On 16 June 2022, the Council of the European Union (EU) adopted a Recommendation on a European approach to micro-credentials for lifelong learning and employability. The Recommendation seeks to support the development, implementation and recognition of micro-credentials across institutions, businesses, sectors and borders.

Micro-credentials certify the learning outcomes of short-term learning experiences, for example a short course or training. They offer a flexible, targeted way to help people develop the knowledge, skills and competences they need for their personal and professional development.

Shorter forms of learning opportunities than traditional qualifications, such as micro-credentials, are being developed rapidly across Europe and around the world. These opportunities are made available by a wide variety of public and private providers in response to the demand for more flexible, learner-centred forms of education and training. They also have the potential to offer education and training opportunities to a wider range of learners, including disadvantaged and vulnerable groups.

Read more HERE

The European inventory is a tool that provides an up-to-date overview of best practices in the field of validation and meets the needs of both policymakers and practitioners in the field. The European Inventory illustrates in a concrete manner the principles outlined in the European Guidelines for Validation, with which it is closely associated.

Read more HERE

The Guidelines provide voluntary expert guidance for use by national and local stakeholders. The objective is to contribute to the development of diverse, high-quality, and cost-effective validation strategies in Europe, thereby supporting lifelong and life-wide learning.

Read more HERE

The EQF acts as a translator to make national qualifications more comprehensible throughout Europe, promoting the mobility of workers and learners across borders and facilitating their lifelong learning. Because the approach is based on learning outcomes, it allows for the development of an integrated strategy for promoting and validating non-formal and informal learning. The majority of Member States are developing comprehensive national qualifications frameworks based on learning outcomes, a development that paves the way for the implementation of validation systems at the national level.

Read more HERE

Rationale of the strategy

Through increasing differentiation of skills and globalization, it has become necessary to continually update knowledge and competences to ensure an individual’s life development and self-fulfilment. To ensure that Austria maintains its high standard of living and social cohesion, it is necessary to further enhance citizens’ high levels of qualification and to draw less educated people into the modern knowledge society. Austria’s Lifelong Learning Strategy is guided by five core principles: life phase orientation (all ages), placing learners at the centre (flexibility of learning), lifelong guidance (facilitating the learning process), competence orientation (recognition of informal learning), and promotion of participation in lifelong learning (enhancing the motivation to learn).

Concept of lifelong learning

Responding to rapid changes in the economy and society, lifelong learning (“lebensbegleitendes Lernen”) aims to actively deal with the dynamic of changing environments and to take advantage of new opportunities in the work, social and cultural contexts.

Main challenges

The strategy is structured along ten lines of action:

• Strengthening pre-school education;
• Providing basic education and equal opportunities within the school system;
• Providing second-chance education free of charge, helping to ensure basic competences for adults;
• Expanding alternative transition systems to the world of work for young people;
• Offering guidance to improve work-life balance;
• Strengthening ‘community education’ approaches through community services and civil society organizations;
• Promoting learner-friendly work environments;
• Providing continuing education to promote employability and competitiveness;
• Enriching quality of life though education in the post-occupational phase of life;
• Introducing procedures for validation of non-formal and informal competences in all educational sectors.

Main targets and measures

The Austrian Strategy for Lifelong Learning includes all levels of the education system, from early childhood to continuing education, including the retirement phase of life.

Strategic goals to be achieved by 2020 include:

• Adopting a national legal framework for pre-school education (by 2014);
• Reducing by half the number of pupils at risk of illiteracy;
• Reducing elementary school dropout rates;
• Increasing the proportion of apprentices who gain a university entrance qualification;
• Reducing the rate of youth unemployment (15–24 years);
• Increasing the rate of employment among elderly persons (55–64 years);
• Increasing participation rates in non-formal continuing education in rural areas;
• Enhancing participation in continuing education for low-qualified employees;
• Increasing the number of higher education graduates;
• Increasing general participation in continuing education;
• Establishing quality standards for educational programs targeting retired persons;
• Implementing the NQF (by 2012) and a strategy for the validation and recognition of non-formal and informal learning (by 2015).

Particular feature of the strategy

The Austrian Strategy for Lifelong Learning promotes learning opportunities for persons in the retirement phase. The goal is to increase participation in education within this target group. To ensure high quality and availability of education, all educators working with older learners will be expected to obtain competences relevant to this age-group. Also, they should provide guidance and information about educational opportunities. Education should be offered close to people’s homes, taking into account intergenerational and technology-enhanced learning. This approach will promote innovative pedagogic models and improved qualification of educators. Investments will be required to improve the existing learning infrastructure. Quality measures will be developed and fundamental research on the issue will be intensified.

References to other relevant documents:

• Commission of the European Communities. 2000. Memorandum for Lifelong Learning
• Commission of the European Communities. 2001. Mitteilung der Kommission: Einen europäischen Raum des lebenslangen Lernens schaffen
• European Union. 2006. Schlüsselkompetenzen für lebenslanges Lernen: ein europäischer Referenzrahmen
• European Union. 2008. Der europäische Qualifikationsrahmen für lebenslanges Lernen
• European Union. 2009. Strategischer Rahmen für die europäische Zusammenarbeit auf dem Gebiet der allgemeinen und beruflichen Bildung
• European Commission. 2010. Europe 2020: a European strategy for smart, sustainable and inclusive growth
• European Commission. 2013. Education and Training in Europe 2020: Responses from the EU member states

Stakeholders involved in the development of the strategy:

• Federal Ministry of Education, Arts and Culture (Bundesministerium für Unterricht, Kunst und Kultur)
• Federal Ministry of Science, Research and Economy (Bundesministerium für Wissenschaft, Forschung und Wirtschaft)
• Federal Ministry of Labour, Social Affairs and Consumer Protection (Bundesministerium für Arbeit, Soziales und Konsumentenschutz)
• Federal Ministry of Family and Youth (Bundesministerium für Familie und Jugend)

Further readings and web links:

• Austrian Federal Ministry of Education and Women’s Affairs: http://www.bmukk.gv.at/enfr
• Austrian Federal Ministry of Science, Research and Economy: http://www.en.bmwfw.gv.at

Issuing body:

Federal Ministry of Education, Arts and Culture, Federal Ministry of Science and Research, Federal Ministry of Labour, Social Affairs and Consumer Protection; Federal Ministry of Economy, Family and Youth

Rationale of the strategy

If education is to provide the kind of support twenty-first-century development in the Bahamas needs, then we must focus our attention on targets and standards relevant to curriculum content and pedagogy, teacher training, resource development, management of our schools and indeed the education system. This focused attention mandates deliberate, rational planning and a sustained investment in our human, material and physical resources. This Ten Year Education Plan provides the blueprint for each transformation. The goals and objectives contained herein reflect the Ministry of Education’s course of action over the short and long term. To date, suggestions for change have come from some twenty-two focus groups representing various stakeholders. It is the vision of the document that the Bahamian education system promotes the highest standards and produces students who are intellectually curious, compassionate, responsible and capable of making a meaningful contribution to the country’s productivity, prosperity and peace.

Concept of lifelong learning

The concept and benefits of lifelong learning are understood as follows: a commitment by all persons to learning as a lifelong pursuit allows for increased self-knowledge, a deeper understanding of their community and a greater awareness of the world. Engaging in lifelong learning opens the way for the acquisition of new knowledge and skills that can serve the needs of the individual and a changing society.

Main challenges

Consultations were held with a broad cross-section of stakeholders, including Ministry of Education and Department of Education staff, civic organisations, government agencies, trade unions, political parties, media, students and other members of civil society. From these consultations four broad priority areas and certain needs and challenges within these areas were identified:

• Curriculum and instruction: need for interdisciplinary learning and extensive character building; need for a higher number of qualified Bahamians to satisfy the demands of the job market; need to improve literacy at the foundation level; need for appropriate resources and necessary conditions that meet the needs of students
• Human, material and financial resources: need to improve the quality of persons working in the education sector; need for improved school buildings and other educational facilities increases; need for school psychological services, guidance counselling and special education
• Administration and management: need for improvement and effective management of the educational system; need for managers of schools to possess the necessary skills and authority to adequately address specific issues; need for greater efforts to provide healthy and safe environments in schools; need to improve the relationship between education policies, programmes and funding
• Partnerships: need for greater involvement of the social partners in the teaching-learning process and need for parents, the business sector, faith-based and civic organisations to continue their assistance in reform processes

Main targets and measures

The strategy refers to all education sectors, but it puts a strong emphasis on educational sectors from early childhood to tertiary education. Technical and vocational education and adult education are not further elaborated in the strategy. Also, the focus is on formal education and there are few references to non-formal learning. The main targets of the education plan are:

• Developing national curricula that are more relevant to the needs of the individual and society
• Developing national pride, civic responsibility and a strong work ethic in students
• Ensuring that children leave primary school with the required literacy and numeracy skills
• Meeting the needs of special students
• Furnishing schools with the necessary teaching resources and tuition supplies
• Offering additional support to enhance the quality of the teaching/learning process
• Encouraging persons to pursue education after leaving school
• Increasing the number of Bahamian residents pursuing post-secondary and tertiary education
• Improving the quality of education at the tertiary level
• Producing a more skilled workforce for the Bahamian economy
• Improving student achievement and school performance
• Attracting, supporting and retaining quality teachers and other educational professionals
• Constructing and properly maintaining school buildings and education facilities
• Ensuring the adequate funding of education
• Improving the management of the Bahamian education system
• Improving the on-site management of public schools
• Reducing school violence and creating safe learning environments
• Improving operations at the Ministry of Education’s central office
• Encouraging the use of educational research to improve the education system
• Monitoring and evaluating the education system
• Strengthening partnerships to improve the educational system
• Creating additional opportunities to encourage parents to become more involved in their children’s education

Particular feature of the strategy

One of the goals in the strategy is to reduce school violence and create safe learning environments. In order for teaching and learning to be successful, teachers and students must find themselves in an environment where their health and safety are not compromised. In an effort to create and maintain a “culture of peace”, all stakeholders must be committed to ensure the safety of all. The following efforts are planned in order to achieve this goal:

• Improve security on school campuses;
• Establish a programme of continuous training for school security personnel;
• Ensure that all teachers receive basic training in non-violent approaches to student discipline and conflict resolution;
• Integrate character development activities at all levels;
• Ensure the dissemination and implementation of the revised Safe Schools Manual;
• Ensure measures are put in place to hold parents accountable for the actions of their children;
• Encourage extra-curricular activities such as martial arts, boxing, gardens and clean environments and creative expression programmes;
• Ensure that an adequate number of school-based counsellors are available;
• Ensure that students are taught conflict resolution strategies at all levels and reduce overcrowding in schools by improving the design of schools.

Relevant documents that the strategy refers to:

• Houghton, H. 1958. Report on Education in the Bahamas. London, Colonial Office
• Bahamas. Ministry of Education and Culture. 1972. Focus on the Future. (Government’s white paper on education)
• Bahamas. Ministry of Education and Culture. 1974. Educational Development in an Archipelagic Nation
• Bahamas. Ministry of Education and Culture. 1976. Education for National Progress
• Bahamas. Early Childhood Commission. 2004. Early Childhood Commission Act
• 2004. Draft Strategic Plan 2004: Bahamian Education in the 21st Century
• 2005. Report of the National Commission for Special Education
• Bahamas Ministry of Education. 2010. Draft 10 Year Education Plan

Stakeholders involved in the development of the strategy:

• Ministry of Education, Science and Technology
• Ministry of Agriculture
• Ministry of Finance
• Ministry of Foreign Affairs
• The Bahamas Christian Council
• Jones Communications
• ZNS
• Bahamas Democratic Movement
• Free National Movement
• Bahamas Association of Independent Secondary Schools
• Bahamas Union of Teachers
• Ministry of Labour & Social Development
• Ministry of Tourism
• Workers Party

Issuing Body

Ministry of Education

Rationale of the action plan

The various consultations before and during the National Education Summit (2004) yielded hundreds of recommendations. These recommendations made it very clear that the Ministry of Education would need to take bold and decisive steps to reshape the education system in order to deliver innovative ways of meeting Belize’s education needs in the twenty-first century. Working committees comprised of ministerial personnel and experienced educators reviewed the recommendations and organized them into an implementation plan that would guide the ministry’s activities over the next decade.

Concept of lifelong learning

Although the action plan targets all stages of learning in the education system and refers to non-formal education, the term “lifelong learning” is not used. The action plan, therefore, does not include a definition or description of lifelong learning.

Main challenges

• Access opportunities and quality of education in early childhood education must be improved
• Existing programmes for teacher education are not able to meet the current need for increased access
• Education for children with special education needs must be based on the principles of inclusion and “least restrictive environment”
• Increasing numbers of people are unable to acquire training and certification through the formal education system
• Life skills must be developed, particularly at primary and secondary levels
• Existing facilities in technical and vocational education and training need to be upgraded; there is also a need for increased access and recognized certification in these sectors

Main targets and measures

The action plan targets all education sectors from early childhood to adult education. The following actions are foreseen in the plan:

• Early childhood education: reduce cost of preschool education; provide universal access to education; establish legal framework for operation of preschools; provide better home support for parents
• Teacher training: increase opportunities for training at district level; improve capacity to address special needs in the classroom; establish an appropriate library or resource centre
• Special education: increase efficiency and effectiveness; establish legal framework for operation of special education institutions; develop and pilot programme for gifted students; allow special arrangements for all examinations
• Adult and continuing education: increase capacity for community outreach; implement primary and secondary programmes countrywide; re-establish Literacy Council; establish mechanism for greater private-sector involvement
• Curriculum and assessment: strengthen in-service programmes to meet specific training needs and link with academic credit system; ensure that civic education and agriculture are included in primary and secondary curricula; establish performance standards applicable to all
• Technical and vocational education: establish new campuses and rehabilitate existing centres; provide non-traditional skills training to women; develop or adopt a standard format for curricula development
• Higher education: ratify policies and procedures for higher education; establish transparent system for scholarships at tertiary level; provide necessary support for establishment of National Accreditation Council
• Policy development: collect and review existing policy documents with appropriate persons; ratify and publish policy document

Particular feature of the action plan

In the area of teacher education, the action plan addresses the development of the Belize Institute for Teacher Education as a branch of the Ministry of Education. The institute will focus on ensuring that access to training is increased without this having any negative impact on quality. The institute will also provide opportunities for in-service training in order to help teachers meet licensing requirements. Further activities in this area include facilitating provision of pedagogical training for untrained secondary teachers; facilitating provision of teacher training to associate-level teachers at five regional centres; developing systems and capacities for provision of distance training for teachers; monitoring evaluation and implementing accountability mechanism; standardizing assessment system for teacher certification across institutions; developing a database of records of teachers employed in the system and reinstating teacher awards for outstanding teachers.

Relevant documents that the action plan refers to:

• Belize. Ministry of Education. 2004. Recommendations of the National Education Summit

Stakeholders involved in the development of the action plan:

• Ministry of Education, Youth and Sports (former Ministry of Education)

Stakeholders responsible for implementation of the action plan:

• Ministry of Education, Youth and Sports (former Ministry of Education)
• Ministry of Health
• Government of Belize
• Early Childhood Education Developmental Centre
• Quality Assurance and Development Services
• District Education Centers
• Belize Institute for Teacher Education
• Belize Board for Teacher Education
• Belize National Teachers’ Union
• National Center for Special Education
• Employment Training and Education Services
• National Council for Technical and Vocational Education and Training
• Association of Tertiary Level Institutions
• UNICEF

Issuing Body

Ministry of Education

Concept of lifelong learning

The law does not use the term “lifelong learning”. Instead, it uses the term “alternative education” to refer to one part of the education system. Alternative education comprises educational activities for young people and adults who want to continue their studies outside the regular education system according to their needs, interests, professional development and social environment. It also comprises the development of continuing education processes throughout life that respond to the needs of organizations, communities, and families.

Main regulations

• Philosophical and political framework of education in Bolivia
  • Education as a human right: all citizens have the right to education
  • Sociocultural and linguistic diversity: interculturalism promotes citizens’ development, supports social cohesion (particularly with regard to indigenous citizens) and helps consolidate the plurinational state, which is based on the values of equity, solidarity, complementarity, reciprocity and justice
• Plurinational education system
  • Regular education: refers to systematic, normed and obligatory education for all children, adolescents and young persons, from initial education in families until graduation from secondary education
  • Alternative and special education: responds to the educational needs and prospects of individuals, families, communities and organizations, focusing especially on people at risk of marginalization or discrimination
  • Higher vocational education and training system: includes teacher education, technical education, artistic education and university education
  • Curricular organization, administration and leadership of the plurinational education system
• Curricular organization: refers to the establishment of mechanisms for linking educational theory with practice based on the principles of cultural and linguistic diversity
  • Administration and leadership of education: includes encouraging social participation in the planning, organization, guidance and monitoring of resources in the plurinational education system
  • Support of resources and services: includes the establishment of the Institute for Plurinational Education Research and the Plurinational Institute for Language and Culture Studies
  • Social community participation: its structure comprises the Plurinational Educational Congress, the Plurinational Educational Council, Educational Councils of Indigenous Populations, Social Community Education Councils and Consulting Councils of the Ministry of Education

Particular feature of the law

In the law, alternative and special education is defined as a part of the plurinational education system. Its objectives include the democratization of access to culturally adequate and socially relevant education, primarily for those persons aged 15 and older who want to start or continue their studies. It promotes inclusive education and makes provisions for people with disabilities. It also recognizes knowledge and skills acquired through practical experience in everyday life and community involvement.

Alternative education comprises education for young people and adults as well as continuing education (i.e. education outside the school system) for all citizens. The law foresees the establishment of a special institution under the Ministry of Education responsible for the accreditation of continuing education processes outside school.

Special education includes education for people with disabilities, learning difficulties and extraordinary talents. Special education is delivered in two modalities: direct modality refers to providing special and comprehensive services for students with disabilities, while indirect modality refers to including all groups in the plurinational education system and creating greater awareness within the educational community of the needs of these groups.

Relevant documents that the LAW refers to:

• Bolivia. 2008. Nueva constitución política del estado

Stakeholders involved in the development of the law:

• Ministry of Education (in Spanish language)

Issuing Body

Ministry of Education

Rationale of the strategy

Bulgaria’s accession to the European Union demands changes in education and training in order to synchronize levels of knowledge and key competencies. Lifelong learning is important not only to individuals, in that it gives them the opportunity to realize their potential, but also to employers, who stand to profit from individuals’ skills and knowledge. The National Strategy for Lifelong Learning provides guidelines for ensuring that Bulgarian citizens can actively participate in a new global knowledge-based economy. The strategy aims to unify the efforts of all institutions and citizens of the Republic of Bulgaria with regard to creating the necessary conditions for and realizing the process of lifelong learning.

Concept of lifelong learning

The definition of lifelong learning used in the strategy refers to the European Union’s Memorandum on Lifelong Learning. It involves a process of constant intentional acquisition of knowledge and skills. It presupposes opportunities for learning at any age in a variety of contexts – not only through traditional educational and training institutions, but also in the workplace, at home or during leisure time. Lifelong learning is a way of thinking; each one of us should be open to new ideas, decisions, skills, aptitudes and attitudes. Lifelong learning focuses on learners and their needs for personal and professional development.

Main challenges

• Bulgaria’s under-developed lifelong learning system
• Unresolved problems in the regulatory framework with regard to providing access to adult education and training as well as recognizing outcomes of non-formal and informal learning
• Lack of systematic information about the different training courses and entry requirements
• Insufficient coordination between participants in adult education and training on a national and regional level
• Insufficiently stimulating learning environment due to lack of infrastructure and/or negative public attitudes towards the continuing upgrading of knowledge and skills
• Unequal geographical and economic distribution of educational and training institutions
• Financial problems and time constraints

Main targets and measures

The strategy refers to all sectors of the education system. It considers formal, informal and non-formal learning, and includes all opportunities provided by traditional and distance learning. The promotion of lifelong learning pursues the following objectives:

• Developing an effective lifelong learning system that fulfils different learners’ requirements, creates varied opportunities for formal, non-formal and informal learning, and meets labour market needs
• Updating the regulatory framework in order to implement the lifelong learning concept and encourage inclusion of different social groups in lifelong learning activities
• Developing lifelong learning quality assurance systems
• Developing validation and certification mechanisms for the results of formal, non-formal and informal learning
• Implementing a credit transfer and accumulation system that enables learners to obtain qualifications and personalizes their individual and professional development
• Motivating learners and creating a learning culture by providing counselling and guidance on lifelong learning at schools, universities and workplaces
• Promoting research and improving ways of collecting statistical data about lifelong learning
• Creating a financing system which balances responsibility between state, employers and learners
• Establishing mechanisms of interaction and exchange among all participants in lifelong learning

Particular feature of the strategy

The strategy describes the roles of the participants in the process of lifelong learning as follows:

• Learners refers to all Bulgarian citizens who participate in lifelong learning
• Education and training institutions are the institutions providing formal and non-formal education and training that meets the needs of individuals and the community
• State authorities define national policy in the field of education and training as well as tools and measures that ensure the effectiveness of lifelong learning
• Employers and employers’ organizations, trade unions and school boards of trustees define the expected results, actively support the lifelong learning processes, suggest new methods of cooperation and participate in shaping the policy and future priorities for lifelong learning
• District administrations, municipalities and local communities participate in designing lifelong learning policies on regional and local levels and directly oversee the processes of development of lifelong learning in the context of establishing their position as ‘learning regions’
• Non-governmental and scientific organizations support the process of lifelong learning by conducting research and analyses, organizing information and promoting activities for lifelong learning

Relevant documents that the strategy refers to:

• Descriptors defining levels in the European Qualifications Framework (EQF)
• Bulgaria: Labour Code
• Bulgaria: Employment Promotion Act
• Public Education Act
• Vocational Education and Training Act
• Bulgaria. National Assembly. 1995. Higher Education Act
• Skilled Crafts Act
• Level of Education, General Education Minimum and Curriculum Act
• Bulgaria. Ministry of Education. 2004. National Strategy for Continuing Vocational Training 2005-2010
• Bulgaria. 2007. Updated Employment Strategy 2008-2015
• Bulgaria. Ministry of Education and Science. 2006(?). School and Pre-school Education Development National Programme 2006-2015
• Bulgaria. Ministry of Education and Science. 2004. Strategy for Educational Integration of Children and Students from Ethnic Minority Groups
• Bulgaria. 2005. National Plan for Regional Development 2005-2015

Stakeholders involved in the development of the strategy:

• Council of Ministers

Further readings and web links:

• Ministry of Education and Science
• Ministry of Labour and Social Policy
• National Statistical Institute
• National Evaluation and Accreditation Agency
• National Agency for Vocational Education and Training

Issuing Body

Council of Ministers, 2008

Rationale

Bulgaria’s National Strategy for Lifelong Learning offers a response to the emerging challenges the nation faces in terms of social inclusion and economic growth. The comprehensive strategy offers an approach to lifelong learning that encompasses all areas of learning and respective stakeholders. Lifelong learning is important not only for individuals, but also for meeting changing economic demands through employment, skills and qualifications, and technology. The strategy aims to amalgamate efforts to achieve the Europeans goals for smart, sustainable and inclusive growth within the country while addressing the consequences of the European continent’s financial crisis. Fundamentally, this strategy presents lifelong learning as a means to foster national and cultural identity and achieve economic stability.

Concept of lifelong learning

The definition of lifelong learning adopted by this strategy is based on the European Commission’s Memorandum on Lifelong learning, which emphasises learning at any age and in a variety of contexts. Lifelong learning, in this context, incorporates all purposeful learning, and results in the learner’s creative and professional success, thus enabling individual, societal and economic growth. According to the Bulgarian strategy, lifelong learning should encompass principles of quality, equality and diversity, decentralization, co-operation, measurability, and flexibility. Cognisant of these principles, the strategy defines lifelong learning broadly as an ongoing process which builds knowledge, skills and competence.

Main challenges

Bulgaria’s National Strategy for Lifelong Learning is challenged by both new and old influences on the broader education system. The strategy assesses Bulgaria’s status of development in 2014 in terms of the goals set out by the previous strategy (for the period 2008–2013), and also indicates recent pressures on the system:

• Low participation in lifelong learning for people aged 25–64: By 2012, only 1.5% of this population group was participating in both formal and informal learning activities, which failed to meet the 5% goal set in the previous national strategy. This is attributed to factors including the global economic crisis and school dropout rates (which are currently improving).
• Inter-regional migration: Bulgarians with higher qualifications have been seen to move to urban metropoles and abroad, whereas those with lower qualifications have been seen to remain in their original locations. This has meant that lifelong learning is pursued mainly in urbanised clusters and not as significantly in rural, less-educated regions.
• Educational competencies alignment: National policies, curricula and teacher training are still insufficiently aligned with learners’ competencies. In 2014, Bulgarians had varying levels of attainment of universal key competencies, and it was therefore perceived as difficult to design and achieve universal aims for lifelong learning.
• Ineffective implementations of policies: Education quality management tools have thus far been ineffectively applied; by consequence, schools have been unable to develop working mechanisms to improve educational quality.
• Demographic challenge: Bulgaria’s labour force is declining as the population ages and is replaced with a lower quota of working-age adults. Lifelong learning strategies need to take this into consideration while acknowledging the increased pressure on these decreased labour resources.
• Coordination and administration amongst various stakeholders: The intersectional nature of lifelong learning requires rapid and effective communication between stakeholders. Strategies do exist to increase the interaction between various stakeholders, but these need to become more effectively implemented.
• Monitoring and evaluation: Tools to effectively monitor lifelong learning attainments are yet to be effectively implemented.

Main targets and measures

The strategic lifelong learning framework developed by Bulgaria aims for the full creative and professional success of individuals who have lifelong access to a range of educational opportunities at a high quality level. The following improvements will be achieved through a coordinated and adapted system of education and training covering all ages and focusing on educational quality, equality, and the alignment of education and training with the country’s economic and labour market needs:

• an increase in preschool admissions and completion rates;
• an increase in literacy, numeracy and natural science skills for children aged 15;
• a reduction of the number of school-leavers aged between 18 and 24;
• an increase in the number of adults pursuing professional qualifications in STEM subjects;
• an increase in the share of 30–34-year-olds completing higher education qualifications;
• an increase in the employment rates of adults aged 25–64;
• an increase in the rate of participation in continued education and training of adults aged 25–64; and
• an increase of literacy for those aged 15–29.

Particular features of the strategy

The strategy describes various impact areas for the implementation of lifelong learning policies:

• Transition towards a functioning lifelong learning system: building links between the National Qualifications Framework (NQF) and other quality assurance instruments to create and maintain suitable lifelong learning environments.
• Preschool education and training: focusing on quality.
• Early school leavers: focusing on enhancing their educational achievements and reducing the number of children who leave school early.
• Educational quality at the school level: focusing on the attainment of key competencies to align with labour market needs, learners’ personal development and achievements.
• Improving the quality and attractiveness of lifelong learning opportunities: focusing on vocational education and training to foster increased employment and competitiveness.
• Modernising higher education: focusing on improving access and outcomes through integrating research, innovation and higher education.
• Good quality formal and non-formal educational opportunities: focusing on personal and professional development.
• Coordination interaction between stakeholders as part of lifelong learning policies: focusing on creating conditions, an environment and a culture that are fertile and conducive to fostering these interactions.

Relevant documents that the strategy refers to:

• European Commission Memorandum on Lifelong Learning
• Labour Force Survey
• EUROSTAT data
• Bulgarian Industrial Association
• Strategic framework for European cooperation in education and training (ET 2020)
• PISA 2012 Results in Focus (from the OECD)
• CCAQSE, 2010, A School for Tomorrow
• Updated Employment Strategy (2013-2020)
• National Qualifications Framework
• National Development Programme: Bulgaria 2020
• Bulgarian Vocational Education and Training Act
• National Regional Development Strategy of the Republic of Bulgaria for the period 2005-2015

Stakeholders involved in the development of the strategy:

• National Lifelong Learning Council at the Council of Ministers

Stakeholders responsible for implementation of the strategy:

• National Lifelong Learning Council at the Council of Ministers

Issuing body:

Ministry of Education and Science

Rationale

In the context of globalization in the twenty-first century, Cambodia’s National Policy on Lifelong Learning has been conceived to maximize human resource development to enable the country to progress to upper middle-income status by 2050, in a sustainable manner. In the context of globalization in the twenty-first century and social, economic, political, environmental, cultural, industrial and technological advancements, all individuals must become lifelong learners in order to cope with a rapidly changing world. The national policy embodies strategies, action plans, monitoring and evaluation, and implementing principles as supporting mechanisms for developing human capital in Cambodia and responding to individual and social needs and market demands. In addition, the National Policy on Lifelong Learning aims to provide and support all citizens to access the various types of education and to utilize the knowledge they gain to improve their job prospects and quality of life.

