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Lifelong Learning Policies and Practices. Presented by: Phyllis Cummins Research Fellow, Scripps Gerontology Center Amy Sherman Associate Vice President, Policy and Strategic Alliances, CAEL. Presentation Overview. Description of lifelong learning
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Lifelong Learning Policies and Practices Presented by: Phyllis Cummins Research Fellow, Scripps Gerontology Center Amy Sherman Associate Vice President, Policy and Strategic Alliances, CAEL
Presentation Overview • Description of lifelong learning • Why lifelong learning is important in the U.S. • Comparison of U.S. to OECD countries • Lifelong learning strategies in other countries • Financing lifelong learning • Concluding remarks
“In the global economy, the benchmark for educational success is no longer merely improvement by local or national standards, but the best performing education systems internationally.” Source: Schleicher, 2013, p. 29
Key Characteristics of Lifelong Learning • Cradle to grave • Takes place in different settings • Can be formal, non-formal and informal • Wide participation • Varying degrees of public and private funding
Lifelong Learning Vocational Training Learning as Personal Growth Formal Education Wellbeing Economic and Social Outcomes of Learning Impact Learning for Social Cohesion Adapted from Delors, J. (1996); Hoskins, Cartwright, & Schoof (2010)
Comparisons of Average Hours per Participant in Non-Formal Education for Ages 45 - 54, 2007
European Union (EU) • Several initiatives, including the Lisbon Strategy and the Bologna Process • Encourage delayed retirement and participation in lifelong learning • Skill investments in the context of economic growth • Individual countries are aligning themselves with the Bologna Process • Shared responsibility for funding: government, employers, and individuals
Nordic Countries • High participation in lifelong learning, high labor force participation, low inequality • Target low-skilled workers • Denmark • Recognition of prior learning • Embed lifelong learning in general education system, the labor market and in society as a whole • Sweden • Funded by the government through high taxes • Second chance model Sources: European Association for the Education of Adults (2011); Thunborg & Bron (2012).
Germany • Federal government plays a minor role in lifelong education policy – responsibility rests with the states • Encourage participation in formal, non-formal, and informal learning during all phases of life • Four main components: • Recognition of prior learning • Widening of access routes • Flexible learning opportunities • Support systems Source: Wolter (2012).
Strategies to Finance Lifelong Learning • Learning entitlements provided by governments • Drawing rights models • Tax levies on employers • Employer sponsored non-formal and informal training • Tuition refund programs • Incumbent worker training programs
Strategies to Finance Lifelong Learning • Tax credits and deductions • Vouchers and individual loans • Training leave programs • Government supported programs for low-income • Lifelong Learning Accounts (LiLAs)
Phyllis CumminsScripps Gerontology CenterMiami University (of Ohio)cumminpa@miamioh.edu
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