balazs nemeth_developing al against social exclusion_2010

7/28/2019 Balazs Nemeth_Developing AL Against Social Exclusion_2010

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Developing Adult Learning for

Active Citizenship: A ChallengingAspect of University LLL to fight

back Social Exclusion.

Dr. Balzs Nmeth

Regional Lifelong Learning Research CentreUniversity of Pcs

[email protected]

B. Nmeth UNeECC Conference Pcs October, 2010


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Problem area:


Cartoon: Mester

Information on Adult Education in Europe/No 6 2009


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White Paper of the European Commission

(1995) and the Learning Society

Priorities for Action:

Development of mobility skills;

Development of Vocational trainings and

Apprenticeship;

Fighting back social exclusion (e.g. second

chance schooling);

Using three community languages;

Treating educational investments at an equal basis.



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Definitions

Adult Learning

Active Citizenship

Lifelong Learning

University Lifelong Learning



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Adult Learning

Adult learning is a vital component of lifelong

learning. Definitions of adult learning vary, but for the purpose of thisCommunication it is defined as

al l form s of learning undertaken by adu lts after having lef t ini t ia l educ at ionand trainin g,

however far this process may have gone (e.g., including tertiary education).

European Commission - COMMUNICATION FROM THE COMMISSION

Adult learning: It is never too late to learn

Brussels, 23.10.2006

COM(2006) 614 finalp. 2.



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Adult LearningMain Challenges (for HEIs too*) Key Messages (Role for HEIs*)

- Competitiveness* - Lifting the barries to participation*

- Demographic Changes* - Ensuring the quality of adult learning*

- Social Inclusion* - Recognition and validation of learningoutcome*

- Investing in the ageing population andmigrants*(?)

- Indicators and benchmarks*

Why no word on active citizenship?

European Commission

COMMUNICATION FROM THE COMMISSION

Adult learning: It is never too late to learn

Brussels, 23.10.2006

COM(2006) 614 final



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Active citizenship

No single definition of active citizenship;

Active citizenship is an open-ended process (H. Baert, 2003, 2006);

Citizenship education and the building of collective - multiple identities(T. Jansen, 2003);

Raising participation in social, political and economic activities(UNESCO 1998, 2001);

Part of the learning city learning region model (Longworth, 2003,2006);

Contradiction in between employability leading to citizenship and thedesire to be an active citizen (Jarvis, 2004)

Organisational and community development through higher education(OECD, 2007; NIACE, 2008)



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Active citizenship

Learning about citizenship;

- Learning about citizenship as status

Learning through citizenship;

- Refelection on experiences(practice) ofindividual and collective citizenship

Learning for citizenship.

-Active citizenshipJohnston, R ( 2005.)

A Framework for Developing Adult Learning for Active Citizenship

In: Wildemeersch, D. Stroobants, V. Bron Jr., M. (eds.)Active Citizenship and Multiple Identities

Peter Lang, Frankfurt am Main, p. 49.



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Active citizenship


H. Baert: Reconstructing Active

Citizenship. In: Schmidt-Lauff, S. (ed.)

(2003)

Adult Education and Lifelong Learning.

Verlag Kovac, Berlin. Pp. 55-69.

Citizenship related to rights (civil, political and social) andparticipation;

Active citizenship is about conscious practice of rights and

recognition of status;

Challenge: redefinition of democratic citizenship, social responsibility

at risk;

Having to ballance between individual freedom and collective interest

role of participatory competencies.


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Active citizenship


H. Baert: Civic Learning and Active

Citizenship (2006)

Conference on Adult Learning,

Competence and Active Citizenship,

Espoo 3.-4.10.2006


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Active citizenship


T. Jansen: Citizenship, Identities and Adult Education. In: Schmidt-Lauff, S.

(ed.) (2003)

Adult Education and Lifelong Learning. Verlag Kovac, Berlin. Pp. 55-69.