Concept of lifelong learning

Lifelong learning is considered a useful education tool that contributes to the well-being of youth and adults, helps them realize their rights, and assists them in responding to growing job market demands. Lifelong learning is defined as a learning process, which covers formal, non-formal and informal modalities across the whole lifespan. It aims to develop learners’ knowledge, skills and attitudes and promotes a culture of peace and harmony. Importantly, lifelong learning aims to leave no one behind and promotes access to learning opportunities for all, particularly for vulnerable groups.

Main challenges

Cambodia’s National Policy on Lifelong Learning lists two main challenges and calls for sector-wide and participatory collaboration to address them:

• High drop-out rates and poor education quality: While the net enrolment rate in Cambodia’s primary schools stood at about 97 per cent for the last 10 years, only about 80 per cent of those enrolled managed to finish Grade 6; 40 per cent finished lower secondary; and just 20 per cent finished upper secondary school. Moreover, national assessment results showed that almost half of the students tested in Grades 3, 6 and 8 failed to attain the expected knowledge articulated in the curriculum.
• Limited productivity: This concerns all sorts of enterprises and institutions and is linked to a low level of education among the female labour force (completion rates for women and girls range from 27.8 per cent for primary education to 14 per cent for lower-secondary, 6.8 per cent for upper-secondary education and 5.4 per cent for tertiary education). Moreover, a study, conducted by the Cambodian Federation of Employers and Business Associations in 2008 provided evidence that workers in technical professions show a lack of soft skills (i.e. communication, decision-making and problem-solving skills).

Main targets and measures

The National Policy on Lifelong Learning aims to enhance learning opportunities and skills development for all individuals, by:

• developing a legislative framework and mechanisms to ensure that lifelong learning is widely and comprehensively implemented;
• providing lifelong learning opportunities in formal, non-formal and informal contexts, covering a wide range of learning contents and purposes, particularly for vulnerable and disadvantaged groups;
• developing a comprehensive and flexible lifelong learning programme that promotes literacy as well as skills development;
• establishing lifelong learning centres with adequate learning materials, equipment and technological resources;
• providing capacity-building for lifelong learning programme coordinators comprising information about programme design, material development, teaching methods, orientation, and technical and professional skills development;
• improving the recognition, validation and accreditation of knowledge, skills and competences acquired through lifelong learning programmes in accordance with the Cambodian National Qualification Framework (CNQF), ensuring transparency and consistency;
• promoting a culture of global citizenship; for example, by motivating families, communities and particularly vulnerable and marginalized groups to engage in lifelong learning and to eliminate discrimination of all forms;
• promoting gender equality, equity and inclusion; for example, by making lifelong learning opportunities accessible for disadvantaged and marginalized groups and by prioritizing drop-out students, vulnerable and ethnic minority groups, migration workers and unemployed persons to gain vocational and technical skills;
• supporting education through technology; for example, by raising awareness of lifelong learning through mass media and by encouraging the use of technology in education; and
• encouraging the private sector, development partners and NGOs to participate in providing lifelong learning services; for example, by motivating enterprises and institutions to provide lifelong learning opportunities for workers and employees.

Particular feature of the policy

The Cambodian National Policy on Lifelong Learning includes a measure dedicated to fostering collaborations with the private sector, development partners and NGOs to provide lifelong learning opportunities. Incentives shall be provided to enterprises, companies, factories, small businesses and the agriculture sector, among others, to support and participate in lifelong learning. Both enterprises and institutions shall be encouraged to provide workers and employees with lifelong learning opportunities to improve their knowledge, competences and skills. The policy further suggests to build networks with local service providers for developing lifelong learning curricula. Collaborations with the civil society as well as initiatives of parents and communities to develop lifelong learning programmes are seen as another important element to promote lifelong learning.

Relevant documents that the policy refers to:

• Constitutional Council of Cambodia. 2010. The Constitution of the Kingdom of Cambodia
• 2000. The Dakar Framework for Action. Education for All: Meeting our collective commitments
• 2016. Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning for all

Stakeholders involved in the development of the policy:

• Ministry of Education, Youth, and Sport 

Stakeholders responsible for implementation of the policy:

• Prime Minister and Deputy Education, Youth and Sport
• Permanent Deputy Director (Cambodia National Committee for Lifelong Learning)
• Prime Minister of Cambodia
• Minister of Ministry of

Issuing body: Ministry of Education, Youth, and Sport

Rationale of the policy

China is at a key stage for reform and development, as progress is being made in economic, political, cultural and social development as well as in promoting ecological civilization. However, China is also experiencing pressure from its vast population, limited natural resources, the environment, and changes to its recent pattern of economic growth. In order to meet these challenges, it is seen as a necessity to introduce a broad reform of the educational system.

Concept of lifelong learning

Lifelong learning as a term is not defined in the policy. Instead, the concept of lifelong education is applied to mean that all people should be taught what they want to learn, excel at what they learn, and put what they have learned into use.

Main challenges:

• The concept of education, curriculum and methodology are relatively outdated;
• Homework is a heavy burden on primary and middle school students;
• There is a shortage of innovative and versatile teachers;
• Educational resources are unevenly distributed;
• Poorer citizens and ethnic groups are trailing behind in educational development;
• Educational funding cannot keep up with demand.

Main targets and measures

China’s lifelong learning policy involves all stages of the educational system from pre-school education to further education. The main targets are to:

• Further popularize education by 2020 – preschool education shall be universalized while popularization of nine-year compulsory education shall be consolidated and enhanced;
• Deliver equal education to everyone – education should remain public welfare-oriented in nature, and equal access to it shall be safeguarded;
• Offer quality education in various ways – dramatic improvement shall be sought in students’ ideological awareness, moral conduct, scientific and cultural attainment, and physical health;
• Build a consummate framework for lifelong education – diploma-based education shall develop in coordination with non-diploma education. Vocational education shall be connected with non-vocational education, linking pre-job and on-the-job education.

Relevant documents that the strategy refers to:

• Education Law of the People’s Republic of China: http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_2803/200905/48457.html

Stakeholders responsible for implementation of the strategy:

• State Council’s Education Administrative Departments
• Party Committees and Governments
• Central Committee of the CPC and the State Council

Further readings and web links:

• Ministry of Education of the People’s Republic of China: http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_2792/index.html

Issuing body:

17th Communist Party of China National Congress

Rationale of the strategy

The strategy formulates four priority areas for the improvement of lifelong learning in Cyprus including a) access to and participation in lifelong learning for all; b) quality improvement in lifelong learning by strengthening the curriculum, vocational training, guidance and national skills’ development; c) research and development and promotion of lifelong learning; and d) efficient governance of lifelong learning.

Concept of lifelong learning

The conceptual understanding of lifelong learning is based on the European Union’s concept. The strategy describes Cyprus’ vision of lifelong learning as a holistic approach covering all kinds of formal, non-formal and informal learning at all levels, including pre-school, primary, secondary, vocational, higher and adult education.

Main challenges

The persistent economic crisis and its effects on the labour market, which has high levels of unemployment, especially among the young, pose a critical challenge for Cyprus’ education and training system. The following challenges are addressed in the strategy:

• Dealing with the rise of youth unemployment
• Integrating the lifelong learning system into the new structure of the Cypriot economy
• Developing a greener economy
• Improving the quality of training and education
• Promoting qualifications, no matter how these are achieved
• Modernizing governance and quality in lifelong learning and training

Main targets and measures

The strategy refers to all educational sectors, including primary and secondary education, higher education, technical and vocational education, and adult and continuing education.
The strategy includes the following targets and actions:

• Strengthening access and participation of all in LLL and recognizing all learning outcomes (formal and non-formal)
• Implementing the national qualifications framework
• Promoting the system of vocational qualifications
• Improving lifelong guidance and counselling services
• Improving attractiveness of secondary technical and vocational education
• Developing curricula
• Training unemployed people in order to enable them to acquire the necessary knowledge, skills and attitudes in sectors with development potential
• Providing job placements for the unemployed
• Continuing the new apprenticeship programme

Relevant documents that the strategy refers to

• Commission of the European Communities. 2000. Memorandum for Lifelong Learning
• Council of the European Union. 2009. Council Conclusion of 12 May on a Strategic Framework for European Cooperation in Education and Training, ET 2020
• European Union. 2010. The European Employment Strategy: Working to improve employment in Europe
• European Commission. 2010. Europe 2020: a European strategy for smart, sustainable and inclusive growth
• Council of the European Union. 2012. Council Recommendation of 20 December 2012 on Recognition and Validation of Non-Formal and Informal Learning
• European Commission. 2014. Youth Employment Initiative and the European Social Fund
• European Union. 2015. Horizon 2020: the EU research and innovation programme for 2014-2020

Stakeholders involved in the development of the strategy

Directorate General for European Programmes, Coordination and Development, in cooperation with members of the technical committee for lifelong learning (comprising Directorate General for European Programmes, Coordination and Development, Ministry of Education and Culture, Ministry of Labour, Welfare and Social Insurance, Human Resource Development Authority of Cyprus and Cyprus Productivity Centre).

Further readings and web links

• European Quality Assurance in Vocational Training
• European Commission. 2014. Education and Training Monitor 2014
• European Union’s Youth Strategy 2015

Issuing Body

Directorate General for European Programmes

Rationale of the strategy

The Strategy of Lifelong Learning (SLL) in the Czech Republic is a fundamental document for other cross-sectional and individual concepts and policies in this area and constitutes a comprehensive concept for lifelong learning. Its intention is to gradually establish achievable targets that can be promoted, among other things, by resources from European funds in the 2007–2013 programming period. However, implementation procedures are not specified, as these must follow from a consensus among the participating parties in public policy. The vision for lifelong learning emphasizes support for personal development, social cohesion, active citizenship and employability.

Concept of lifelong learning

Lifelong learning constitutes a basic conceptual change in the approach to education and its organizational principles. It sees all the potential for learning as a single interconnected unit that facilitates diverse transitions between education and employment. It allows learners to obtain qualifications and skills in various ways and at any time during their lives. The formal education system forms the essential basis, but constitutes only one part of lifelong learning. Lifelong learning assumes that formal, non-formal and informal learning complement each other. As the term ‘lifelong’ emphasizes only the temporal dimension of education, the term ‘lifewide’ learning has been coined recently to emphasize the fact that learning occurs in all environments and life situations.

Main challenges

• Low percentage of the population has completed higher education
• Low level of qualifications among the older population
• Low number of households with up-to-date information and communication technologies
• Regional differences in the population’s level of education
• Low educational mobility (i.e. children tend not to achieve a higher level of education than their parents)
• Low participation of social partners in development of lifelong learning
• Lack of a comprehensive system for identifying educational needs and of an accessible, individualized system of guidance and information services
• Education is based on early selectivity and there is limited permeability between different forms of education
• Low level of cooperation between higher education institutions, insufficient relevance to practice and limited cooperation with employers
• Continuing inequality in access to higher education; low interest in technical subjects
• Systemic and financial barriers to further education
• Low participation of adults in all forms of further education

Main targets and measures

The strategy refers to all educational sectors, including preschool, primary and secondary education, vocational education, higher education, and further education. The following measures are proposed:

• Initial general and vocational education: Promoting curriculum reform with an emphasis on increasing the functional literacy of students; reducing inequality in access to education; developing extra-curricular and recreational activities for students; promoting permeability and transferability between the educational programmes of secondary and higher education institutions; strengthening these programmes’ connection to further education; supporting graduates’ transition to the working world
• Higher education: Supporting the development of high-quality and effective forms of education; removing barriers to technical and higher education; improving the quality of higher education institution; recognizing previously achieved education; promoting cooperation between higher education institutions; enhancing the capacity of higher education institutions to educate working adults
• Further education: Encouraging individuals and employers to participate in further education; increasing investment in further education; securing systemic financial support for further education; harmonizing educational opportunities with the requirements of the labour market; developing opportunities for further education tailored to learners’ needs; increasing employees’ level of education; developing an information and guidance system for the users of further education

Particular feature of the strategy

The strategy pays attention to the interconnection of the strategic directions of lifelong learning and the priority axes of two operational programmes in the Czech Republic:

• The Education for Competitiveness Operational Programme promotes lifelong education in the 2007–2013 period. It defines the orientation and depth of intervention in the development of human resources through education in all its diverse forms. Its emphasis is on creating a complex system of lifelong learning that fosters a suitable environment for research, development and innovation and stimulates cooperation between educational institutions and industry. The programme is divided into four priority axes: initial education; higher education; research and development; and further education.
• The Human Resources and Employment Operational Programme (HREOP) promotes further education in order to boost employment and provide employees with professional qualifications. The priority axes of HREOP are: enhancing the adaptability of employees and employers; creating an active employment policy; improving attitudes towards work; permanently incorporating job seekers; and preventing unemployment. It is also concerned with developing education in public administration, public services and international cooperation. The programme’s objective is implemented through five priority axes: adaptability; active policy on the labour market; social integration and equal opportunities; public administration and public services; and international cooperation.

Relevant documents that the strategy refers to

• European Ministers of Education. 1999. The Bologna Declaration of 19 June 1999: Joint declaration of the European Ministers of Education
• Council of the European Union. 2000. Lisbon Strategy
• Czech Republic. Ministry of Regional Development. 2000. Regional Development Strategy of the Czech Republic
• Commission of the European Communities. 2000. Memorandum for Lifelong Learning
• Commission of the European Communities. 2001. Making a European Area of Lifelong Learning a Reality
• Czech Republic. Ministry of Education, Youth and Sport. 2001. National Programme for the Development of Education in the Czech Republic
• Czech Republic. Ministry of Education. 2001. National Policy of Research and Development for 2004 – 2009
• Czech Republic. Ministry of the Environment. 2001. State Environmental Policy
• European Ministers of Education. 2001. Prague communiqué
• European Commission. 2002. Declaration of the European Ministers of Vocational Education and Training, and the European Commission, convened in Copenhagen on 29 and 30 November 2002: The Copenhagen Declaration
• European Union. 2004. Maastricht Communiqué on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training (VET)
• Ministry of Industry and Trade of the Czech Republic. 2004. National Innovation Strategy
• Czech Republic. 2005. National Lisbon Program 2005 – 2008: National reform programme of the Czech Republic
• Czech Republic. 2005. Economic Growth Strategy of the Czech Republic
• Czech Republic. 2005. National Innovation Policy of the Czech Republic for 2005 – 2010
• Czech Republic. 2005. Sustainable Development in the Czech Republic
• European Communities. 2005. Integrated Guidelines for Growth and Jobs, 2005 – 2008
• European Commission. 2005. Modernizing education and training: a vital contribution to prosperity and social cohesion in Europe (Memo 05/415)
• Czech Republic. Ministry of Education. 2006. Country Background Report for Czech Republic (OECD thematic review of tertiary education)
• European Commission. 2006. Education and Training 2010
• Czech Republic. Ministry of Regional Development. 2007. National Strategic Reference Framework of the Czech Republic, 2007-2013
• Czech Republic. 2007. Convergence Program of Czech Republic for 2005-2008
• Council of the European Union. 2008. Council Resolution on Better Integrating Lifelong Guidance into Lifelong Learning Strategies

Stakeholders involved in the development of the strategy

• Ministry of Education, Youth and Sports
• National Institute of Technical and Vocational Education

Stakeholders responsible for implementation of the strategy

• Ministry of Education, Youth and Sports
• Ministry of the Environment
• Ministry of Agriculture
• Ministry for Regional Development
• Ministry of Labour and Social Affairs
• Ministry of Health
• Ministry of Finance
• Ministry of Environment
• Ministry of Interior
• Ministry of Industry and Trade

Further readings and web links

• Higher Education Act

Issuing Body

Ministry of Education, Youth and Sports

Rationale of the strategy

The strategy covers the development of all forms of education, learning and lifelong skills upgrading, including informal education, adult education and continuing training, as well as education in the workplace and other settings. It aims to help future-proof Denmark. At the same time, it is a contribution towards the realization of the common European objectives of education and lifelong learning and the development of strategies and instruments for lifelong learning in the European Union. The strategy considers important challenges, such as growing demands on the workforce’s general and vocational skills, as well as the ageing of the labour force.

Concept of lifelong learning

Lifelong learning encompasses all levels and all parts of the education system, including adult education and continuing training as well as learning in the workplace, in clubs and adult education associations and during leisure activities. Lifelong learning is seen as everyone’s shared responsibility. It is to be promoted in all parts of society and in all areas in which people’s knowledge, skills and competencies are developed and applied.

Main challenges

Challenges regarding the development of lifelong learning include the following:

• Connections between education, working life and learning that takes place during leisure time need to be strengthened.
• Dialogue and partnerships between national authorities, social partners, educational institutions, enterprises, liberal adult education providers, voluntary organizations and municipal and regional stakeholders need to be strengthened.
• The quality of education at all levels must improve in order to fulfil current and future needs for competencies and knowledge in enterprises, the workforce and society.
• Cohesion between the various education pathways and levels needs to be enhanced so that individuals can obtain qualifications and skills in a flexible way.
• The education system must be more inclusive so that there is room for everyone and the number of early leavers can be reduced.
• People must be able to complete educational programmes more quickly so that resources can be used efficiently.

Main targets and measures

The strategy includes the following specific targets and initiatives across all levels of the education system:

• Preschool: language assessments for all children; introduction of subject-based teaching in the Danish language
• Compulsory basic school: culture of evaluation with implementation of national tests; creation of individualized student learning plans; clarification of the responsibilities of municipalities; continuing education of teachers and school managers
• General and vocational upper secondary education: better guidance and improved educational provision for learners with special needs; improved learning environments; increase in the number of practical training opportunities; more flexible pathways; assessment of prior learning
• Higher education: development of new professionally and practically oriented education programmes; shorter higher education programmes; establishment of elite master’s education programmes for most talented students; changes in the admission system and the organization of education programmes
• Adult education and continuing education: programmes targeting all members of the workforce, from low-skilled workers to highly qualified specialists; greater emphasis on people with low literacy and numeracy skills; measures to enhance fundamental general skills in the workforce; new forms of governance and funding

Particular feature of the strategy

The strategy includes a section on lifelong learning in liberal adult education, associations and leisure activities. These forms of learning take place in folk high schools (i.e. schools offering non-formal adult education), day high schools (i.e. schools mainly targeting low-skilled adult learners), liberal adult educational associations, study circles and voluntary work (e.g. in the form of activities for children and young people). The government aims to increase the value placed on such learning and to strengthen links between liberal adult education, learning in adult education associations and leisure activities, learning in the formal education system and learning in the workplace. Specific steps already taken in this regard include a new act on Folk High Schools in 2006, new legislation on the right to competence assessment and recognition of prior learning in adult education and continuing training, the development of documentation tools, and the introduction of a strategy in the library sector to actively support the learning of citizens.

Relevant documents that the strategy refers to:

• The Danish Government. 2006. Fremskridt, fornyelse og udvikling: Strategi for Danmark i den globale økonom
• The Danish Government. 2006. Progress, Innovation and Cohesion: Strategy for Denmark in the global economy
• Denmark. Ministry of Finance. 2006. Agreement on Future Prosperity and Welfare and Investments in the Future
• The Danish Government. 2006. From Information to Knowledge Strategy

Stakeholders involved in the development of the strategy:

• Ministry of Education
• Ministry of Employment
• Ministry of Culture
• Ministry of Science, Technology and Innovation
• Ministry of Economic and Business Affairs
• Ministry of Social Affairs
• Ministry of Refugee, Immigration and Integration Affairs
• Ministry of Family and Consumer Affairs

Further readings and web links:

• National Qualifications Framework
• Ministry of Higher Education and Science)

Issuing Body

Ministry of Education

Rationale of the Strategy

The Lifelong Learning Strategy guides the most important developments in the area of education in Estonia. It is the basis on which the government makes its decisions for educational funding for the years 2014–2020 and for the development of programmes that support the achievement of goals formulated in this and other guiding documents (such as Estonia 2020, Sustainable Estonia 21 and the National Security Concept of the Republic of Estonia). The general goal of the Lifelong Learning Strategy is to provide all people in Estonia with learning opportunities that are tailored to their needs and capabilities throughout their whole lifespan, in order to maximise opportunities for dignified self-actualisation within society, in the sphere of work as well as in family life. Based on this goal, the general vision (Vision for 2020) is formulated as: Learning is a lifestyle, development opportunities are recognised and smart solutions are pursued.

Concept of LLL

Lifelong learning includes the formal education system (kindergartens, secondary schools, upper secondary schools, vocational schools, higher education institutions), as well as the learning that takes place outside of that system – in-service education and retraining, non-formal and informal learning in all its diversity. Opportunities for acquiring new knowledge and skills can be found in the workplace, in leisure time and hobby activities, or in a virtual space, where co-learning or individual learning can take place.

Main challenges

The strategy addresses the current challenges:

• Formal education: There is a high school dropout rate among all levels and types of education. Teaching is not considered an attractive occupation and many teachers choose not to work in schools. As for higher education, the quality has declined in relation to increasing numbers of students and it is noticeable that tertiary students have low mobility and problem solving skills;
• Skills development: About one-third of the working age population does not have a professional or vocational education and there is a substantial mismatch of offered and needed skills. Educational institutions and representatives of employers are not collaborating sufficiently to develop the lifelong learning system. Also, the participation rate in lifelong learning among those with low levels of qualifications and among elderly people is limited;
• ICT: About one-third of the working age population lacks basic ICT skills; moreover teachers’ access to digital infrastructure and learning materials is limited;
• Labour market: Collection of information regarding labour market developments and the economy is not systematic, and career counselling varies with regard to quality and accessibility; and
• Decision-making on education policies is not evidence-based and there is too much emphasis on national examinations when assessing the quality of education.

Main targets and measures

Educational activities cover all levels of education, including pre-primary, basic, secondary, vocational, higher, adult and continuing education as well as Estonian language instruction. The following strategic goals are defined in the Estonian Lifelong Learning Strategy:

• Change in the approach to learning: Implementation of an approach to learning that supports each learner’s individual and social development, the acquisition of learning skills, creativity and entrepreneurship at all levels and in all types of education.
• Competent and motivated teachers and school leadership: The assessments of teachers and headmasters including their salaries are consistent with the qualification requirements for the job and the work-related performance.
• Concordance of lifelong learning opportunities with the needs of labour market: Lifelong learning opportunities and career services should be diverse, flexible and of good quality, resulting in an increase in the number of people with professional or vocational qualifications in different age groups, and overall participation in lifelong learning across Estonia should be increased.
• A digital focus in lifelong learning: Modern digital technology is used for learning and teaching effectively and efficiently. An improvement in the digital skills of the total population has been achieved and access to the new generation of digital infrastructure is ensured.
• Equal opportunities and increased participation in lifelong learning: Equal opportunities for lifelong learning have been created for every individual.

Particular feature of the Strategy

The strategy plan provides a range of actions for creating and promoting lifelong learning opportunities and motivation among teachers and learners. This includes strategic measures for a digital focus in lifelong learning which covers incorporating a digital culture into the learning process at all levels of education and in all curricula. The prerequisite for this is to provide support for the school leadership, teachers and learners in the area of educational technology in all educational institutions. Enhancing the availability of digital learning resources in schools will support reaching the objectives of study results outlined in curricula. Essentially, accessing a modern digital infrastructure for learning will be provided for all students. The strategic measures also include creating and implementing assessment models for digital competence, including the establishment of a grading system for recognition of learning achievement. In addition, this will contribute to creating learning opportunities for adults to acquire digital competences, enabling them to use digital devices to improve their quality of life and make their work more productive.

Relevant documents that the strategy refers to:

• Government of Estonia. 2011. Estonia 2020
• Government of Estonia. 2004. National Security Concept of the Republic of Estonia

Stakeholders involved in the development of the strategy:

• Government of Estonia
• Ministry of Education and Research
• Estonian Cooperation Assembly
• Estonian Education Forum

Further readings and web links:

• Government of Estonia
• Ministry of Education and Research
• Ministry of Culture
• Estonian Cooperation Assembly
• Estonian Education Forum
• Ministry of Education and Research initiated the project “Five Challenges in Estonian Education – Education Strategy for 2012-2020”

Issuing Body

Ministry of Education and Research

Rationale of the Strategy

The Lifelong Learning Strategy guides the most important developments in the area of education in Estonia. It is the basis on which the government makes its decisions for educational funding for the years 2014–2020 and for the development of programmes that support the achievement of goals formulated in this and other guiding documents (such as Estonia 2020, Sustainable Estonia 21 and the National Security Concept of the Republic of Estonia). The general goal of the Lifelong Learning Strategy is to provide all people in Estonia with learning opportunities that are tailored to their needs and capabilities throughout their whole lifespan, in order to maximise opportunities for dignified self-actualisation within society, in the sphere of work as well as in family life. Based on this goal, the general vision (Vision for 2020) is formulated as: Learning is a lifestyle, development opportunities are recognised and smart solutions are pursued.

Concept of LLL

Lifelong learning includes the formal education system (kindergartens, secondary schools, upper secondary schools, vocational schools, higher education institutions), as well as the learning that takes place outside of that system – in-service education and retraining, non-formal and informal learning in all its diversity. Opportunities for acquiring new knowledge and skills can be found in the workplace, in leisure time and hobby activities, or in a virtual space, where co-learning or individual learning can take place.

Main challenges

The strategy addresses the current challenges:

• Formal education: There is a high school dropout rate among all levels and types of education. Teaching is not considered an attractive occupation and many teachers choose not to work in schools. As for higher education, the quality has declined in relation to increasing numbers of students and it is noticeable that tertiary students have low mobility and problem solving skills;
• Skills development: About one-third of the working age population does not have a professional or vocational education and there is a substantial mismatch of offered and needed skills. Educational institutions and representatives of employers are not collaborating sufficiently to develop the lifelong learning system. Also, the participation rate in lifelong learning among those with low levels of qualifications and among elderly people is limited;
• ICT: About one-third of the working age population lacks basic ICT skills; moreover teachers’ access to digital infrastructure and learning materials is limited;
• Labour market: Collection of information regarding labour market developments and the economy is not systematic, and career counselling varies with regard to quality and accessibility; and
• Decision-making on education policies is not evidence-based and there is too much emphasis on national examinations when assessing the quality of education.

Main targets and measures

Educational activities cover all levels of education, including pre-primary, basic, secondary, vocational, higher, adult and continuing education as well as Estonian language instruction. The following strategic goals are defined in the Estonian Lifelong Learning Strategy:

• Change in the approach to learning: Implementation of an approach to learning that supports each learner’s individual and social development, the acquisition of learning skills, creativity and entrepreneurship at all levels and in all types of education.
• Competent and motivated teachers and school leadership: The assessments of teachers and headmasters including their salaries are consistent with the qualification requirements for the job and the work-related performance.
• Concordance of lifelong learning opportunities with the needs of labour market: Lifelong learning opportunities and career services should be diverse, flexible and of good quality, resulting in an increase in the number of people with professional or vocational qualifications in different age groups, and overall participation in lifelong learning across Estonia should be increased.
• A digital focus in lifelong learning: Modern digital technology is used for learning and teaching effectively and efficiently. An improvement in the digital skills of the total population has been achieved and access to the new generation of digital infrastructure is ensured.
• Equal opportunities and increased participation in lifelong learning: Equal opportunities for lifelong learning have been created for every individual.

Particular feature of the Strategy

The strategy plan provides a range of actions for creating and promoting lifelong learning opportunities and motivation among teachers and learners. This includes strategic measures for a digital focus in lifelong learning which covers incorporating a digital culture into the learning process at all levels of education and in all curricula. The prerequisite for this is to provide support for the school leadership, teachers and learners in the area of educational technology in all educational institutions. Enhancing the availability of digital learning resources in schools will support reaching the objectives of study results outlined in curricula. Essentially, accessing a modern digital infrastructure for learning will be provided for all students. The strategic measures also include creating and implementing assessment models for digital competence, including the establishment of a grading system for recognition of learning achievement. In addition, this will contribute to creating learning opportunities for adults to acquire digital competences, enabling them to use digital devices to improve their quality of life and make their work more productive.

