Transcript Developing Adult Learning for Active Citizenship: A

Developing Adult Learning for
Active Citizenship: A Challenging
Aspect of University LLL to fight
back Social Exclusion.
Dr. Balázs Németh
Regional Lifelong Learning Research Centre
University of Pécs
[email protected]
B. Németh – UNeECC Conference Pécs – October, 2010
Problem area:
Cartoon: Mester
Information on Adult Education in Europe/No 6 2009
B. Németh – UNeECC Conference Pécs – October, 2010
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.
B. Németh – UNeECC Conference Pécs – October, 2010
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 this
Communication it is defined as
all forms of learning undertaken by adults after having left initial education
and training,
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 final
p. 2.
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Adult Learning
Main Challenges (for HEIs too*)
Key Messages (Role for HEIs*)
- Competitiveness*
- Demographic Changes*
- Social Inclusion*
- Lifting the barries to participation*
- Ensuring the quality of adult learning*
- Recognition and validation of learning
outcome*
- Investing in the ageing population and
migrants*(?)
- 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
B. Németh – UNeECC Conference Pécs – October, 2010
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 the
desire to be an active citizen (Jarvis, 2004)
• Organisational and community development through higher education
(OECD, 2007; NIACE, 2008)
B. Németh – UNeECC Conference Pécs – October, 2010
Active citizenship
• Learning about citizenship;
- Learning about citizenship as status
• Learning through citizenship;
- Refelection on experiences(practice) of individual and collective citizenship
• Learning for citizenship.
- Active citizenship
Johnston, 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.
B. Németh – UNeECC Conference Pécs – October, 2010
Active citizenship
• Citizenship related to rights (civil, political and social) and
participation;
• 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.
H. Baert: Reconstructing Active
Citizenship. In: Schmidt-Lauff, S. (ed.)
(2003)
Adult Education and Lifelong Learning.
Verlag Kovac, Berlin. Pp. 55-69.
B. Németh – UNeECC Conference Pécs – October, 2010
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
„Citizenship education should focus on competencies of citizens to „negotiate”
the 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 critical interrogation of dominant cultural codes
and symbols in order to help finding connections between power and culture
referring to interest and knowledge;
- Education can encourage the exploration of cultural perspectives and codes
embedded in different meanings, values and views (Finding alternatives,
holistic meaning);
- Personalizing the political. Deconstructing dominant codes of information
by discovering personal experiences of learning 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.
B. Németh – UNeECC Conference Pécs – October, 2010
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 notion of citizenship is 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 Education
UNESCO, 1998
International Journal of Lifelong Education
Vol 17.No. 6. , p. 360.
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Active citizenship
„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.”
The Cape Town Statement on
Characteristic Elements of a Lifelong
Learning Higher Education Institution.
UNESCO, 2001.
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Active citizenship
„Encouraging active citizenship means that celebrating learning is connected
with 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 intergenerational learning in the local community, harnessing the experience of
senior citizens for lifelong learning, protecting the local environment or cultural
heritage as a dimension of lifelong learning.”
N. Longworth (2006) Lifelong Learning in Action. Kogan Page. London. Pp.
86-88.
B. Németh – UNeECC Conference Pécs – October, 2010
Active citizenship
„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.”
N. Longworth (2006) Learning Cities, Learning Regions, Learning
Communities. Kogan Page. London. p. 153.
B. Németh – UNeECC Conference Pécs – October, 2010
Active citizenship
„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.)
P. Jarvis (2004) Lifelong Learning and Active Citizenship in a Global Society.
JACE, NIACE-Leicester. Vol 10., No1., Pp. 3-19.
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Closed model of HEI/region interface
HEIs
Region
Education
Skills
Innovation
R&D
Culture
Community and
Sustainability
Service to
Community
Active citizenship
OECD IMHE-CERI (2007) Higher Education and Regions. Globally
Competitive, Locally Engaged. OECD, Paris. p.40. upon Goddard and
Chatterton (2003)
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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 reexamination 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.
B. Németh – UNeECC Conference Pécs – October, 2010
Lifelong Learning
„Lifelong learning can be approached by the market and can be seen as a
means 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 been
transformed 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 the
center 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.
B. Németh – UNeECC Conference Pécs – October, 2010
University Lifelong Learning?
„University departments of adult, continuing and community
education 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 their role 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 reinvent elements of the civic mission of the university, understood as a
public 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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Ministry of
Education and
Culture, 2005.
Overall improvement of the quality of life
Improvement of
competitiveness
Strengthening social,
economic and regional
cohesion
Sustainable growth
The strategy for lifelong learning in Hungary
Equal
opportunities
Enhanced support to
the learning
opportunities of the
socially
disadvantaged
Improving access to
education and training
opportunities at a
regional level
Expansion of learning
opportunities
Strengthening
the links between
the education
and training
system and the
labour market
Career guidance,
counselling and
monitoring
Recognition of nonformal and informal
learning
Harmonisation of the
development of labour
market and education
and training systems
Supporting vulnerable
groups in the labour
market
New
governance
Promoting and ensuring
sustainability of innovation
Strengthening social
partnership and
intersectoral coordination
Making use of
opportunities opened by
international (European)
cooperation
Enhancing the efficiency of
the education and training
system and increasing
related public and private
investment
Encouraging the
introduction of procedures
facilitating the efficiency of
education and training
(partnership)
Promoting individual and
employer investment in
education and training
Improving the
quality of
education and
training
Developing of
assessment,
evaluation and quality
management systems
New teaching and
learning culture
Developing basic
skills and key
competences
Improving the
infrastructure of
education
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 at
work;
• Transforming the way people learn through technology;
-Developing skills for using new technologies; Promoting new froms of
partnerships;
• 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
B. Németh – UNeECC Conference Pécs – October, 2010
Education and training 2020
Further 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 assurance
management; outreach work to specific target groups and communitybased learning environments; acknowledgement of prior (experiential)
learning) and economic instruments);
B. Németh – UNeECC Conference Pécs – October, 2010
Education and training 2020
Further 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.
B. Németh – UNeECC Conference Pécs – October, 2010
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/
B. Németh – UNeECC Conference Pécs – October, 2010
Project Europe 2030
Human capital is the key strategic instrument for ensuring success in the global
economy. 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
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