Citizenship education should focus on competencies of citizens tonegotiatethe cultural codes and symbols that inform them about their position in the

global networks that mark their lives

Three main objectives in citizenship education for adults:

- Education to facilitate the cr i t ical interrogat ionof dominant cultural codesand symbols in order to help finding connections between power and culture

referring to interest and knowledge;

- Education can encourage the explorat ionof cultural perspectives and codes

embedded in dif ferent meanin gs, values and views (Finding alternatives,

holistic meaning);

- Person al izing the po l i t ical. Deconstructing dominant codes of informationby discovering personal experiences of learning citizenship.


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Active citizenship


.. A key purpose of lifelong learning as democratic citizenship,recognizing that democratic citizenship depends on such factors as

effective economic development, attention to the demands of the least

powerful in our societies, and on the impact of industrial processes on

the caring capacity of our common home, the planet.

The not ion of c i t izenshipis important in terms of connecting individuals

and groups to the structures of social, political economic, activity in both

local and global contexts.

Mumbai statement on Lifelong Learning, Active

Citizenship and the Reform of Higher EducationUNESCO, 1998

International Journal of Lifelong Education

Vol 17.No. 6. , p. 360.


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Active citizenship


The Cape Town Statement on

Characteristic Elements of a Lifelong

Learning Higher Education Institution.

UNESCO, 2001.

We see a key purpose of lifelong learning as democratic citizenship,

Democratic citizenship highlights the importance of women and men

as agents of history in all aspects of their lives.


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Active citizenship


N. Longworth (2006) Lifelong Learning in Action. Kogan Page. London. Pp.

86-88.

Encouraging active citizenship means that celebrating learning is connectedwith active citizenship by individuals, families organizations and communities.

That is why the Commission, under the R3L programme for Promoting active

involvement in local governance, raising awareness of individual rights and

duties as members of society, encouraging social solidarity and inter-

generational learning in the local community, harnessing the experience ofsenior citizens for lifelong learning, protecting the local environment or cultural

heritage as a dimension of lifelong learning.


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Active citizenship


N. Longworth (2006) Learning Cities, Learning Regions, Learning

Communities. Kogan Page. London. p. 153.

Active citizenship in the learning city

A successfully implemented consultation system should inspire citizens to do

more than just deliver an opinion. ..One of the most important indicators of

succesful learning cities and regions is the extent to which their citizens

participate in active citizenship programmes that enhance community living,

learning and social cohesion.


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Active citizenship


P. Jarvis (2004) Lifelong Learning and Active Citizenship in a Global Society.

JACE, NIACE-Leicester. Vol 10., No1., Pp. 3-19.

However, the key to the door of citizenship in contemporary society, according

to EC policy documents, is employability that, paradoxically, can produce life,

which might udermine the desire to participate in active citizenship.

Citizenship is now a responsibility rather than a right and, there is still a

fundamental conceptual difference between citizenship and active citizenship

the one about rights and the other about the excercise of responsibility,

although this need not occur only in traditional sphere of national citizenship.

Territory and playing a role in the political/public domain are no longer the

basis of active citizenship but being members of communities of interest

whether local, regional, national or international. (p. 12.)


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Closed model of HEI/region interface


OECD IMHE-CERI (2007) Higher Education and Regions. Globally

Competitive, Locally Engaged. OECD, Paris. p.40. upon Goddard and

Chatterton (2003)

HEIs Region

Education

R&D

Service toCommunity

Skills

CultureCommunity and

Sustainability

Innovation

Active citizenship


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Lifelong Learning

Lifelong learning is about interaction between learners, educators, and diverse

knowledges. As the construction, understanding and sharing of knowledge is the

most fundamental purpose of universities and other HEIs, so a full

understanding of lifelong learning calls us to examine many assumptions.

Lifelong learning supports the decolonization of the mind by encouraging the re-

examination of relationships between scientific, often understood as official

knowledge, and the specific diverse knowledges of local communities, cultures

and contexts.


Mumbai statement on Lifelong Learning, Active Citizenship and

the Reform of Higher Education

UNESCO, 1998

International Journal of Lifelong Education

Vol 17.No. 6. , p. 361.


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Lifelong Learning

Lifelong learning can be approached by the market and can be seen as ameans of control.

The value of the phenomenon depends on what aspects of lifelong learning are

being analysed and the perspective that is being adopted in the analysis.

