EU policies regarding the promotion of key competences for lifelong learning

EU policies regarding the promotion of key competences for lifelong learning 1. Introduction Lifelong learning and civic competences are essential for each individual in modern European societies. The shortening half-life period of knowledge in Europe s rapidly changing societies makes the promotion of key competences for lifelong learning essential for each individual in order to keep pace with developments in cultural, social and political life (quite apart from technological evolution and work-related expert knowledge). Historical development of EU education policy At the beginning of the European integration process the economic development have priority. Although the first education policy developments already started with the ECSC- Treaty in the field of vocational education educational policy at the beginning of the European Community played a subordinate role. In 1976 the Education Ministers of the Member States adopted an action program in education policy. Henceforth the education policy was seen as a separate policy. During the 1980s was a common education policy of the European Commission developed. Initially this was to establish common guidelines and funding limits, also met the harmonization efforts of the European Commission increasingly with resistance from the Member States. The European Commission saw in Article 128 of the EEC Treaty a basis for educational policy legislation at European level. Especially the ECJ had contributed with its jurisdiction to such an extension of educational competence of the European Community. These developments meant that into the negotiations on the Treaty of Maastricht the division of responsibilities between Member States and the EU in education should be cleared. It was noted in the agreement that the Member States retain their powers in education and the EU play an advisory role. In addition the education policy was included in the objectives of the EC Treaty. Objectives of European education policy are to contribute to the development of European citizenship awareness. Since 1994 the individual programs of the EU were 1

summarized under the two program packages Socrates and Leonardo da Vinci (see Becker, Primova, p. 5-9). In 2006 ended Socrates and Leonardo and were replaced by the educational program "Lifelong Learning". The program includes the period 2007 to 2013 and has a budget of 7 billion Euros. The program has four sub-programs. The sub-program Comenius deals with school education, Erasmus is responsible for higher education, Leonardo deals in vocational education and Grundtvig is active in the field of adult education (Nationale Agentur für EU-Hochschulzusammenarbeit). Objectives of the common education policy At the Council of Lisbon the member states of the European Union set the goal that Europe should become the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion (European Parliament). A pan-european strategy to promote key competences for lifelong learning is a central concern of the European Union. To identify and promote key skills were not-binding guidelines in the paper "Recommendation of the European Parliament and of the Council of 18th December 2006 on key competences for lifelong learning" developed and released as the Framework Directive (European Commission, 18.02.2011). The framework defines eight key competences. Citizens should be able to communicate in their mother tongue and in foreign languages. They should have mathematical competences, basic competences in science and technology and digital competences. Citizens should learn to learn. They should have social and civic competences to participate in social life and democracy. The next key competence is the sense of initiative and entrepreneurship and the last one is cultural awareness and expression (European Union). Influence of the EU Member States To improve the employability, mobility and flexibility of the citizens of Europe, various processes were activated. The Lisbon process ensures better quality and efficiency of the national government education and training systems. The Bologna process target a coherent European Higher Education Area (Schreiner, p. 8). The Member States of the European Union organise their education systems and the instructional curriculum itself, the EU has to respect that national sovereignty and has in addition only a complementary function. The 2

education policy of the EU should contribute to a high-quality general and vocational education (Becker, Primova, p. 3). The framework on key competencies was developed to allow the Member States to be guided by the framework when they shape their national education systems and the key skills should also teach in the national curriculum. 2. Key competences Lifelong learning includes many different areas and are achieved in different ways, but the main focus is for young people to broaden their horizons. Learning is a continuous process, which never ends. Basic language skills, literacy, numeracy and IT (information technology) are essential for learning. Key aspects include different focuses including a combination of knowledge, skills and attitudes, which are needed for personal abilities, active citizenship, social inclusion and employment. They also help towards a successful life in knowledge based society. The European commission states on its website that the European framework for key competences which were released in 2006 defines the key abilities that every citizen needs to achieve personal fulfilment, employment, social inclusion and active citizenship. The Commission then highlights what the Member States of the European Union need to do in order to achieve these competences by saying that all education and training systems in Europe should support the development of the key competences in young people and adult education (European Commission). Learning to learn is a vital part of key competences. It involves the ability to focus and carry on in learning, organise one's learning, being aware of one's learning and needs and the ability to overcome things that may get in the way of one's learning process and finally gaining knowledge, taking it in and using it in new things. Before you can learn in a useful way, it is important to know your best way to learn, as it's pointless you learn without the best strategy and techniques for the individual. Linked to the previous point, the knowledge of knowing your own strengths and weaknesses is important. For example, if you have a photographic memory, then it would be best just to read the 3