Relevant documents that the strategy refers to:

• Government of Estonia. 2011. Estonia 2020
• Government of Estonia. 2004. National Security Concept of the Republic of Estonia

Stakeholders involved in the development of the strategy:

• Government of Estonia
• Ministry of Education and Research
• Estonian Cooperation Assembly
• Estonian Education Forum

Further readings and web links:

• Government of Estonia
• Ministry of Education and Research
• Ministry of Culture
• Estonian Cooperation A
  

  Rationale of the strategy

  This Memorandum takes up the Lisbon and Feira European Councils’ mandate to implement lifelong learning. Its purpose is to launch a European-wide debate on a comprehensive strategy for implementing lifelong learning at individual and institutional levels, and in all spheres of public and private life. The Member States, which are responsible for their education and training systems, should lead the debate proposed by the Memorandum. The debate should also be conducted in the Member States, and not only at European level. Lifelong learning concerns everyone’s future in a uniquely individual way. The debate should take place as close as possible to citizens themselves.

  Concept of lifelong learning

  The working definition of lifelong learning in this Memorandum follows the definition of the Commission and the Member States within the European Employment Strategy: all purposeful learning activity undertaken on an ongoing basis with the aim of improving knowledge, skills and competence. Lifelong learning must become the guiding principle for provision and participation across the full continuum of learning contexts. All people living in Europe, without exception, should have equal opportunities to adjust to the demands of social and economic change and to participate actively in the shaping of Europe’s future. The term ‘lifelong’ learning draws attention to time: learning throughout life, either continuously or periodically. The newly coined term ‘life-wide’ learning enriches the picture by drawing attention to the spread of learning, which can take place across the full range of our lives at any stage in our lives. The ‘life-wide’ dimension brings the complementarity of formal, non-formal and informal learning into sharper focus.

  Key messages and objectives

  The Memorandum comprises six key messages offering a structured framework for an open debate on putting lifelong learning into practice. These messages are based on experience gathered at European level through Community programmes and the European Year of Lifelong Learning (1996):

  • New basic skills for all: Guarantee universal and continuing access to learning for gaining and renewing the skills needed for sustained participation in the knowledge society
  • More investment in human resources: Visibly raise levels of investment in human resources in order to place priority on Europe’s most important asset – its people
  • Innovation in teaching and learning: Develop effective teaching and learning methods and contexts for the continuum of lifelong and life-wide learning
  • Valuing learning: Significantly improve the ways in which learning participation and outcomes are understood and appreciated, particularly non-formal and informal learning
  • Rethinking guidance and counselling: Ensure that everyone can easily access high-quality information and advice about learning opportunities throughout Europe and throughout their lives
  • Bringing learning closer to home: Provide lifelong learning opportunities as close to learners as possible, in their own communities and supported through ICT-based facilities wherever appropriate

  Relevant documents that the strategy refers to:

  • European Commission. European Employment Strategy
  • Council of the European Union. 2000. Lisbon Strategy

  Stakeholders involved in the development of the strategy:

  • European Commission

  Further readings and web links:

  • European Qualifications Framework
  • Strategic Framework for European cooperation in education and training
  • Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training
  • European Council

  Issuing Body

  European Commission

  ssembly

• Estonian Education Forum
• Ministry of Education and Research initiated the project “Five Challenges in Estonian Education – Education Strategy for 2012-2020”

Issuing Body

Ministry of Education and Research

Rationale of the strategy

In 2009, the Council drew up the Strategic Framework for European Cooperation in Education and Training. Since then, the economic and political context has changed, creating new uncertainties and constraints. The European Union had to take further action to stem the worst financial and economic crisis in its history and, in response, has agreed on a strategy for smart, sustainable and inclusive growth: Europe 2020. Education and training play a crucial role in this strategy. This draft joint report proposes new working priorities for the period 2012‒2014 that are geared towards mobilizing education and training in order to support Europe 2020. It also sets out a number of options to adjust the governance of education and training so that they contribute to Europe 2020.

Concept of lifelong learning

Lifelong learning is a continuous process that can last throughout a person’s entire life, from quality early childhood education to post-working age. Moreover, learning also takes place outside formal learning contexts, particularly in the workplace.

Main challenges

• Investment and reforms in education and training: all areas of public budgets are under scrutiny, including education and training; most member states have difficulties in maintaining current levels of expenditure, let alone increasing it
• Early school leaving: increasing share of 15- to 24-year-olds not in education, employment or training; high number of unemployed early school leavers
• Tertiary or equivalent education attainment: need to generate economic growth based on knowledge and innovation; need to advance research and development
• Lifelong learning strategies: for the majority of Europeans, lifelong learning is not a reality; obstacles include limited learning opportunities inadequately tailored to the needs of different target groups, a lack of accessible information and support systems, and insufficiently flexible learning pathways
• Learning mobility: current levels of mobility do not reflect its value; need to promote mobility in vocational education and training; obstacles include limited financial resources and inadequate language knowledge as well as a lack of information on available opportunities
• New skills and jobs: decreasing demand for jobs requiring low qualifications; increasing need for higher levels of qualifications in knowledge-based industries

Main targets and measures

With a view to achieving the four strategic objectives under the Education and Training 2020 framework, the following priority areas have been defined to improve the efficiency of European cooperation in education and training and to reflect the individual needs of Member States:

• Making lifelong learning and mobility a reality

• Lifelong learning strategies: work together to complete the development of comprehensive national lifelong learning strategies
• European reference tools: work together to link national qualifications frameworks to the European Qualifications Framework; establish comprehensive national arrangements to validate learning outcomes and create links between qualification frameworks
• Learning mobility: promote learning mobility for all learners, within Europe and worldwide

• Improving the quality and efficiency of education and training

• Basic skills and languages: capitalize on evidence on reading literacy; tackle low performance in mathematics and science at school; improve language competences
• Professional development of teachers, trainers and school leaders: improve the quality of teaching staff, developing teacher competences and reinforcing school leadership
• Modernizing higher education and increasing tertiary attainment levels: work together to increase the number of graduates, including extending alternative pathways and developing tertiary vocational education and training
• Attractiveness and relevance of vocational education and training: work together on promoting excellence and the labour market relevance of vocational education and training
• Efficient funding and evaluation: examine funding mechanisms and evaluation systems

• Promoting equity, social cohesion and active citizenship

• Early school leaving: help Member States implement their national strategies on early school leaving and the 2011 Council Recommendation on policies to reduce early school leaving
• Early childhood education and care: work together to provide widespread equitable access to early childhood education and care while raising the quality of provision
• Equity and diversity: reinforce mutual learning on effective ways to raise educational achievement in an increasingly diverse society

• Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training

• Partnerships with business, research, civil society: develop effective and innovative forms of networking, cooperation and partnership between education and training providers and a broad range of other stakeholders
• Transversal key competences, entrepreneurship education, e-literacy, media literacy, innovative learning environments: work together to promote the acquisition of key competences such as digital competences and using ICT and entrepreneurship to enhance innovation in education and training

Relevant documents that the strategy refers to:

• European Union. 2009. Strategic Framework for European cooperation in education and training

• European Commission. 2010. Europe 2020: a European strategy for smart, sustainable and inclusive growth

Stakeholders involved in the development of the strategy:

• European Council
• European Commission

Further readings and web links:

• European Qualifications Framework
• A Memorandum on Lifelong Learning

Issuing Body

Council and European Commission

Rationale of the strategy

The Ministry of Education has a social responsibility for promoting education, culture and the well-being of the Finnish population. The Ministry’s Strategy 2015 takes a long-term view of the means by which the ministry’s vision, operational idea and values can be realized. The strategy identifies future challenges in the operational environment, the education sector, Finnish society and the international environment, and outlines relevant aims. The Strategy 2015 contains a view of future management, leadership, monitoring and development. The strategy will guide the drafting of the ministry’s action and economic plan and target outcomes.

Concept of lifelong learning

The aim of lifelong learning is to maintain a positive and active approach to learning among all population groups throughout the whole lifespan. Basic education builds a foundation for lifelong learning. The challenges are to renew knowledge and secure intellectual growth and well-being. The promotion of lifelong learning and job satisfaction will help to keep the ageing population in employment for longer. Educational, cultural and sports services promote people’s independence as well as their mental and physical well-being.

Main challenges

• The proportion of young people in the labour force is set to decline, which means that older people are becoming an increasingly important resource.
• The share of immigrants in Finland is estimated to double over the next decade.
• Demands for productivity and efficiency in knowledge-intensive work will grow. Changes in working life require an ability to adapt to and manage change and keep learning.
• Entrepreneurship is becoming more important both as an activity and as an outlook.
• Finnish society is evolving towards plurality and diversity of values.
• Forms of civic activity have diversified.
• International interdependence and the role of multilateral cooperation will grow.
• The EU is expanding and undergoing institutional changes, which will also influence the education sector.
• Therefore it will be important to:
• Raise the level of education among the population as a whole and constantly develop the national knowledge reserve
• Renew knowledge and secure intellectual growth and well-being
• Maintain equal educational and cultural services in different regions
• Reconcile the aims of different policies with regard to the promotion and implementation of socially and economically sustainable development

Main targets and measures

The targets of the Ministry of Education Strategy 2015 span all education sectors. They are comprehensive in nature and include the following:

• Securing educational and cultural equality: information and communication technologies play a key role in promoting balanced regional development. Regional success is further sustained by cooperation between businesses, educational institutions and the cultural and creative industries. It is important to safeguard the position of the public library system and folk high schools, and to develop museums and art institutions.
• Promoting intellectual growth and learning: opportunities for comprehensive learning and self-development will be expanded and the education system will demonstrate greater flexibility in recognizing informal learning. Promoting lifelong learning in the workplace promotes the ageing population’s well-being.
• Increasing opportunities for participation: opportunities for learning citizenship skills will be promoted in youth work, sport and hobbies. Immigrants’ integration into Finnish society will be promoted. Special attention will be given to preventing exclusion from education and supporting transitions from one level to another and from school to work.
• Supporting the educational, cultural and economic competitiveness of Finnish society: public research and development financing will be increased. The aim is to create a balanced and flexible research system built on cooperation between different partners. In addition, the compatibility of education and labour market needs will be improved by means of enhancing cooperation between education and training providers and business and industry.
• Diversifying Finland’s international influence: growing mobility highlights the significance of cultural identity. Nordic educational, research and cultural cooperation is growing in importance. Finland will continue to cooperate closely with Estonia and is developing its cooperation with Russia. The aim of bilateral cooperation is to enhance the international visibility of Finnish culture and to increase knowledge of other cultures in Finland.
• Improving performance in the Ministry of Education: the Ministry of Education is responsible for preparing legislation and the annual budget for its sector in keeping with decisions made by policy-makers. Crucial steering methods in the Ministry of Education are normative regulation, management by target outcome and information-based guidance. In addition, the ministry will be a competitive employer and a forerunner in staff development. Knowledge, lifelong learning and knowledge management will be emphasized.

Relevant documents that the strategy refers to:

• Finland. Ministry of Education. 1999. Education, Training and Research in the Information Society: A national strategy for 2000-2004
• Finland. Ministry of Education. 2000. Education and Research 1999-2004: Development plan
• Finland. Ministry of Education and Culture. 2002. Recommendations of the Adult Education and Training Committee
• Government of Finland. 2002. Art and Artist Policy Programme
• Finland. 2002. Architectural Heritage Strategy
• Finland. Ministry of Education. 2003. Strategy of the Ministry’s Sport Division 2001-2003
• Finland. 2003. Digital Content Production: Strategic aims and action
• Finland. Ministry of Education. 2003. Regional Strategy 2003 – 2013: Regional development of higher education
• Science and Technology Policy Council of Finland. 2003. Knowledge, Innovation and Internationalisation
• OECD. 2010. International mobility in higher education
• Finland. 2010. Library Strategy
• Finland. Ministry of the Interior. 2013.  Migration Policy

Stakeholders involved in the development of the strategy:

• Ministry of Education

Stakeholders responsible for implementation of the strategy:

• Ministry of Education

Further readings and web links:

• National Framework for Qualifications and Other Learning

Issuing body:

Ministry of Education

Rationale of the policy

The policy synchronises Gambia’s education goals with those formulated by the New Partnership for African Development, the Gambian Poverty Reduction Strategy Paper, Gambia’s Vision 2020 and the Education for All (EFA) goals. It was also developed by the Department of Education in cooperation with many other stakeholders who came together in several forums to engage in policy dialogue. Representatives of children, adults, illiterates, literates, government departments, civil society and the private sector discussed aims and strategies. The policy is embedded with principles of non-discrimination, inclusion, ethical norms, a culture of peace, and respect for individual rights, cultural diversity and indigenous cultures.

Concept of lifelong learning

The policy affirms that there is no termination point to education. Lifelong learning is seen as a crucial engine for the development of self-reliant individuals. Parallel to the formal education system, there are a number of non-formal learning opportunities, including those focussing on the attainment of life skills. Life skills enable the individual to cope with issues related to health, gender, violence, peace building, tolerance and patriotism.

Main challenges:

• Wealthier people benefit more from government spending on education than the poor;
• Poorer people face enrolment barriers, e.g. private costs of education;
• Drop-out rates vary between regions;
• Cost efficiency is not yet satisfactory;
• Quality and relevance of curricula and learning materials are not satisfactory;
• There are fewer qualified and trained teachers, especially in rural areas;
• HIV/AIDS;
• Gender disparities.

Main targets and measures:

• Enhance equitable access to education by expanding the number of schools, enforcing gender equity initiatives (e.g., scholarships for girls and a more gender-sensitive curriculum), implementing strategies to expand the non-formal education sector, providing learning materials for special needs education, introducing life skills education (e.g., HIV/AIDS prevention, family life education, counselling);
• Improve quality of education by providing pre-service and in-service teacher training programmes, improving the curriculum, promoting appreciation of indigenous languages and knowledge, strengthening continuous assessment of student achievements, integrating ICT;
• Strengthen and diversify technical and vocational education and training programmes by assuring relevance and increasing private sector participation in financing;
• Ameliorate tertiary and higher education by providing high quality research and developing strategies to guarantee high quality instruction;
• Enhance capacity building by decentralising the educational sector, strengthening regional policy directorates, strengthening the monitoring and evaluation processes, and fine-tuning the staff performance appraisal system.

The policy targets all the education sub-sectors and age groups. It also mentions other non-formal learning contexts, such as Madrassas (Islamic schools) and the family.

Particular feature of the policy

The policy integrates a wide range of societal interests, which are mirrored in the objectives of life skills education. Life skills are seen as a behavioural complement to formal skills and knowledge, which is essential to the self-fulfilment of each individual. Psychosocial issues such as HIV/AIDS prevention, gender responsiveness, peace building and tolerance, population and family life, guidance and counselling and patriotism are addressed. All these issues are closely interrelated with education, as personal problems may be reflected in learners’ performance. That is why HIV/AIDS sensitisation is intensified and a strong focus is placed on gender perspectives. Xenophobia, religious intolerance and ethnicity shall be critically investigated, which is of particular importance to a diverse country like Gambia. Closely related to that is the promotion of patriotism, which shall guarantee the maintenance of a culture of peace and the preservation of Gambian identity.

References to other relevant documents:

• International Monetary Fund. 2007. Gambia Poverty Reduction Strategy Paper

Stakeholders involved in the development of the policy:

• Government
• Other stakeholders exchanged their views in forums and conferences: children, adults, disadvantaged groups, civil society, private sector, etc.

Stakeholders responsible for implementation of the policy:

• Government
• Gambia National Training Authority
• Municipal Councils
• Quality Assurance Council

Issuing Body

Department of State for Education

Rationale of the strategy

The concept of learning in the life course is committed to the comprehensive objective of promoting education as Germany’s most important resource for economic success and personal advancement. The document provides a summary and explanations of measures followed by the German Federal Government together with the regional governments, communities, social partners, educational associations and other actors in the field of learning. These measures are embedded in other initiatives such as the High-Tech Strategy, the National Integration Plan and the Qualification Initiative for Germany.

Concept of lifelong learning

The realization of lifelong learning concerns all areas of life. Promoting the motivation for self-reliant learning in early childhood education, school, and vocational and higher education is the precondition for participating in continuing education. Further education should be attractive for all persons in all phases of life so that they can obtain knowledge and competences and participate in society.

Main challenges

• Low participation rate in continuing education compared to many other countries; this is especially the case for people with low qualifications

Main targets and measures

The general objectives defined in the strategy refer to all education sectors and include improvement of educational opportunities for children under six; facilitation of the transition from school to higher education; stronger emphasis on natural sciences and engineering; improvement of opportunities for women, less qualified people and migrants; and consideration of the needs of lifelong learners. However, the measures are focused on the area of adult and continuing education, and pursue the following targets:

• Strengthening the motivation to participate in educational activities: introduction of an ‘education bonus’; lifelong learning campaign
• Facilitating the access to continuing education: better counselling services, formation of an ‘education alliance’
• Improving the offer of continuing education: more local educational offers and opportunities for target groups with specific potential
• Enhancing the permeability and intermingling of education sectors: advancement initiatives, part-time study programmes, consolidation of databases for continuing education in the tertiary sector
• Enhancing integration into civil society through education and the promotion of learning
• Deepening knowledge about the processes and effects of learning throughout the life course

Particular feature of the strategy

The introduction of a financial ‘education bonus’ should promote private investment in personal and vocational continuing education and training. The costs of education should be regarded as investments. There are three components supporting the initiative:

• Changes in the Act for Asset Accumulation
• Continuing education bonus for people with a limited income
• Loans for continuing education for all

Stakeholders involved in the development of the strategy:

• The Federal Government

Further readings and web links:

• Ministry of Education and Research
• National Qualifications Framework

Issuing Body

Federal Government

Definition of lifelong learning

Lifelong learning consists of all formal, non-formal and informal learning in various learning venues from early childhood to retirement. Learning itself is understood as constructive processing and the transformation of information and experiences to knowledge, insights and competencies.

Aims of the strategy

The strategy aims to: integrate and acknowledge informal learning, develop competencies, connect various educational agents, provide educational counselling, promote a new learning culture as well as a fair and equal access to education. These objectives are connected with different phases of life; childhood, adolescence, adulthood and older age. Lifelong learning is to be promoted as a self-evident feature of each individual’s educational biography.

Main challenges:

• Children: diverse family circumstances; various perceptions concerning parental responsibility in education; the parents’ wish for compatibility of family and career; integration of all groups;
• Youth: schools play an essential role in life; little practical orientation; stronger affinity towards individualisation; diversity of milieus; determining factor of the parents’ educational background;
• Young adults: transition to adulthood is often viewed as a completion of the learning process; strong influence of social milieus;
• Adults: learning takes place outside of formal institutions and therefore depends a lot on individual self-motivation; adulthood characterised by major life events;
• Older people: integration of the elderly; elderly often seen as a burden to the welfare state.

Main targets and measures:

• Publishing a common education report by German federal and state governments;
• Agreeing on coherent standards;
• Founding an institute for quality development in the educational sector;
• Agreeing on concrete action fields for quality assurance;
• Monitoring of lifelong learning strategies in the counties by conducting a survey;
• Conducting a study about examples of good practice.

Particular features of the strategy:

• Annex 1 of the document displays results of a survey about lifelong learning in the federal government and states (by Deutsches Institut für Erwachsenenbildung, DIE). Organisational units on county and country levels were interviewed about several topics such as their strategies and concepts, public relations for lifelong learning, etc. The report on the survey’s results is a strong seventy-three-page document;
• Annex 2 of the document illustrates examples of good practice (by DIE). The study presents a selection of existing lifelong learning projects that can be understood as good practice. Selection is based on results of the survey in Annex 1, where the projects were mentioned. The structure is orientated on the different age groups: children, youth, young adults, adults, older people and on the development priorities of lifelong learning. This includes the integration of: informal learning, self-regulated learning, capacity building, networking, modularising, counselling, popularisation of learning, and providing equal opportunities in education access.

Stakeholders involved in the development of the strategy:

• Bund-Länder-Kommission für Bildungsplanung und Forschungsförderung, BLK (Bund- Länder-Commission for Educational Planning and Research Promotion)
• Deutsches Institut für Erwachsenenbildung, DIE (German Institute for Adult Education)

Stakeholders responsible for implementation of the strategy:

• Federal government
• Federal states governments

Further readings and web links:

• The Institute for Quality Development in the Educational Sector: https://www.iqb.hu-berlin.de/ (flyer available in English)

Issuing Body

Bund-Länder-Kommission

Rationale of the strategy

In formulating the strategy for lifelong learning, the Hungarian Government seeks to determine the long-term course of human resources development in compliance with European Union planning. The strategy’s main objective is to determine the action and support guidelines for catching up with the European Community and the developed countries; improving economic competitiveness and conditions for sustainable development; enhancing education and training conditions; achieving a more intensive labour market and social integration of the most disadvantaged groups; achieving more progressive institutional, asset and methodology development in education and training; and promoting physical as well as virtual access to learning opportunities for all citizens by enhancing the efficiency of the financing system.

Concept of lifelong learning

Lifelong learning encompasses the entire life cycle of the individual. Every person should be made interested in and capable of learning. The system of lifelong learning promotes alternative chances for early school-leavers. Learning has diverse objectives and the temporal and spatial extension of learning blurs the border between knowledge accumulated in school and knowledge acquired in the course of leisure activities. In order to make learning a real and available option for the individual in any stage of life, it is essential to follow a holistic approach and interpret lifelong learning as a single system.

Main challenges

The main challenges include:

• Competitiveness or social cohesion: conditions for the development of an innovative environment where people are willing to learn vary greatly within the country
• Ageing population: problems of labour force replacement
• Low representation of disadvantaged groups in the labour market
• Higher education and human resources: low rate of higher education qualifications in the working-age population; low proportion of academic degrees in science and engineering; low rate of participation in adult education
• Internet-based communication technologies have not yet become an integral part of everyday life for many people
• School reproduces, rather than compensates for, sociocultural disadvantages stemming from social inequalities
• Vocational education: structure of training has not changed in line with labour market demands
• Management of education and training: practically no cooperation and division of labour between the institutions, or where it does exist, it is along fragmented institutional interests

Main targets and measures

The strategy refers to all levels of the education system from early and pre-school education to retirement age. The following areas of intervention are identified:

• Development of basic skills and key competences in public education: improving the standards of school preparation; transforming secondary education
• Creating a diverse and abundant supply in vocational education, higher education and adult learning: modernization of the institutional network of training; implementation of the Bologna Process; development of formal adult education in higher education institutions
• Ever-extending learning opportunities: use of information and communication technologies; enhancing learning in the workplace; developing distance learning
• Career guidance, counselling and monitoring: establishing a nationwide information and counselling system; measuring the success of school-leavers in the labour market and feeding the results back to training institutions
• Recognition of informal and non-formal learning: joining the Europass system; building a single system of validation
• Supporting disadvantaged groups and groups at risk in the labour market: preventing early school-leaving; rethinking social assistance; creating an environment that encourages the combination of learning and work
• Establishment of a new teaching and learning culture: enhancing teachers’ capacity for self-reflection; providing teacher training; building a national assessment and evaluation system in public education

Particular feature of the strategy

The focal point of the strategy of lifelong learning also incorporates disadvantaged groups and groups at risk in the labour market. Learning opportunities are unevenly distributed among different social groups. Disadvantaged groups include Roma, disabled people, those with low-level qualifications or without a marketable vocational qualification, early school-leavers, prisoners and ex-prisoners, residents of underprivileged areas and homeless people. Migrants, women and older people also face disadvantages in participating in education. The following areas of intervention are proposed in order to counteract inequalities in the education system: preventing early school leaving; developing programmes for vocational schools; promoting integrated education; levelling out regional differences in education and training; rethinking social assistance and creating an environment that facilitates learning and work; disseminating part-time employment solutions; devising an individual training programme for women on maternity or childcare leave; improving the qualifications of the working-age population; rethinking the support system for adult education.

Relevant documents that the strategy refers to:

• Hungary. Informatics Government Committee. 2001. National Information Society Strategy, NITS
• Hungary. Ministry of Education. 2004. Medium-term Development Strategy for Public Education
• Hungary. Ministry of Education and Culture. 2004. Hungarian Universitas Programme
• Government of the Republic of Hungary. 2004. National Action Plan for Employment
• National Action Plan for Social Cohesion
• Government of the Republic of Hungary. 2004. Convergence Programme 2004-2008
• Government of the Republic of Hungary. 2010. National Development Plan (2004–2006)
• Government of the Republic of Hungary. 2010. Human Resources Development Operational Programme
• Government of the Republic of Hungary. 2010. Regional Development Operational Programme
• Government of the Republic of Hungary. 2010. Economic Competitiveness Operational Programme                                                     

Stakeholders involved in the development of the strategy:

• Ministry of Education (now: Ministry of National Resource)

Further readings and web links:

• Development and State of the Art of Adult Learning and Education
• National Institute of Public Education

Issuing Body

Ministry of Education

Rationale of the strategy

The aim of the Hungarian lifelong learning strategy is to outline the policy guidelines and the practical work to be performed to this end. Based on this strategy, education, training and certification systems will become capable of ensuring adequate foundations and providing everyone with an opportunity for continuous competency development. The Hungarian strategy intends to create a link between initial and post-initial phases of education. Within this context, it focuses on questions of equal access to public educational institutions as well as on providing a second chance for drop-outs. It encourages work-based learning and offers a smoother transition from school to adult life by combining education and employment, and thus brings flexibility to pathways. Moreover, it prioritizes lifelong guidance and counselling and emphasizes their importance in the early phase of school education. Lastly, a great part of the strategy deals with the evaluation of outcomes of formal and informal learning.

Concept of lifelong learning

The Hungarian lifelong learning paradigm is based on the premise that in a competitive knowledge-based society and economy, there is an increasing demand for the institutional systems that assist learning and the dissemination of knowledge to be adjusted to individual and community expectations. Lifelong learning means that individuals can take up learning at any stage in their lives, that they can take up any form of learning, and that there is constant motivation to learn in a knowledge-based society.

Main challenges

The following weaknesses of lifelong learning in Hungary are stated in the strategy:

• Absence of a coherent institutional system and lack of legal and financial stability
• Insufficient level of basic skills, labour-market skills and social competences in Hungary’s workforce
• Low number of participants in adult education compared to the EU
• Poor participation of the formal education and training systems in lifelong learning
• Low participation in university natural sciences, engineering and PhD programmes
• High rates of early school leaving (particularly in specialized secondary schools)
• Weak institutional cooperation between the formal education system and the labour market
• Insufficient cooperation between actors at a regional level
• Absence of a modern, nationwide measurement, assessment and career monitoring system
• Relatively low participation of businesses and individuals in financing the costs of lifelong learning

Main targets and measures

The strategy follows a ‘from cradle to grave’ approach that includes all life stages, from early socialization and pre-school education to retirement age. The following areas of intervention are distinguished:

• Developing basic skills and key competences in public education: improving the standards of school preparation, transforming secondary education
• Creating a diverse and abundant range of opportunities in vocational education, higher education and adult learning: modernizing the institutional network of training, implementing the Bologna Process, developing formal adult education in higher education institutions
• Extending learning opportunities: using information and communication technologies, enhancing learning in the workplace, developing distance learning
• Career guidance, counselling and monitoring: establishing an information and counselling system of nationwide scope, measuring the success of school leavers in the labour market and feeding the results back to training institutions
• Recognition of informal and non-formal learning: joining the Europass system, building a single system of validation
• Supporting disadvantaged groups and groups at risk in the labour market: preventing early school leaving, rethinking social assistance and creating an environment that encourages the combination of learning and work
• Establishment of a new teaching and learning culture: enhancing teachers’ capacity for self-reflectivity, providing teacher training, building a national assessment and evaluation system in public education

Particular feature of the strategy

The strategy includes an extensive description of the Hungarian lifelong learning paradigm:

• From cradle to grave: lifelong learning encompasses the entire lifecycle of the individual
• Learning for all: e.g. through targeted programmes that offer another chance for drop-outs
• Diverse learning objectives: learning is not only a tool for finding and keeping the appropriate job; it also affects several other dimensions of an individual’s quality of life
• Emphasis on the development of competences: social competences enable people and communities to retain their integrity in a permanently changing environment
• Schools can also build on out-of-school knowledge: formal, non-formal and informal learning
• New learning culture: through appropriate teaching and learning methods and tools, the motivation to learn can be increased and learning can become a rewarding activity
• Integrating the different forms and levels of learning, education and training into a single system

Stakeholders involved in the development of the strategy:

• Ministry of Education (now: Ministry of National Resource)

Further readings and web links:

• Hungary. 2005. Strategy of the Government of the Republic of Hungary for Lifelong Learning
• Hungary. 2008. Development and State of the Art of Adult Learning and Education

Issuing Body

Ministry of Education

Rationale of the law

The act supports the further development of the democratic and cultural state of Japan and will contribute to peace and human welfare. To realize these ideals, it is important to cultivate people who long for truth and justice, honour the public spirit, and are rich in humanity and creativity. The Basic Act on Education promotes education that transmits tradition and helps create a new culture. It has been enacted in order to establish the foundations of education and promote education that opens the way to Japan’s future.

