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).

The 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

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