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Lifelong Learning Policies and Practices

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

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  1. Lifelong Learning Policies and Practices Presented by: Phyllis Cummins Research Fellow, Scripps Gerontology Center Amy Sherman Associate Vice President, Policy and Strategic Alliances, CAEL

  2. 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

  3. “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

  4. 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

  5. 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)

  6. Why is Lifelong Learning Important in the U.S.?

  7. Source: Howden & Meyer (2011)

  8. How Does the U.S. Rank in Lifelong Learning Indicators?

  9. How does the U.S. Compare to OECD Countries?

  10. Source: OECD.StatExtracts (2011)

  11. Comparisons of Average Hours per Participant in Non-Formal Education for Ages 45 - 54, 2007

  12. Lifelong Learning Strategies in other Countries

  13. 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

  14. 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).

  15. 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).

  16. 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

  17. 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)

  18. Phyllis CumminsScripps Gerontology CenterMiami University (of Ohio)cumminpa@miamioh.edu

  19. References Council for Adult & Experiential Learning. (2007). Changing lives through lifelong learning accounts. Retrieved from http://www.cael.org/pdfs/90_caellilaparticipantprofiles2007 Council for Adult & Experiential Learning. (2012). Helping workers save successfully for education and training. Retrieved from http://www.cael.org/pdfs/2012_LiLAs_highlights-e-distro Delors, J. (1996). Learning: The treasure within. Paris: UNESCO. Retrieved from www.unesco.org/delors/delors_e.pdf‎ European Association for the Education of Adults (2011). Country report on adult education in Denmark. Retrieved August 8, 2013 from http://www.eaea.org/country/denmark Gara, N. (2012). Lifelong learning as a reference framework for technical and further education. In D. N. Aspin, J. Chapman, K. Evans, & R. Bagnall (Eds.), Second international handbook of lifelong learning (Vol. 26, pp. 557-579). New York, NY: Springer. Hollenbeck, K. (2008). Is there a role for public support of incumbent worker on-the-job training? (Staff Working Paper No. 08-138). Retrieved February 10, 2013 from W. E. Upjohn Institute for Employment Research website: http://research.upjohn.org/cgi/viewcontent.cgi?article=1155&context=up_workingpapers Hoskins, B., Cartwright, F., & Schoof, U. (2010). The ELLI index Europe 2010: ELLI European lifelong learning indicators: Making lifelong learning tangible! Gütersloh, Germany: Bertelsmann Stiftung. Retrieved from http://www.icde.org/European+ELLI+Index+2010.b7C_wlDMWi.ips Howden, L. M. & Meyer, J. A. (2011). Age and sex composition: 2010. Table 3. Population by Sex and Selected Age Groups for the United States, Regions, States, and Puerto Rico: 2010. Washington: U.S. Census Bureau. Kasworm, C. E. (2012a). Adult higher education in the USA: Perplexing contradictions. In M. Slowey & H. G. Schuetze (Eds.), Global perspectives on higher education and lifelong learners (e-book; pp. 173-192). London, UK: Routledge Kasworm, K. (2012b). US adult higher education: One context of lifelong learning. International Journal of Continuing Education and Lifelong Learning, 5(1), 1-19.

  20. References Lerman, R. I., McKernan, S-M., & Riegg, S. (2004). The scope of employer-provided training in the United States: Who, what, where, and how much? In C. J. O'Leary, R. A. Straits, & S. A. Wandner (Eds.), Job training policy in the United States (pp. 211-244). Kalamazoo, MI: W. E. Upjohn Institute. OECD. (2001). Education policy analysis. Paris: Centre for Educational Research and Innovation. OECD. (2005). Promoting adult learning. Paris. OECD. (2011). StatExtracts. Retrieved September 2, 2013 from http://stats.oecd.org/Index.aspx?DatasetCode=LMPEXP OECD. (2012). Education at a glance 2012: OECD indicators. Schleicher, A. (2013). Lessons for educators. OECD Observer, 294(Q1), 29-30. Schuetze, H. G. (2007). Individual learning accounts and other models of financing lifelong learning. International Journal of Lifelong Education, 26(1), 5-23. doi: 10.1080/02601370601151349 Thunborg, C. & Bron, A. (2012). Higher education and lifelong learning in Sweden. In M. Slowey & H. G. Schuetze (Eds.), Global perspectives on higher education and lifelong learners (e-book; pp. 97-111). London: Routledge. Toossi, M. (2012). Labor force projections to 2020: A more slowly growing workforce. Monthly Labor Review, 135(1), 43-64. Retrieved from http://www.bls.gov/opub/mlr/2012/01/home.htm U. S. Bureau of Labor Statistics. (2007a, December). Table 10. Employment status of the civilian noninstitutional population by educational attainment, age, sex, race, and Hispanic or Latino and Non-Hispanic ethnicity. U. S. Bureau of Labor Statistics. (2007b, December). Table 31: Unemployed persons by duration of unemployment, age, sex, race, and Hispanic or Latino ethnicity.

  21. References U. S. Bureau of Labor Statistics. (2009a, June). Table 10. Employment status of the civilian noninstitutional population by educational attainment, age, sex, race, and Hispanic or Latino and Non-Hispanic ethnicity. U. S. Bureau of Labor Statistics. (2009b, June). Table 31: Unemployed persons by duration of unemployment, age, sex, race, and Hispanic or Latino ethnicity. U. S. Bureau of Labor Statistics. (2012a, December). Table 10. Employment status of the civilian noninstitutional population by educational attainment, age, sex, race, and Hispanic or Latino and Non-Hispanic ethnicity. U. S. Bureau of Labor Statistics. (2012b, December). Table 10. Employment status of the civilian noninstitutional population by educational attainment, age, sex, race, and Hispanic or Latino and Non-Hispanic ethnicity. U. S. Bureau of Labor Statistics. (2013a). Civilian noninstitutional labor force by age group: 1970 – 2012. (Received through personal communication with MitraToossi on July 3, 2013) U. S. Bureau of Labor Statistics. (2013b, June). Table 10. Employment status of the civilian noninstitutional population by educational attainment, age, sex, race, and Hispanic or Latino and Non-Hispanic ethnicity. U. S. Bureau of Labor Statistics. (2013c, June).Table 31: Unemployed persons by duration of unemployment, age, sex, race, and Hispanic or Latino ethnicity. Wolter, A. (2012). From individual talent to institutional permeability: Changing policies for non-traditional access routes in German higher education. In M. Slowey & H. G. Schuetze (Eds.), Global perspectives on higher education and lifelong learners (e-book; pp. 34-59). London: Routledge.

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