Concept of lifelong learning

The Basic Act on Education incorporates the concept of lifelong learning as a principle of education: Japanese society will enable all citizens to continue to learn throughout their lives, on all occasions and in all places, and to apply the outcomes of lifelong learning in order to achieve their potential and lead fulfilling lives.

Main regulations

The act includes the principle of equal opportunities in education: all citizens will be given equal access to education according to their abilities, irrespective of their race, creed, sex, social status, economic position or family background.

The basics of education provision rest on the following principles:

• The objective of compulsory education is to cultivate the foundations for an independent life within society. No tuition fees will be charged in public schools.
• School education will provide structured education in an organized way suited to the mental and physical development of the recipients. It will strengthen students’ own motivation to learn. The schools prescribed by law shall be of a public nature.
• Universities will cultivate advanced knowledge and specialized skills. They will create new knowledge while contributing to the development of society by broadly disseminating the results of their activities. They will be autonomous and independent.
• The national and local governments will promote private schools through appropriate means while respecting school autonomy.
• The status of teachers will be respected and their fair and appropriate treatment ensured. Measures will be taken to improve their education and training.
• The national and local governments will endeavour to take necessary measures supporting education in the family while respecting family autonomy by providing guardians with opportunities to learn and relevant information.
• Early childhood education is the basis for the lifelong formation of one’s personality. Therefore, the national and local governments will provide an environment favourable to the healthy development of young children.
• The national and local governments will promote social education by providing opportunities to learn and establishing libraries, museums, community halls and other social education facilities.
• Partnership and cooperation: schools, families and local residents will be aware of their respective roles and responsibilities regarding education, and will endeavour to develop partnership and cooperation.
• Political education is regarded as necessary for good citizenship. However, the schools prescribed by law will refrain from political education or other political activities for or against any specific political party.
• Religious education will value religious tolerance, general knowledge on religion and the position of religion in social life. Public schools will refrain from religious education or other activities for or against any specific religion.

Stakeholders involved in the development of the law:

• Ministry of Education, Culture, Sports, Science and Technology

Further readings and web links:

• Law concerning the Establishment of Implementation System and Other Measures for the Promotion of Lifelong Learning, 1990

Issuing Body

Ministry of Education, Culture, Sports, Science and Technology

Rationale of the action plan

In order to facilitate the comprehensive and systematic implementation of measures for the promotion of education, the government formulated a Basic Plan for the Promotion of Education covering basic principles, required measures and other necessary items. This plan was established pursuant to the provisions of paragraph 1, Article 17 of the Basic Act on Education (revised in 2006). In view of the rapid social changes that can be expected in the future, education plays an important role in enabling people to lead happy, rich lives and helping the country to grow and to contribute at the international level.

Concept of lifelong learning

In an ageing society facing rapid changes, it is becoming increasingly important for individuals to develop personally and improve themselves not only through school education but also through lifelong learning. The concept of lifelong learning motivates individuals to participate in society, acquire knowledge and develop the skills necessary in life and work.

Main challenges

• Educational functions of families and local communities are weakening, the motivation to learn is declining, academic performance is falling and problematic behaviour is increasing.
• Japan will become a knowledge-based society: with the further development of science and technology, the ability of innovations to create new social and economic values will become even more significant.
• Education for Sustainable Development will become more and more important.
• With further changes in the working environment, it will become more important to develop individuals’ vocational abilities, to provide secure employment and to establish social systems that allow retirees or dropouts to be employed again.
• Because communication through the internet or mobile phones will continue to increase, it will become necessary to address their harmful effects. New styles of social participation will emerge and expand.

Main targets and measures

The action plan covers all educational sectors, including non-formal and informal learning opportunities. There are four basic directions of education measures that should be implemented within the following five years:

• Creation of a society-wide commitment to improving education with a focus on developing partnerships and cooperation between schools, families and local residents; fostering the educational abilities of families;  creating an environment for lifelong learning
• Development of people’s basic ability to be independent citizens and members of society with a focus on children’s ability to think logically/critically and their motivation to learn; social awareness and physical health; the quality of teachers; schools’ organizational strengths; early childhood education and education addressing special needs
• Development of human resources with a focus on reliable undergraduate education; education/research centres and graduate school education; internationalization and education/research activities of universities; cooperation among national, public and private universities
• Provision of safety and security for children and creation of an environment for high-quality education with a focus on creating a secure education environment to support high-quality education; providing education and research activities at private schools; and providing equal learning opportunities

Particular feature of the action plan

Basic direction 1 of the action plan refers to the ‘Creation of an environment for lifelong learning’, which includes the following measures:

• Promoting the learning activities of citizens and utilizing local libraries and museums: the government is promoting the function of libraries as regional intelligence centres. The government assists with programmes for children and local citizens that enable them to see and learn about artworks and cultural assets in their region.
• Creating regional learning centres: the government is promoting the improvement of social education facilities, such as community halls, as regional centres where citizens can find solutions to local educational needs and avail themselves of learning opportunities.
• The government is implementing wide publicity activities to raise public understanding about the significance of Education for Sustainable Development (ESD). In particular, the government is promoting efforts to increase UNESCO Associated Schools as centres of promotion for ESD in Japan.
• The government is promoting human-rights education in order to respond to important social issues, such as gender equality, work-life balance, consumer issues, financial matters, laws, energy issues, etc.
• Improving the sports environment for local citizens: the goal is that at least 50% of adults exercise once a week or more.
• Returning to further education: the government encourages universities, junior colleges, specialized training colleges, etc. to provide learning opportunities for general citizens. The government assists with academia-industry collaboration. The government assists in improving the learning environment for distance learners at the Open University of Japan.

Relevant documents that the strategy refers to:

• Japan. Ministry of Education, Culture, Sports, Science and Technology. 2006. Basic Act on Education

Stakeholders involved in the development of the plan:

• Ministry of Education, Culture, Sports, Science and Technology

Stakeholders responsible for implementation of the strategy:

• National Government
• Local Governments (Municipal and Prefectural Governments)

Further readings and web links:

• Japan. 1990. Law concerning the Establishment of Implementation System and Other Measures for the Promotion of Lifelong Learning

Issuing Body

Ministry of Education, Culture, Sports, Science and Technology

Rationale of the strategy

The policy had to be revised to align with the new constitution of Kenya (developed in 2010) and the Kenya Vision 2030. It follows the government’s need to reform the educational sector, which demands modernization to meet the new constitutional requirements, national aspirations and the challenges arising from globalisation. In revising the policy, the Department of Education follows Kenya’s national philosophy, which places education at the centre of the country’s human and economic development and focuses on the acquisition of knowledge and skills as well as provision of lifelong learning.

Concept of lifelong learning

Lifelong learning is necessary to empowering individuals to become self-determined and educated citizens. Compulsory basic education alone cannot prepare people for the ever changing global labour market as they, in addition to the formally transferred knowledge, need to obtain more complex skills like confidently performing non-routine tasks, being capable of problem-solving, taking decisions and adapting to the internationalised context. Continuing and non-formal education is therefore a vehicle for the empowerment of individuals, especially those who are out of the formal school system.

Main challenges

• Inadequately trained literacy and adult education teachers
• Limited resource allocations and inappropriate infrastructure
• Lack of capitation grants for instructional materials
• Low access to continuing education and non-formal education, high gender disparities
• Negative attitudes and perceptions towards adult learning
• Lack of appropriate quality assurance, therefore inadequate learning centres

Main targets and measures

• Provide quality services and programmes for continuing education and non-formal education
• Provide opportunities for lifelong learning: establish learning resource centres in every constituency
• Define continuing, non-formal and informal education and determine the respective roles, responsibilities and inter-connections
• Implement strategies to work with private sector partners and NGOs to mobilise funds to develop and implement targeted programmes for continuing and non-formal education
• Strengthen research, monitoring, evaluation and quality assurance of the programmes and the institutions
• Enhance the quality of the trainers
• All the different age groups and educational sectors are targeted in the policy, with an emphasis on adult/continuing and non-formal education

Particular feature of the policy

The policy includes an elaborate chapter about financing and resource mobilisation. After presenting the overall challenges and grievances, there are sub-chapters for the different education sectors. They concentrate on the formal units of pre-primary, primary, secondary and special education and display for each unit the current societal and fiscal challenges. Building on these, the document determines policies and strategies to be employed by the Government of Kenya. The challenges outlined are numerous and bring along the need for new approaches. In all of the educational units, private funding partnerships have to be promoted to complement the National Government’s funding for teachers, instruction materials, the building and maintaining of schooling facilities as well as the establishment for capitation grants. The guiding principle of all undertakings has to be the affordability for the citizens, as the right to affordable education is a human right. For the pre-primary and the special education units, the Policy calls for mainstreaming them to the concept of basic education and equip them with the same materials as other education units. Therefore they must be met with the same willingness to funding. Overall, the objective is to establish a cost-effective system and to mobilise more Non-State Actors to invest in education, be it financially or in kind.

References to other relevant documents:

• Government of Kenya. 2007. Kenya Vision 2030
• National Council for Law Reporting. 2010. The Constitution of Kenya

Stakeholders involved in the development of the policy:

• The Government
• Ministry of Education

Stakeholders responsible for implementation of the policy:

• Ministry of Education
• County Education Boards
• National Education Board
• Teachers Service Commission

Further readings and web links:

• Kenya Vision 2030. The popular version

Issuing Body

Department of Education

Rationale

Laos’s Decree on Lifelong Learning aims to enable all Lao citizens to access learning opportunities to advance their level of education, knowledge, vocational and professional capabilities; develop sound morals and ethics; and be ready to contribute to national socio-economic development. Moreover, it seeks to ensure that the provision of teaching and learning as well as the assessment, recognition, certification and transfer of learning outcomes acquired through formal, non-formal and informal learning is implemented uniformly and to a consistent and high standard.

Concept of lifelong learning

Lifelong learning incorporates different forms of learning, including formal, non-formal and informal learning, with an aim to provide all people, both male and female, with access to learning opportunities throughout their lives, and to create knowledge societies in order to promote sustainable development.

Main regulations

The decree determines regulations for lifelong learning in three main areas:

• Teaching/ learning;
• Assessment, recognition, certification, equivalence and transfer;
• Quality assurance of lifelong learning programmes.

Meanwhile, measures for lifelong learning shall be implemented in accordance with the following principles:

• Lifelong learning shall be conducted in line with the Lao People’s Revolutionary Party’s policies, laws, national socio-economic development plans, and national strategies for human resource development.
• Lifelong learning shall be embedded within a system that includes assessment, recognition, equivalency, accreditation and transfer of learning outcomes between formal, non-formal and informal learning approaches.
• Lifelong learning shall be flexible, continuable, shall encompass various learning approaches, and be relevant to the contexts in which the learning takes place.
• Lifelong learning shall be implemented in line with the national education qualification framework and be compatible with regional and international standards.
• The implementation of lifelong learning shall involve cooperation and participation of ministries, organizations, local authorities and other relevant sectors.
• The implementation of other principles of lifelong learning shall proceed in compliance with the international conventions and treaties to which the Lao PDR is a party.

Particular feature of the decree

The decree includes a chapter on ‘management and inspection of lifelong learning’, which asserts that the government is solely responsible for managing and monitoring lifelong learning programmes to ensure a nationally consistent approach. The chapter also provides a detailed description of duties, rights and responsibilities for the implementation and monitoring of lifelong learning.

The Ministry of Education and Sports has been authorized to be the lead agency in the implementation of the lifelong learning policy, working in collaboration and coordination with other relevant ministries, agencies and relevant local authorities to implement lifelong learning through assigned roles and functions. The agencies for management and monitoring comprise (1) the Ministry of Education and Sports; (2) the Provincial Education and Sports Services (PESS) in Vientiane Capital; and (3) district, municipal and city education bureaux. In addition, the decree defines the rights and duties of ministries, state ministry-equivalent agencies, and other relevant sectors and local authorities, all of which shall contribute to the implementation of lifelong learning.

Relevant documents that the decree refers to:

• Law on the Government, No. 04/NA, dated 8 November 2016
• Law on Education, No. 62/NA, dated 16 July 2015

Stakeholders involved in the development of the decree:

• Ministry of Education and Sports

Stakeholders responsible for implementation of the decree:

• Ministry of Education and Sports
• National Commission for Human Resource Development
• Provincial Committee for Human Resource Development
• Provincial Education and Sports Services (PESS) in Vientiane Capital
• District, municipal and city education bureaux.

Issuing body:

Ministry of Education and Sports

Rationale of the policy

The lifelong learning policy is based on the idea that individuals’ personal growth and self-development should be promoted at every life stage and in all spheres of life so that they can cultivate initiative and an ability to adapt. This should help to promote social integration, employment and active civil participation. In the basic guidelines of lifelong learning, an emphasis is put on adult education, which forms the weakest point of provision of education in Latvia as it is not clearly reflected in legislation. In the changing labour market and with the emergence of new technologies, non-formal education plays an important role in ensuring the development of appropriate new knowledge, skills and competences for employers, employees and individuals.

Concept of lifelong learning

Lifelong learning is based on a person’s inner need or on external factors that make it necessary to acquire and improve one’s knowledge, skills and competences. Lifelong learning is a crucial factor both in decreasing differences between regions and creating a balanced cultural environment, as well as in enhancing the quality of life and promoting society integration.

Main challenges

• Unequal access to formal and non-formal education, including second-chance education
• Limited learning possibilities for several social groups: families with a low income, people without basic skills, new mothers, young people, people from rural areas, people over the age of 50, prisoners, people without elementary or secondary education and people with disabilities
• Increase in the number of unemployed people and increase in social stratification
• Inflexible workforce due to a segregation in the education of women and men
• Adults are not recognized as a target group by the educational system and they do not receive adequate offers that would promote their productive long-term participation in the labour market and in civil society
• Legislation in Latvia does not determine the policy, administration and financing of lifelong learning, which means that existing resources are not well managed among the different areas

Main targets and measures

The policy refers to all educational sectors and defines three main targets:

• Ensuring the availability of lifelong learning for citizens regardless of their age, sex, previous education, where they live, level of income, ethnicity, social status or disabilities
• Creating high-quality education opportunities for adults in order to promote sustainable work competences, civil participation, personal growth, a democratic society and a competitive knowledge economy based on strong skills
• Creating a harmonized system of educational legislation and efficient resource management based on the principles of shared responsibility and cooperation

The following activities are planned:

• Implementing a results-based framework
• Establishing an efficiently functioning, labour-market and demand-based vocational (initial and continuing) education system
• Ensuring the availability and quality of adult education
• Implementing career guidance and career support measures
• Ensuring the accessibility of comprehensive and vocational educational institutions
• Ensuring coordination at all levels between the ministry and social partners

Particular feature of the policy

The policy defines five basic principles of lifelong learning:

• Shared responsibility: responsibility for ensuring lifelong education is shared by the state, local governments, legal entities (private entrepreneurs, social organizations) and citizens
• Efficiency: effective usage of resources in order to reach targets of lifelong learning policies
• Synergy of field policies: in the implementation of each field policy, citizens’ actual and prospective lifelong learning needs are considered in order to enhance quality of life
• Availability: responsibility of state and local governments for making education available to all citizens throughout their lives regardless of age, sex, previous education, where they live, ethnicity, social status, level of income or disabilities
• Society’s comprehension: ensuring people understand the value of lifelong learning
• Equality: providing education tailored to residents’ needs and abilities throughout their lives

Relevant documents that the strategy refers to:

• Latvia. 1995. Law On Institutions of Higher Education
• Latvia. 1998. Education Law
• Latvia. 1999. General Education Law
• Latvia. 1999. Vocational Education Law
• Commission of the European Communities. 2001. Memorandum on Lifelong Learning
• Commission of the European Communities. 2001. Making a European Area of Lifelong Learning a Reality

Stakeholders involved in the development of the strategy:

• Ministry of Education and Science

Stakeholders responsible for implementation of the strategy:

• Ministry of Economics
• Ministry of Education and Science
• Ministry of Culture
• Ministry of Welfare
• Ministry of Environmental Protection and Regional Development (former Ministry of Regional Development and Local Government)
• Ministry of Transport
• National Trilateral Cooperation Council
• Trilateral Cooperation Sub-council of Vocational Education and Employment

Further readings and web links:

• National Qualifications Framework
• National Development Plan 2007-2013

Issuing Body

Ministry of Education and Science

Rationale of the law

The law establishes the goals of education of the Republic of Lithuania, the principles and structure of the education system, educational activities and educational relationships as well as the obligations of the state.

Concept of lifelong learning

The concept of lifelong learning is not explicitly mentioned in the law. Instead, the law defines education as an activity intended to provide individuals with a basis for a fulfilling, independent life and to assist them in the continuous cultivation of their abilities. Every citizen has an inherent right to learn. Education is a means of shaping the future of individuals, society and the state. It is based on the acknowledgement of the indisputable value of the individual and his/her right to freedom of choice and moral responsibility, as well as on democratic relationships and the country’s cultural traditions. Education protects and creates national identity, guarantees continuity of the values that make a person’s life meaningful, fosters social coherence and solidarity, and promotes the development and security of the state.

Main regulations

The law refers to all levels of the education system, from preschool to adult education. According to the law, the education system comprises formal, non-formal and informal education as well as educational support:

• Formal education: preschool; pre-primary; primary, basic and secondary education; vocational education and training; higher education; education of learners with special educational needs
• Non-formal education: non-formal education of children; non-formal adult education
• Informal education
• Educational support: vocational guidance; informational, psychological, socio-pedagogical and special pedagogical support; healthcare at school; consultation services for teachers; in-service training of teachers

The following main issues concerning education in Lithuania are regulated in the law:

• Structure of the education system
• Accessibility and quality of education
• Founding, activity, closure and restructuring of schools and other educational institutions
• Rights and duties of learners, parents and guardians, teachers and other education providers
• Educational management – self-governance
• Funding
• International cooperation

Particular feature of the law

Regarding the accessibility and quality of education, the following topics are included and elaborated in the law:

• The right and duty of Lithuanian residents to learn
• Lithuanian studies and the opportunity to learn the Lithuanian language
• Provision of information about education and choice of educational programmes
• Network of education providers
• Admission to schools and changing schools
• The right to receive instructions in the Lithuanian language
• The right to study religion
• Accessibility of education for working and socially marginalized people, learners with special educational needs and people with limited mobility
• Transportation, residence, meals
• Quality of education
• Evaluation and legitimation of learning achievements
• Learning materials and learning workload

Relevant documents that the law refers to:

Government of the Republic of Lithuania. 2010. Resolution Approving the Description of the Lithuanian Qualifications Framework

Stakeholders responsible for implementation of the law:

• Ministry of Education and Science
• Ministry of Social Security and Labour
• Ministry of Health

Further readings and web links:

• Law on Higher Education and Research
• Provisions of the National Education Strategy 2003-2012
• General Concept of Education in Lithuania 1992

Issuing Body

Republic of Lithuania

Rationale of the strategy

The purpose of the National Education Strategy 2003–2012 is to provide the framework for the development of education in Lithuania. The development of education should take into account the new challenges and opportunities for Lithuanian society, such as the development of democracy and the market economy, globalization, the emergence of the information society and social fragmentation. Education should help individuals and society to respond to these challenges and to take advantage of new opportunities. This requires essential reforms in order to increase efficiency, improve access to education, create conditions enabling continuing education and lifelong learning, and ensure that the quality of education conforms to European standards and meets the needs of modern Lithuanian society.

Concept of lifelong learning

The strategy does not give a definition of lifelong learning. It outlines a more general understanding of education in Lithuania, which is based on the principles of humanity, democracy and renewal. It also refers to the value and dignity of each individual, love, the natural equality of people, human rights and freedoms, tolerance and democracy. Education involves developing citizens’ determination and ability to follow these values in all areas of life.

Main challenges

The following issues are targeted in the strategy:

• The need to develop an efficient and consistent education system based on responsible management, targeted funding and rational use of resources
• The need to develop an accessible system of continuing education that guarantees lifelong learning and social justice in education
• The need to ensure high-quality education that is in line with the needs of individuals living in an open civil society under market economy conditions and with the more general needs of modern society

Main targets and measures

The strategy refers to all sectors of the education system, also taking into account flexible forms of informal learning and self-education. The following measures are proposed in the strategy:

• Efficiency and sustainability of the education development:

• Introducing a responsible management system and reform of education funding
• Developing a flexible and open structure that brings together general education, vocational education, training, higher education, formal education, informal education and self-education
• Providing transport for all pupils to and from schools
• Providing new jobs for teachers and opportunities to acquire new qualifications
• Strengthening links between schools, the labour market and everyday life

• Accessibility, continuity and social justice of the education development process:

• Guaranteeing equality in education and ensuring socially fair conditions for learning and studying
• Developing the family pedagogical counselling and information system
• Expanding preschool education services, especially for children from disadvantaged families
• Creating lifelong learning opportunities

• Quality of education development:

• Updating the contents of education and relating them to individuals’ new competencies
• Updating the training and work of teachers
• Modernizing general education, education research and assessment
• Renovating schools and improving the education supply system

Particular feature of the strategy

Regarding the objective of ‘Social justice of the education development process’, the strategy seeks to ensure socially fair conditions for learning and studying. In order to promote social equality in the education system, the following measures are proposed:

• Creating opportunities for the efficient education of children with different abilities and needs
• Developing a reliable system for the registration of school-age children
• Developing targeted complementary pedagogical and social work programmes for children experiencing difficulties
• Creating conditions for maintaining and strengthening pupils’ health and ensuring continuous monitoring of their health
• Ensuring good learning and studying conditions for children from ethnic minorities
• Giving children of migrant families opportunities to learn
• Enforcing the personal responsibility of parents for compulsory education of their children and tying financial support for families to the parental duty to take care of their children’s education
• Developing and expanding the system of support for gifted children and young people
• Developing a flexible and efficient system for supporting students

Relevant documents that the strategy refers to:

• Commission of the European Communities. 2000. Memorandum for Lifelong Learning
• European Ministers of Education. 1999. The Bologna Declaration
• Lithuania. Ministry of Economy. 2002. Economic Development Strategy of the Republic of Lithuania until 2015
• 2011. Lithuania’s Progress Strategy “Lithuania 2030”

Stakeholders involved in the development of the strategy:

• Parliament of the Republic of Lithuania

Stakeholders responsible for implementation of the strategy:

• Ministry of Education and Science

Further readings and web links:

• Ministry of Social Security and Labour
• Law on Higher Education and Research
• Provisions of the National Education Strategy 2003-2012
• National Qualifications Framework
• General Concept of Education in Lithuania 1992

Issuing Body

Parliament of the Republic of Lithuania

Rationale of the policy

The Livre Blanc from 2013 follows up with the European Strategy 2020 document of the European Commission, 2012. After this, the government of Luxembourg implemented a program with explicit priorities such as, to increase efficiency of lifelong learning; implement support services for lifelong learning and equip personnel with all the information about training, validation of skills from experience and recognition of training; implement a pedagogy adapted to adults; and diversify educational opportunities. Following this, the programme called S3L aims to improve transparency and coherence of the lifelong learning plans from Luxembourg which contributes to the strategy for lifelong learning. This project had been co-ordinated by the National Agency for the European Lifelong Program for Education and Training (ANEFORE) under the supervision of the Ministry of National Education and Vocational Training (MENFP). The Livre Blanc is the result of national consultations.

Concept of lifelong learning

This document defines lifelong learning like the European Centre for the Development of Vocational Training in 2008 did as ‘any learning activity made in any moment in life, in order to improve knowledge, know how, aptitudes, skills and/or qualification, in a personal, social and/or vocational perspective’. Moreover, the document states that lifelong learning targets everyone, regardless of age or context of learning. Thus, it includes initial education (fundamental education, secondary education, vocational education and higher education), as well as education and training of adults without distinction of type of education; formal, non-formal or informal. Nevertheless, the Livre Blanc limits its policy to adult education and training, except for the orientation part that covers the full range of lifelong learning.

Main challenges

• The improvement of transparency and coherence about lifelong learning through dissemination of information to the people of Luxemburg on the importance of lifelong learning, co-ordination of all the partners and an integration of proposed measures into the Livre Blanc that aims to create a political reflection for a better adequacy between opportunities and demands and an adaptation of existing tools to concrete needs of population
• Educational pathways and specific tools have to be developed to respond to the needs of the learner in every step of his or her life
• Lack of information about educational opportunities, results of learning, possibilities of educational support for any individuals who wish to get information
• The school orientation is only based on failure which does not encourage or motivate the progression of learners

Main targets and measures

This policy defines a strategy for lifelong learning and considers lifelong learning necessary for individuals of all ages. Thus, the policy expresses the strategy for lifelong learning through six principles and eight measures.

The principles are the guidelines of the strategy. They promote learning processes adapted to various phases of the learner’s life; put the learner at the centre of the learning process by promoting environments propitious to learning; support the learner in his or her educational choices through a co-ordinated and professionalized orientation; implement a certification system, transparent and permeable with transferable units; systematically develop the quality of lifelong learning; and stimulate participation of lifelong learning by developing measures that facilitate access to educational opportunities for everyone and make the individual conscious about their rights to lifelong education.

The eight measures are:

• Implementing the framework of qualification for Luxemburg people
• Adapting the lifelong learning plan to the life cycle of the learner
• Adjusting the lifelong learning plan to the diversity of the society of Luxemburg
• Concentrating all the information about lifelong learning on the same platform
• Developing the quality of adult education
• Professionalizing the lifelong learning orientation plan
• Making the individual responsible for his or her orientation
• Creating a consultative commission of lifelong learning

A learning society targets people of all ages, and has the potential to extend its voice through the development of information for everyone. It is based on the development of the formal, informal and non-formal education. Nevertheless, some of the measures concern only adults whereas others concern individuals of all ages.

Particular feature of the policy

This strategy for lifelong learning places the learner in the centre of educational and training policies and expresses general orientations of the strategy through six principles that lead to eight measures previously enunciated in order to improve lifelong learning. It focuses on the importance of communication and information to the people to get a large audience. Moreover, it concerns all ages and types of learners, gives a clear definition of lifelong learning and aligns the strategy to the European Framework. Finally, it answers to the previous governmental project of Luxemburg and enunciates the steps until the achievement of this strategy.

