{"id":18372,"date":"2008-10-29T19:33:00","date_gmt":"2008-10-29T18:33:00","guid":{"rendered":"https:\/\/janfigel.com\/?p=18372"},"modified":"2026-05-25T19:38:43","modified_gmt":"2026-05-25T17:38:43","slug":"lifelong-learning-for-all-how-long-to-get-there","status":"publish","type":"post","link":"https:\/\/janfigel.com\/sk\/2008\/10\/29\/lifelong-learning-for-all-how-long-to-get-there\/","title":{"rendered":"Lifelong learning for all: how long to get there?"},"content":{"rendered":"

UNESCO 21st Century Talks
29 October 2008, UNESCO Headquarters, Paris<\/p>\n\n\n\n

\"\"
Write Notebook Pen – Free photo on Pixabay<\/a><\/figcaption><\/figure>\n\n\n\n

<\/p>\n\n\n\n

Monsieur le Sous-Directeur general,
Excellences,
Ladies and Gentlemen,<\/p>\n\n\n\n

<\/p>\n\n\n\n


I very much appreciate your initiative, and its focus on an issue which concerns
our entire world \u2013 setting our societies on a stable path to peace and prosperity,
by ensuring that learning is within the grasp of everyone, and throughout their
lives. We need international fora not only in finance, energy and environment.
We need to look at communities of peoples and values.<\/p>\n\n\n\n


Education unites. And united, we should learn further. I am sure that with more
education we could achieve a more human 21st Century. The character of any
historical period depends on the quality of education and the maturity of the
educators. When there is freedom, the autonomy and vitality of universities is
respected. Europe is committed to education, as the Europe of knowledge is our
ambition. Therefore knowledge should be at the centre of each strategy, with
access and lifelong learning for all as the basis, and quality as the height of the
knowledge pyramid.<\/p>\n\n\n\n


How to predict what we need to learn for the future? Predicting the future is
never easy\u2026 We must use our resources wisely. We need to identify and tackle
the right challenges and ensure that we are building up the right skills.

The Commission is aiming to do just that, as we approach 2010, when a new
phase of the EU Lisbon strategy begins. We will shortly propose a new vision
for our cooperation framework with Member States. And we will unveil our
“New Skills for New Jobs” initiative; to help us anticipate the skills needed for
the jobs of the future.<\/p>\n\n\n\n


What do we already know from forecasts? Change will continue to speed by.
The nature of work is changing, faster than before. We expect significant
numbers of high-skilled jobs to be created in Europe over the next decade or so,
and a fall-off in low-skilled ones. As routine jobs die away, and creative tasks
grow, people with only basic skills will struggle to find satisfactory jobs.
Policy needs to imagine the future, but to prepare for it today. The future
always starts today. That\u2019s why the updated framework on European
cooperation for post-2010 period will set four strategic objectives:
Make lifelong learning and mobility a reality, not an exception,
Improve the quality and efficiency of provision and outcomes,
Promote equity and active citizenship,
And a major new challenge: enhance innovation and creativity throughout
education and training. Next year 2009 will be declared the European Year of
Innovation and Creativity.<\/p>\n\n\n\n


In Europe, 6 million young people, 1 in 7 in the 18-24 age range, leave school
early with only basic qualifications at best. 1 in 5 of our 15 year-olds struggles
with reading, and the figures are getting worse, not better. Just look at the PISA
results.<\/p>\n\n\n\n


Fewer than 60% of Europeans of student-age attend third-level education,
compared to 80% of Americans. The emerging economies are catching up fast –
China already produces twice as many maths, science and technology graduates
as Europe.<\/p>\n\n\n\n


The answer is we must encourage everybody to learn, wherever they are on their
life-course. It’s never too early to learn, and it’s never late to learn. Pre-school
and school education lay crucial foundations for every form of learning
afterwards. Robert Fulghum got it right: “All we really need to know we learned
in kindergarten”. His famous book became a best-seller since 1986.
We must tackle early school leaving. Young people who are left behind at this
early stage of their lives have difficulty finding decent work. It is not just a
waste for them, but for society: if all early school-leavers completed upper
secondary education, we estimate that total productivity would increase by
1.4%.
We must tackle failures in the first years at university. And we must
look at the broader role of higher education. It is about employability and
employment, but also culture and citizenship. Universities must certainly
continue providing higher education to young people. But they must also open
their doors to adult and non-traditional learners. Higher education has a unique
role in creating and imparting knowledge. It has to become a solid link in the
lifelong learning chain.<\/p>\n\n\n\n


Lifelong learning by definition continues beyond the school-gate.
For many people, this is where learning takes off. To quote Winston Churchill,
another high achiever, “I’m always ready to learn, although I do not always like
being taught.\u201d<\/p>\n\n\n\n


Lifelong learning \u2013 it is a necessity, not a luxury. In 1996 there was
a European Year of Lifelong Learning, and now it has become part of the
political landscape. We have a lifelong learning programme, with 7 billion \u20ac for
7 years. We have agreed to establish lifelong learning national strategies and a
benchmark on adult participation in lifelong learning. People learn while they
work, in community life, through their interest in sport or culture. Technicians
who improve their skills through involvement in specialised projects, young
people absorbing organisation techniques in volunteer work – all this learning
should be taken into account.<\/p>\n\n\n\n


