the older workforce in your country. If you cannot find or develop a resource, instead reflect on why there is no resource you can easily find or make - and what could be done.
General speaking, midlife is a construct that in recent years has been defined in a variety of ways but here I refers in a general age and it can be described as the chronological age of a person who
usually falls somewhere between the ages of 35-60 years old.
According Collins Dictionary self-assessment is the process of an evaluation of one's own abilities and failings and if you want to see deeper you have to look for in the development Psychology + Pedagogy according the age. Those are an "emerging themes" for men and women and why make midlife career changes and the implications for their future.
I put here a link for this field of the topic that in my humble opinion is very interesting for self-assesment http://www.groper.com.au/career-test
It is the first steep for a long for looking for development in this modern society and with a new sense of self.
This resurgence can be attributed to the increase of life expectancy rates, which has resulted in adults prolonging their work lives and/or making career changes. However, these impending career changes and transitions for adults are often met with a host of psychological, emotional, cultural, and physical changes that can occur during this process.
OTHER ORGANIZATIONS Ategal. Asociación Gallega de Educación Permanente de Adultos.
MALTA
(...) There is no national strategy for adult education in Malta (and Gozo). The major players in this area have traditionally included the State, with respect to general education and labour market training, often through two different ministries (education and social policy) but more recently combined under one ministry, that of Education. The State pro-vides its own adult education programmes through its Directorate for Educational Services and previously through its Department of Further Studies and Adult Education. It has also been linked with such agencies as the semi-autonomous but state funded Employment and Training Corporation and the Foundation for Educational Services, the latter having been recently incorporated into one of the directorates within the Ministry of Education. The other important player in the field is the Catholic Church through its own provision at na-tional and parish levels as well as through its larger network of NGOs. The rest of adult education is provided by state funded academic institutions especially Higher Education in-stitutions such as the University of Malta and the Malta College of Arts, Science and Tech-nology (MCAST), private institutions serving as franchise agencies for foreign universities and degree awarding bodies (they constitute a private Higher Education market - see Dar-manin, 2009), private (for profit) ICT and language schools, cultural centres connected with a foreign country and its language and culture (e.g. Alliance Française, Circolo Cultural His-pano Maltés) and, of course, NGOs.
(...)
Barriers for adult participation in adult education still exist, despite the efforts of government through the creation of a regulatory qualifications framework (the Malta Qual ifications Council) and other incentives such as the provision of scholarships for those doing Master's degrees on a part-time basis, often with foreign institutions (thus serving as a means of sustaining the private sector HE market) and the introduction of the maturity clause for en-try to University first degree courses. Let us stick to the context of access to Higher Educa-tion for adults first. The first point to be made in this context concerns the much discussed ‘stipends system’ which was introduced by the Nationalist Government in 1987 to replace the former wage linked to the ‘Worker-Student’ scheme in university education. This system of funding clearly discriminates against students on the basis of age since those enrolled in full -time courses, over the age of 30, are excluded from the funding. This measure also fails to take into consideration the needs of people at different ages to continue their studies. The measure often adversely affects persons, usually women, who interrupt their studies be-cause of family concerns, particularly caring for children in their early years.(...) While on the subject of older adults, private old people's homes are mushrooming as elderly persons constitute a lucrative market. And yet these homes provide barriers to learning in the context of lifelong adult education, since they employ only nurses, health assistants and the occasional visiting doctor while cultural animators or adult educators are no where to be seen. Malta needs to ensure that a cadre of trained people is provided in the area of Educating Older Adults so that these people can be employed at old people’s homes to ensure that these places become hives of activity that can have a salutary effect on the lives of their residents. The residents would thus be viewed as active and not passive beings, active citizens at a period in their life when access to citizenship learning and action is denied to them. Government homes (e.g. St Vincent De Paule) can serve as initial models in this regard. (Mayo, 2007, p. 57).
The adult continuing education sector in Switzerland is heterogeneously structured and poorly regulated by law. Since 2004, the federal law on vocational education also includes a chapter on vocational continuing education. These provisions, however, are not sufficient to regulate and support the continuing education sector in such a way that they match its current status. The same applies to the special laws (such as the Higher Education Act or the Unemployment Insurance Act), which also only cover certain aspects. Missing here is a comprehensive regulation that would allow the continuing education sector to be developped and supported as part of the national education system.