Relevant documents that the strategy refers to:

• European Commission. 2010. Europe 2020: a European strategy for smart, sustainable and inclusive growth
• Council of the European Union. 2001. Report from Education Council to the European Council on the concrete future objectives in education and training systems

Stakeholders involved in the development of the strategy:

• National Agency for the European Lifelong Education and Training Program – (ANEFORE), under the supervision of the Ministry of National Education and Vocational Training (MENFP), and with a methodological support by the Coordination Service of Research and pedagogical and technological innovations (SCRIPT)
• A steering committee led by the Minister of National Education and Vocational Training to guide and support the project made up of representatives from the Ministry of National Education and Vocational Training, the Ministry of Higher Education and Research, the Ministry of Family and the Integration – Luxembourg Reception and Integration Agency, as well as the National Institute for the development of Vocational continuing education (INFPC)

Stakeholders responsible for implementation of the strategy:

• Consultative mission of lifelong learning, chaired by the Chairwoman of ANEFORE, and made up of representatives from various ministries (e.g., Ministry of National Education, Ministry of Childhood and Youth, Ministry of Higher Education and Research and Ministry of Family and Integration), by the five professional Chambers (Agriculture, Business, States and public Employees, Jobs and Employees); by the National Institute for Development of Continuous and Vocational Education, public institution under the supervision of the Ministry of National Education, Children and Youth

Issuing Body

Ministry of National Education and Vocational Training

Rationale of the policy

The Livre Blanc from 2013 follows up with the European Strategy 2020 document of the European Commission, 2012. After this, the government of Luxembourg implemented a program with explicit priorities such as, to increase efficiency of lifelong learning; implement support services for lifelong learning and equip personnel with all the information about training, validation of skills from experience and recognition of training; implement a pedagogy adapted to adults; and diversify educational opportunities. Following this, the programme called S3L aims to improve transparency and coherence of the lifelong learning plans from Luxembourg which contributes to the strategy for lifelong learning. This project had been co-ordinated by the National Agency for the European Lifelong Program for Education and Training (ANEFORE) under the supervision of the Ministry of National Education and Vocational Training (MENFP). The Livre Blanc is the result of national consultations.

Concept of lifelong learning

This document defines lifelong learning like the European Centre for the Development of Vocational Training in 2008 did as ‘any learning activity made in any moment in life, in order to improve knowledge, know how, aptitudes, skills and/or qualification, in a personal, social and/or vocational perspective’. Moreover, the document states that lifelong learning targets everyone, regardless of age or context of learning. Thus, it includes initial education (fundamental education, secondary education, vocational education and higher education), as well as education and training of adults without distinction of type of education; formal, non-formal or informal. Nevertheless, the Livre Blanc limits its policy to adult education and training, except for the orientation part that covers the full range of lifelong learning.

Main challenges

• The improvement of transparency and coherence about lifelong learning through dissemination of information to the people of Luxemburg on the importance of lifelong learning, co-ordination of all the partners and an integration of proposed measures into the Livre Blanc that aims to create a political reflection for a better adequacy between opportunities and demands and an adaptation of existing tools to concrete needs of population
• Educational pathways and specific tools have to be developed to respond to the needs of the learner in every step of his or her life
• Lack of information about educational opportunities, results of learning, possibilities of educational support for any individuals who wish to get information
• The school orientation is only based on failure which does not encourage or motivate the progression of learners

Main targets and measures

This policy defines a strategy for lifelong learning and considers lifelong learning necessary for individuals of all ages. Thus, the policy expresses the strategy for lifelong learning through six principles and eight measures.

The principles are the guidelines of the strategy. They promote learning processes adapted to various phases of the learner’s life; put the learner at the centre of the learning process by promoting environments propitious to learning; support the learner in his or her educational choices through a co-ordinated and professionalized orientation; implement a certification system, transparent and permeable with transferable units; systematically develop the quality of lifelong learning; and stimulate participation of lifelong learning by developing measures that facilitate access to educational opportunities for everyone and make the individual conscious about their rights to lifelong education.

The eight measures are:

• Implementing the framework of qualification for Luxemburg people
• Adapting the lifelong learning plan to the life cycle of the learner
• Adjusting the lifelong learning plan to the diversity of the society of Luxemburg
• Concentrating all the information about lifelong learning on the same platform
• Developing the quality of adult education
• Professionalizing the lifelong learning orientation plan
• Making the individual responsible for his or her orientation
• Creating a consultative commission of lifelong learning

A learning society targets people of all ages, and has the potential to extend its voice through the development of information for everyone. It is based on the development of the formal, informal and non-formal education. Nevertheless, some of the measures concern only adults whereas others concern individuals of all ages.

Particular feature of the policy

This strategy for lifelong learning places the learner in the centre of educational and training policies and expresses general orientations of the strategy through six principles that lead to eight measures previously enunciated in order to improve lifelong learning. It focuses on the importance of communication and information to the people to get a large audience. Moreover, it concerns all ages and types of learners, gives a clear definition of lifelong learning and aligns the strategy to the European Framework. Finally, it answers to the previous governmental project of Luxemburg and enunciates the steps until the achievement of this strategy.

Relevant documents that the strategy refers to:

• European Commission. 2010. Europe 2020: a European strategy for smart, sustainable and inclusive growth
• Council of the European Union. 2001. Report from Education Council to the European Council on the concrete future objectives in education and training systems

Stakeholders involved in the development of the strategy:

• National Agency for the European Lifelong Education and Training Program – (ANEFORE), under the supervision of the Ministry of National Education and Vocational Training (MENFP), and with a methodological support by the Coordination Service of Research and pedagogical and technological innovations (SCRIPT)
• A steering committee led by the Minister of National Education and Vocational Training to guide and support the project made up of representatives from the Ministry of National Education and Vocational Training, the Ministry of Higher Education and Research, the Ministry of Family and the Integration – Luxembourg Reception and Integration Agency, as well as the National Institute for the development of Vocational continuing education (INFPC)

Stakeholders responsible for implementation of the strategy:

• Consultative mission of lifelong learning, chaired by the Chairwoman of ANEFORE, and made up of representatives from various ministries (e.g., Ministry of National Education, Ministry of Childhood and Youth, Ministry of Higher Education and Research and Ministry of Family and Integration), by the five professional Chambers (Agriculture, Business, States and public Employees, Jobs and Employees); by the National Institute for Development of Continuous and Vocational Education, public institution under the supervision of the Ministry of National Education, Children and Youth

Issuing Body

Ministry of National Education and Vocational Training

Rationale of the strategy

Promoting the culture of lifelong learning is one of the seven strategic areas outlined in the National Higher Education Strategic Plan. Despite high participation rates in lifelong learning programmes, there is a clear lack of coordination and management at the national level. The blueprint seeks to provide lifelong learning stakeholders with a road map to promote lifelong learning in Malaysia. To ensure that the strategies are successfully implemented, a set of performance objectives, performance and accountability metrics, strategic targets and sponsoring organizations for each of the initiatives is identified.

Concept of lifelong learning

The strategy recognizes lifelong learning as the third pillar in human capital development after the school and higher education systems. Lifelong learning is defined as the development of human potential through a continuously supportive process that stimulates and empowers individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetimes and to apply these with confidence, creativity and enjoyment in all roles, circumstances and environments. Lifelong learning is about acquiring and updating all skills, interests, knowledge and qualifications from preschool years to post-retirement and about providing a ‘second chance’.

Main challenges

• Absence of a fully fledged lifelong learning policy: lifelong learning has not been integrated into the national education agenda
• Lack of monitoring: there is no central body that coordinates and evaluates lifelong learning activities
• Lack of awareness and participation in order to develop self-potential and improve productivity
• Inadequate financial support: funding schemes are only made available for formal education; tax incentives are minimal
• Inadequate mechanisms and infrastructure hinder equal access to lifelong learning for all
• Overlapping lifelong learning activities and programmes lead to inefficiencies in the utilization of public funds
• Recognition issues: the Malaysian qualifications framework does not fully recognize non-formal education

Main targets and measures

Malaysia’s lifelong learning strategy covers all sectors of the education system with explicit reference to formal, non-formal and informal learning. The blueprint is based on the following four strategies:

• Upgrade mechanism and infrastructure: enhance coordination and monitoring of lifelong learning policies and programmes; increase small- and medium-sized enterprises’ involvement in lifelong learning
• Enhance public awareness and involvement: launch a national promotional campaign; promote the image of lifelong learning
• Ensure continuity and appreciation: increase acceptance of open entry; assess prior experiential learning and online lifelong learning; increase mobility of learners
• Provide financial support: provide funding mechanisms; engage private funding; make loans available from private financial institutions; consider tax incentives

Particular feature of the strategy

The present status of lifelong learning in Malaysia is explained according to the three types of learning: formal, non-formal and informal:

• Formal learning is organized and structured with clear objectives and outcomes and takes place in formal learning institutions such as polytechnics, community colleges, public and private universities and open distance learning institutions.
• Non-formal learning opportunities in Malaysia generally take the form of workplace and on-the-job training programmes. There are several organizations and departments involved in encouraging non-formal learning, such as the Human Resource Development Council and the Department of Skills Development.
• Informal learning is not well documented in Malaysia and the main focus of activities has been confined to programmes that teach basic information and communication technologies and numeracy skills to out-of-school youth, functionally illiterate adults and marginalized groups in rural areas.

Relevant documents that the strategy refers to:

• Malaysia. Ministry of Education. 2013. National Higher Education Strategic Plan (Accessed 8 January 2015)
• Malaysia. Ministry of Education. 2010. Tenth Malaysia Plan 2011-2015
• Malaysia. Government. 2014. Government Plan for Inclusive Development: Eleventh Malaysia Plan 2016-2020

Stakeholders involved in the development of the strategy (excerpt, 42 stakeholders are listed in the blueprint):

• Ministry of Higher Education
• Ministry of Education
• Ministry of Agriculture 
• Ministry of Women, Family and Community
• Ministry of Youth and Sports
• Ministry of Health
• Ministry of Tourism
• Malaysian Qualifications Agency

Stakeholders responsible for implementation of the strategy (excerpt):

• Ministry of Higher Education
• Ministry of Education
• Ministry of Agriculture
• Department of Skills Development of Ministry of Human Resources
• Congress of Unions of Employees in the Public and Civil Services
• Malaysian Trades Union Congress
• Malaysian Qualifications Agency

Further readings and web links:

• Malaysia Qualifications Framework

Issuing Body

Ministry of Higher Education

Rationale of the strategy

This strategy, developed in accordance with the EU Lisbon Strategy, advocates a lifelong learning framework to facilitate inclusive, personalized and supportive learning opportunities in Malta and Gozo. It regards adult education, in particular, as essential to economic development, social and civic participation, personal fulfilment and well-being. The strategy looks to empower its citizens with innovative and personalized approaches to adult learning.

Concept of lifelong learning

Lifelong learning is a continuous process, starting with early childhood education and compulsory schooling and continuing on to vocational education and training (VET), higher education, adult education and learning in later life. It comprises formal, non-formal and informal education that aims to provide opportunities for personal growth and improved quality of life for all.

Main challenges

Malta’s strategy addresses the following specific challenges:

• Low participation in adult education and training
• High rate of dropouts and early school leavers
• Low level of participation by women in employment and education
• Decrease in numbers of learners aged fifty and over
• Shortage of students from disadvantaged backgrounds enrolling in higher education, which persists across generations

Main targets and measures

The strategy proposes five objectives to be achieved by 2020:

• Increased participation in lifelong learning opportunities for all, particularly among people from socially and educationally disadvantaged backgrounds
• Improved teaching methods and learning environments
• Establishment of new skill sets that contribute to professional development, employment mobility and active citizenship
• Development of support structures for adult learning
• Improved governance in the lifelong learning sector In order to meet these targets, multiple measures will be taken.
• New frameworks and governance partnerships will be developed to improve the coordination of adult formal and non-formal education.
• Programmes designed to raise awareness of adult learning and VET opportunities will be shared with both learners and employers; formal and informal training will be integrated into the workplace and funds will be provided for vocational education measures.
• Transparent and equitable accreditation systems will be developed to recognize learning outcomes and skills and to create quality standards.
• Adult learning will be supported by educational institutions, which will provide quality assurance as well as training for staff.
• Blended learning will be encouraged using open educational resources and through alliances with public and private information and communications technology organizations.
• The provision and funding of day-care services will be facilitated to encourage women to participate in lifelong learning and integrate into the labour market; financial and fiscal incentives and grants will be provided for workplace training programmes and employers.
• Marginalized groups will be consulted to promote integration and develop programmes that foster the social inclusion of reluctant learners.
• Digital literacy courses and training for prospective educators in residential homes will improve access to education for older people.
• Learning programmes will be tailored to communities’ needs.

Particular feature of the strategy

The strategy targets the workforce, viewing lifelong learning as a means to increase productivity and economic growth. In addition to issues related to adult education such as VET, the strategy explores related matters, such as training and quality assurance. It also advocates the setting up of a National Skills Council along with various other working groups, developing a coherent communications plan for lifelong learning, and participating in international research networks. All of these features are subject to monitoring and alignment with government policy.

Relevant documents that the strategy refers to:

• Commission of the European Communities. 2000. A Memorandum on Lifelong Learning.  (Accessed 14 October 2016.)
• European Commission. 2010. Europe 2020: A European Strategy for Smart, Sustainable and Inclusive Growth.  (Accessed 17 October 2016.)
• Fermosa, M. 2013. The National Strategic Policy for Active Ageing: Malta 2014–2020.  (Accessed 14 October 2016.)
• Ministries of Finance and Culture, Malta. 2012. National Strategy for the Cultural and Creative Industries.
• Ministry for Education and Employment. 2012. A National Curriculum Framework for All. (Accessed 14 October 2016.)
• Ministry for Education and Employment. 2014. National Employment Strategy
• Ministry for Education and Employment. 2014. A National Literacy Strategy for All in Malta and Gozo. (Accessed 14 October 2016.)
• Ministry for Education and Employment. 2014. A Strategic Plan for the Prevention of Early School Leaving in Malta. (Accessed 14 October 2016.)
• Ministry for Finance. 2012. Malta’s National Reform Programme under the Europe 2020 Strategy. (Accessed 14 October 2016.)
• OECD. 2013. The Survey of Adult Skills (PIAAC): Implications for education and training policies in Europe. (Accessed 14 October 2016.)

Stakeholders involved in the development of the strategy:

• The Ministry for Education and Employment

Stakeholders responsible for the implementation of the strategy:

• Directorate for Lifelong Learning, Malta
• Malta Council for Economic and Social Development (MCESD)
• Ministry for the Family and Social Solidarity, Malta
• University of Malta

Further readings and web links:

• Formosa, M. 2012. Lifelong education for older adults in Malta: current trends and visions. International Review of Education, Vol. 58, No. 2, pp. 271–292.
• Mediterranean Conference on Lifelong Learning, Malta. 2004. Declaration. Adult Education and Development, Vol. 61, pp. 163-164.
• Ministry for Education and Employment, Malta. 2016. Ministry for Education and Employment. (Accessed 14 October 2016.)

Issuing Body

Ministry for Education and Employment

Rationale of the strategy

The emergence of new economic sectors and a multi-pillar economic base in Mauritius calls for a restructuring of the country’s education and human resource development system. The strategy aims to transform Mauritius into a highly skilled nation in the vanguard of global progress and innovation. Its mission is to develop a culture of achievement and excellence, to foster innovation and to generate new knowledge for socio-economic and sustainable development. It seeks to ensure access to learning opportunities for all so that citizens can achieve personal growth, develop critical thinking skills and adapt to changing environments. The strategy’s objectives recognize the importance of building flexible and integrative structures that encompass both the education and training sectors.

Concept of lifelong learning

Lifelong learning is seen as a continuum covering the individual’s whole life span, from early childhood to retirement. Providing lifelong learning entails securing affordable access to a variety of formal and non-formal learning opportunities. All forms of learning and all environments enabling learning should be included to ensure that lifelong learning is also an integral part of human resource development. The promotion of lifelong learning opportunities includes the recognition of prior learning and prior experiential learning, the strengthening of open and distance learning capacity in the tertiary education institutions, the development of multiskilling and reskilling programmes and the conduct of action research in the development of lifelong learning.

Main challenges

• Out-of-school children aged between 3 and 5 due to absolute poverty; disparity in preschools
• Relatively high percentage of students failing and/or repeating the primary education certificate; low percentage of students graduating from the lower secondary sector and a corresponding low gross higher education enrolment ratio
• Making public spending on education more cost-effective
• Aligning secondary education with societal needs and ensuring equity among different publicly funded players and providers
• No successful articulation of pathways between technical and vocational education and general education

Main targets and measures

The strategy includes all educational sectors from early childhood education through technical and vocational education to continuing education.

• Ensure access of all children aged between 3 and 5 to preschool education and undertake reviews of curricula to ensure readiness for primary school
• Develop proactive measures for the early detection of children with special needs
• Improve completion rate at upper secondary level and create a strong quality assurance system in order to secure internal efficiency and high-quality teaching and learning
• Develop a comprehensive professional development strategy for school staff; offer flexible, high-quality and challenging teacher education programmes; ensure accountability of school leaders
• Enhance the quality and relevance of technical and vocational education and training; improve pathways with general education
• Internationalize higher education and enhance linkages with the economic sector
• Foster research and development for effective human resource development and provide professional orientation to prospective entrants to the labour market
• Improve the management and performance of the Ministry of Education through its governance, accountability and achievement structures
• Enhance student performance measures, paying more attention to the quality of learning

Particular feature of the strategy

The Mauritian strategy pays attention to human resource development on a national level. The strategy refers to various frameworks and funding bodies that have been established in order to promote strategic human resource development in the country: the National Human Resource Development Plan (2007, updated in 2010), the National Qualifications Framework, the National Training Fund (1989) and the Government Empowerment Programme (2006).

The objectives for human resource development include:

• Transforming Mauritius into a knowledge economy, e.g. by developing a ‘24/7’ economic model and work culture
• Building a world-class human resource base, taking into account the needs of businesses as well as the aspirations of unemployed workers and the younger generation in terms of skills requirement
• Fostering research and development for effective human resource development
• Providing professional orientation to prospective entrants to the labour market

Relevant documents that the strategy refers to:

• Mauritius. 1957. Education Act
• Hein, P. 2004. Options for Migration Policies in Long Term Development of Mauritius. Geneva, ILO.
• Mauritius. Ministry of Education and Human Resources. 2006. Special Education Needs and Inclusive Education in Mauritius: policy and strategy document
• Mauritius. Human Resource development Council. 2007. National Human Resource Development Plan

Stakeholders involved in the development of the strategy:

• Ministry of Education, Culture & Human Resources

Further readings and web links:

• Ministry of Education and Human Resources (former Ministry of Education, Culture & Human Resources)
• Ministry of Tertiary Education, Science, Research & Technology
• Human Resource Development Council
• Mauritian Qualifications Authority
• Education (Amendment) Act 2011
• Early Childhood Care and Education Authority Act 2007

Issuing Body

Ministry of Education, Culture and Human Resources

Rationale of the strategy

The emergence of new economic sectors and a multi-pillar economic base in Mauritius calls for a restructuring of the country’s education and human resource development system. The strategy aims to transform Mauritius into a highly skilled nation in the vanguard of global progress and innovation. Its mission is to develop a culture of achievement and excellence, to foster innovation and to generate new knowledge for socio-economic and sustainable development. It seeks to ensure access to learning opportunities for all so that citizens can achieve personal growth, develop critical thinking skills and adapt to changing environments. The strategy’s objectives recognize the importance of building flexible and integrative structures that encompass both the education and training sectors.

Concept of lifelong learning

Lifelong learning is seen as a continuum covering the individual’s whole life span, from early childhood to retirement. Providing lifelong learning entails securing affordable access to a variety of formal and non-formal learning opportunities. All forms of learning and all environments enabling learning should be included to ensure that lifelong learning is also an integral part of human resource development. The promotion of lifelong learning opportunities includes the recognition of prior learning and prior experiential learning, the strengthening of open and distance learning capacity in the tertiary education institutions, the development of multiskilling and reskilling programmes and the conduct of action research in the development of lifelong learning.

Main challenges

• Out-of-school children aged between 3 and 5 due to absolute poverty; disparity in preschools
• Relatively high percentage of students failing and/or repeating the primary education certificate; low percentage of students graduating from the lower secondary sector and a corresponding low gross higher education enrolment ratio
• Making public spending on education more cost-effective
• Aligning secondary education with societal needs and ensuring equity among different publicly funded players and providers
• No successful articulation of pathways between technical and vocational education and general education

Main targets and measures

The strategy includes all educational sectors from early childhood education through technical and vocational education to continuing education.

• Ensure access of all children aged between 3 and 5 to preschool education and undertake reviews of curricula to ensure readiness for primary school
• Develop proactive measures for the early detection of children with special needs
• Improve completion rate at upper secondary level and create a strong quality assurance system in order to secure internal efficiency and high-quality teaching and learning
• Develop a comprehensive professional development strategy for school staff; offer flexible, high-quality and challenging teacher education programmes; ensure accountability of school leaders
• Enhance the quality and relevance of technical and vocational education and training; improve pathways with general education
• Internationalize higher education and enhance linkages with the economic sector
• Foster research and development for effective human resource development and provide professional orientation to prospective entrants to the labour market
• Improve the management and performance of the Ministry of Education through its governance, accountability and achievement structures
• Enhance student performance measures, paying more attention to the quality of learning

Particular feature of the strategy

The Mauritian strategy pays attention to human resource development on a national level. The strategy refers to various frameworks and funding bodies that have been established in order to promote strategic human resource development in the country: the National Human Resource Development Plan (2007, updated in 2010), the National Qualifications Framework, the National Training Fund (1989) and the Government Empowerment Programme (2006).

The objectives for human resource development include:

• Transforming Mauritius into a knowledge economy, e.g. by developing a ‘24/7’ economic model and work culture
• Building a world-class human resource base, taking into account the needs of businesses as well as the aspirations of unemployed workers and the younger generation in terms of skills requirement
• Fostering research and development for effective human resource development
• Providing professional orientation to prospective entrants to the labour market

Relevant documents that the strategy refers to:

• Mauritius. 1957. Education Act
• Hein, P. 2004. Options for Migration Policies in Long Term Development of Mauritius. Geneva, ILO.
• Mauritius. Ministry of Education and Human Resources. 2006. Special Education Needs and Inclusive Education in Mauritius: policy and strategy document
• Mauritius. Human Resource development Council. 2007. National Human Resource Development Plan

Stakeholders involved in the development of the strategy:

• Ministry of Education, Culture & Human Resources

Further readings and web links:

• Ministry of Education and Human Resources (former Ministry of Education, Culture & Human Resources)
• Ministry of Tertiary Education, Science, Research & Technology
• Human Resource Development Council
• Mauritian Qualifi
  

  Rationale of the strategy

  The Education Sectoral Programme is based on the Vision of Mexico 2030 and the National Development Plan. The development process included a consultation phase with relevant stakeholders in the sector. Generally, the programme’s objectives are directed towards the construction of a strong nation that will be able to compete internationally in future decades. Education is seen as one of the main boosters of economic and social transformations in Mexico. The success of education is not the sole responsibility of schools, but also of civil organizations, vocational institutions, the private sector and the media. The Education Sectoral Programme allows for the establishment of a clear reporting and evaluation process.

  Concept of lifelong learning

  The Education Sectoral Programme does not provide a concept or definition of lifelong learning. In the document, the term ‘lifelong learning’ (formación a lo largo de toda la vida) is only used once in reference to the expansion of continuing education programmes in order to upgrade the working population’s skills and stimulate lifelong learning.

  Main challenges

  The following challenges are mentioned in the programme:

  • Out-of-school-children and youth from marginalized groups, particularly in rural areas and areas with indigenous populations
  • Millions of Mexicans are illiterate and more than 30 million Mexicans have not attended or completed primary or secondary education
  • Serious deficiencies in the education system with high drop-out rates

  Main targets and measures

  The objectives and actions defined in the programme involve all education sectors from preschool through primary and secondary education to vocational, higher and continuing education. Action lines and measures have been developed according to the following six main objectives:

  • Enhancing the quality of education so that students reach a higher level of education, have the means to access more wealth and contribute to national development
  • Widening educational opportunities in order to reduce inequalities among social groups
  • Promoting the development and use of information and communication technologies within the education system in order to support students’ learning processes, enhance their life skills and promote their integration into the knowledge society
  • Offering holistic education to strengthen civic values, skills development and the acquisition of knowledge; this should complement regular classroom activities and teaching practices in order to promote a democratic and intercultural way of living together
  • Offering high-quality educational services that give people a strong sense of social responsibility and encourage them to take on a productive and competitive role in the employment market
  • Promoting a form of school leadership that enhances the participation of schools in decision-making processes, puts more responsibility on different social and educational actors and promotes the security of students and teachers as well as transparency and reporting.

  Particular feature of the strategy

  In addition to the six main objectives, there are also five transversal topics included in the programme: evaluation, infrastructure, the information system, the legal framework of the education sector and improvement of institutional leadership.

  Improving institutional leadership should be achieved by:

  • Improving the performance of the administrative units of the Secretariat of Public Education by monitoring its processes, arranging its organizational structures and implementing leadership models that help to improve educational quality and the public perception of the services offered by the Secretariat
  • Enhancing the productivity of the administrative units of the Secretariat of Public Education and reducing costs by building a new technological infrastructure, standardizing the use of information and communication technologies and automating educational programmes and administrative processes
  • Improving the quality of services provided for the administrative units of the Secretariat of Public Education by the Department of Material Resources and General Services
  • Reducing the operational costs of the administrative leadership of the Secretariat of Public Education

  Relevant documents that the strategy refers to:

  • Mexico. Presidencia de la República. Visión 2030: el México que queremos (Accessed 9 January 2015)
  • Mexico. Presidencia de la República. 2013. National Development Plan 2013-2018

  Stakeholders involved in the development of the strategy:

  • Secretariat of Public Education (in Spanish language)

  Stakeholders responsible for implementation of the strategy:

  • Secretariat of Public Education (in Spanish language)
  • Federal Administration of Educational Services of the Federal District (AFSEDF)
  • Administrative Committee of the Federal School Construction Programme (CAPFCE)
  • National Council of Educational Support (CONAFE)
  • Colegio de Bachilleres (COLBACH)
  • National School for Professional Technical Education (CONALEP)
  • Center for Industrial Technologies Studies (CETI)
  • Entailed Estate of the National Council of Standardization and Certification of Vocational Competences (CONOCER)
  • National Institute for Adult Education (INEA)
  • National Polytechnic Institute (IPN)
  • Research and Advanced Study Center of the National Polytechnic Institute (CINVESTAV)
  • National University for Pedagogics (UPN)
  • Colegio de México (COLMEX)
  • National Institute for Indigenous Languages (INALI)
  • National Institute for Copyright (INDAUTOR)
  • National Institute for Educational Evaluation (INEE)
  • Fund for Economic Culture (FCE)
  • Impresora y Encuadernadora Progreso, S.A. de C.V. (IEPSA)
  • National Commission of Free Textbooks (CONALITEG)
  • CANAL ONCE
  • Mexican Radio Institute (IMER)
  • Commission for Operation and Support of Academic Activities of the National Polytechnic Institute (COFAA)
  • Patronage of Works and Installations of the National Polytechnic Institute (POI-IPN)
  • National Council for Culture and Arts (CONACULTA)
  • National Commission of Physical Culture and Sports (CONADE)
  • Mexican Institute of Youth (IMJUVE)

  Issuing Body

  Secretariat of Public Education

  cations Authority

• Education (Amendment) Act 2011
• Early Childhood Care and Education Authority Act 2007

Issuing Body

Ministry of Education, Culture and Human Resources

Rationale

Although the education and training system of North Macedonia has undergone progressive reforms in order to widen access to quality education, the impact has not reached far enough. The Lifelong Learning Strategy 2017–2020, inspired by European standards and funded by the European Union (EU) Instrument for Pre-Accession Assistance (IPA), aims to enhance lifelong learning by modernizing the vocational education and training (VET) and adult education systems.

Concept of lifelong learning

The strategy promotes a lifelong, life-wide and life-deep learning concept. It traverses the foundations of learning acquired in early childhood and schooling to the competences, knowledge, skills, attitudes and values gained throughout life while adapting to a constantly changing world, workplace and social environment. It carries with it principles of equality of access, social justice and an active civil society working in partnership with the state and the commercial sector. The strategy refers to several European strategic documents, such as the Memorandum on Lifelong Learning (2000). It also adopts the UNESCO Institute for Lifelong Learning (UIL) definition of lifelong learning, which sees the development of learning activities for people of all ages, in all life-wide contexts, through a variety of modalities (formal, non-formal and informal), which together meet a wide range of learning needs and demands, as fundamental to sustainable development.

