International lifelong learning conference report 13-15 November 2012

INTERNATIONAL LIFELONG LEARNING CONFERENCE

Report of the Istanbul Conference 13-15 November 2012/ Limak Eurasia Hotel

Compiled by John Hart & Nevin Şenol

CONTENTS

Section

1. Foreword

2. The Context of the Conference

3. Opening Speeches

4. Project for the Promoting of Lifelong Learning in Turkey

5. Key Themes of the Conference

6. Session 1: Lifelong Learning Approach

7. Session 2: Innovative Learning Techniques/Methods Supporting Lifelong Learning Approach

8. Session 3: Recognition of Prior Learning

9. Session 4: Lifelong Guidance and Employability

10. Closing Remarks Annexes

2. THE CONTEXT OF THE CONFERENCE

In 2006 a Lifelong Learning Policy Paper, entitled Driving force for the Success of Turkey, prepared under the Strengthening Vocational Education and Training Project, was published In 2009 a National Lifelong Learning Strategy Document and Action Plan was approved by the Higher Planning Board. In addition, in 2011 the Project for Promoting Lifelong Learning in Turkey was started.

In the National Lifelong Learning Policy Paper, lifelong learning is defined as "all learning activities undertaken throughout life with the aim of improving knowledge, skills and competencies, within a personal, civic, social and/or employment-related perspective." It encompasses formal learning, non-formal and informal learning and there are no restrictions in terms of age, socio-economic status or educational level. Lifelong learning not only takes place at schools, but also in other areas of life, for example at work, and in civic and political, cultural and recreational life.

Since the launch of the Lisbon Strategy (2000), intended to make the EU "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", lifelong learning has become a guiding principle for the EU education, training and youth action programmes Immediately following the Lisbon Council, the European Commission published their Memorandum on Lifelong Learning, which suggested that any comprehensive and coherent lifelong learning strategy should:

- guarantee universal and continuing access to learning,

- visibly raise levels of investment in human resources,

- develop effective teaching and learning methods for lifelong learning,

- improve the ways in which learning participation and outcomes are understood and appreciated,

- ensure that everyone can easily access good quality information and advice about learning opportunities,

- provide lifelong learning opportunities as close to learners as possible.

This was in 2000. Twelve years later, lifelong learning is clearly on the education and/or economic agenda of many countries around the world, but it is probably still true to say, as was stated in the Memorandum, that lifelong learning is still defined in a variety of ways in different national contexts and for different purposes and that “definitions remain largely informal and pragmatic, wedded more closely to action than to conceptual clarity or legal terms”.1

The International Lifelong Learning Conference drew together a wide range of speakers from different countries and organisations to explain what lifelong learning or some important aspect of lifelong learning means in the context of their work or their national system There were many common themes, but also many differences of approach or emphasis based on different economic or social priorities or differences in background systems of education and training However, there were a number examples of international cooperation on aspects of lifelong learning

1 Commission of the European Communities, A Memorandum on Lifelong Learning, Brussels 2000, p9

The EU has an Integrated Lifelong Learning Action Programme for 2007-2013 comprising sectoral programmes on school education, higher education, vocational training and adult education. The participation of Turkey in these programmes has been arranged in a Memorandum of Understanding between the Republic of Turkey and the EU.

In Turkey, the Ninth Development Plan for 2007-2013 period was prepared with a vision of "Turkey which grows in stability, shares its income fairly, which has competitive power at global scale, which transforms itself into an information society. This plan makes several references to lifelong learning, including the intention to develop a lifelong learning strategy aimed at increasing the employment skills of individuals in line with the requirements of a changing and developing economy and labour market. In order to achieve this, the strategy will include mechanisms which support an increase in both formal and non-formal learning opportunities, strengthen the horizontal and vertical relationships between different kinds of education, and support the involvement of the private sector and NGOs in lifelong learning.

This is the context in which the Project, Technical Assistance for Promotion of Lifelong Learning (The Project for Promoting Lifelong Learning in Turkey) (EuropeAid/128112/D/SER/TR) was proposed It is a two-year project with an operational budget of 15 million Euro and the stated purpose of establishing an institutional framework for lifelong learning and improving capacity in terms of lifelong learning delivery.

