LLinE Lifelong Learning in Europe

Orientation 4/2006

Andy Hargreaves
SUSTAINABLE LEADERSHIP AND DEVELOPMENT IN EDUCATION
Sustainable leadership spreads and lasts. Building on seven principles of sustainability in educational change and leadership, Hargreaves develops evidence-based strategies for the future asking how we can reconcile innovation and sustainability. How do we build a future on the foundations of the past?

Barbara Ischinger
EQUITY AND EFFICIENCY A KEY CHALLENGE IN EDUCATION

One of the tasks in the OECD is to bring together education and economics. Education is not just about work and careers. In education, women have reached an equitable position, even surpassed men in many countries. But it has not brought equity in work, nor has education materialised in corresponding social or economic status. The benefits education brings follow certain old patterns. But there are also systems to fight that pattern.

Odile Quintin
ADULT LEARNING, SKILLS AND ACTIVE CITIZENSHIP

If participation rates are to grow, adult learning must climb the political agenda in all Member States, so that the commitment in principle we see within the Lisbon plans of alI Member States is translated into concrete action. People with higher initial-education attainments participate seven times more in lifelong learning. To reach the Lisbon goals, European countries have to consider seriously the five messages of the Communication on Adult Learning.

In commenting the Communication, Jorma Turunen from the Finnish Workers Educational Association and IFWEA stressed that Adult learning is the core of lifelong learning; Jumbo Klercq from training and consultancy organisation Odyssee, The Netherlands and EAEA, emphasized Implementation as the crucial question; and Sue Meyer from NIACE, UK pointed out that Education is more than education.

Teresa Oliveira
GRUNDTVIG IN THE NEW LIFELONG LEARNING PROGRAMME

The next seven years the new Lifelong Learning Programme LLP will be practical support for lifelong learning in the EU. The article sums up the premises behind the program, and explains the similarities and changes compared to the present programs.

The voice of the stakeholders who adult educators are working and planning for is powerful, if heard. Irish-British Winifred Hignell recounts her background and moving and energising experiences in From survival to citizenship – a learner’s path; Pirjo Paloneva from Finland tells a quite different but also impressive learner’s story Studying is a way of life; and Feliciano Gamero Bermúdez from Spain relates his learning experiences to the Franco time and after – the change was phenomenal The fresh air of adult education after dictatorship.

Leena Jokinen
THE FUTURE LEARNER IS A CRITICAL, SELF-CONFIDENT AND INNOVATIVE THINKER

The present must is to relate learning to survival and entrepreneurial attitudes and activities. Personal experiences and dialogue with learners inspire the teacher and stimulate the learner. In the future images coaching, guidance and informal peer support procedures are a vital part in teaching and learning. Furthermore, institutions promote social inclusion and equal dialogue between teachers and learners. The innovative future-oriented methods and processes should produce self-reliant, creative and socially skilled individuals who are productive members in their community.

Szabolcs Zalay
MAKING UP FOR COMMUNICATION DISADVANTAGES

Hungary needs new efficient pedagogies to educate its citizens. The drama-pedagogical methods which build on the professional strengths of “drama”, may help to reach a high level in the development of communication. In tackling communication disadvantages, which may stem for reasons such as social problems, communication training courses inspired by drama-pedagogy may play a very important role.

Heribert Hinzen and Ewa Przybylska
SUPPORT FOR TRAINING ADULT EDUCATORS. GRUNDTVIG PROJECT TEACH

TEACH seeks to develop a systematic basis for harmonisation of university courses in adult education. Eight universities in nine countries and some educational organisations have created a program to provide students (educators) with opportunities for learning and understanding the theories and methods of instruction and training to strengthen and promote lifelong learning and adult education on an individual, national, and European level. The Bachelor’s degree provides initial professional training. The Master’s degree gives more advanced professional qualifications for teachers. The postgraduate European Master of AE programme responds to the growing need for cooperation at the European level.

Henning Pätzold and Alexander Bruns
EUROPEAN MASTER IN ADULT EDUCATION

European Master in Adult Education (EMAE) aims the development and implementation of a common curriculum of adult education. Nine universities in seven countries are working in the project for a degree with European accreditation. The first and foremost aim is to emphasise the European view on adult education as a European matter reaching beyond the different national perspectives. Until now, the universities from the different countries have either to realise single accreditations according to their national rules or they have to contribute to a programme formally hosted by only one or two universities in the group.