information and learn memorise it. If this is not the case, then you should identify which technique suits you best and use that. An advantage would be to read an article then create a summary, and learn the summary. Being able to look for new education or training opportunities is a good way to help succeed. It is not always possible to learn new things, people sometimes need guidance to be able to learn new things. Finally, an individual should search for guidance if support is available, which many people may not think of or find intimidating. Learning to learn consists of two important steps. First, the individual must understand the basic skills such as literacy, numeracy and ICT. Secondly, it is important to build on them by learning them, processing the new skills and using the skills and knowledge. The second step is achieved in a number of ways: effective time management of learning skills; learning individually with self-discipline; working well; organising one s own learning; evaluating one s work; and, seeking advice and information when necessary. It is also important to have a positive attitude, motivation and confidence when learning. As well as key competences, social and civic aspects play a vital role in the learning process. Social aspects can be defined as all types of behaviour that influence individuals to participate in an effective and constructive way in social and working life. Civic aspects, on the other hand, prepare individuals to fully participate in civic life, based on knowledge of social and political concepts and structures. There are three vital aspects of social and civic competences: knowledge; skills, and attitudes. Looking at the social aspect, knowledge involves the understanding of how individuals can ensure the best physical and mental health, understanding codes of conduct and manners in different societies and environments. Also, the awareness of basic concepts relating to individuals, groups, work, organisations, gender equality and non-discrimination, and society and culture is a key aspect. The next aspect of social competence deals with skills. Skills of social competence are essential and the first is the ability to communicate well in different environments. Showing tolerance, expressing and understanding different viewpoints together with the ability to feel empathy is equally important. Coping with stress and frustration and the capability of 4

distinguishing between personal and professional aspects of an individual is also a helpful element. The third and final point of social competence is attributed to attitudes. Not only is an interest in socio-economic developments and intercultural communication important, but collaboration, assertiveness, and integrity are needed when looking at attitudes. As well as these, being prepared to overcome prejudices and comprising is vital, plus valuing diversity and respecting others. As Europe is becoming more and more diverse, another essential aspect looking at knowledge is the need to understand multi-cultural and socioeconomic dimensions of European societies and also how national cultural identity interacts with European identity. Starting again with knowledge, but this time looking at the civic competence, we have to start by saying that the knowledge of concepts of democracy, justice, equality, citizenship and civil rights is very important. When we look further into the factors, which play decisive parts in looking at civic competence, a number of points crop up and these are things such as an awareness of aims, values and policies of social and political movements added to not just the local level, but also the regional, national, European and international level. Looking at the European level, it is obvious that an individual must consider the European Union s views on integration, structures, main objectives and values. When we look at the European Union, in yet more detail, one has to be aware of the diversity and the diverse cultural identities in Europe, whilst also keeping in mind the Charter of fundamental Rights of the European Union. As with the social competence, the second point looks at skills. This includes four points, which look at the ability to engage effectively with others in the public domain and being able to display solidarity and interest in solving problems. The other two points look at critical and creative reflection and constructive participation in community or neighbourhood activities together with decision-making at all levels. Last, but by no means least, are attitudes. Things that are taken for granted, yet should never be overlooked are having full respect for human right and equality, understanding and respect for shared values, and being ready to respect the values and privacy of others. Constructive participation in civic activities, support for social diversity and cohesion and 5

sustainable development, plus being able to demonstrate responsibility are also contributory factors to attitudes. 3. EU Policies In each of the different levels of education and training early childhood, school, higher education, vocational and adult education shall key competences be established. This includes expanding opportunities for learning mobility or enhancing partnerships between education and training institutions and the broader society. Other actions are relevant to all levels of education, such as promoting multilingualism, innovation, creativity and the adoption of information and Communication technology. A series of benchmarks have been set out for 2020. Firstly, at least 95% of children between the age of four and the age for starting compulsory primary education should participate in early childhood education. Secondly, the share of 15 year olds with insufficient abilities in reading, mathematics and science should be less than 15%. The third benchmark is to make sure the share of early leavers from education and training should be less than 10%. The final two benchmarks aim to make the share of 30-34 year olds with tertiary educational attainment should be at least 40% and an average of at least 15% of adults between the ages of 25-64 should participate in lifelong learning (European Commission, 17.02.2011). The EU has a number of programmes set out to accompany lifelong learning. The Comenius actions aim to help young people and educational staff better understand the range of European cultures, languages and values. They also help young people acquire the basic life skills and competences necessary for personal development, future employment and active citizenship (European Commission, 05.05.2011) The Comenius programme addresses issues strongly related to current discussions and developments in school policy: learning-to-learn skills and motivation for learning, digital educational content, key competences and inclusive education. Comenius has these followed main goals: to develop knowledge and understanding among young people and education staff of the diversity of European cultures and languages and the value of this diversity, to help young people to acquire basic life skills and competences for their personal 6