The Project is based in Ankara, at the premises of the General Directorate for Lifelong Learning in the Ministry of National Education of Turkey. The activities cover all 12 NUTS II regions in 12 pilot provinces (with their hinterlands 43 provinces)

3. The First Day, 13 November 2012, OPENING SPEECHES

Assoc. Prof. Mustafa Kemal BİÇERLİ, General Director of the General Directorate for Lifelong Learning (DGLLL)

Mr Biçerli welcomed the participants, especially those who came from abroad to share their invaluable experience on lifelong learning He expressed his hope that all aspects of lifelong learning would be discussed at the Conference and informed delegates that the output of this Conference would form an input to a further conference on lifelong learning to be held in 2013.

The General Director went on to give a brief account of the DGLLL, which had been established in the recent restructuring of the Ministry of National Education. The main goal of the DGLLL was to create a sound, efficient and sustainable lifelong learning system based on local, national and international cooperation and strong collaboration with stakeholders. He said that the establishment of the DGLLL was an important sign of political commitment to lifelong learning in Turkey. The motto of the DGLLL is "from learning individuals to a learning society and from a learning society to a learning Turkey".

Mr Biçerli referred to an earlier Project, “Strengthening the Vocational Education and Training System”, which had run from 2002 to 2007 That Project had produced a Lifelong Learning Strategy Paper and Action Plan with sixteen national priorities and Turkey had already started to establish a lifelong learning system around those priorities The present Project, "Promoting Lifelong Learning in Turkey", was working to produce a draft law on lifelong learning and to bring the Strategy Paper and Action Plan up to date Consultation with stakeholders is an important aspect of lifelong learning policy, and the current Project was drawing on the contributions of fifteen working groups representing the main stakeholder organisations The Project was currently working with twelve pilot provinces in the east of the country, but in due course the structures established in these provinces would be extended to all parts of the country

He concluded his speech by saying that it was important to adopt the right principles and policies and maintain strong cooperation with all lifelong learning stakeholders – “we need a national mobilisation to adopt a lifelong learning approach". He hoped that the Conference would assist in the process of developing new policies to meet these challenges.

Mr. Erhan BATUR, Deputy Undersecretary of the Ministry of Labour and Social Security

Mr. Batur welcomed all participants in the Conference and expressed confidence that the Conference would be highly beneficial to all.

The Deputy Undersecretary underlined the fact that employment issues lie at an interface between the duties of the Ministry of Labour and Social Security and those of the Ministry of National Education so cooperation between the Ministries is of utmost importance. He referred to the book In the Coming Jobs War by Jim Clifton, Chairman of the Gallup organisation This book is based on global surveys on a variety of important issues, including employment and states that finding a good job is the top concern of people around the world The author sees the creation and retention of employment as one of the most important issues in the coming 30 years To tackle this issue, education systems will need to be reformed in line with the constant change in knowledge and technology required in work. Therefore the ministries of education and labour need to work in close cooperation.

In relation to this, the Deputy Undersecretary noted the recent enlargement of the mandate of his Ministry to include all components of the Instrument for Pre-Accession Assistance (IPA). Priority in IPA is given to employment, education and social inclusion and he said that the Lifelong Learning Project was a good example of action to address all these issues. He also informed the participants that the new Turkish National Employment Strategy was about to be published.

Mr. Batur also drew attention to the OECD Programme for the International Assessment of Adult Competencies (PIAAC). This would provide governments with a unique and effective tool to assess the quantity and quality of the knowledge and skills of their workforce. It would provide insights into how skills relate to the social and economic well-being of individuals and nations and provide benchmark for assessing how effectively education and training systems are in meeting emerging skill demands. The PIAAC would also allow investigation of the links between key cognitive skills and a range of demographic variables. This would constitute a rich evidence base for policy-relevant analysis.

Mr Batur summed up his remarks by saying that the link between education and employment could be strengthened only by adopting a lifelong learning approach and to achieve that, collaboration among the Ministries should be reinforced

Mr. Bela SZOMBATI, Minister Counsellor, Deputy Head of EU Delegation

Mr Szombati gave a brief account of the EU's 2020 targets for lifelong learning. He underlined three foundations of the EU's policy as: increasing participation in lifelong learning; social inclusion; and enhancing entrepreneurship. He continued by saying that, although the growth in participation in lifelong learning in Turkey was good, there were still some groups - women, disabled people and other disadvantaged groups - suffering from lack of skills and consequent social exclusion In addition, education and training often failed to meet the needs of the labour market. A lifelong learning approach was one remedy for these problems.