The need for action is undeniable. Political demands have been raised for decades, since 1968 also by SVEB. And this persistence has finally paid off:
On May 21, 2006 the nation voted yes to the new constitution on education. With this the Swiss people issued a mandate to the federal government to regulate for the first time by law the whole sector of adult continuing education as a whole. The relevant article reads:
The federal government issues principle rules on continuing education.
It can promote the development of the continuing education sector
The law determines the areas and criteria.
Based on these principals Switzerland will adopt its first federal law on continuing education within the next few years. However, it has not been decided yet what specific form the law will have: whether it will be a new and comprehensive basic law or whether it will only be an extension of existing special laws.
More here
Certificate Sveb The SVEB certificate is a quality standard system in adult education recognised by training institutions and public authorities. Not just eduQua-certified adult education providers in Switzerland use it as a prerequisite for their quality standard. "Advanced Federal Diploma" Outside of the modular system the Professional Master in Adult Education is being offered within the German speaking parts of Switzerland, corresponding to level 3 of the Swiss training system (www.aeb.ch information, www.self.ch).
The school for Teacher Education FHNW and the University of Basel cooperate to offer a curriculum Master of Arts (MA) in Educational Sciences in which students can choose to concentrate mostly on adult education. Information concerning terms of access can be found unter http://paedagogik.unibas.ch/studium/master-studiengang-educational-sciences and www.fhnw.ch/ph/iwb/professuren/erwachsenenbildung
In Suisse Romande, the University of Geneva (FPSE Faculté de psychologie et sciences de l'éducation) offers two different degrees in adult education:
DAS - formateur d'adultes - DUFA (further information at www.unige.ch / formcont / DUFA-cedasf.html) Maîtrise en Sciences de l'Education, orientation formation des adultes (www.unige.ch/fapse/lesetudes/formations/ Maîtrise / fa.html)
Exist the Swiss Federation of Adult Education, SVEB.
TURQUIA /TURKEY
Public Education Centers and Evening Art Schools “PEC” As a mass education establishment, it adopts the policy of “Education everywhere and at all times for everyone”, provides people with free time activities while giving them the opportunities of having new jobs or improve their skills of quality. There is no limit in terms of age and education level in order to benefit from non-formal education services.(In Public Education Centers “PEC”) However, the criteria of age and education level will vary according to the quality of the program. Different courses have been offered in the same provinces, sub-provinces or villages under the same title according to the quality of the program for the people in certain age groups and educational levels. These courses, which are offered under the same title in different places and at different times according to educational levels and age groups, are considered as the same course group without taking account into age group and educational level since the type and purpose of the programmes are the same. As a result, it is possible to have participants in different educational and age levels in each type of course. Twelve participants are needed in order to open a course. In this case within the framework of our training principles that I mentioned before “Education everywhere and at all times for everyone” we are trying to make this negative situation to positive to increasing the participation of LLL. This situation usually implementing to arts (Painting, music, guitar,hand crafts , jewelry design, marbling courses, traditional crafts etc…) and information technology ( On basic level) courses. Yes, I am in aware that, the age factor should be considered in certain courses. But for that courses this implementation help to build a bridge between generations and supporting the social inclusion in community. At the begining of courses we are experiencing some difficulties but both generation begin to understand and learning each other in the process. Other LLL schools in Turkey Practical Trade Schools For Girls: These schools support girls/women those complete their formal education or have left at that level or have never entered the formal education system in acquiring knowledge and skills about family and home, gathering vocational training by courses with different periods and levels and having a career on their interests. They display activities within the Vocational and Technical High Schools for Girls and Boys, independently or within the General Directorate of Vocational and Technical Education. Maturation Institutions: Maturation Institutions are institutions which function through revolving fund system on a two-year basis. These institutions train at least primary education graduates to enable them developping their vocational knowledge and skills for acquiring a career, making researches, developments, producing traditional Turkish clothings and handicrafts. General or Vocational High School degree is compulsory for some courses of Maturation Schools within Technical Education for Girls.