Three market values of lifelong learning: An economic return on lifelong learning;

An educational value given to personal learning through the accreditation of

experimental and prior experimental learning;

skills, competencies, qualifications become currency in the labour market.


P. Jarvis (2007) Globalisation, Lifelong Learning and the Learning

Society. Routledge Falmer, London. Vol. 2. Pp.132.-134.


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Lifelong Learning

New Educational Order

Five elements of a future strategy:

rethinking the role of schooling in a learning society University LLL (?)

widening participation in adult learning EC communications (?)

developing the workplace as a site of learning HRD (?)

building active citizenship by investing in social capital - HEI (?)

pursuing the search for meaning - HEI (?)


J. Field (2007) Lifelong Learning and the New Educational Order.

Trentham Books, Stoke on Trent. p.148.


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University Lifelong Learning

The pedagogical relations of academics to their students have beentransformed in the client-driven, user-pays university that utilizes new

learning technologies. The new instrumentalism and vocationalism,

together with the managerialist desire for control and emphasis on image

management in market-driven systems of education, means intensified public

srutiny.

The performative university has responded by intensifying internal pressure for

quality assurance and improved outcomes, largly measured through the

capacity to attract and retain students, but also through input measures of

research monies and output performance indicators of publications and

commercial benefits. This new focus on outcomes linked to funding and

consumer satisfaction has placed effective teaching and learning at thecenter of of managing the postmodern university and has increased

surveillance over academics.


J. Blackmore (2001) Universities in crisis? Knowledge economies,

emancipatory pedagogies, and the critical intellectual. Educational

Theory, 51(3), Pp. 353-371.


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University Lifelong Learning?

University departments of adult, continuing and communityeducation have always stood on the edge of the academy as

marginal, potentially creative, but vulnerable places. Historically,

perhaps what distinguished them most clearly has been theirrole as

agents of civic mission of the academy.

In this sense, they have worked as instruments of the democratic

intellect and sought to sustain some connection between the idea of

the university and the ideal of an educated public.

It is very much against the odds, therefore, that we have tried to re-

invent elements of the civic mission of the university, understood as apublic institutions, in some of our work.


J. Crowther, I. Martin, M. Shaw: Re-inventing the Civic Tradition: In and Against the State of Higher

Education. In: R.V. de Castro, A.V. Sancho, P. Guimaraes (eds.) (2006)Adult Education. New Routes

in a New Landscape. University of Minho, Braga. Pp. 135-147.


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Improvement of

competitiveness

Strengthening social,

economic and regional

cohesion

Sustainable growth

Overall improvement of the quality of life

The strategy for lifelong learning in Hungary

Equal

opportunities

Strengthening

the links between

the education

and training

system and the

labour market

Enhancing the efficiency of

the education and training

system and increasingrelated public and private

investment

Career guidance,

counselling and

monitoring

Developing basic

skills and key

competences

New teaching and

learning culture

Expansion of learning

opportunities

Improving the

quality of

education and

training

Enhanced support to

the learning

opportunities of the

socially

disadvantaged Recognition of non-

formal and informal

learning

Promoting and ensuring

sustainability of innovation

Encouraging the

introduction of procedures

facilitating the efficiency of

education and training

(partnership)

New

governance

Improving access toeducation and training

opportunities at a

regional level

Developing of

assessment,

evaluation and quality

management systems

Strengthening socialpartnership and

intersectoral coordination

Improving the

infrastructure of

education

Harmonisation of the

development of labour

market and education

and training systems

Supporting vulnerable

groups in the labour

market

Making use of

opportunities opened by

international (European)

cooperation

Promoting individual and

employer investment in

education and training

Mi nistry of

Education and

Cultu re, 2005.


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The Learning Revolution

Buliding a culture of learning;- Empowerment, participation of citizens, Commitment/engagement;

Increasing access to Informal Adult Learning;

- Supporting the learning of older and of disadvantaged people;

Development of community learning; Promoting informal learning atwork;

Transforming the way people learn through technology;

-Developing skills for using new technologies; Promoting new froms ofpartnerships;

Making it happen!