Main challenges

• The concept of lifelong learning is not prevalent in North Macedonian society; as a result, it is not embedded in educational planning. Yet the principle is enshrined in the EU’s guiding support for general education; consequently, as a pre-accession country, North Macedonia wants to align itself with EU rules, values and principles, and therefore advocates for lifelong learning initiatives for its citizens.
• Policy-makers must manage the tensions and practical trade-offs between economic strength and growth expressed through VET, and the personal, civic and ecological needs addressed by general education.
• Changing family patterns, with many mothers now in employment, increases the importance of pre-schools and early-childhood development centres; this, in turn, requires more investment and a more pedagogical approach to early learning.
• The country has experienced a significant ‘brain drain’ of young, skilled people, and there are a lack of measures to tempt well-qualified people to return.

Main targets and measures

The actions set out in the Lifelong Learning Strategy focus on all subsectors of the education system and target people of all ages. It delineates certain prerequisites for the successful implementation of lifelong learning programmes; these include:

• Improve the learning environments and quality of pre-school education provision; this includes fostering a culture of tolerance by not segregating children who speak different languages and practise different faiths.
• Increase enrolment and begin promoting inclusiveness and interethnic integration as early as pre-school by offering multilingual teaching as much as possible and by providing funds for specialist teaching and equipment.
• Increase pupil retention while continuing inclusiveness and interethnic integration in secondary schools; promote understanding of cultural differences and include minorities in the lifelong learning process.
• Improve the status, learning environment and quality of VET by insuring transferability between VET, academic and other specialist streams, and making sure that VET restructuring stays alert to market demand and local needs.
• Ensure quality and enhance effectiveness of higher education in accordance with European best practice: reform university governance and foster collaboration between North Macedonian and European cities to transform universities into open-learning systems.
• Strengthen the public adult education system by providing funding for local lifelong learning programmes and support for regional community institutions and learning centres.
• Validate and ensure transferability of skills by recognizing individual learning throughout life, and by encouraging recognition by employers.

Particular feature of the strategy

The action plan included in the Lifelong Learning Strategy outlines the creation of a federal council for lifelong learning, which would develop and operate lifelong learning initiatives and could also be charged with the collection of data to monitor aspects of lifelong learning in the country. It would be composed of stakeholders including universities, unions, civil society, community groups and the cultural sector, among others.

References to other relevant documents:

• UNESCO Institute for Lifelong Learning (UIL). 2010. Belém Framework for Action. Hamburg, UIL.
• Confintea VI. 2008. National report on the development and state of the art of adult learning and education. Republic of Macedonia.
• Education, Audiovisual & Culture Executive Agency. 2014. Benefits of Lifelong Learning (BeLL). Final Report. Brussels, Education, Audiovisual & Culture Executive Agency.
• UNESCO. 2016. Education 2030: Incheon Declaration and Framework for Action: towards inclusive and equitable quality education and lifelong learning for all. Paris, UNESCO.

Stakeholders involved in the development of the strategy:

• Lifelong Learning Working Group (stakeholders representing the government; the Ministry of Education and Science; other ministries including the Ministry of Local Self-Government, and the Bureau for the Development of Education; Vocational Education and Training Centers. Also includes adult education centres; providers serving youth and adults in general and vocational education and training, including universities; civil society and the respective councils and chambers; and institutions responsible for examinations, qualification frameworks and employment)
• The Lifelong Learning Center Skopje, North Macedonia

Stakeholders responsible for implementation of the strategy:

• Ministry of Education and Science
• Lifelong Learning Working Group
• Lifelong Learning Coordination Unit
• Lifelong Learning Council
• Center for Lifelong Learning
• Vocational Education and Training Centre
• Adult Education Center

Issuing body:

Government of North Macedonia

Rationale of the strategy

Norway aims to develop a coherent and comprehensive strategy for lifelong learning in line with the European Union Lisbon Treaty. The paper gives a presentation of all information and measures concerning lifelong learning which are dealt with in many different processes. Stating the status and the challenges in the fields of basic skills, documentation and validation of non-formal learning, flexible learning methods and career guidance, the document indicates priorities that the government needs to follow.

Concept of lifelong learning

Lifelong learning is the ongoing process of learning in various contexts from childhood and adulthood to old age. It is essential for individual development and the development of democracy and social life and it ensures the creation of values in working life. The concept of lifelong learning takes into account all forms of learning throughout the life-span, including not only formal education but everything that lies beyond. With the inclusion of non-formal and informal learning in the concept of lifelong learning, all knowledge, skills and experiences an individual has gained through education and training, paid and/or unpaid work and active participation in social life, is acknowledged.

Main challenges

• Limited collaboration between the education system and working life, which results in a lack of relevance of the education and training offered
• People with limited education and older workers lack participation in learning processes
• Lack of ‘learning pressure’ in parts of working life
• Narrow focus on the use of learning: negative effect on learners’ motivation
• Lack of knowledge about the needs of adults
• Inadequate documentation of people’s non-formal and informal qualifications hinders their participation in further learning
• Social inequality is reproduced in primary and secondary education
• Need of improvement for co-ordination of services; lack of services in adult education
• Deficient competence of counsellors: limited qualified counsellors to facilitate competence development

Main targets and measures

• Knowledge promotion in primary and secondary education: increase learning pressure with emphasis on basic skills
• Knowledge promotion for adults: strengthen the programme for basic competences in working life
• Norwegian and civics instructions for recent immigrants: give a more precise overview of needs and offer better adapted education
• Information and guidance concerning in non-formal learning: establish a national authority for educational and career guidance; further development internet services for career guidance
• More uniform documentation of the evaluation of non-formal and informal learning through co-operation
• Determine competence objectives in primary and secondary education
• Improve Norwegian lessons for pupils from minority language backgrounds
• Strengthen primary and secondary education for adults: change the age limit to permit adults to access upper secondary education
• Legislation about discrimination and accessibility: ensure equality and promote equal opportunities for participation in community life
• Research and statistics: participate in Eurostat’s third Continuing Vocational Training Study, 2006; participate in Eurostat’s Adult Education Survey, 2007; conduct survey of how different framework conditions affect how much enterprises invest in education and training

The recommended efforts target all age groups

Particular feature of the strategy

The Strategy includes a chapter about the documentation and validation of non-formal and informal learning. Acknowledging that these modes of learning are the most important to continuing education and training for adults, the Ministry understands that the validation of non-formally and informally gained competencies is crucial for the application process and thus the career possibilities of the learner. Following-up with the non-formal and informal learning – Realkompetanse Project (see further readings below), the document presents challenges and prioritised action fields that the government needs to face.

References to other relevant documents:

• Norway. Ministry of Education and Research. 1998. The Competence Reform. (White paper, no. 42, 1997–1998)
• Council of the European Union. 2000. Lisbon Strategy
• Commission of the European Communities. 2001. Making a European Area of Lifelong Learning a Reality
• OECD. 2004. Learning for Tomorrow’s World: first results from PISA 2003
• European Parliament; Council of the European Union. 2006. Decision No. 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 Establishing an Action Programme in the Field of Lifelong Learning
• Norway. Ministry of Education and Research. 2007. Early intervention for lifelong learning. (White paper, no. 16, 2006–2007)
• OECD. 2009. OECD Reviews of Tertiary Education: Norway

Stakeholders involved in the development of the strategy:

• Vox (Norwegian Institute for Adult Learning)
• Norway Opening Universities
• Norwegian Directorate for Education and Training

Stakeholders responsible for implementation of the strategy:

• Government of Norway
• Ministry of Education and Research (Department of Policy Analysis, Lifelong Learning and International Affairs)

Further readings and web links:

• Ministry of Education and Research
• Vox
• Validation of non-formal and informal learning in Norway. The Realkompetanse Project 1999–2002

Issuing Body

Norwegian Ministry of Education and Research

Rationale of the plan

The Lifelong Education Act of the Republic of Korea requires the Ministry of Education to develop a comprehensive lifelong education promotion plan every five years at the national level. The national plan aims to set up mid- and long-term policy objectives and a basic direction of lifelong education promotion. Therefore, the national plan should prescribe how a foundation of lifelong learning will be established and how financial and other resources will be allocated. Outcomes of policies will be analysed and evaluated in order to achieve the objectives. The Ministry of Education established the first National Lifelong Learning Promotion Plan in 2002 and the second one in 2006. The third national plan was announced in 2013, particularly highlighting the importance of lifelong learning for enhancing the quality of life of Korean’s and supporting Korea’s entry into a creative economy.

Concept of lifelong learning

The national plan adopts the concept of lifelong learning proposed in the Lifelong Education Act. It is defined as ‘all types of systematic educational activities other than regular school curriculums, including supplementary education for educational attainment, basic literacy education for adults, occupational ability enhancement education, humanities and liberal education, culture and art education, and citizen’s participation education’.

Main challenges

• Relatively slow progress in the lifelong learning participation rate and a wide gap between different educational attainment levels, gender groups and generations in spite of implementation of national and regional government policies and actions to promote lifelong learning in the country
• Lack of diversity in terms of provision of learning opportunities and big discrepancy between learners’ demands and lifelong learning institutions’ supplies

Main targets and measures

The third national plan proposes the following four major measures:

• Strengthen linkage between higher and adult education system: encouraging universities and colleges to transform themselves into adult-friendly institutions; utilising human resources and facilities of universities and colleges to develop localised learning programmes and provide learning opportunities for citizens; promoting recognition, validation and accreditation of non-formal and informal learning through development of national competency standards, and promotion of recognition of prior learning
• Establish on-line lifelong learning systems and consolidate lifelong learning policy implementation and support systems: managing the lifelong learning system to provide e-learning, information and guidance to all learners; operating lifelong learning centres at the village level; supporting ‘Lifelong Learning Cities’, providing quality learning programmes to their citizens; establishing a regional institute for lifelong learning in all the provinces; ensuring the quality of instructors’ certificates
• Support the disadvantaged in their lifelong learning participation: facilitating provision of programmes customised learners’ needs and life-stage tasks, in particular for multicultural family members, the disabled, women and vulnerable youth; developing a national and regional literacy plan; recognising outcomes of literacy programmes at the lower secondary school level
• Promote community-based learning: encouraging schools to manage community schools; promoting participation in civic education and learning circles
• Given the definition of lifelong education by the Lifelong Education Act, the main target group of the national plan are adults aged 25 and older. However, through community-based learning promotion and vulnerable youth support programmes, this plan includes all citizens as its target.

Particular feature of the plan

The national plan and the Lifelong Education Act prescribed mechanisms for ensuring implementation of the national plan. The municipal governments should establish and implement their own annual implementation plan in accordance with the national plan. The national plan includes a budget plan, outlining the resource security plan and the time schedule of each task suggested in the plan.

Stakeholders involved in the development of the plan:

• National Institute for Lifelong Education (NILE)

Stakeholders responsible for implementation of the plan:

• Ministry of Education
• Ministry of Employment and Labor
• Ministry of Strategy and Finance
• Ministry of Security and Public Administration
• Ministry of Health and Welfare
• Ministry of Gender Equality and Family
• Ministry of Justice
• Ministry of National Defense
• Ministry of Agriculture, Food and Rural Affairs
• Ministry of Culture, Sports and Tourism
• Small and Medium Business Administration(SMBA)

Further readings and web links:

• Lifelong Education Act: http://www.moleg.go.kr/english/korLawEng?pstSeq=52187

Issuing Body

Ministry of Education

Rationale

The Lifelong Education Act of the Republic of Korea (2009) calls on the Ministry of Education to develop a comprehensive lifelong education promotion plan every five years at the national level. This national plan proposes mid- and long-term policy objectives and a basic direction for lifelong education promotion. Since 2009, three plans have been enacted, resulting in improved access to lifelong education and the creation of the National Institute for Lifelong Education (NILE) as well as 17 local Lifelong Education Institutions. The digital age has led to considerable transformations in the cultural, social, economic and political environment. The fourth National Lifelong Learning Promotion Plan (2018–2022) therefore seeks to develop a flexible and high-quality lifelong learning system in response to technological innovation, the Fourth Industrial Revolution, and social changes like the population structure (aging society), an increase in life expectancy and changes in the professional world.

Concept of LLL

The fourth National Plan subscribes to the definition of lifelong learning that is proposed in the Lifelong Education Act (2009): ‘[lifelong learning encompasses] all types of systematic educational activities other than regular school curriculums, including supplementary education for educational attainment, basic literacy education for adults, occupational ability enhancement education, humanities and liberal education, culture and art education, and citizen’s participation education.’

The plan also details why lifelong learning is important for the Republic of Korea:

1.     Lifelong learning is the most efficient investment for growth;

2.     Lifelong learning is the most effective welfare policy to eliminate polarization;

3.     Lifelong learning ensures basic learning rights and improves life satisfaction of the people.

Main challenges

The Republic of Korea has made numerous and important advances in lifelong learning and the rate of participation in lifelong learning has steadily increased, from 26.4 per cent of the population taking part in some kind of lifelong learning programme in 2008 to 35.8 per cent in 2017. However, the country still stands below the OECD (Organisation for Economic Co-operation and Development) average of 40.4 per cent. The principal challenges that the government still faces include:

• variations in participation rates according to educational background and income. A problem persists in reaching those members of society who earn less, are illiterate or who have abandoned their studies;
• programmes need to be updated so that they relate to social, economic and cultural changes and include new ways of online learning.
• There are wide variations in funding investment for lifelong education within local governments.

Main targets and measures

The aim of the fourth National Plan is to promote a sustainable lifelong learning society and support the implementation of four Ps (people, participation, prosperity and partnership); it does this by ensuring:

Lifelong learning for every citizen:

• Guaranteeing the right to lifelong learning for employees and promoting the training of adult educators and lifelong learning instructors;
• Expanding educational opportunities to all citizens who wish to develop their literacy skills;
• Promoting practical lifelong learning opportunities for the underprivileged and disabled through a voucher scheme that reduces costs to learners.

Increased opportunities for working-age adults:

• Making improvements to the K-MOOC (Korean Massive Open Online Course) platform and the National Lifelong Learning Portal;
• Expanding adult education opportunities in higher education institutions;
• Establishing professional colleges as hubs for vocational and lifelong education and institutionalizing the linkage of secondary and higher vocational education;
• Supporting employment and entrepreneurship programmes.

Access to lifelong learning everywhere:

• Expanding the network of lifelong learning centres while taking into consideration local conditions and facilities that can be reutilized;
• Supporting community-based lifelong learning through the strengthening of civic competencies on a regional scale;
• Promoting the relationship between lifelong and vocational education;
• Creating specialized non-degree courses that respond to local needs and foster local talent;
• Developing more on- and offline courses to enhance understanding of environmental values, safety consciousness and disaster response.

High-quality lifelong learning with strong foundation:

• Promoting the development of institutional evaluation and a certification system;
• Improving the quality of lifelong education statistics;
• Encouraging expansion of international cooperation in lifelong education and special foreign language education;
• Establishing strategic plans and guidelines in order to expand investment in and resources for lifelong education promotion.

References

•        The 3^rd National Lifelong Learning Promotion Plan (2013-2017)
•        Lifelong Education Act 2009
•        National Technical Qualifications Act

Stakeholders involved in the development of the document:

•        Ministry of Education
•        NILE (National Institute for Lifelong Education)

Stakeholders responsible for implementation:

• Ministry of Education
• Ministry of Employment and Labor
• Ministry of Strategy and Finance
• Ministry of Health and Welfare
• Ministry of Gender Equality and Family
• Ministry of National Defence
• Provincial lifelong education institutes

Issuing body:

Ministry of Education

Rationale of the law

The purpose of the Lifelong Education Act is to outline the responsibilities of the state and local governments with regard to the promotion of lifelong education as prescribed in the constitution of the Republic of Korea and the Framework Act on Education. The act also describes the lifelong education system and its organization. The state and local governments shall establish and promote a lifelong education policy that provides all citizens with opportunities to participate in lifelong education. In addition, the governments shall actively encourage the founders of organizations and businesses to provide employees with lifelong education opportunities.

Concept of lifelong learning

In the act, the term ‘lifelong education’ is understood as all types of systematic educational activities other than regular school curriculums, including supplementary education, basic adult literacy education, professional training, humanities and liberal education, culture and art education, and civic education.

Main regulations

• Establishment of a master plan for lifelong education promotion and a yearly implementation plan
• Establishment of a Lifelong Education Promotion Committee
• Establishment of a National Institute for Lifelong Education
• Certification of lifelong learning teachers
• Lifelong educational institutions
  • Founders of lifelong learning institutions shall contribute to lifelong education for residents of communities
  • Schools may establish and operate lifelong education establishments to offer cultural and vocational education for students, their parents and residents of their communities
  • Founding private lifelong education establishments: operators of educational institutions exceeding a prescribed size may establish and operate private lifelong education establishments providing lifelong education to customers
  • Founding private distance-learning lifelong education establishments: any person may offer lifelong education by providing distance education or providing persons with a variety of information via information and communications media
  • Civic and social organizations may establish and operate a lifelong education establishment for the general public
  • The media may establish and operate lifelong education establishments to enhance culture and upskill people
  • Persons who are engaged in knowledge and human resources development projects may establish and operate a lifelong education establishment
• Literacy education: enhancement of literacy as a basic skill for adults
• Management and recognition of lifelong study results: recognition of credits and educational attainment for lifelong education courses under this or other acts

Particular feature of the law

Article 19 of the act defines the establishment of a National Institute for Lifelong Education to promote lifelong education.

Relevant documents that the law refers to:

• Republic of Korea. 1990-2008. Act on the Acquisition of Academic Degrees through Self-Education
• Republic of Korea. 1997-2010. Act on Recognition of Credits
• Republic of Korea. Ministry of Education, Science and Technology. 2008. Framework Act on Education
• Republic of Korea. Ministry of Education, Science and Technology. 2008. Elementary and Secondary Education Act
• Republic of Korea. Ministry of Education, Science and Technology. 2008. Early Childhood Act
• Republic of Korea. Ministry of Education, Science and Technology. 2009. Higher Education Act

Further readings and web links:

• National Institute for Lifelong Education
• The 3^rd National Lifelong Learning Promotion Plan (2013-2017), Ministry of Education, 2013.
• National Technical Qualifications Act
• Korea Educational Research Association
• Framework Act on the Development of Human Resources

Issuing Body

Ministry of Education, Science and Technology

Rationale of the Strategy

The second National Lifelong Learning Promotion Plan builds on the achievements of the first five-year plan, which was implemented between 2002 and 2006. The Ministry recognized the need to reorganize lifelong learning support functions and to provide guidelines for the introduction of related systems and regulations. The Ministry sought to address the lack of links between programmes and projects identified in the first plan and to develop a more holistic and organic system that would ensure higher effectiveness in the way lifelong education is delivered.

Concept of lifelong learning

The vision of the second National Lifelong Learning Promotion Plan entails a description of lifelong learning as a process that releases the innate creativity of individuals, helping them to solve problems and find genuine pleasure in the process of self-realization. Lifelong learning helps people to shape their own future and stay prepared for all challenges in life. Lifelong learning is the ultimate tool to counter low fertility rates, population ageing, social polarization, poverty and other new risks. It provides links between study, employment, welfare and culture, and helps people gain a deeper understanding for others, thus promoting diversity and co-existence.

Main challenges

The second plan seeks to address the limitations of the first National Lifelong Learning Promotion Plan, which include the following:

• Lack of an integrated and systemic approach for programme implementation
• Lack of a continuous, circular study model
• Insufficient budget for effective lifelong learning promotion
• Low rate of lifelong learning participation and widening gap between different educational attainment levels

Main targets and measures

The plan puts an emphasis on the learning processes of adults aged 20 and older. It covers general and vocational education and focuses on learning that takes place in formal settings. There are references to all sectors of the education system except early childhood education. The following major policy tasks are defined in the plan:

• Nurturing creative learners across each stage of life

• Strengthening adult lifelong learning by promoting universities dedicated to lifelong learning
• Developing lifelong learning programmes for older people
• Strengthening links between work and schools through junior colleges
• Maximizing the potential of private teaching institutes to provide lifelong learning opportunities and vocational education training for employed people
• Fostering the role of primary and secondary schools as regional community centers for lifelong learning promotion
• Establishing and facilitating a lifelong learning system for military servicemen

• Encouraging the participation of lifelong learning organizations and fostering institutional links in order to promote social cohesion

• Increasing lifelong learning opportunities for low-income families and the disabled

• Establishing a lifelong learning safety net for new underprivileged groups

• Providing systemized education to help adults acquire basic academic competencies
• Strengthening regional communities through grassroots democratic citizenship education
• Facilitating lifelong learning service networks at central and local government levels

• Establishing a lifelong learning infrastructure and promoting networking activities

• Reorganizing the national lifelong learning implementation system
• Enhancing the professional expertise of lifelong learning educators and increasing the number of appointments
• Increasing the number of lifelong learning cities and improving their quality
• Drawing a ‘national lifelong learning information map’ for better provision of services and information
• Linking the national qualifications system with the learning account system to ensure appropriate recognition of education, training, qualifications and degrees
• Building international partnerships for lifelong learning exchange and cooperation
• Embedding lifelong learning in people’s everyday lives

Particular feature of the strategy

One of the major policy tasks defined in the plan is ‘Building international partnerships for lifelong learning exchange and cooperation’.

The following tasks are defined:

• Sharing with the international community: focus on exchanging personnel and fostering joint research projects with China and Japan; establishing ties with Northern European countries
• Globalization and localization – ‘glocalizing’ lifelong learning festivals: encouraging local governments to organize lifelong learning festivals that respond to regional contexts
• Networking between lifelong learning cities: sharing information on lifelong learning programmes and outcomes with lifelong learning cities and associations across the world
• Development assistance in lifelong education: increasing official development assistance in lifelong education, for example by inviting lifelong learning personnel from developing countries to attend training programmes in Korea and dispatching Korean experts abroad

Relevant documents that the strategy refers to:

• Republic of Korea. 2002-2009. Framework Act on the Development of Human Resources
• Republic of Korea. Ministry of Education. 2007. Basic Act on Human Resources Development
• Republic of Korea. Ministry of Education. 2007. Basic Act on Qualifications
• Republic of Korea. Ministry of Education. 2007. Law on Private Teaching Institutes

Stakeholders involved in the development of the strategy:

• Ministry of Education, Science and Technology

Further readings and web links:

• National Institute for Lifelong Education
• The 3^rd National Lifelong Learning Promotion Plan (2013-2017), Ministry of Education, 2013.
• Lifelong Education Act 2009
• National Technical Qualifications Act
• Korea Chamber of Commerce & Industry
• Korea Educational Research Association

Keywords: formal education; general education; vocational education; adult education; university extension; elderly; private education; educational cooperation; armed forces; educationally disadvantaged

Issuing Body

Ministry of Education, Science and Technology

Rationale of the strategy

The 2011-strategy was published as an innovation of the 2007-‘Strategy of Lifelong Learning and Lifelong Guidance’ of the Slovak Republic. The purpose of the innovation was to focus more on developing key competencies, as well as the competencies that enable individuals to develop qualifications and personal growth. The strategy aims to strengthen individuals’ awareness of the need for permanent education, which provides them with skills and competencies for sustainable employability, for success in society and for development of their personal interests. The main stakeholders of the lifelong learning system are all citizens, employers, schools, educational institutions (incl. further education), guidance and counselling centres, crafts and trade associations, local/regional governments, recruitment agencies and nongovernmental organizations.

Concept of lifelong learning

Lifelong learning is a summary of all the activities that take place during the life-span of an individual in order to improve knowledge, skills and abilities. It is essentially a systemic approach towards education from early childhood until active life in the senior age, which encompasses the area of active interaction and integration of the individual in the society and his or her internal fulfilment of personal interests. Lifelong learning is focused on a learning individual who has access to school education and further education. Lifelong learning maintains the principles of quality and equality of all ages, regardless of prior educational attainment.

Main challenges

• Low participation of adults in lifelong learning (except university graduates)
• Inconsistency of graduates’ skills and labour market demand
• Lack of internal resources and external support for career guidance and counselling
• Funding for further education is insufficient

Main targets and measures

• Creating a network of institutions authorized to recognize further education learning outcomes
• Creating a sustainable communication system between educational institutions and employers
• Enabling information exchange about knowledge and skills needed in the labour market
• Building a sustainable network of career guidance and counselling centres for adults to enable direct consultation with professionals
• Creating a financial tool to support further education

Particular feature of the strategy

The implementation of the Slovak lifelong learning strategy involves the establishment of four system tools. One of these tools is a ‘communication platform for educational institutions and employers’, which aims to link education and employment. To bring these two sectors together, it is necessary to create unified concepts for schools, universities and further education providers, to transform curricula into a consistent format in terms of learning outcomes, and to link them to qualification standards. The validation and recognition of learning outcomes is also considered. The communication platform will enable employers to evaluate the extent to which graduates of particular schools meet the requirements for individual work positions under existing employment standards. The benefit for schools lies primarily in the feedback for their further improvement. A standardised description of graduates’ profiles will clearly show which key competencies an individual is able to obtain within the school system and how they can be advanced in further education.

References to other relevant documents:

• Slovakia. Ministry of Education. 2007. Lifelong Learning and Lifelong Guidance Strategy
• Slovakia. 2009. Act no. 568/2009 on Lifelong Learning

Stakeholders involved in the development of the strategy:

• Representatives of employers, personal and guidance and counselling institutions, experts on formal and further education, as well as experts from the Ministry of Education, Science, Research and Sport.

Stakeholders responsible for implementation of the strategy:

• Educational institutions, guidance and counselling centres, employers, professional and trade
• Associations, recruitment agencies, non-governmental associations and representatives, local governments

Further readings and web links:

• Ministry of Education, Science, Research and Sport of the Slovak Republic
• The National Lifelong Learning Institute
• The National Qualifications Framework of the Slovak Republic

Issuing Body

Ministry of Education, Science, Research and Sport of the Slovak Republic

Rationale of the strategy

The lifelong learning strategy of Slovenia was prepared within the framework of implementing the European Union’s Education and Training programme of 2010. The reasons for a new strategy are the slowness and organizational unpreparedness of most of the education system (especially the school system) to respond to the fast growth of knowledge and technological change. Additionally, by limiting education to childhood and adolescence, many needs cannot be addressed. Only with lifelong learning can equal opportunities for education for all people be achieved.

According to the strategy, the greatest attention should be given to establishing the concept of ‘lifelong learning’ itself, to addressing some systemic weaknesses and to raising awareness of how important this is for the implementation of the strategy. The strategy is more conceptual than operative, so it still has to be supplemented by an operative plan. The strategy stresses the lifelong learning concept as the guiding principle of all education and learning in Slovenia and is also seen as a crucial socio-developmental strategy.

In principle, it is a ‘strategy on paper’ that requires revision and an action plan. In practice, it has been used for advocacy reasons mainly in adult education (e.g. it has been used in awareness-raising initiatives such as the Lifelong Learning Week) and is related to the Adult Education Master Plans (2004‒2010, 2013‒2020), which are based on a ‘lifelong’, ‘life-wide’ and ‘cross-sectoral’ approach.

Concept of lifelong learning

Lifelong learning is an activity and process that encompasses all forms of learning, whether formal, informal, non-formal, coincidental or occasional. It takes place in various learning circumstances, from birth through early childhood to adult life and old age, with the goal of improving individuals’ knowledge and skills. Lifelong learning has two dimensions: the dimension of length, which denotes learning that takes throughout the life span from the cradle to the grave, and the dimension of width, which signifies that learning can take place everywhere (i.e. not just in school) and that anything can be learned (i.e. not just school curricula, but also skills and knowledge that meet the individual’s specific needs). The goal of learning is not only to gain the education and qualifications needed for work, but also to gain broader knowledge, skills and personal traits that are necessary to live and work successfully both as individuals and in communities.

Main challenges

The strategy has ten strategic cores:

• Regulation of the whole system and promotion of connectedness of all learning
• Learning in all its width and in all areas of life
• Variety and flexibility in learning
• Accessibility of learning according to the needs of learners
• Key competences for learning and personal growth
• Learning for successful careers and high-quality work
• Learning as the fundamental source and motive for the development of the community
• Information and guidance services for anyone who wishes to learn or is learning

Main targets and measures

Educational sectors that are targeted in the document reflect the continuity of learning along all life stage. Supporting and promotional activities are needed at all levels.

