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The Context and the Challenge
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All 15 Member States of the EU have expressed their commitment to building a learning society in which lifelong learning is seen as essential for economic growth, sustaining democracy and social cohesion. Fundamental structural changes in our economies have permanently removed traditionally secure areas of employment - and individuals and whole communities have been faced with the challenge of changes in work situations and social relations. However the increased imperative for individual citizens continually to develop their skills and knowledge to enable them to participate in complex modern societies should draw our attention to the increasing gap between 'those who know and those who do not know'. All the evidence suggests that those who participate in lifelong learning are those who were successful in their initial and further education, while those who left school without qualifications have far fewer chances to gain access in adulthood. In different Member States there are different levels of participation of adults in continuing training - however in all Member States the participation rate of those who continued their education to aged 20 or more is at least 3 times higher than the early leavers. As one contributor to the Kennedy Report said, 'If at first you don't succeed - you don't succeed.' However, the consequences of this lack of continuing education and training are becoming more serious. Within the space of a generation the inequalities between the have and have-nots in terms of qualifications have grown. The unqualified are more likely to be the long-term unemployed, or be in poorly paid insecure employment, and less likely to vote or participate in civil society. Their talents go to waste. Waste Recent statistics from Eurostat illustrate the different rates of unemployment in the EU countries for adults - men and woman who have completed different levels of education. The talents of very many of our European citizens are going to waste - and this is a serious problem for us all, because with an ageing population, we cannot rely only on the young recently educated or the older well educated to take on the new challenge of change. To build a socially cohesive and economically sustainable Europe we need the talents and contributions of everyone. We need to develop structures of opportunity for the current non-participants to enter and re-enter learning. Recent statistics from Eurostat again illustrate the lower levels of training received by employed adults aged 30 and over depending upon their level of initial education. The British Committee of University Vice-Chancellors has expressed a commonly held view: 'As the economic need for a more highly educated and skilled workforce increases, the under-educated will fall even further behind. The under-educated will become disaffected and disenfranchised. Widespread alienation poses a threat to the stability of society - ignorance carries high costs.' Most people, regardless of their backgrounds and previous experiences do want to learn, as a Eurobarometer study discovered, but many believe that the relevant opportunities are not there for them to take up. The reasons for non-participation are generally regarded as being the lack of confidence, motivation and opportunity. However, these are problems that can be overcome as an enormous variety of innovative programmes have demonstrated. They all share the same principles - learning opportunities that are relevant, and respect the learners experiences and needs, involve consultation, and are accessible. Such schemes are usually funded by special grants - from the EU or from Member States special funding programmes. However, such programmes are usually localised, marginal to the formal education and training systems and vulnerable to short-termism. The Challenge all Member States have is to change and modernise mainstream education and training systems so that they become inclusive, address under-achievement at an early stage, prepare young people for lifelong learning and provide diverse and accessible opportunities at all stages of life. Many Member States are developing policies to combat school failure and exclusion, and the elitism of further and higher education. The UK is introducing new systems including the University for Industry and Individual Learning Accounts which aim to exploit the new information and Communication Techologies and provide all individuals with the incentive and opportunity to learn and re-skill. Throughout the EU proactive employment measures are being developed in which education and training are central, including the New Deal in the UK, which is aimed at developing skills for sustainable employment. Rotation One of the most successful such approaches is the 'rotation system' from Denmark, in which employed people in the public and private sectors including small enterprises have an entitlement to study or parental leave and their temporary vacancies are filled by unemployed people who receive training to cover the jobs. This is a very elegant and effective system, which benefits and provides learning opportunities for the employed and the unemployed, - makes effective use of resources that would have been spent unemployment benefits, and has contributed to a significant reduction of around 2% in unemployment in Denmark - since the temporary workers are often taken on by employers. Such active measures have been included in the EU's Employment Guidelines which each Member State will be using to draw up yearly action plans. Outside institutions If the learning society is to be a reality, the ownership of education and training should no longer be seen as the monopoly of schools, colleges, universities and training bodies. More learning takes place outside of these institutions and in a variety of settings, including the home, the community and the workplace. If we are going to build an inclusive learning society which is accessible to all, more people must be involved and there must be a rethinking of roles, purposes, responsibilities and the use of resources. New local learning partnerships are needed between learners, teachers and trainers, schools and universities, local and regional governments, non-governmental and community organisations, trade unions and employers, including small enterprises. Such partnerships have the potential to involve many groups of learners, including the current non-participants, in neighbourhoods, workplaces an organisations, and to use a range of resources, expertise, premises and modern technology. Such partners can work together to provide pathways for progression, a diverse and rich range of accessible opportunities and incentives to learn. They can provide continual chances to learn at all stages and ages of life involving children, parents, grandparents, young people, the employed the unemployed, rural and urban communities, the skilled and the unskilled. Learning Partnerships As the European Commission and the European Parliament prepare for a new generation of programmes - LEONARDO and SOCRATES II and the Structural Funds - we will be looking at ways in which some of these resources can support dynamic learning partnerships that encourage participation of groups who are vulnerable to exclusion, ways in which we can bring decision-making powers closer to the regions so that local partners can exercise more influence in constructing relevant opportunity structures. This does not mean a hands-off approach for national governments. For such partnerships to be mobilised and able to undertake such a crucial, inclusive and cohesive role and contribute to the development of a great growth in the quality and quantity of lifelong learning, they will require support, co-ordination and resources from national governments - in short a new strategic framework with clear commitment to widen and deepen participation and achievement in learning. In conclusion, I will say that now we recognise that lifelong learning is essential for economic growth and social cohesion. The EU, Member States and Social Partners share a vision of a learing society. Those who do not participate are increasingly vulnerable to being excluded and alienated.
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