Workshop D - Session 1

Title: Securing a Policy Framework that Promotes Lifelong Learning Chair: Talvi Marja, The State Assembly, Estonia John Coolahan, National University of Ireland

Professor John Coolahan is from the National University of Ireland.

When we look at a framework for policy, securing the policy framework, I think that only emerges really when there is a wide consciousness of the significance of the concept, and where there is a general commitment towards it. I feel, when we see the evidence of that, then you can start putting the policy elements into place, and putting the pressure on the various partners so that the policy framework is secured.

In 1995, there was the European White Paper. The OECD Ministers' commitment on lifelong learning was in the OECD report of 1996 on lifelong learning. 1996 was the European Year of Lifelong Learning. The UNESCO Commission on Education for the 21st Century remarks on lifelong learning. The trade union groups coming together in the context of international trade talked about lifelong learning, again in 1996. What you have there is a convergence of viewpoints from some of these key partners and reports. The EU Education Committee decided its strategy for lifelong learning in December 1996 and earlier in 1996 you had the EU consultants' report on Europe and education and training.

Continuity and Momentum

Why I want to remind you about those is the close continuity and the gathering momentum which they represent, as reflecting the international understanding of this issue by some of key partners. Indeed we could have included the Council for Europe too. As regards national moves, we see the process likewise underway, with the policy framework of 1996 in the UK; in Finland the lifelong learning document, 'The Joy of Learning' in 1997; 'The Learning Age' here in the UK in 1998; the Netherlands' 'Lifelong Learning: the Dutch Initiative' in 1998; and at the moment we are preparing one in Ireland. Individual countries are getting their act together and shaping up their perspectives and trying to get a broad shared understanding.

Now I think that it is on that kind of basis that you can move towards designing the policy framework. Those foundations need to be secure, as well as the social political ones, and the articulations of the principles of lifelong learning.

What we are involved in this year is the early stages of what is a long-haul process, a long-haul process of cultural and attitudinal reorientation, with lifelong learning accepted as part, and in-built as part, of national collective agreements between the social partners.

By including the social partners more precisely, I think the omens are good. Small and medium-sized employers must get committed as well as the great international and national bodies.

It is important that the governments give a good example to the social partners by making it clear how the lifelong learning dimension is a permeating, genuine and serious concept within national budgetary provision. It must be clear that this is real investment in people, investment in cultural capital, human capital, and that this is not just rhetoric, but it is serious and sustained over time.

Intersectoral Planning

What will be very crucial will be intersectoral planning between various ministries, much greater co-ordination between ministers with individual responsibilities. That is more difficult to achieve than we often allow for, because of the organisational policy, on the subsidiarity principle, letting the decisions be made where they can be taken most effectively, closest to the region and closest to the communities. We have got to bring in the mainstream providers, the people who are already secure in the system, the universities, the schools, institutions like that who are already established over generations. They have to understand why they should bother, why they should upset themselves very much, for this new lifelong learning thing.

I would say the dissemination of information, particularly about learning points for individuals, is very crucial in moving us forward. As was said very strongly this morning, and I completely endorse it, the key focus, the key priority without question, has to be on those who are most in need and most at risk. That has to be unashamedly declared and not only declared but genuinely committed to and followed through on.

Something that has not yet been mentioned in the debate on lifelong learning, is the very significant role that guidance and counselling has to play if these paths of learning are going to help people through the various paths of learning through their lifetimes. I really think, as well as monitoring and valuing and disseminating good practice on lifelong learning, some of which this conference is about, I also think that the very fact of holding these conferences and seminars, and of engaging in dialogue is a crucial part of carrying forward the debate, so that you get an implanting of policy framework, policy strategies that are anchored and that are rooted in the years ahead as being the bedrock upon which you build the various initiatives.

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