The following targets are defined in the strategy:

• Improving the quality of upbringing and education
• Updating educational programmes, curricula and catalogues of knowledge in accordance with the lifelong learning concept
• Developing educational and learning strategies
• Staff training
• Developing different forms and paths of lifelong learning
• Developing systems for the recognition of different types of learning
• Increasing accessibility of education and learning
• Creating a suitable environment
• Creating the infrastructure for the implementation of the lifelong learning strategy
• Strengthening the nongovernmental sector as a partner to the state in developing the strategy for lifelong learning
• Creating a strategic council of Republic of Slovenia for lifelong learning
• Systematic financing of the implementation of the strategy
• Promotion (media, events, etc.)
• Research and development of lifelong learning
• Operative programme for the implementation of the lifelong learning strategy

Relevant documents that the strategy refers to:

• Commission of the European Communities. 2000. Memorandum for Lifelong Learning
• Council of the European Union. 2000. Lisbon Strategy
• European Communities. 2002. Council Resolution of 27 June 2002 on Lifelong Learning
• European Commission; European Ministers of Vocational Education and Training. 2002. The Copenhagen Declaration
• Slovenia. Ministry of Education and Sport. 2002. Nacionalni program visokošolskega izobraževanja
• Slovenia. Ministry of Education and Sport. 2003. Resolucija o nacionalnem program izobraževanja odraslih v Republiki Sloveniji
• Germany. Bund-Länder-Kommission. 2004. Strategie für Lebenslanges Lernen in der Bundesrepublik Deutschland
• Slovenia. Ministry of Education and Sport. 2005. Nacionalno poročilo o posodobitvi sistemovizobraževanja in usposabljanja usmerjenega k uresničevanju ciljev do leta 2010
• Slovenia. Ministry of Education and Sport. 2005. Analiza obstoječega stanja na področju uresničevanja ciljev “Izobraževanje in usposabljanje 2010” v Sloveniji (Černoša)
• Slovenia. Ministry of Education and Sport. 2006. Nacionalna strategija za razvoj pismenosti

Stakeholders involved in the development of the strategy:

• Ministry of Education and Sport

Further readings and web links:

• Ministry of Education, Science and Sport
• Slovenian Institute for Adult Education
• European Union. 2010. Education and Training: General framework

Issuing Body

Ministry of Education and Sports

Rationale of the law

The law adapts goals and benchmarks contained in European Commission documents and directives to the Basque context. Ever since the consultation of the European Commission on its proposed ‘Memorandum on Lifelong Learning’, the Basque Government has been very active in promoting lifelong learning as an organizing principle of education policy. In 2001, the Basque Ministry of Education’s structure was changed to accommodate a new vice-ministry for vocational education and training and lifelong learning. A year later, the government passed a decree (298/2002) under which the Ministry of Education offered financial aid to support the development of useful learning actions aimed at enhancing the professional qualifications, competencies and aptitudes of people aged over 25. The decree states that the object of the financial aid is to enable the structural changes necessary for the transition towards a knowledge economy. It acknowledges the positive impact that improving people’s competencies and abilities has on the region’s economic performance and on social cohesion, in that it contributes to the long-term employability of people and their active citizenship.

Concept of lifelong learning

The Basque law is based on the European Commission’s concept and defines lifelong learning as all learning activities undertaken throughout life with the aim of improving knowledge, skills and competencies within a personal, civic, social and/or employment-related perspective.

Main challenges

The law especially addresses groups that are at risk of exclusion. The law mandates that those with lower qualifications or at risk of social or labour market exclusion and those with special learning needs should receive special attention. It stipulates that a lifelong learning plan be drafted and that this plan should promote universal and equitable access to lifelong learning in order to foster social inclusion, promote a strong culture of lifelong learning and improve skills, knowledge and competencies that enhance employability.

Main targets and measures

The law covers various educational sectors, including higher education, vocational education and training, adult and continuing education, literacy and basic education, and electronic learning. The law targets all people residing in the Basque Country who undertake a learning activity after their initial training, continue their personal and social development, or improve and update their professional qualifications.

Among the measures foreseen are:

• Establishment of the Basque Institute for Distance Education
• Establishment of the Basque Integrated System of Vocational Education and Training
• Establishment and strengthening of mechanisms for recognition and validation of adult learning, e.g. a Basque qualifications framework
• Establishment of an integrated system of lifelong guidance
• Establishment of local lifelong learning councils
• Development of a lifelong learning plan for the Basque Country

Particular feature of the law

The most remarkable feature is that the law pays special attention to population groups with lower qualifications or at risk of social or labour market exclusion and those with special learning needs. Furthermore, the planned measures entail the establishment of an integrated system for vocational education and training; a mechanism for the recognition and accreditation of non-formal and informal learning; a lifelong guidance system; a distance education institute; and councils for lifelong learning.

Relevant documents that the strategy refers to:

• Council of the European Union. 2000. Lisbon Strategy
• Commission of the European Communities. 2000. Memorandum for Lifelong Learning
• Commission of the European Communities. 2001. Making a European Area of Lifelong Learning a Reality
• Decree 298/2002, 17 December, regulating aid for the implementation of lifelong learning initiatives. In: Official Journal of the Basque Country no. 248, 30 December 2002
• Spain. Gobierno Vasco. 2003. The Basque Country a Learning Region: white paper on lifelong learning
• European Commission. 2010. Europe 2020: a European strategy for smart, sustainable and inclusive growth

Stakeholders involved in the development of the strategy:

• Schools, universities, adult education centres, trade unions and  employer’s associations

Stakeholders responsible for implementation of the strategy:

• Basque Ministry of Education
• Basque Ministry of Employment and Social Policy

Further readings and web links:

Basque Government: http://www.irekia.euskadi.eus/?locale=en

Issuing Body

Basque Government / Basque Presidency

Rationale of the strategy

The primary purpose of the Education Sector Development Plan is to raise levels of achievement for all learners so that they benefit as individuals and contribute to national and regional socio-economic development. The plan aims to create a learning society that places premium value on learning so that the outcome will be learners who are literate, numerate and computer competent; skilled in science and technology; committed to the values of civilized life; and physically fit. The plan also aims to create citizens who exercise greater independence and integrity and demonstrate sound judgement, spiritual strength, national pride and a strong sense of civic responsibility. The plan is the product of a long and involved process of technical work and community and stakeholder participation.

Concept of lifelong learning

The concept of lifelong learning is implicit in the Ministry of Education’s understanding of education. Education is seen as a lifelong process with the learner as the core. At the national level, education is the key to global competitiveness, cultural cohesiveness and democratic governance.

Main challenges

Major priorities include the need to:

• Strengthen the capacity of the Ministry of Education to deliver the plan within the framework of the new education act
• Establish school boards empowered to draft school improvement plans
• Increase access and quality of preschool provision as well as partnerships with the community and the private sector
• Increase all learners’ levels of literacy, numeracy and information technology skills
• Improve the quality of primary education
• Increase access to high-quality universal secondary education
• Enhance and expand special education
• Restructure adult education to include continuing education skills training and personal enrichment
• Coordinate national and overseas training
• Develop a network of libraries as tele-information centres
• Develop national policies for youth and sports

Main targets and measures

The plan covers the whole of the education sector from early childhood to tertiary level. It also focuses on technical and vocational education and training, including information technology, adult and continuing education, human resource development, youth and sports. Strategic actions are defined for each of the prioritized areas, including the following:

• Ministry of Education, Human Resource Development, Youth and Sports: new structure for the Ministry; clarify and implement decentralization activities; increase management capability
• Early childhood education: reform curricula; increase access; expand parent and community partnerships
• Primary education: diagnose and develop literacy and numeracy skills; introduce multimedia technology; provide differentiated teaching resources; create individual classrooms
• Secondary education: develop and implement a policy strategy for technical and vocational education and training in secondary schools; introduce computer-assisted learning; establish student councils in every school
• Special education: adopt a policy statement and legislation; provide alternative assessment means to facilitate the inclusion of students with special needs
• Tertiary education: review and expand programmes; enhance access to course and provision; increase services to students; strengthen management and administration
• Adult and continuing education: restructure the programme to include continuing education; collaborate with public and private sectors; ensure well-trained teachers and trainers
• Human resource development: establish a national training board; accredit institutions and training providers; regulate private training providers; increase private sector involvement
• Library service: enhance the range and quantity of written and electronic resources; establish sufficient management and professional staff; expand outreach services
• Youth and sports service: develop a youth and sports policy; develop accredited programmes
• Technical and vocational education: develop a national technical and vocational education and training policy and organization structure; establish a national system of accreditation; provide guidance counselling in schools
• Teachers and teacher training: provide training for modern teaching and learning methods and the use of information and communication technologies; improve selection and deployment of teachers
• Educational social work: enhance nutrition of students; support the welfare of students and staff
• Assessment and examination: enhance minimum standard tests; improve examination currency and certification

Particular feature of the strategy

The Ministry of Education, Human Resource Development, Youth and Sports is one of the areas for which key priorities and actions have been defined. The Ministry’s mission is to ensure equity of access, increased opportunities and quality services in the area of education, human resource development, youth and sports for the continuous development of the people of St Lucia.

The action plan foresees the following strategic actions:

• Review and enact new education act and produce schedule
• Implement a new structure for the Ministry to encourage and sustain coherent services
• Develop working procedures to enhance joint working and cross-functional leadership
• Improve administration and management information systems; further refine programme budgeting mechanisms
• Strengthen capacity for partnership, consultation and inter-agency/ministry working groups
• Implement decentralization systems
• Increase resource allocation to the primary sector to increase equity
• Develop performance allocation to the Ministry, its institutions and agents
• Introduce textbook rental scheme
• Review role of National Commission of UNESCO

Relevant documents that the strategy refers to:

• Saint Lucia. 1999. Education Act

Stakeholders involved in the development of the strategy:

• Ministry of Education, Human Resource Development, Youth and Sports

Stakeholders responsible for implementation of the strategy:

• Ministry of Education, Human Resource Development, Youth and Sports
• Government of St. Lucia
• St. Lucia Teachers’ Union
• Sir Arthur Lewis Community College
• St. Georges University
• National Youth Council

Further readings and web links:

• The Development and State of the Art of Adult Learning and Education. National Report of Saint Lucia

Issuing Body

Ministry of Education, Human Resource Development, Youth and Sports

Rationale of the policy

The policy aims to provide an equitable and inclusive education system that grants all learners access to high-quality, free and compulsory basic, as well as senior secondary education. This should be followed by the opportunity to continue with lifelong education and training, enhancing personal development and contributing to Swaziland’s cultural development, socio-economic growth and global competitiveness. The strategy targets all learners, teachers, employees, managers and other providers of education and training in all public and private, formal and non-formal learning institutions, at all levels of the education system.

Concept of lifelong learning

Lifelong learning implies a seamless learning system with real pathways into other education and training options and equal opportunities for all. The term lifelong learning is linked to adult education. It primarily refers to non-formal and continuing education that provides options for those Swazi citizens who have missed some or all of their formal education.

Main challenges

• HIV and AIDS: information, treatment and support, and non-discriminatory labour practices
• Schools as centres of care and support: healthy, protective, and secure learning environments
• Inclusive education: consider needs of all learners regardless of gender, financial state, and disability
• Curriculum development: guidelines for content, materials, teaching and assessment methods
• Education guidance and psychosocial services
• Orphans and vulnerable children: cognitive, emotional and social development, and protection
• Education for sustainable development: norms and practices to ensure sustainable living

Main targets

• Early childhood care and development: expansion of equitable access, high standards
• Primary education: free/compulsory access, competence-based curricula, textbook policy
• Secondary education: school infrastructure, libraries, enhancing cognitive skills
• Technical and Vocational Education and Training (TVET): establishing the Swaziland Training Authority, initiating and regulating a National TVET Qualifications Framework
• Tertiary and higher education: establishing loan funds, flexible entry level assessment, improving cost efficiency
• Teacher education and training: competency-based teacher education, upgrading student teaching practice, reforming the demand-based financing model for teacher education
• Non-formal and continuing education: developing and regulating a non-formal and continuing education system to facilitate flexible access to relevant education opportunities for disadvantaged, over-aged or challenged learners; aligning non-formal education levels and standards in Swaziland with other countries in the South African Development Community (SADC) region

Particular feature of the policy

The lifelong leaning policy in Swaziland foresees the establishment of ‘education guidance and psychosocial services’ at schools in order to ensure that children survive to adulthood and develop into responsible adults who positively contribute to the socio-economic growth of the country. Especially in the era of AIDS, guidance and support must be considered as central classroom activities. For this reason, all new teachers in training should be required to study guidance and counselling as a compulsory and examinable pre-service training subject, with continuing education for all teachers via in-service programmes throughout their careers. This is to ensure that all teachers are fully and recurrently capacitated on issues of counselling, guidance, health, psychosocial support, life skills, Adolescent Reproductive Health (ARH), HIV and AIDS, STI awareness and prevention. Teacher training should also ensure an enabling and protective environment within all schools, using the ‘Schools as Centers of Care and Support’ framework, supportive structures and dedicated counselling rooms.

Relevant documents that the strategy refers to:

• United Nations. 1948. The Universal Declaration of Human Rights
• United Nations. 1966. International Covenant on Economic, Social and Cultural Rights
• United Nations. 1979. Convention on the Elimination of All Forms of Discrimination Against Women
• United Nations. 1989. Convention on the Rights of the Child
• UNDP; UNICEF; World Bank. 1990. World Conference on Education for All; Meeting Basic Learning Needs, Jomtien, Thailand, 1990: Final report
• 1990. The African Charter on the Rights and Welfare of the Child
• Hague Conference on Private International Law, 1993. The Hague Convention on Protection of Children and Co-operation in Respect of Intercountry Adoption
• Southern African Development Community. 1997. The SADC Protocol on Education and Training
• World Education Forum, Dakar, 2000. The Dakar Framework for Action: Education for All: meeting our collective commitments
• Southern African Development Community. 2003. SADC Charter of Fundamental Social Rights: First step to regional labour standards
• United Nations. 2006. Convention on the Rights of Persons with Disabilities
• African Union. 2008. Windhoek Declaration on Social Development
• African Union. 2008. Social Policy Framework for Africa

Issuing Body

Ministry of Education and Training

Rationale of the strategy

The strategy for lifelong learning is based on the individual rather than systems and institutions, and is organized to support individual learning at different stages of life. The individual’s opportunities, needs, motivations and potential are the starting points for the support and structures that are needed. The strategy covers all forms of learning: formal, non-formal and informal. Education in the public education system should be provided free of charge. In addition, a generous and equitable study support system should give everyone the opportunity to study, irrespective of their background and financial resources.

Concept of lifelong learning

Lifelong learning may be regarded as a general description of a number of approaches, system characteristics and basic values. For a number of years, lifelong learning has been one of the guiding principles in the general development of educational and learning policy.

Main challenges

The strategy focuses largely on quality, goal attainment and accessibility. The following issues are mentioned:

• Quality:
  • Transitions between different levels and parts of the education system
  • Transitions between education and working life
  • Dead ends in the education system
  • Study and vocational guidance that responds to the needs of individuals, society and the labour market
• Accessibility – equivalence ‒ coordination:
  • Opportunity to study for everyone, irrespective of background and financial resources
  • Geographical accessibility of education and adaptation to individuals’ different living conditions
  • High level of equivalence in education as regards admission, design and content
  • Validation of knowledge and experience
  • Role of working life in learning and development

Main targets and measures

The strategy covers all levels and parts of the education system, from preschool to adult education and higher education. It also takes into account and gives meaning to learning in both working life and societal life, as well as in other life contexts. The following targets are defined in the strategy:

• Preschool: focus on the development of language as a means of acquiring and understanding the surrounding world; linking language development and concept formation in order to develop good reading skills as well as other skills; introducing universal preschool free of charge for children from the age of three
• Compulsory school: creating the best overall conditions for pupils’ general education, thinking and knowledge development; introducing compulsory national tests for Year 3 and tests in Year 5; increasing opportunities for teachers to participate in advanced in-service training and in-depth studies
• Upper secondary school: designing a new upper secondary education that enables more young people to complete their education within four years; vocationally oriented programmes that lead to a vocational leaving certificate; greater coordination is needed between school and working life
• Higher education: increasing resources allocation to postgraduate programmes to ensure higher quality; continuous evaluation of quality in higher education; easy access to higher education through direct education or via distance technologies; more integration of immigrant academics by means of special supplementary measures for different professional groups; strengthening opportunities for adults to return to higher education after a degree
• Adult education: promoting the development of structures for greater coordination between different actors that support learning; securing a well-developed infrastructure with guidance, validation, accessibility and study support
• Popular adult education: strengthening post-upper secondary education outside higher education and transforming it into a more powerful alternative

Stakeholders involved in the development of the strategy:

• Ministry of Education and Research

Stakeholders responsible for implementation of the strategy:

• Government

Further readings and web links:

• National Qualifications Framework

Issuing Body

Ministry of Education and Research

Rationale of the strategy

The main reasons for developing the Medium-Term Strategic Plan are to provide the Ministry of Education and Vocational Training with a framework for programme planning, implementation and performance review. The strategy serves as a basic tool for engaging and negotiating financing of education and training with key stakeholders. It presents the government with an instrument for continuous critical evaluation of sectorial activities and priorities, strategic interventions and programme implementation, and sets a basis for resource allocation and targeting. The strategy seeks to improve the quality of education and training by expanding institutional frameworks and structures as well as expanding access to education and training at all levels. The overall mission is to provide all Tanzanians with equal opportunities for quality education and to ensure the development of a quality human resource base through education and training.

Concept of lifelong learning

The term ‘lifelong learning’ is not explicitly mentioned in the strategy. Instead, the strategy employs the concept of ‘education for self-reliance’. In this regard, it is based on a philosophy that values education and training as key contributing factors to sound economic growth and social, political and cultural advancement.

Main challenges

• Spread of new HIV infections and AIDS in Tanzania
• Corruption
• Demand for skilled human resources for management of the economy and delivery of education services
• Demand for traditional/conventional and non-conventional/innovative approaches in financing education

Main targets and measures

The strategic plan includes all sectors of the education system, from early childhood to higher education, technical and vocational education, and training and adult education.

The strategy aims at:

• Reducing HIV and AIDS infections and improving care and supportive services
• Enhancing, sustaining and implementing a national anti-corruption strategy
• Improving access, equity and quality in education and training
• Improving management and administration in education and training
• Strengthening information, research and development
• Improving the working environment for the delivery of education and training supportive services
• Improving education on crosscutting issues
• Strengthening sustainable cooperation in education with regional and international organizations
• Enhancing and sustaining alternative sources of funding for the education sector

Planned policy initiatives for improving performance:

• Education Sector Development Programme
• Public Service Reform Programme
• National Strategy for Growth and Reduction of Poverty

Particular feature of the strategy

The strategy puts an emphasis on the roles and functions of the Ministry of Education and Vocational Training as a key stakeholder and evaluates the environment in which it operates. The strategy includes a situational analysis of the education and training sector by providing extensive performance reviews of Ministry Departments. The following sub-sectors of the education system are reviewed with regard to a) access, b) equity and c) quality improvement: special needs education, preschool education, primary education, adult and non-formal education, secondary education, teacher education, school inspection, technical and vocational education and higher education. The strategy also provides an analysis of relevant stakeholders, including pupils and students, lecturers and instructors, teachers and tutors, development partners and non-state actors, parents, the general public, the mass media, other ministry departments and agencies providing education.

Relevant documents that the strategy refers to:

• Tanzania. Ministry of Education and Culture. 1995. Education and Training Policy
• Tanzania. Ministry of Science, Technology and Higher Education. 1999. National Higher Education Policy
• Government of Tanzania. 2002. Performance Assessment Framework
• Tanzania. 2008. Education Sector Development Programme 2008-2017

Stakeholders involved in the development of the strategy:

• Ministry of Education and Vocational Training

Stakeholders responsible for implementation of the strategy:

• Ministry of Education and Vocational Training
• National Council for Technical Education
• National Examinations Council of Tanzania
• Tanzania Commission for Universities
• Tanzania Education Authority

Further readings and web links:

• National Council for Technical Education

Issuing Body

Ministry of Education and Vocational Training

Rationale of the strategy

This strategy and sectorial plan for education from the government of Togo follows the previous National Plan for Education for All (l’Education Pour Tous, EPT) elaborated and adopted by the government after the realization of different works in order to analyse the national educational system. Nevertheless, it was considered that this EPT was not complete and adequate enough. Thus, it had been necessary to maximize the contribution of education to economic and social development in Togo through this sectorial plan which is in the perspective of an implementation of relevant dispositions of the constitution, orientation laws of education, orientations of the Poverty Reduction Strategy Papers (Documents de stratégie pour la réduction de la pauvreté, DSRP), as well as the commitments of Togo for Education for All. This strategy also aims to create a united and coherent vision of education in Togo, especially in the current national context with a morose economy and a demographic growth with deep mutations in the technological, economical and scientific fields which create a need of modernization of education.

Concept of lifelong learning

This strategy for education in Togo does not mention the term lifelong learning. Nevertheless, this policy concerns everyone, with clear reference to early childhood, primary education, secondary education, higher education, vocational and technique education, and adult education. Moreover, there are also clear references to non-formal and formal education as an integral part of lifelong learning.

Main challenges

• Togo is far from achieving universal primary education
• Strong social disparities between academic programmes, at the expense of girls and the poor, and strong regional disparities in term of schooling opportunities
• Repetition rates are strong in primary school, and in secondary education, whereas efficiency stays weak
• Inadequacy between education and employment
• Poor learning and working conditions: weak expenses for purchasing equipment
• Lack of ways to access different levels and types of learning
• Poor distribution of teachers who are exploited and under qualified
• Lack of books and didactic equipment for teachers and students
• Little use of information statistic systems
• Poor administrative management
• Poor control of socio-professional circles demand

Main targets and measures

The strategy defines guiding principles and priorities axes for education. It distinguishes

• Options:
  • Achieve universal primary education by 2020 and improve quality of educational services through the transformation of initiative local schools on public school and thus, establish free access for students, purchase school books and ask the State to pay teachers, as well as decrease rates of repeat
  • Develop community experience for rural populations, especially among disadvantaged groups
  • Increase the achievement of the first secondary cycle, particularly in rural areas, by controlling the costs by a revision of programs and the establishment of polyvalence within the recruitment of teachers at this teaching level
  • Assure in higher education, second cycle of secondary education and technical and vocational education, trainings adapted to the demands of the Togolese economy
• Guiding principles:
  • Equity: affirmative action in the resources allocation
  • Liberalization of educational opportunities
  • Management of transparency and effectiveness
  • Promote effective schools that bring success to all the learners and maximize learning
  • Effective and well-coordinated partnerships

• Major priorities of sectorial policy:
  • Universalization of primary school
  • Improvement of access and equity in each level of teaching
  • Improvement of management and governance

The policy targets all ages for learning and includes non-formal and formal learning. This strategy enounces precisely and in a very organized way, all the measures to be adopted.

Particular feature of the strategy

This strategy includes a chapter about financing and a glossary. It also makes clear references to non-formal education. The strategy is complete and detailed, distinguishing options, guiding principles and major priorities in reforming the educational system in Togo.

Relevant documents that the strategy refers to:

• Togo. Ministère des enseignements primaire et secondaire. 2005. Plan d’Action National de l´Éducation pour tous

Stakeholders involved in the development of the strategy:

• Ministries in the field of Education with the support of representatives of the Ministry of Economy and Finance, the Ministry of Cooperation and Planning, of Development
• French cooperation
• World Bank
• International Help and Actions
• Consultants financed by French cooperation, World Bank and UNICEF

Stakeholders responsible for implementation of the strategy:

• Government

Issuing Body

Lomé, Gouvernement du Togo

Rationale of the policy

The Education Policy Framework for Tonga is closely related to and derived from the Strategic Development Plan 7 and the National Poverty Reduction Strategy. The policy incorporates a broad strategic plan to undertake comprehensive reform and improvement of education in Tonga. The aims are to set guidelines and provide a framework and a context for the future development of Tonga’s education sector; to strengthen the Ministry of Education’s management of the education sector; to help the Ministry of Education assess whether the key strategic policy directions are appropriate and comprehensive; to help the Ministry of Education identify the critical information required to validate these strategic directions; and to ensure that appropriate criteria are applied when determining priorities for education development and investment.

Concept of lifelong learning

The policy framework does not provide a definition of the concept of lifelong learning. The mission of the Ministry of Education is ‘to provide and sustain lifelong relevant and quality education for the development of Tonga and her people’. Education is considered to be the most valuable asset a person can possess. The essence of education is developing individuals so that they can realize their potential as human beings, living fulfilling lives as valuable members of Tongan society and the wider world. Education should seek to strengthen and develop the moral and cultural values that underpin Tongan society. Education is the cornerstone of all aspects of national development and must be accessible to all members of Tongan society.

Main challenges

The challenges in the education system include the following questions and issues:

• How to provide universal basic education for all up to the end of year 8 given the limited resources
• How to improve partnerships between the government and non-governmental education authorities
• How to achieve formal recognition of the important role of early childhood for child development
• How to develop an appropriate and integrated qualifications framework that ensures national standards and regional and international recognition
• How to plan and implement the principle of self-management in schools
• How to increase efficiency through reduced repetition, improved pupil-teacher ratios and the use of multi-grade teaching and technology
• Whether and under what conditions external support for recurrent expenses should be sought
• Finding the balance between the extent to which the school curriculum prepares students for life in Tonga and the extent to which the curriculum develops the skills required in a globalized world
• Reviewing the policy on teacher recruitment and retention, teacher remuneration, and teacher preparation in and beyond Tonga

Main targets and measures

The policy encompasses all education sectors. It goes beyond the formal education system to include all aspects of human resource development in Tonga, including strengthening the links between the outcomes of the formal education sector and the training needs of the labour force.

The following policy areas have been identified for further policy development and action:

• Policy development, planning and monitoring
• Universal basic education before and after year 8
• Early childhood education
• Special education
• Language policy
• Sport
• Curriculum and assessment
• Teacher supply and teacher quality
• Skills development and lifelong learning
• Reorganization of tertiary education
• Management and control of education
• Efficiency
• Information and communications technology
• Financing options and financial sustainability

Particular feature of the policy

One of the areas for further policy development is language policy, which focuses on the objective that all Tongans will be literate in both Tongan and English. Education policy issues include determining appropriate bilingual teaching methodologies, the appropriate point at which the language of instruction in schools should switch from Tongan to English, and appropriate diagnosis and support of language learning difficulties. The main language of instruction in government primary schools will be Tongan up to the end of grade 3, while a bilingual approach will be used to support instruction in grades 4 to 6. English will be the main language of instruction from grade 7. Diagnostic instruments will be developed and used at an early stage of primary school to identify students with literacy problems. High priority will be given to developing, producing and distributing quality learning resources such as graded readers and books to support the development of literacy and numeracy. These will be in Tongan for the early primary school years and then in both Tongan and English.

Relevant documents that the policy refers to:

• Tonga. Ministry of Education. 2004. Tonga Ministry of Education Corporate Plan 2004-2007
• Tonga. Education Sector. 2003. Final Report: Tonga Education Sector Study
• Tonga. Government. 2001. Strategic Development Plan 7 (2001-2004)
• Tonga. 2003. Education Policy Options Paper
• Tonga. Ministry of Education. 2004. Annual Management Plan (2004-2005)

Stakeholders involved in the development of the policy:

• Ministry of Education and Training

Further readings and web links:

• Tonga National Qualifications and Accreditation Board
• Tonga Qualifications Framework

Issuing Body

Ministry of Education

Rationale of the policy

To meet the goals of the seven pillars in the Framework for Sustainable Development (2019), one being, ‘a more diversified, knowledge-intensive economy – building on the native genius of our people’, the policy was developed by the Ministry of Education in co-operation with a technical review committee, composed of various stakeholders. The tertiary education and technical vocational and education training sector in Trinidad and Tobago has grown rapidly, but there is still a need for more effective governance, coordination and management to achieve its objectives. To ensure that the educational system will meet all social and economic needs, as well as the expectations of the nation, the policy is driven by the principles of integrity, relevance, quality, access, accountability and performance.

