GLOBAL AND NATIONAL ISSUES IN LIFELONG LEARNING Introduction

GLOBAL AND NATIONAL ISSUES IN LIFELONG LEARNING

Introduction n n What are the issues in lifelong learning globally – e. g. in Africa and Asia? Are these different to the issues for Europe and OECD countries? What about the key issues for the UK? And for your own local region?

Global issues relating to Africa and Asia n n n n The Six Education For All goals set for 2015: • Expand early childhood care and education. • Ensure all children, especially girls, complete free and compulsory, good quality primary education. • Ensure equal access to learning and life-skills training for young people and adults. • Achieve a 50% improvement in adult literacy rates. • Achieve gender equity in primary and secondary education. • Improve the quality of education – especially in literacy, numeracy and life-skills.

Continued … around 70: 1, a number which Mozambique aims to bring down to 50: 1 – if it can find the money to train and employ these teachers. Since 2002, Mozambique has built 2, 000 new schools. In 2005, the government dropped school enrolment fees, giving every child a chance to go to school. But Mozambique desperately needs additional funds to do much more – to accommodate the children still out of school. Each year, between now and 2009, it will need to construct around 2, 500 classrooms. The cost per classroom is estimated to around US$10, 000 -20, 000.

AFRICA/ASIA So what do you think the main issues are? n n n Poverty Need for targetted aid Health issues especially HIV/AIDS

EUROPE and OECD countries n n Concerned with equity Focus on importance of basic skills to promote such equity

n n n 15 year olds struggling with reading – Finland has lowest with about 2% below level 1, while Mexico has the highest with 25% Students in lowest socio-economic groups in Iceland twice as likely to end up at or below Level 1 maths, but 5. 5 times as likely in Belgium Adults with tertiary education are twice as likely to participate in adult learning in Denmark, but nearly 9 times as likely in Hungary. In UK, five times as likely.

Steps 1 -4 for fair and inclusive education n n Step 1: Limit early tracking and streaming and postpone academic selection Step 2: Manage school choice so as to contain the risks to equity Step 3: In upper secondary education, provide attractive alternatives, remove dead ends and prevent dropout Step 4: Offer second chances to gain from education

Steps 5 -7 for Fair and Inclusive Practices n n n Step 5: Identify and provide systematic help to those who fall behind at school and reduce high rates of school year repetition Step 6: Strengthen links between school and home to help disadvantaged parents help their children to learn. Step 7: Respond to diversity and provide for the successful inclusion of migrants and minorities within mainstream education.

NATIONAL ISSUES What do you think these are? n n 14 -19 year olds gaining full level 2 or level 3 qualifications Adults in the workplace gaining a full level 2 Skills for Life for adults 50% of young people entering HE

National priorities n n n Driven by funding Promoting employability skills for adults and young people which includes Skills for Life, new vocational qualifications for 14 -19 year olds, emphasis on level 2 qualifications. What happened to “Education, education”, the concept of Lifelong Learning for all, etc? ?

What are the priorities in your local area?

Sources n Global campaign for education (2007) n www. campaignforeducation. org OECD (2007 No more failures: Ten Steps to Equity in Education. Executive Summary. Class of 2007 Not up to Scratch.