development, for future employment and for active European citizenship (British Council: About Comenius). Erasmus is the European Union's flagship educational exchange programme for Higher Education students, teachers and institutions. It was introduced with the aim of increasing student mobility within Europe. Erasmus forms part of the EU Lifelong Learning Programme (2007-2013). It encourages student and staff mobility for work and study, and promotes trans-national co-operation projects among universities across Europe. The scheme currently involves nine out of every ten European higher education establishments and supports cooperation between the universities of 33 countries. Erasmus has developed beyond an educational programme - it has acquired the status of a social and cultural phenomenon. It gives many European university students their first chance to live and thrive abroad. Over two and a half million students have benefited from Erasmus since its introduction in 1987 (British Council: About Erasmus). The Grundtvig programme funds training opportunities for adult education organisations, staff and learners. Adult educators can be involved in structured courses, conferences and even job shadowing. Organisations can be part of exciting partnerships to share innovation and good practice, get involved in exchange projects for senior volunteers or host fun innovative workshops for learners from across Europe. Anyone in non-vocational adult education can participate including adult learners, staff, volunteers and trainers from a wide variety of organisations including colleges, charities, community groups, local authorities, museums, prisons etc. All projects involve working with European partners and offer a great learning and personal development experience for staff and learners. Grundtvig is part of the European Commission's Lifelong Learning Programme (Grundtvig UK National Agency). The Study Visits Programme is part of the EU s lifelong learning programme 2007-13 (LLP). The programme is coordinated at national level by the national agencies located in all participating countries which award the grants to the participants. Cedefop coordinates the programme at European level for the European Commission since the 1 January 2008. A study visit is a short stay of three to five days in a host country for a group of 10 to 15 European education and vocational training specialists and decision-makers. A study visit includes presentations and on-site visits to ministries, educational and training institutions, 7

training sites, etc. The visits provide a forum for discussion, exchange and learning on themes of common interest and on European and national priorities (European Centre for the Development of Vocational Training). The Jean Monnet programme aims at stimulating teaching, research and reflection in the field of European integration studies at the level of higher education institutions within and outside the European Community. European integration studies are defined as the analysis of the origins and evolution of the European Communities and the European Union in all its aspects. They cover both the internal and external dimension of European integration, including the European Union's role in the dialogue between peoples and cultures and the European Union's role and perception in the world. Launched in 1989, the programme is now present in 62 countries throughout the world and around 740 universities offer Jean Monnet courses as part of their curricula. Between 1990 and 2009, the Jean Monnet Action has helped to set up approximately 3,500 projects in the field of European integration studies, including 141 Jean Monnet European Centres of Excellence, 775 Chairs and 2,007 permanent courses and European modules (EACEA). 4. VOICE VOICE is a project funded by the Lifelong Learning programme by the European Commission. The LLP is an umbrella programme which is divided in four sectoral sub programmes: The LLP supports learning opportunities from childhood to old age. These are: Grundvig for Adult Education; Leonardo da Vinci for vocational training and professional education; Erasmus for Higher Education; and Comenius for School Education. Multilateral Projects mean that a consortium of several partners from different countries work together and share their experiences regarding Best Practice. The Comenius programme focuses on the improvement of educational good practice (teaching and learning) in school. This ranges from pre-school and primary to secondary school. The development, promotion and dissemination of Educational Good Practice, including new teaching methods and learning materials for the classroom that concerns pupils is one aspect. The second aspect looks at the improvement of teacher training and other pedagogical staff in order to improve the education and continuing professional 8