Department for Innovation, Universities & Skills (2009) The

Learning Revolution.

www.dius.gov.uk


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Education and training 2020

Strategic objective 1: Making lifelong learning and mobility a

reality-Benchmark: By 2020, an average of at least 15 % of adults should participate in lifelong learning

(3.8 HUN)

Strategic objective 2: Improving the quality and efficiency of

education and training- By 2020, the share of low-achieving 15-years olds in reading, mathematics and science ( 3 ) should be

less than 15 %.

- By 2020, the share of early leavers from education and training ( 5 ) should be less than 10 %. (13.9

HUN and not wanting to reach the proposed 8.9%)


European Council (2009)

Conclusions of 12 May 2009 on a strategic framework for European

cooperation in education and training (ET 2020)

2009/C 119/02)

http://eur-lex.europa.eu


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Education and training 2020

Strategic objective 3: Promoting equity, social cohesion and active

citizenship- By 2020, at least 95 % of children between 4 years old and the age for starting compulsory primary

education should participate in early childhood education.

Strategic objective 4: Enhancing creativity and innovation,

including entrepreneurship, at all levels of education and training


European Council (2009)

Conclusions of 12 May 2009 on a strategic framework for European

cooperation in education and training (ET 2020)

2009/C 119/02)

http://eur-lex.europa.eu


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Education and training 2020Further thoughts referring to the Central-Eastern European

environment in accordance with the roles of cities and regions:

NEGATIVE IMPACTS and issues for discussion or for reaction:

- Relatively low commitment to second chance schooling in the

region( a second chance secondary schooling programme will be shortly

introduced in Hungary);

- Dominant (Reductionist) approach towards vocational adult

learning and marginalised attention to non-vocational adult learning;

- Limitied focus on the development of mobility strategies and

instruments for adult learning (e.g. information, counselling and

guidance services; flexibility of learning trajectories; quality assurancemanagement; outreach work to specific target groups and community-

based learning environments; acknowledgement of prior (experiential)

learning) and economic instruments);



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Education and training 2020Further thoughts referring to the Central-Eastern European

environment in accordance with the roles of cities and regions:

NEGATIVE IMPACTS:

-Relatively low participation of adults in lifelong learning;

- Limited involvement of cities and regions (and their associations) in the

formation of education and training and employment policy and

approaches, relations to policy-development and programing, like the

EU-2020 at national and EU-levels;

- Lack of applicable and legitimate lifelong learning policies;

-Lack of the debate over the impacts of the Lisbon-process and of the

Education and Training 2010 programme at national and regional levels;

- Very small-scale discussion on the impact of ageing, migration and

integration, and about the challenges of the development of LLL-skills.



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Problem areas

Issues for further development with elements to social inclusion:

- HE helping policy (national educational reforms) to develop Adult Learning and

Education;

- Improve the quality of AE provision;

- Increasing the possibility for adults to go one step up;

- Speeding up RPL/VPL; OBSERVAL project: http://www.observal.org/observal/

- Monitoring the ALE sector;

-Examples of some EU-funded adult learning projects:

DILLMULI - http://www.dillmuli.feek.pte.hu/

ADD-Life - http://add-life.uni-graz.at/

LILARA - http://www.lilaraproject.com/

http://www.observal.org/observal/http://www.dillmuli.feek.pte.hu/http://add-life.uni-graz.at/http://www.lilaraproject.com/http://www.lilaraproject.com/http://add-life.uni-graz.at/http://add-life.uni-graz.at/http://add-life.uni-graz.at/http://add-life.uni-graz.at/http://add-life.uni-graz.at/http://www.dillmuli.feek.pte.hu/http://www.observal.org/observal/


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Project Europe 2030

Human capital is the key strategic instrument for ensuring success in the globaleconomy. And yet, Europe has lost considerable ground in the race to a

knowledge economy. Catching up will require a coordinated effort.

Member States must mobilise the resources they agreed to invest in R&D ,

with the help of the private sector, and reform all aspects of education,

including professional training.

A report to the European Council

by the Reflection Group

on the Future of the EU 2030

May 2010

balazs nemeth_developing al against social exclusion_2010

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