We recently established the European Qualifications Framework,
which classifies qualifications in eight levels based on learning outcomes, no
matter how they were acquired. This framework will help us raise the standing
of non-formal and informal learning. I am also pleased with the interest it is
generating around the world, especially in countries which are building bridges
between different levels and forms of education and training.
I am happy that you stress the importance of inclusive
lifelong strategies
in this session. <\/p>\n\n\n\n

Education is the cradle for building inclusive communities \u2013 it
lays the foundations of respect for diversity, of democratic participation, for
integrating migrants and including children from disadvantaged backgrounds.
But there is work ahead. Take migration, for example. Many (though not all!)
migrant children do less well in school than their native peers. Even more
worryingly, in some countries, children of migrant background do less well at
school than their parents did.<\/p>\n\n\n\n


Therefore I published a Green paper in July to open a debate on how we can
integrate migrants through education, both in Member States and through
European action.
The role of teachers is fundamental: if the teacher is a lifelong learner, s\/he is the
best example for pupils. The quality of teachers’ initial and in-service training is
crucial.

We should aim at an \u2018optimal skills mix\u2019: meeting specific, technical skill needs,
but also developing the \u2018learning to learn\u2019 aptitudes \u2013 such as creativity,
problem-solving, analytical and entrepreneurial skills.
There is a third dimension to skills \u2013 the skills that people need for living with
growing diversity. Mobility and migration are part of our world. So it is
important that everyone living in Europe feels equipped for dealing with
diversity \u2013 the reason we nominated 2008 as the European Year of Intercultural
Dialogue.<\/p>\n\n\n\n


Partnerships and mobility are essential. Vocational education and training
(VET) and business are old allies. But even friends need to talk\u2026 Fortunately,
there is a growing sense that partnerships and better communication with the
social partners is the best way of assuring that VET providers are in tune with
labour market needs.<\/p>\n\n\n\n


We also need an open, flexible and dynamic dialogue in higher education. This
is why I have launched the University-Business Forum, as a platform for
discussion, for exchange of good practice and for mutual learning. This Forum is
a very practical way to support change as universities open up to partnership
with business and respond to the wider needs of society.<\/p>\n\n\n\n


Mutual learning is also the core of our mobility exchanges \u2013 where the
Erasmus programme is our best-known, and best-loved, activity. Last year we
celebrated 20 years of the programme. Thanks to Erasmus, almost 2 million
young Europeans have been able to undertake part of their studies abroad.
All our research points to one conclusion – learning mobility is good for the
people who take part; it is good for the institutions involved \u2013 it opens them to
new influences; and it is good for Europe \u2013 it breaks down barriers between
people, and opens hearts and minds\u2026 One interesting demonstration is that 1 in
every 6 Erasmus students finds a long-term partner abroad\u2026<\/p>\n\n\n\n


We can go further, however. I want to give a major boost to mobility in Europe.
I commissioned a High Level Expert Forum under the leadership of Maria Joao
Rodrigues. They have delivered an ambitious blueprint to expand mobility
opportunities: so that learning mobility becomes the norm and no longer the
exception; backed not just by European programmes but by Member State and
regional support, and by business, foundations and civil society.<\/p>\n\n\n\n


Let me congratulate the French EU Presidency for seizing enthusiastically on
this agenda \u2013 and their focus on mobility for all, including apprentices and
volunteers outside formal education. I hope that we can build in an ambitious
way on the recommendations of the Forum. The times may not be the best for
creating new, expanded funding mechanisms. Nevertheless, I am struck by the
strong political interest in expanding learning mobility. I am convinced that we
can strengthen European education greatly if we do so.<\/p>\n\n\n\n


I want to finish by talking about Europe’s place in the world, and our
international cooperation in education and training. As recent events underline,
all our futures are inextricably linked. But through our policies, and our
programmes such as Erasmus Mundus and Tempus, we aim to make a positive
force of this in education and training.<\/p>\n\n\n\n


The key issues – mobility of teachers and students; the recognition of
qualifications; quality and excellence \u2013 concern us all. Whether we work
through academic exchanges, policy dialogue, or technical assistance, we have
one overarching goal \u2013 through the people\u2013to-people contacts that underpin
education cooperation, to contribute to a more peaceful, more prosperous world.<\/p>\n\n\n\n

<\/p>\n\n\n\n


Ladies and gentlemen,

Europe should become more and more people-friendly. If we want to achieve
lifelong learning for all, we have no choice. We must face the challenge right
now. As Goethe said, what is not started today is never finished tomorrow\u2026
The best factor for success is openness: open-mindedness and open-heartedness.
Educating the mind without educating the heart is no education at all, in
Aristotle’s words. Comenius said that school should be a factory of humanity.
Education will help us to find answers and solutions for a better world.<\/p>\n\n\n\n


Thank you.<\/p>","protected":false},"excerpt":{"rendered":"

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