He underlined the fact that a lifelong learning strategy should included formal, non-formal and informal learning and all of these should be better coordinated in Turkey. Coordination could be achieved in many different ways, one of which was setting up the bodies like the lifelong learning councils in Finland and Denmark. The need for stakeholders, including the private sector, to participate in policy making on lifelong learning could be met through these types of councils. Mr. Szombati also said that private sector was able to provide high quality training in Turkey and mentioned voc-test centres, TUSKON (the Turkish Confederation of Businessmen and Industrialists) and TUSİAD (the Turkish Industrialists’ and Businessmen’s Association) as making important contributions to lifelong learning

He then referred to the constituent components of the lifelong learning system, one of which was setting up Turkish Qualification Framework (TQF) that would ensure public trust in the system. He pointed out the importance of having a trustworthy system for the recognition of prior learning as well Lastly he talked about the necessity of having a robust monitoring and evaluation system which was a prerequisite for the availability of sound and reliable data.

Mr Szombati expressed his appreciation to the Minister of National Education, Mr Ömer Dinçer, who had committed to making LLL reality by establishing the Vocational Qualification Authority and the Turkish NQF, setting up the DGLLL, and merging all directorates dealing with vocational and technical education into one General Directorate for Vocational

Education and Training (VET) to make the system more efficient He concluded by thanking to everybody whose had contributed to setting up the Conference, which he was sure would be a success

Prof. Dr. Ömer Dinçer, Minister of National Education of Turkey

The Minister prefaced his remarks by saying that the 21st century is an information age It is a digital era marked by rapid change and growth, where new knowledge will be needed from everyone. This was challenging to all those involved in education and training – teachers and learners – and a lifelong learning approach was necessary if we were to meet the complex needs of the times.

In 1996 the EU had launched this approach with a Lifelong Learning Year that focused on equal opportunity and social cohesion. Since then, education systems around the world have given importance to lifelong learning. To make lifelong learning a reality in Turkey, a Memorandum of Understanding including Turkey in the Lisbon Strategy had been signed in 2007 and a Lifelong Learning Strategy Paper had been adopted by the Higher Planning Board in 2009. An Action Plan which framed the work towards lifelong learning was attached to the Strategy Paper and work on the Action Plan was now being carried out by the DGLLL, which had been established to provide a strong infrastructure to support lifelong learning The Strategy Paper included the fact that the active participation of stakeholders was essential to a well functioning LLL system.

The adult participation rate for lifelong learning in Turkey was 2.9 percent, while the EU average was 9 percent The Ministry of National Education had set a target of 8 percent participation by the year 2015, and the Promotion of LLL in Turkey Project was contributing to meeting this target by setting up a legislative and institutional framework and developing capacity in the system Lifelong learning action plans would be developed in 43 provinces as part of the Project Another important outcome of the Project was a web-portal through which citizen could enter the system using a password and reach all the information they would need about lifelong learning courses and services.

Mr. Dinçer went on to say that Turkey was working towards the creation of a knowledge society where every person over the age of 50 was literate, at least 50 percent of young people were high school graduates, and every person had a right to enter the university where he/she wished to study. Similarly all educational institutions should be easily accessible places for all segment of society. To bring this about, the Ministry had launched a campaign entitled “Okullar Hayat Olsun” (Let the schools be the life) Project. The idea was to give people access to the facilities of schools, such as computer classes, libraries, rooms for cultural activities etc Meanwhile, 979 public education centres, 333 vocational education centres, 150 maturity institutions and 9 tourism education centres were working hard to reach the target for participation in lifelong learning.

The Minister concluded by expressing his gratitude to those who had organised the Conference and expressing his confidence that it would be a useful event He said that cooperation among stakeholders was of utmost importance in making lifelong learning a reality and thanking participants in the Conference in advance for their contributions.

4. PROJECT FOR PROMOTING LIFELONG LEARNING IN TURKEY

ON THE BEHALF OF THE BENEFICIARY

Mustafa Göksel KÖROĞLU, Project Director, MoNE

Mr. Köroğlu gave details of the project. It was a two-year project which had started in May 2011 with a budget of 15 million Euros.

In the year before the Project, a Grant Scheme with a budget of over 5.6 million Euros had operated in the provinces in the NUTS II regions. The current population of the NUTS II regions is 19.8 million and approximately, 10 percent of this population (17 percent of women) is still illiterate. Most children now attend primary school, but only 67 percent of boys and 56 percent of girls complete secondary school and the average unemployment rate for people between ages 15 and 34, is 20 percent.

Forty-three proposals had been funded, with a wide range of beneficiaries (11 vocational high schools, 7 universities, 5 trade associations, 4 vocational training centres, 4 foundations, 4 associations, 2 unions, 2 provincial private administrations, 1 elementary school, 1 labour union, 1 union for service to villages and 1 municipality) All the proposals were successfully implemented, raising capacity in project implementation in the regions.