Vocational Education Centers (VECs) The phrase “Apprenticeship and Vocational Training” prescribed by law no: 3308 dated 05.06.1986 was converted to “Vocational Training” by law no 29.06.2001 item no: 22. Duration of training for vocational training is 2-4 years. Participants should be 15 years and over and should be primary education graduates. The purpose of these centers is to offer various vocational courses and to provide training to apprentices, qualified workmen and masters with the purpose of building up skilled manpower required by industry. VECs are under the rule of General Directorate of Lifelong Learning and also have courses within General Directorate of Vocational and Technical Education.
Special Education and Rehabilitation Centers These centers provide special training for mentally disabled persons to remove speaking and language development, hearing, physical, sensuous, social, sensitive or behavioral problems or to minimize these problems, to maximize their skills like they were before, to improve vital self care and to become a member of the society.
Job Training Centers for Mentally Impaired These centers provide training for mentally impaired – intermediate or far gone- persons that are out of compulsory education age and not able to utilize general education programs. Besides providing academic knowledge and skills, these institutions give vocation-oriented trainings. Job training centers cover programs with different durations and subjects and each learner is granted with the certificate of graduation after the related course is completed. This certificate hass not a diploma equivalence with the certificate of other vocational training centers.
Tourism Training Centers Tourism Training Centers were alienated to Ministry of National Education in accordance with the legal provisions of “ alienation of schools related to public bodies to Ministry of National Education and making innovations in decree law” dated 03.02.2006 with law no. 5450 and Official Gazette no. 26069. The purpose of these centers is to provide training for adults on food, accommodation, service etc. demanded by tourism industry.
INFORMATION IN Ministry of National Education “MoNE” : http://www.meb.gov.tr/ General Directorate of Lifelong Learning : http://hbogm.meb.gov.tr/ Directorate of Public Education Center and Evening Art School (I can give you many links because There are 981 PEC in each distric all over the Turkey. This is just an example) http://www.yenimahallehem.meb.k12.tr/ Knowledge- Bridging the generation GAP ( Grundtvig Learning Partnership as a partner) : http://knowbrid.blogspot.com.tr/
ONGs. The Council for Adult and Experiential Learning (CAEL) es una organización americana, internacional, sin ánimo de lucro, dedicada al studio, investigación y asesoramiento a empleadores, centros de enseñanza, instituciones y universidades, en relación al aprendizaje de adultos.
As Raymond J. Wlodkowski said "Helping people of all ages feel interested and excited about learning is one of the most valuable gifts one can offer" In the United States, a Danish folk school called Danebod was founded in Tyler, Minnesota . En los Estados Unidos, una escuela popular danesa llamada Danebod fue fundada en Tyler, Minnesota (Véase Dinamarca).
IX ICAE WORLD ASSEMBLY
CANADÁ Mature Student First Year Experience Programme. University of York.
Quest is the national magazine for adult and community education. It is published four times a year by Adult Learning Australia https://ala.asn.au/ wp-content/uploads/2016/03/Quest-March-2016_FINAL_compressed.pdf
http://www.devonport.tas.gov.au/News-Media/Strategy-to-develop-a-City-of-learners
The City’s first Learning Communities Strategy has been developed over the past three years by over 150 representatives from the education, community, industry, youth and government sectors, steered by the Devonport Learning Communities Special Interest Group.
MEXICO EDUCACIÓN DE ADULTOS: MODELO PARA LA VIDA. desde el 2000 basado en módulos abiertos de modo que los adultos pueden elegir lo que les interesa. Todos están basado en la vida. .
Módulos básicos orientados a conocimientos y competencias básicos.
Módulos diversificados porque se refieren a temas sutantivos, puestos en contexto, para los grupos de población sin formación básica.
Todos los módulos tienen reconocimiento formal y se puede obtener el certificado de primaria y secundaria.
Un módulos es un paquete de estudio que incluye libros que guían el proceso, revistas, antologías, periódicos, etc. para que el adulto aprenda a manejar información con materiales diferentes a los libros.
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