Concept of lifelong learning

Lifelong learning refers to all learning activities undertaken throughout life, with the aim of improving knowledge, skills and competence within a personal, civic, social and/or employment-related perspective. The term recognises that learning is not confined to childhood or the classroom, but takes place in all areas of life and in a range of situations. Lifelong learning opportunities can be found in a variety of formal, non-formal and informal settings and are carried out through diverse delivery modes.

Main challenges

• Mismatch of the educational outputs and the demands of the technologically-oriented labour market
• Plethora of educational qualifications and titles results in public confusion
• Government programmes overlap, lack of networking leads to duplication
• Fragmented governance, weak coordination and planning; weak system of accountability
• Weak basic skills at all levels impedes the smooth transition to a higher educational level or the workplace
• Too many untrained and under-qualified teachers and administrators at tertiary, training and technical and vocational education level
• Gender disparity among students and staff

Main targets and measures

• Developing a National Qualifications Framework (NQF) to facilitate greater horizontal and vertical mobility and avoid confusion with degrees and titles, also include non-formal and informal learning into the NQF
• Improving the quality of teaching and learning
• Revising and adjusting curricula for more relevance in the national and regional contexts
• Accelerating the further development of alternative learning systems, e.g., distance learning programmes
• Encouraging research activities for technological improvement and social development
• Developing and implementing capacity building initiatives and promote sustainable human resource development
• Ensuring cost-effective management and optimal use of resources
• Establishing a data-driven system of performance monitoring to assess institutional effectiveness

All of the educational sectors and age groups are targeted in the policy, with a strong emphasis on youth and adults as the policy mainly concerns tertiary education and technical and vocational education.

Particular feature of the policy

The policy is very clear on the goals, priorities and strategies of the funding mechanisms for tertiary education and technical and vocational education. The overall goals of greater equity of access, efficiency in operations and improved quality of programmes and services entail a revision of funding priorities and approaches and an enhancement of sustainability and accountability. The role of the Government of Trinidad and Tobago in financing tertiary education and technical and vocational education is outlined, as well as the structure of existing funding programmes for allocating grants and loans to students taking part in the respective programmes (e.g., GATE and HELP). Concrete measures to attain greater efficiency include the following: comparing the impact and outcomes of private and public tertiary education programmes to decide on better resource allocation; collecting more data if institutions are meeting performance indicators; conducting in-depth cost analyses to establish a fixed tuition fee; prioritising funding for research; promoting capacity-building for tertiary education leadership and management; and setting more fiscal incentives for the private sector to engage in investment.

References to other relevant documents:

• Trinidad and Tobago. 2010. Prosperity for All: Manifesto of the People’s Partnership for a united people to achieve sustainable development for Trinidad and Tobago
• Trinidad and Tobago. 2004. The National Policy on Tertiary Education, Training, Distance and Lifelong Learning: A green paper
• Trinidad and Tobago. Ministry of Science, Technology and Tertiary Education. 2006. Strategic Planning Final Report
• Ministry of Planning and Sustainable Development. Vision 2020 Draft National Strategic Plan
• Jamaica. Ministry of Education. 2004. Policy on Lifelong Learning

Stakeholders involved in the development of the policy:

• Ministry of Education
• Ministry of Science, Technology and Tertiary Education
• Ministry of Labour and Small and Micro Enterprise Development
• University of the West Indies
• University of Trinidad and Tobago
• National Training Agency
• School of Business and Computer Sciences
• College of Science, Technology and Applied Arts of Trinidad and Tobago

Stakeholders responsible for implementation of the policy:

• Ministry of Education
• Ministry of Science, Technology and Tertiary Education

Further readings and web links:

• Funding Scheme: Higher Education Loan Programme (HELP)

Issuing Body

Ministry of Education

Rationale of the policy

The policy paper has been drafted in the context of the SVET (Strengthening Vocational Education and Training) work plan. The purpose is to assess the current role of lifelong learning in Turkey and to make recommendations for policymakers in stakeholder organizations on how to improve lifelong learning policies. It is expected that by 2020 almost 70% of Turkey’s population will be of working age. Turkey’s labour market is characterized by high unemployment and very little investment in human resources. Newly created jobs tend to be concentrated in the small and medium-sized enterprises and informal sectors and are generally low-skilled and poorly paid. Turkey needs to invest in human resources development through adequate investment in education and training.

Concept of lifelong learning

Lifelong learning is defined as all learning activities undertaken throughout life with the aim of improving knowledge, skills and competencies within a personal, civic, social and/or employment context. It encompasses formal, non-formal and informal learning and there are no restrictions in terms of age, socio-economic status or educational level. Learning is lifelong and life-wide, as it not only takes place in schools, but also in other areas of life, for example at work and in civic, political, cultural and recreational life.

Main challenges

• Risk of exclusion from the education system for children, especially those working in agriculture or industry and living or working on the streets
• Underdeveloped system of legally licensing professional associations in the field of education or guidance
• Lack of systematic and regular identification of sectoral needs for demand-driven training and lack of feedback mechanisms to monitor the effects of such training
• Lack of effective working relationships between the Vocational Education Board and the Provincial Education Boards, which form the main social dialogue mechanism
• Lack of flexibility in the education system: horizontal transfer of students between school types (particularly between general secondary education and vocational-technical secondary education) is restricted or not allowed at all
• Insufficient career guidance and counselling services regarding services for adults, for women who are not involved in education or the labour market, for immigrants and for adults requiring special education; guidance services in non-formal education are hardly available

Main targets and measures

The policy includes all phases of learning, from early childhood family learning and learning at preschool, through all the stages of formal initial education and throughout life into the post-retirement third age. There are seven key areas for the development of a lifelong learning policy in Turkey:

• System, infrastructure and funding of lifelong learning
• Collection and use of data for monitoring and decision-making
• Decentralization and devolution, civil society and collaboration
• Information, advice and guidance to learners
• Development of staff capacity
• International cooperation
• Quality assurance and accreditation

The following programme areas are priorities of lifelong learning stakeholders in general and of the new Lifelong Learning Council in particular:

• Basic life skills and literacy training for adults
• Rural development programmes for lifelong learning
• A comprehensive basic skills and key competencies development strategy
• Involving and supporting civil society in implementing lifelong learning
• Enterprise training
• Standardization and certification of skill levels and wider provision
• Comprehensive training and retraining of practitioners
• Information and awareness campaign
• Media and lifelong learning

Particular feature of the policy

The policy includes a section on decentralization and devolution of lifelong learning administration. An important factor in managing educational policy is the division of responsibilities among national, regional and local authorities as well as schools. Placing more decision-making authority at lower levels of the education system has been a key aim in educational restructuring and systemic reform in many countries since the early 1980s. The major benefits of a less centralized system include redefinition of structures, procedures and practices of governance; provision of more relevant responses to locally expressed needs; increase in efficiency, effectiveness, quality and flexibility of services; and ensured accountability and transparency of local governance. Decentralization of services by definition carries an expectation of some devolution of power, and a shift of responsibility from the central administrative level to the lower level in the hierarchy. SVET is strongly involved in preparing vocational education and training institutions to take up new roles under a decentralized educational system by training school management and institutions’ new support staff. Furthermore, school autonomy can be seen as the focal point for decentralization policies. It is believed that school autonomy can foster responsiveness to local requirements. Setting centrally determined frameworks within which individual schools make decisions is a possible alternative to complete school autonomy.

Relevant documents that the strategy refers to:

• The Grand National Assembly of Turkey. Constitution of the Republic of Turkey
• Turkey. Ministry of National Education. National Education Basic Act
• Turkey. 1986. Vocational Education Act
• Turkey. 2006. Non-Formal Education Institutions Decree

Stakeholders involved in the development of the strategy:

• Labour Market Team SVET

Stakeholders responsible for implementation of the strategy:

• Turkish National Council of Lifelong Learning
• Lifelong Learning Centre of Turkey
• Ministry of National Education

Further readings and web links:

• Lifelong Learning Strategy Paper 2009
• National Qualifications Framework for Higher Education
• Scientific and Technical Research Council
• Law on Higher Education
• Reforming Turkish Vocational Education and Training
• Ninth Development Plan 2007-2013
• National Information Society Strategy 2006-2010

Issuing Body

Labour Market Team SVET

Rationale of the strategy

The purpose of the Lifelong Learning Strategy Paper is to establish a lifelong learning system that responds to technological progress, transformations in the job market and other dramatic changes that are taking place in Turkish society. The education infrastructure must be strengthened and quality must be enhanced. The document includes a lifelong learning action plan.

Concept of lifelong learning

Lifelong learning is defined as any learning activities in which individuals engage at any time in their lives in order to develop their knowledge, skills, interests, qualifications and employment prospects. The aim of lifelong learning is to enable individuals to adapt to the information age and participate actively in all aspects of economic and social life. Lifelong learning comprises learning that takes place at home in early childhood; preschool learning; all stages of formal and non-formal education; learning acquired in working life; and knowledge and skills gained in any period of life.

Main challenges

• Low literacy rate, particularly among women
• Insufficient quality and quantity of schools
• Insufficient teacher training personnel
• Low rate of computer ownership and internet use, particularly in certain social groups
• Insufficient services to help individuals choose subjects and programmes that match their interests, wishes, talents and qualifications
• Need to restructure education system as a learner-centred system with a focus on lifelong learning
• Need to determine the principles of national qualifications in technical and vocational areas and to carry out activities related to supervision, measurement, evaluation, documentation and certification based on national and international vocational standards

Main targets and measures

The policy refers to all educational sectors from early childhood to adult education. The strategy includes the following sixteen priorities, all of which fall under the general goal of promoting the concept of lifelong learning and facilitating access to quality learning by strengthening the lifelong learning infrastructure:

• Issuing a legal regulation in which the duties and responsibilities of various parties with regard to coordinating lifelong learning are specified
• Establishing a lifelong learning culture by increasing social awareness
• Strengthening data collection systems for efficient monitoring, evaluation and decision-making
• Increasing the literacy rate
• Increasing enrolment at all levels of education, starting with basic education
• Ensuring that education institutions’ physical infrastructure, number of teaching personnel and quality meet learners’ needs
• Updating training programmes continuously and adapting them to changing needs
• Using information and communication technologies appropriate for learners of different ages
• Encouraging participation of disadvantaged individuals
• Strengthening career guidance services under the scope of lifelong learning
• Establishing a quality assurance system by activating a vocational qualifications system
• Facilitating transitions between training programmes from school to work and from work to school
• Ensuring labour quality reaches an internationally competitive level
• Ensuring that the financing of lifelong learning is shared by the various parties
• Increasing international cooperation and mobility under the scope of lifelong learning
• Supporting lifelong learning activities in order to increase the participation of older people in social and economic life

Particular feature of the strategy

One of the priorities of the strategy is ‘using information and communication technologies appropriate for learners of different ages’. In order to achieve this objective, the action plan sets out the following measures:

• Provision of internet access in schools and public institutions
• Authorization of competent trainers
• Increase of open access sources within the scope of e-learning implementation
• Creating awareness of and demand for lifelong learning opportunities with a focus on information technologies
• Provision of regulations and modalities in order to facilitate the individual use of information and communication technologies
• Provision of educational media
• Establishment of a national and international information network supporting lifelong learning
• Transfer of experiences of academics in universities to formal and informal education facilities

Relevant documents that the strategy refers to:

• European Commission. 1997. European Employment Strategy

Turkey. State Planning Organization. 2006. Ninth Development Plan 2007-2013

• Turkey. State Planning Organization. 2006. Information Society Strategy, 2006-2010
• Turkey. State Planning Organization. 2007. The Situation of Elderly People in Turkey and National Plan of Action on Ageing
• Turkey. Ministry of Agriculture and Rural Affairs. 2007. National Rural Development Strategy, 2007-2013
• Council of the European Union. 2000. Lisbon Strategy

Stakeholders involved in the development of the strategy:

• Ministry of National Education

Stakeholders responsible for implementation of the strategy:

• Ministry of National Education
• Ministry of Finance
• Ministry of Labour and Social Security
• Ministry of Science, Industry and Technology (former Ministry of Industry and Trade)
• Ministry of Health
• Turkish Accreditation Agency
• Turkish Council of High Education
• Turkish Labour Institution
• The Union of Chambers and Commodity Exchanges of Turkey
• Turkish Radio and Television Institution
• State Planning Institution
• Social Services and Child Protection Institution

Further readings and web links:

• Driving Force for the Success of Turkey: Lifelong Learning Policy Paper 2006
• National Qualifications Framework for Higher Education
• Scientific and Technical Research Council
• Law on Higher Education
• Reforming Turkish Vocational Education and Training

Issuing Body

Ministry of National Education

Rationale of the law

The aim of this law, which is unique in the Latin American and Caribbean region, is to ensure and promote lifelong quality education for all citizens by facilitating continuing education. The law emphasizes the right to lifelong learning, the four pillars of learning proposed by the Delors Report and non-formal education for all ages. The law also stresses the social, economic and cultural benefits of learning and contains a clear proposal on monitoring and evaluation.

Concept of lifelong learning

Non-formal education in the context of a lifelong learning culture includes all learning opportunities offered outside of formal education and targeted at persons of any age.

Main targets and measures

• Educational sectors that are targeted in the document:
  • Early childhood education; primary and secondary education; higher, technical and vocational education; adult and continuing education
• Targets or actions to be taken:
  • Strong emphasis on the right to education for the most vulnerable groups

Particular feature of the law

The law proposes best practices in the following areas:

• Workplace and community learning
• Integration of societal interests into the field of lifelong learning (health issues, gender and social equality, inclusion of marginalized groups, etc.)
• Including information and communications technologies in the learning process
• Funding
• Quality assurance and the establishment of an evaluation body
• Innovative form of stakeholder involvement
• Clear scheme for implementation covering stakeholders, timeline, funding, etc.

Stakeholders involved in the development of the strategy:

• The National Debate on Education was launched in 2006. The results of this process were recorded and disseminated in the Final Report of the Organizing Committee of the Education Debate (CODE).
• In 2007, discussions took place with organizations such as the Administración Nacional de Educación Pública (National Public Education Administration), the University of the Republic and trade unions.
• In order to encourage people of all ages and backgrounds to participate in the public debate on education, a draft of the law was made available. Officers from the Ministry of Education visited institutions and communities across the country to collect feedback.

Issuing Body

Ministerio de Educación y Cultura

Rationale of the law

The objective of the Organic Education Law is to establish principles, values, rights and duties in the field of education. These reflect the principles of the constitution and the humanistic ethical values necessary for social transformation. The law applies to natural and juridical persons, institutions and official educational centres on national, state and municipal levels as well as decentralized entities and private educational institutions.

Concept of lifelong learning

The law does not provide a definition of lifelong learning, but the concept is cited also as one of the fundamental principles of university education. In addition to basic and university education, continuing education is promoted in the law. The education system integrates policies and services that guarantee continuing education for all citizens regardless of their age and promote ethnic, linguistic and cultural diversity.

Main regulations

The law refers to educational sectors from preschool to higher education and continuing education for teachers. The following actors are defined as co-responsible for education:

• Families: have duties, rights and responsibilities with regard to forming the principles, values, beliefs and habits of children, adolescents and adults
• Community organizations: must contribute to citizens’ education in order to support the creation of a socially responsible civil society
• School leadership
• Educational community: includes students, teachers, administrative staff and other representatives of the education system
• Student organizations
• Public and private educational organizations

The following issues regarding the education system are regulated by the law:

• Organization of the education system: the education system includes basic education (preschool, primary and secondary education), university education and continuing education
• Modalities of the education system: adult education, intercultural education, arts education, rural education, military education and special education
• Principles of university education including autonomy and academic freedom
• Educational infrastructure: the construction of educational institutions must comply with legal specifications

Education and career development for teachers include the following issues:

• Teacher education and continuing education for teachers: continuing education is a process aimed at enhancing the knowledge of those responsible for the education of citizens. Continuing education should ensure the development of a strong, critical, reflective and participative society as well as social transformation
• Continuing education policy: the state designs, administrates and monitors continuing education for the educational community
• Career development for teachers and regulations for retirement

Administration and regulation of education cover the following issues:

• Educational monitoring and evaluation: evaluation should be democratic, participatory, continuous, holistic, cooperative, systematic, qualitative and quantitative, diagnostic, flexible and accumulative
• Institutional evaluation
• Certificates and titles
• Equivalence of studies and recognition of prior studies in foreign countries

Financing of education:

• The state guarantees an annual investment in the construction, expansion, renovation and maintenance of school buildings as well as in services, equipment, tools, machines, and technology

Relevant documents that the law refers to:

• Venezuela. Presidente de la República. 2012. Ley Orgánica del Trabajo, los Trabajadores y las Trabajadoras
• Venezuela. National Constituent Assembly. Constitution of the Bolivarian Republic of Venezuela

Stakeholders involved in the development of the law:

• National Assembly of the Bolivarian Republic of Venezuela (in Spanish language)

Issuing Body

National Assembly of the Bolivarian Republic of Venezuela

Rationale of the law

The Education Law regulates the national education system. Vietnamese education is based on Marxism-Leninism and the ideas of Hồ Chí Minh but also incorporates scientific and modern elements. Educational activities combine learning with practice and take place not just in schools but also in the family and throughout society.

Concept of lifelong learning

The term ‘lifelong learning’ is used only once in the context of defining continuing education. Continuing education enables people to learn throughout life in order to develop their personality, broaden their knowledge and improve their quality of life, employability and ability to adapt to changes in society.

Main regulations

The law refers to all sectors of the education system, from early childhood to vocational, higher and continuing education. In addition to learning in formal settings, it includes in-service training, distance learning and guided self-learning leading to nationally recognized qualifications. The law includes provisions regarding the following areas:

• The national education system consists of formal and continuing education, including:
  • Early childhood education, i.e. crèches and kindergartens
  • General education, i.e. primary schools, lower secondary schools, upper secondary schools, multi-level general schools and centres for general skills and career orientation
  • Professional education, i.e. vocational secondary education and vocational training
  • Undergraduate and postgraduate education
• Schools and other educational institutions: schools in the national education system are organized into public schools, people-founded schools and private schools. Additionally, there are institutions run by state agencies, political organizations and socio-political organizations that are responsible for educating and training civil servants. Institutions run by armed forces are responsible for educating and training officers, non-commissioned officers, professional staff and defence workers. They are also responsible for educating leaders and heads of state on national security.
• Duties and rights of teachers: teachers must have good moral, mental and ideological qualifications, have attained the standard professional qualifications, be healthy and have a good curriculum vitae. They have the right to receive further education and training.
• Duties and rights of learners: learners have the right to receive respect, equal treatment and adequate information concerning their own learning from schools or other educational institutions. They have the duty to perform learning and training tasks according to the educational programmes and plans of schools or other educational institutions.
• School, family and society: schools shall be responsible for actively liaising with families and society to implement educational objectives and principles. Parents or guardians shall be responsible for facilitating their children in learning, training and participating in school activities.
• State management of education: state management of education shall comprise formulating and directing the implementation of strategies, plans and policies on educational development. The government shall be responsible for the unified state management of education. Financial sources of investment in education comprise the state budget; tuition and admission fees; income from consulting, technology transfer, production, business and service activities of educational institutions; and investment from domestic and international organizations and individuals. The state shall expand and develop international cooperation in education based on the principle of respect for national independence, sovereignty, equality and mutual benefit.

Particular feature of the law

The law comprises a section on continuing education.

The contents of continuing education are reflected in the following programmes: illiteracy eradication and continuing post-literacy education; educational programmes targeted at updating knowledge and transferring technology; training and upgrading programmes and programmes leading to educational diplomas. The methods of continuing education must promote the initiatives and take advantage of the experience of learners, with an emphasis on the development of their self-taught abilities. Modern facilities and information technology should be used to improve the quality and efficiency of teaching and learning.

Institutions of continuing education include centres for continuing education organized at province and district levels and community learning centres organized at commune, ward and town levels. Programmes of continuing education are also conducted at general educational institutions, professional educational institutions, higher educational institutions and through the mass media.

Relevant documents that the law refers to:

• Viet Nam. 2001.1992 Constitution of the Socialist Republic of Vietnam

Stakeholders involved in the development of the law:

• National Assembly of the Socialist Republic of Vietnam

Further readings and web links:

• Law amending and supplementing a number of articles of the Education Law, 2009

Issuing Body

National Assembly of the Socialist Republic of Vietnam

Rationale of the policy

The framework for the period 2012–2020 is a follow up of the reviewed implementation of the framework for the period 2005–2010. After obtaining a number of important results, the new policy aims to overcome its remaining limitations and shortcomings. A retrospect included in the document shows that the objectives of the framework 2005–2010 have not been achieved to their full extent. Framework 2012–2020 draws on this conclusion and sets the overall objective to achieve greater awareness among people of the fact that continuous lifelong learning is crucial to the development of all citizens. Favourable conditions shall be created to guarantee equal access to lifelong learning for all people, independent of age and learning level.

Concept of lifelong learning

Lifelong learning is understood as the main component of a learning society. A society like this accommodates citizens who voluntarily commit themselves to learn continuously, especially in non-formal places such as community learning centres or continuing education institutions. This leads to increased efficiency and productivity. The enterprise of lifelong learning depends on the state which is responsible for investing in educational institutions and creating policies with the aim to encourage all citizens to learn throughout their lives. All agencies, no matter of their status, are responsible for creating favourable conditions for lifelong learning.

Main challenges

• Relapses into illiteracy especially in hard-to-reach rural areas
• Continuing education centres are still underdeveloped in some rural areas as investments are pending; most community learning centres run inefficiently and lack material
• Limited awareness among various administrative levels and agencies of the goals and benefits of building a learning society
• The implementation process lacks the full enthusiasm of some stakeholders, concrete implementation plans and coordination mechanisms
• Capacities of community centre teachers are not sufficient and competences are too weak; policies for illiteracy eradication are outdated and mismatch the current needs

Main targets and measures

• Strengthen distance learning courses at universities and integrate information and communication technology in all education centres
• Increase the number of community learning centres and district-level continuing education centres
• Communicate goals, significance and benefits of lifelong learning: conduct awareness-raising activities; strengthen existing movements and initiate new ones; organise an LLL week annually; and reward organisations/individuals with outstanding performances on LLL
• Organise various forms of lifelong learning in the non-formal education sector: media shall disseminate knowledge and deliver distance education programmes; and strengthen active role of cultural institutions in lifelong learning activities (organising workshops, discussions, games, contests; using creative spaces in museums or the like; compiling learning materials)
• Strengthen and develop community/continuing education centres: enhance performance quality of the centres; expand the scope and activities beyond urban borders; improve management boards of the centres; provide regular training to managers and teachers; define learners’ needs and diversify curricula accordingly
• Strengthen foreign language and information technology centres and provide training for their teachers
• Restructure teaching, testing and assessment methodologies: promote self-learning and research abilities; strengthen learners’ activeness, commitment and creativity; and deploy mechanisms for recognition of self-learning
• Define responsibilities in the enterprise of lifelong learning: collect annual implementation reports by all stakeholders; establish local steering committees at all levels; stakeholders shall elaborate on policies to support citizens to participate in lifelong learning; enterprises shall set up a ‘Lifelong learning fund’
• International cooperation: draw on UN agencies and nongovernmental organizations for financial support and expertise; organise conferences and workshops on lifelong learning; exchange with countries more experienced in lifelong learning; send staff abroad for exchange training

The building of a learning society targets people of all ages, in all conditions, as well as geographical areas that are less developed. It is based on the development of the formal education system and continuing education, but primarily targets everything that lies beyond.

Particular feature of the policy

The policy displays a clear scheme for implementation. The Ministry of Education and Training holds the lead agency for the implementation of the Framework. A National Steering Committee on Building a Learning Society was established for the enterprise of lifelong learning. On the local level there are provincial steering committees responsible for the respective provinces. The committees meet on a regular basis to share experiences and achievements. Several ministries in charge of socio-political affairs instruct the development of sub-frameworks for organisations, unions and companies. The policy paper presents the responsibilities of each stakeholder involved in the implementation process, which are not only ministries, but also corporations and associations like Vietnam Television, The Central Committee of the Vietnam Fatherland Front, Ho Chi Minh Communist Youth Union Central Committee, and many more.

Relevant document that the strategy refers to:

• Government of Viet Nam. 2005. Framework on Building a Learning Society in the period 2005–2010

Stakeholders responsible for implementation of the strategy:

• Ministry of Education and Training
• National Steering Committee on Building a Learning Society
• Provincial Steering Committee
• Ministry of Agriculture and Rural Development
• Ministry of Labour, War Invalids and Social Affairs
• Ministry of Culture, Sports and Tourism
• Vietnam General Confederation of Labour

Further readings and web links:

• Vietnam’s Education and Training Development till 2010

Issuing Body

National Assembly of the Socialist Republic of Vietnam

Rationale of the action plan

The National Action Plan, which covers all stages of the education system from early childhood to technical, vocational and continuing education, was developed in line with the Education for All goals set by UNESCO. Strategies proposed in the plan aim to provide education for all by 2015. The six goals given in the Dakar Framework for Action focus on the following areas: early childhood education and care; primary education; life skills; adult literacy; basic and continuing education; gender equity in education; and quality of education.

Concept of lifelong learning

A lifelong learning and continuing education system functions parallel to the formal education system in Zimbabwe. The concept of lifelong learning incorporates the development of life skills that enable the individual to handle social issues related to gender, health, conflict, violence, unemployment and others. The defined goal of lifelong learning is to ensure ‘that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes’. Attaining those skills would mean that all people have the potential to survive, take control of their lives and participate in the development of society.

Main challenges

• Children with special needs are further marginalized because of economic disadvantage
• HIV/AIDS
• Lack of a comprehensive national policy on adult and non-formal education
• Funding mechanisms that discriminate against adults and non-formal education
• Shortage of facilities, materials and human resources (e.g. trained teachers), especially in remote areas
• Prohibitive walking distances to some of the schools
• Gender disparities

Main targets and measures

• Improving access to primary, secondary and tertiary education
• Improving the quality and relevance of educational services, including sports and cultural education
• Ensuring equity in educational services with a special focus on marginalized and disadvantaged groups, including girls and learners with special needs
• Establishing a well-trained teaching force
• Strengthening partnerships with the private sector and communities in order to share costs
• Creating opportunities for lifelong learning and continuing education
• Increasing access to information and communications technology in the education system and providing electricity
• Improving the infrastructure and the road networks
• Supplying adequate learning materials
• Expanding the scope of HIV/AIDS programmes

Particular feature of the action plan

The action plan integrates the issue of HIV/AIDS into the field of lifelong learning and life skills education. Zimbabwe is one of the countries most affected by HIV/AIDS. Death and illness among teachers is a major problem in some schools. Learners do not know enough about the dangers of the pandemic and many children affected by HIV/AIDS drop out of school. Furthermore, more women and girls are infected with the disease. The action plan advocates for schools to play a role in addressing the needs of vulnerable children. It proposes the development of a workplace HIV/AIDS policy. It also calls for improved HIV/AIDS prevention and life skills programmes targeted at staff and learners, enhanced health training for teachers, the provision of assistance for affected learners, and increased flexibility within the system.

References to other relevant documents:

• UNESCO. 2000. The Dakar Framework for Action: Education for All: meeting our collective commitments(including six regional frameworks for action)

Stakeholders involved in the development of the Action Plan:

• Technical Committee of the EFA Campaign
• Ministry of Higher and Tertiary Education
• Zimbabwe National Commission for UNESCO
• UNICEF
• UNESCO
• Save the Children (UK and Norway)

Stakeholder responsible for implementation of the Action Plan:

• Government

Issuing Body

Technical Committee of the Education for All Campaign in Zimbabwe

The Guidelines provide voluntary expert guidance for use by national and local stakeholders. The objective is to contribute to the development of diverse, high-quality, and cost-effective validation strategies in Europe, thereby supporting lifelong and life-wide learning.

Read more HERE

The EQF acts as a translator to make national qualifications more comprehensible throughout Europe, promoting the mobility of workers and learners across borders and facilitating their lifelong learning. Because the approach is based on learning outcomes, it allows for the development of an integrated strategy for promoting and validating non-formal and informal learning. The majority of Member States are developing comprehensive national qualifications frameworks based on learning outcomes, a development that paves the way for the implementation of validation systems at the national level.

Read more HERE