Mr Köroğlu said that the Ministry of National Education has previously established capacity in implementing and monitoring grant schemes and this scheme had been managed without any significant contribution of EU expertise, other than in the field of visibility However, it was unfortunate that "The Project for the Promoting Lifelong Learning in Turkey" started after the completion of the Grant Scheme so that there was no opportunity to bring them together.

The evaluation of the Grant Scheme had concluded that more efforts should have been made to include all the target provinces and to ensure that the problems dealt with and the priorities covered by these proposals which were given funding should differ as much as possible from each other. The evaluation also judged that the lifelong learning concept needed to be further developed in order to increase the awareness and knowledge on this issue in Turkey and that, when it comes to lifelong learning, the Ministry should further develop partnerships and continue to strengthen coordination mechanisms.

In conclusion, Mr Köroğlu observed that the Project for Promoting Lifelong Learning in Turkey had been delayed initially by the restructuring of the Ministry of National Education However, when the restructuring was completed, the project had been located in the new General Directorate for Lifelong Learning and was now making progress A final project conference was being planned and this would be held in Mardin in spring 2013.

THE TECHNICAL ASSISTANCE TEAM OF THE PROJECT

Ron TUCK, Team Leader

Rosemary LUGG, Policy Component, Project Expert

Jove JANKULOVSKI Training Component, Project Expert, Pınar ALKAN YARIKKAYA Communication Component, Project Expert

Mr. Tuck set out the contextual factors in Turkey which were important to the Project:

 Turkey has strong economic growth but weak job creation and high youth unemployment

 There is a mismatch between skills of population and skills required by the economy

 Women and disabled people are relatively disadvantaged and there are significant regional disparities

He said that promoting lifelong learning is seen as one of the key interventions for increasing employment, addressing skills mismatch, and reducing disparities.

Mr. Tuck announced that 3 experts of the Project's 3 components will take the floor to give information about project activities.

Ms. Lugg explained the policy and legislation component of the Project. She reminded delegates that the first priority in the current national strategy for Lifelong Learning in Turkey is the development of a legal regulation which will specify the duties and responsibilities of the organs responsible for the co-ordination of LLL. She explained that the Project was supporting the Ministry in drafting this legislation by consulting with working groups of stakeholders – particularly social partners, Ministry Directorates and the municipalities in twelve pilot provinces These working groups had identified challenges for co-ordination in the existing system and developed a range of policy proposals which had guided the work of the Project The project had also supported the review of international experiences in co-ordinating LLL, including through study visits to several European countries

She explained that the proposals for the co-ordination of lifelong learning were strongly influenced by identifying what is known to work in Turkey, and what is not working well A number of areas where co-ordination of lifelong learning should be strengthened at both national and provincial level had been identified in this way. These included: developing and monitoring strategies and action plans, monitoring, evaluating and strengthening courses and services (such as career guidance and the recognition of prior learning), and providing information to individuals and organisations.

Ms. Lugg went on to outline the Project’s proposals. These included: national and provincial councils to lead on policy, a national co-ordination centre in the DGLLL, and a provincial coordination unit. This structure was intended to support the development of strategies and action plans by the councils, strengthen the knowledge base on lifelong learning, and provide information to stakeholders. The national centre would monitor and evaluate the system and provide support to those involved in implementation. The provincial coordination units will undertake monitor and evaluate delivery of lifelong learning in the province against national standards and strengthen the quality of provision by supporting providers. The proposed law on lifelong learning would specify the duties of these structures.

Mr. Jankulovski explained the work of the training component of the Project It was concerned with four areas of work: monitoring and evaluation, guidance and counselling, improving modular programmes, and introducing arrangements for the recognition of prior learning.

The Project was establishing a new method of monitoring and evaluation of lifelong learning activities. The main issue which had to be dealt with was a lack of comprehensive and reliable data. A national working group had been set up and provincial consultation meetings had been held to support the development of performance indicators and methods of data collection. On this basis, training events would be held for the monitoring

and evaluation department in the DGLLL, teachers in pilot institutions, and potential personnel of the proposed provincial coordination units.

The main issue in relation to vocational guidance and counselling was a lack of guidance and counselling provision for potential participants in lifelong learning The Project had two objectives: one was to empower pilot institutions to provide this service and the other was to ensure that the provincial units were able to coordinate this service in their provinces.

