Lifelong Learning is in the News Again

In this article, Fionnuala Richardson, Education Director of the People's College in Ireland, provides an overview of the debate concerning Lifelong Learning in Europe. The article was published originally in the newsletter of the People's College.

The European Union (EU) wants to put Lifelong Learning into practice. Last year, it published a Memorandum on Lifelong Learning for the purpose of launching a European-wide debate on how implement lifelong learning. It plans to make concrete proposals in an Action Plan at the end of 2001.

Each country in the EU was asked to consult nationally so that the Commission could benefit from each nation's experience and expertise in the development of a strategy for Lifelong Learning. Other organisations, including NGOs, were also involved in the process.

The debate has focused on:

• Identifying good practice in the development of Lifelong Learning strategies and practical measures;
• Highlighting obstacles to Lifelong Learning;
• Presenting concrete proposals for future actions at EU level.

The plan will be based on the outcomes of the consultations and will specify policy objectives and propose initiatives and benchmarks for implementing Lifelong Learning in Europe.

The Irish Government organised a Forum on the Memorandum in Dublin Castle in May 2001: a wide range of interested parties from the education, training and business sectors as well as from the community and voluntary sector had been asked to make submissions on it beforehand. A national report is being submitted to the Commission based on feedback from the consultation process.

Lifelong Learning is not a new idea

Lifelong learning has been discussed already for quite some time at national and international level. First raised in the Report of the Commission on Adult Education in 1984, it stressed its importance for the future. It has been promoted in more recent documents - the Green and White Papers on Education and Adult Education as well as various initiatives, reports and programmes. The OECD (Organisation for Economic Co-operation and Development) published major reports in 1996, to mark the year of Lifelong Learning.

The Programme for Prosperity and Fairness (PPF) also emphasised the importance of the concept.

The definition of Lifelong Learning

In the Commission's memorandum, the definition is "all purposeful learning activity undertaken on an ongoing basis with the aim of improving knowledge, skills, and competences". This tends to focus on Lifelong Learning as a tool to fulfil employment targets and to promote the knowledge economy. It fails to give sufficient recognition to the fact that Lifelong Learning is also a very important means of reintegrating the marginalised back into society and of promoting active citizenship. It also tends to neglect the possibilities of using Lifelong Learning to promote people's personal development and value as human beings.

Other definitions stress Lifelong Learning as learning over the entire life span including all learning activity whether formal or informal, with the aim of improving knowledge, skills and promoting personal fulfilment.

There has been a growing realisation that lifelong education must be the governing principle of educational policy if we are to have an inclusive and democratic society, which can adapt successfully to meet new challenges. In addition, children's success in the educational system is heavily dependent on also enabling parents to support their children's learning. Lifelong learning must provide learning opportunities over a lifespan rather than only in the early years. Furthermore a recognition that learning takes place in a variety of settings, such as the development of greater links with industry and other community services and between the formal and informal sectors thus ensuring that quality services are available to meet the diverse needs of a wide range of groups - young, adult, women, ethnic minorities and immigrants.

Workplace education must be recognised and the concept of life-wide learning become part of the concept of Lifelong Learning. However, unless some form of paid educational leave - which exists in some EU countries - is introduced, it will be difficult to implement much of the work-related aspects of Lifelong Learning.

Adult Education - defined in the White Paper on Adult Education as the systematic learning undertaken by adults who return to learning having concluded initial education or training - becomes as much part of the educational system in the framework of Lifelong Learning and should be recognised, funded and resourced as such. Increasingly the role of Adult Education is to help people cope with a rapidly changing society, their own changing personal developmental needs as well as developing their intellectual, social and creative potential.

As educational opportunities are improving, and training and second chance education are provided increasingly effectively by various statutory providers, Adult Education providers such as the People's College can focus on courses which enhance creativity, cultural activities and personal development in its widest sense. There is also opportunity for courses of broad scope - suitable for all levels of educational attainment - in areas such as economics, politics, sociology etc. to enable people to understand the world about them without seeking a qualification.

Contact Fionnuala Richardson at: People's College, 32 Parnell Square, Dublin 1, Ireland; +353-1-8735879 (phone); +353-1-8733164 (fax); peopcoll@iol.ie  (email).

email to IFWEA Journal: alana.dave@mcr1.poptel.org.uk