Da dannelsen gik ud - Interfolk

II: Uddannelsespolitiske tendenser i EU og Norden
Men den svenske kritik af Kommissionens Kompetencekatalog udfoldes ikke nærmere, og der fremlægges
som i de andre nordiske høringssvar heller ikke et alternativ, som medtænker de mere principielle indvendinger
mod det ensidigt instrumentelle syn på læring.
Derimod skruer de svenske svar bissen på under behandlingen af det 4. nøglebudskab om, at den ikke-formelle
og uformelle læring skal valideres og dokumenteres. Fordi spørgsmålet er ikke, om man kan validere,
men derimod om hvilke kvaliteter, der prioriteres under valideringen. Det centrale spørgsmål er ”validation
of what and by who”?
“But one key question is what criteria should be used for validation, on whose conditions should validation
take place. A decision must be made as to what should be used as a benchmark for validation,
curricula or vocational knowledge? Should what is to be validated be formalized? If know-ledge and
skills that do not exist within the formal system are to be measured against the formal system, there is
a risk that we take away the power of the non-formal and informal. Being able to recognise and value
informal and non-formal learning is valuable, both in order to increase the individual’s self-confidence
and to make learning more effective. At the same time non-formal and informal learning must be given
a value, without knowledge and skills always having to be compared with the knowledge goals of
the school system. Here there is a risk that lifelong and lifewide learning becomes formalized and that
the original idea is ignored. (..) It is important that informal and non-formal learning do not lose their
purpose through the creation of rigid systems for validation. There is a risk that informal and non-formal
learning will become a part of formal learning and thus lose some of their original spirit of joy and
playfulness.” 78
Det var en forudseende advarsel. De efterfølgende års arbejde med at udvikle dokumentation af realkompetencer
har vist, at det ikke er folkeoplysningens kerneydelser, der bliver dokumenteret, men snarere dens periferiydelser.
og dermed kun de kvaliteter, som de formelle uddannelser og erhvervslivet efterspørger. Risikoen
er på sigt, at periferiydelserne glidende vil fortrænge områdets kerneydelser.
De finske svar
Det finske høringssvar med appendiks 79 var ret kort, og det angav et relativt positiv syn på Kommissionens
udspil.
I afsnit 2: Aims and definition of lifelong learning udtrykkes en klar tilslutning til det dobbelte formål, men
der indgår også et forslag om at udvide de to mål med et tredje, nemlig personlig udvikling.
“According to the Commission Memorandum, there are two equally important aims for lifelong learning:
promoting active citizenship and promoting employability. Finland agrees with this and sees that
both of them must be taken into consideration in the formulation of lifelong learning policy. Finland
would like to point out that lifelong learning additionally has an important aspect, which has no pretensions
to benefiting society, namely personal development.“ 80
I samme afsnit nævner det finske svar som det eneste af de nordiske svar den vigtige pointe, at der indgår
skiftende betydninger af livslang læring i Memorandummet.
”The term”lifelong learning” is generally used at the individual level to denote the entity of learning
from childhood to old age, whether in formal or non-formal or in everyday life. (..) On the other hand,
the Memorandum uses “lifelong learning” as a synonym for adults learning, i.e. adult education and
training.” 81
Dette betydningsskifte gør det nemmere for Kommissionen at fokuserer på det beskæftigelsesfremmende
sigte med ”livslang læring”. For når målgruppen er voksne med en kompetencegivende uddannelse og erhvervsarbejde
i bagagen er det nemmere at bestemme deres læringsbehov i forhold til et nyt videnbaseret
arbejdsliv, og at se bort fra deres behov for ”personal development” som et mål i sig selv hinsides den erhvervsmæssige
nytte.
78 The Swedish Debate, June 2001, p. 43-44
79 Finnish views on the memorandum on lifelong learning, June 2001 (Finnish Views, June 2001)
80 Finnish Views, June 2001, p. 3
81 Finnish Views, June 2001, p. 4.
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