briefing papers for policy makers

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At institutional level: 1. Lifelong Learning policies need to be defined within mission statements and university plans. Adequate university roles and structures (e.g. Vice-rector and inter-faculty committees) must be created to ensure these policies are implemented. When appointing staff to these roles faculty skills in Lifelong Learning should be identified. 2. Training priorities for each professional field must be identified and a framework created to apply structure and context to training activities. 3. Reward systems for those developing and operating Lifelong Learning practises need reviewing to ensure continuous developments in this field. 4. The range of courses must be adapted to suit the needs of external users of the university and company-training contracts need to be won. At university departmental level: 1. The mutual benefits between Lifelong Learning and conventional university programmes need further consideration. 2. A more calculative approach to time allocation between standard teaching, research, general administration and Lifelong Learning should be adopted. At all levels: 1. Further research is needed into a variety of areas, including legal and regulative frameworks, the curriculum, access, resources, budgets, cost, student support, partnerships and quality assurance. The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports) Key Publications Lifelong Learning: the implications for the universities in the EU: Final report, European Commission, RTD-2001-130, March 2001. Lifelong Learning in European Universities: Institutional Responses, European Journal of Education Vol. 36, No 3, pp. 249-395, Sept 2001. Alesi & Kehm, The Status of Lifelong Learning in German Universities, European Journal of Education, Vol.35, no 3, pp. 285- 300, Sept. 2000. Askling & Foss-Fridlizius, Lifelong Learning and Higher Education: the Swedish Case, European Journal of Education, Vol. 35, No. 3, pp. 257-269, Sept. 2000. Brandt, E., Policies for Lifelong Learning and for Higher Education in Norway: correspondence or contradiction?, European Journal of Education, Vol.35, no.3, pp. 271-283, Sept. 2000. Jallade, J.P., Lifelong Learning in French Universities: the state of the Art, European Journal of Education, Vol.35, no.3, pp. 301- 315, Sept.2000. Kehm, B., The state of the art in German Policies of lifelong learning, Higher Education Management, Vol. 11, no.3, pp.25-39, 1999. Kogan, M., Lifelong learning in the UK, European Journal of Education. Vol. 35, no 3, pp.341-359. Sept.2000. Kokosalakis, N., Lifelong Learning and the Universities in Greece: the state of the art, European Journal of education. Vol.35, no. 3, pp. 329-342, Sept. 2000 Kokosalakis, N., Lifelong Learning in European Universities: a preliminary assessment” (Editorial) European Journal of Education, Vol. 35, no.3, pp. 253-375, Sept. 2000. Mora and Vidal, Lifelong Learning in Spanish Universities: the market inside the public system, European Journal of Education. Vol. 35, no.3, pp. 317-327, Sept. 2000. 68
Briefing Paper 21 Research Institutions: The Norwegian Institute of Adult Education, NO University of Jyväskylä, FI Norwegian Social Research, NOVA, NO Work Research Institute, NO Keele University, UK Lancaster University, UK Contact address: Tarja Tikkanen Senior Research Scientist RF - Rogaland Research P.O.B. 8046 N - 4068 Stavanger Norway Tel. +47-51-87.50.00 Fax. +47-51-87.52.00 E-mail: Tarja.Tikkanen@rf.no This research project has been funded by DG-Research under the Targeted Socio- Economic Research (TSER) Programme of FP4 Lifelong Learning for Older Workers Context of the Research Demographic change will continue to drastically alter the structure of the workforce in coming decades across Europe. This will lead to a diminishing supply of labour, which could have an impact on productivity and competitiveness. A greater understanding is needed of how the labour market and the working lives of people will need to adapt to an “ageing workforce” that also has to cope with technological changes and an increasingly global economy. During the 1990s the trend was for older workers to be excluded from the labour market. Increasingly there will be a need to reverse this trend in order to cope with these demographic changes. Education and training systems are going to need to adjust to these changes in order to ensure that all workers including older workers have the necessary competences to meet these new demands, perhaps, on their longer working lives - thus the growing importance of lifelong learning. Lifelong learning in general, and demand for continuous development of skills, knowledge and attitudes needed in working life in particular, have resulted in a call for new ways to organise learning, in and outside the workplace. Parallel to that, there is a need to monitor, recognise and more effectively to put into action the existing knowledge in companies, and include all stakeholders in these processes. Furthermore, these development have challenged on one hand to re-evaluate the concept of job-related competence and ‘competent’ workers, and on the other the traditionally stereotypes-coloured attitudes toward learning and development, particularly in later phases of the life-span. This project studied 27 small and medium enterprises (SMEs) in England, Finland and Norway. It looked at the learning of older (45+) workers and addressed the maintenance, development and utilisation of their job-related competences - knowledge, skills, learning, values, and attitudes. In particular the project focused on the individual and organisational effects, needs and opportunities emanating from the ageing of populations and changes in working life. Key Conclusions The following conclusions were reached: 1. Older workers are competent workers. Job competence is often qualitatively different between older and younger workers, due to the differences in their work histories and experiences and educational background, but not their age. Both groups manifest strengths and weaknesses in competence in comparison to each other. • The job competence of older workers was generally highly valued by managers and employees in SMEs. • Age as such was not a contributing factor to any competence deficiencies. • Although systematic monitoring or documenting of older workers’ competence did not exist, experienced workers were acknowledged and often had a “mentoring” role in the SMEs. 69
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REPORT EUR 20791 European Union-sup
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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Briefing Paper 2 Research Instituti
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4. Other incentives to improve mobi
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4. However, the push to make work e
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8. Apprenticeships also have invest
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Briefing Paper 38 Research Institut
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• The import behaviour (nature an
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Key Recommendations The following r
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University of Barcelona 3. Further
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Educational research supported by D
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mentoring to help the less confiden
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5. It appears to be advisable to fu
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Key Recommendations Political and l
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Further information The final repor
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8. Learning in a “learning compan
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Further Information The full title
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Adaptability and Entrepreneurship 6
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18. Gender audits and relevant acti
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4. As some legislation describes at
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2. There is a need to encourage fle
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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Forthcoming Publications: Arriaga,
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Further Information The project sta
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3. Concerning inequalities it has b
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Summaries of research project clust
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Briefing Paper 36 Contact address:
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7. Policy should encourage long-ter
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• Development of a culture of col
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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