development of school staff. The general aims of European projects try to change policies and include stakeholders, whereas multilateral projects are undertaken by a consortium of several partners and concentrate on an exchange of experience within the consortium. VOICE strives to achieve similar objectives to the Comenius programme, the first being a strategic objective and the second an operational objective. The specific objective being as set out in article 17.1 of the LLP decision helping young people acquire basic life-skills and competences which are important to their own development, their future employment and for active European citizenship (European Commission, 05.05.2011). As Comenius is a multilateral project, priority is given to the development of approaches to teaching and learning that support the acquisition by all students of transversal key competences. Increasingly, initial education is called on to provide learners with "transversal" key competences which do not fit into any single subject and therefore require a coordinated approach across a wide range of school staff. There is a particular need to improve students motivation to learn and learning to learn skills. Projects should focus on the development, testing and implementation of courses, pedagogical materials and methods, and innovative strategies (e.g. team teaching) designed to increase student motivation and make learning more attractive, particularly for migrants and for those at a socio-economic disadvantage; strengthen students' acquisition of learning skills; strengthen links between school education and the world of work and/or civil society; strengthen intercultural education and its contribution to social integration (ENAR). Each project is expected to produce an identifiable outcome. This means implementing things like a new curriculum, training course, methodology, teaching strategy, teaching material. With regards to the VOICE Project, these outcomes shall be problem-based learning units for secondary school pupils in civic education and teacher training courses which focus on background-knowledge and competencies to implement competenceoriented (problem-based learning units) in civic education. The success of the project will be measured by meeting the strategic and operational objectives of the Comenius programme looking at specific objectives, operational objectives and priorities. 9

The operational objectives of the Comenius programme look at enhancing the quality and European dimension of teacher training. The National Needs Analyses will show what common needs of teachers exist and also where differences are. One aim is a Europeanwide teacher training supporting improvements in pedagogical approaches and school management. Two general aims of European projects always shall be changes of policies in so far as the way of thinking about pupils and the way of teaching. Problem-based learning is an approach which refers to a constructivist perspective on learners. It has a constructivist view of learning as it suggests that learning results from a learner s actions and instruction plays a role only to the extent that it enables and fosters constructivist activities. Priority looks at the development of approaches to teaching and learning that support the acquisition of key competencies by all students. Development, testing and implementation of courses, pedagogical materials and methods, which increase pupil s motivation and make learning more attractive, and strengthen pupil s acquisition of learning skills. There is also a need to strengthen links between school education and civil society. 10

List of literature Becker, Peter; Primova, Radostina: Die Europäische Union und die Bildungspolitik, Diskussionspapier der FG 1, SWP Berlin, 2009 British Council: About Comenius, URL: http://www.britishcouncil.org/comenius-about-us.htm, [date of last access 13.12.2011] British Council: About Erasmus, URL: http://www.britishcouncil.org/erasmus-abouterasmus.htm, [date of last access 13.12.2011] EACEA: Jean Monnet Programme, URL: http://eacea.ec.europa.eu/llp/jean_monnet/jean_monnet_en.php, [date of last access: 13.12.2011] ENAR: EU funding, URL: http://cms.horus.be/site/page.asp?docid=22803&langue=en, [date of last access 20.12.2011] European Centre for the Development of Vocational Training: Study visits for education and vocational training specialists and decision-makers, URL: http://studyvisits.cedefop.europa.eu/, [date of last access: 13.12.2011] European Commission: Comenius: Europe in the classroom, 05.05.2011, URL: http://ec.europa.eu/education/lifelong-learning-programme/doc84_en.htm, [date of last access: 13.12.2011] European Commission: Strategic framework for education and training, 17.02.2011, URL: http://ec.europa.eu/education/lifelong-learning-policy/doc28_en.htm, [date of last access: 13.12.2011] European Commission: The European framework for key competences, 18.02.2011, URL: http://ec.europa.eu/education/lifelong-learning-policy/doc42_en.htm, [date of last access: 13.12.2011] 11

European Parliament: Lisbon European Council 23 and 24 March 2000, Presidency Conclusions, URL: http://www.europarl.europa.eu/summits/lis1_en.htm#a, [date of last access 01.12.2011] European Union: Key competences for lifelong learning, URL: http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_e n.htm, [date of last access 01.12.2011] Grundtvig UK National Agency: About the Grundtvig Programme, URL: http://www.grundtvig.org.uk/page.asp?section=000100010044&sectiontitle=about+us, [date of last access: 13.12.2011] Nationale Agentur für EU-Hochschulzusammenarbeit: Die neue Generation der EU- Bildungsprogramme (2007-2013), URL: http://eu.daad.de/eu/llp/06332.html, [date of last access 01.12.2011] Schreiner, Peter: Europäisierung von Bildung als Herausforderung für evangelisches Bildungshandeln, CPCE focus 14, 02/2011, URL: http://cimuenster.de/themen/europa/europa2011sr.pdf, [date of last access 01.12..2011] 12