The current modular programmes had two problems: they tended not to have strong links with occupational standards, and assessment methods not well developed. The Project would work in seven occupational areas to develop assessment plans for units of learning outcomes which were the end point of groups of modules and were related to occupational standards.

The Project was also establishing a model for the recognition of prior learning (RPL), to make it easier for learners to progress on the basis of the learning outcomes they have achieved, no matter how they have achieved them Experts in the Project were creating guidelines for the management of RPL at both national and provincial levels, guidance and support for RPL candidates, and RPL assessment methodologies All of this would be integrated into the system of assessment for qualifications

Ms. Alkan Yarıkkaya gave an account of the work which had been carried out on communication of different kind

She showed delegates the home page of the web portal, which would be a vital tool in the development and implementation of lifelong learning across Turkey and ensuring its sustainability as foreseen in the Lifelong Learning Strategy. She said that the web portal was one of the most important Project outputs, giving access to information on lifelong guidance, the recognition of prior learning, employment opportunities, learning opportunities and monitoring and evaluation. The web portal will have a common database with the Ministry of Labour and Social Security, İŞKUR and relevant General Directorates of the Ministry of National Education and when work on it is completed, it will be integrated into Turkey’s e-government system.

The web portal will provide a ‘one-stop-shop’ for individuals, guidance counsellors and the coordination units in the provinces It will be designed to be suitable for access using all kinds of mobile devices, androids and tablet PCs Users will have their own secure login which will give them access to information on learning and employment opportunities not only in Turkey, but also in Europe through the EU’s Ploteus web portal.

Ms. Alkan Yarıkkaya went on to talk about physical events and media coverage During the first six months of the Project, governorates, municipalities, universities, project stakeholders and NGOs were visited and information meetings were held in the provinces of Kayseri, Kastamonu, Kahramanmaraş, Gaziantep, Şanlıurfa, Mardin, Malatya, Erzurum, Kars, Trabzon and Samsun and had been carried in 180 reports in local, national and internet media.

Short films had been made and broadcast on national and local TV Channels to promote the lifelong learning approach with a wider audience and key messages had been conveyed to target groups through a range of media including posters, brochures, booklets,

presentations, press bulletins, e-newsletters, the Project web site, and messages on social media.

Following Ms. Alkan Yarıkkaya’s presentation, İbrahim EDİZ, a teacher working in the IT Group Directorate of the Ministry of National Education, gave an account of some of the technical details of the web portal.

Mr. Tuck concluded the presentations of the Technical Assistance Team by summing up the expected outcomes of the Project for Promoting Lifelong Learning in Turkey. These were:

 policy and a legal framework for lifelong learning

 an institutional structure and preparations for implementation

 an agreed and tested methodology for valid and reliable assessment and certification of modules linked to occupational standards

 an agreed and tested methodology for the recognition of prior learning

 a national LLL web portal

 increased national awareness of lifelong learning

Grant scheme projects would also have been created for a second Project on lifelong learning.

QUESTIONS FROM DELEGATES

Question 1

Are you planning to add phone, chat or other virtual communication means to web-portal?

Pınar Alkan Yarıkkaya

Yes, it is already planned that people will be informed about courses through SMS We may also enable forums.

Question 2

Lifelong learning is a guiding principle, so there is an important question about how lifelong learning will be used to transform general education and university education

Ron Tuck

This project is a starter project, a kind of laboratory We are trying to reform the existing structure in line with a lifelong learning approach, and we are working on transformative features like arrangements for recognising prior learning, the use of occupational standards and the establishment of stakeholder councils with a specific focus on lifelong learning.

Question 3

We would like to work with international partners so would it be possible for the DGLLL to support us?

M. Göksel Köroğlu

The web pages of the National Agencies in the countries you are interested in are the best place to start. There is also an EU lifelong learning programme which supports international collaboration. It has a number of sub programmes for particular sectors – Comenius for schools, Erasmus for higher education, Leonardo for vocational education and training and Grundtvig for adult education

Question 4

Will companies be able to find workers using the web-portal?

Pınar Alkan Yarıkkaya

Yes, through the link and database sharing system to İŞKUR, the web portal will provide access from the "employment opportunities" part.

Question 5

The top age of 64 seems to be too young for lifelong learning. Will it be possible to extend this age limit?

M. Göksel Köroğlu

It could be higher and at the moment it is defined that way for administrative reasons. It may change in the future.

Question 6

İŞKUR Projects provide temporary employment for participants in training, but PEC training is not able to provide employment. This creates unfair competition among training providers. Will policy makers address this problem?

Ron Tuck

Working groups established by the Project have raised issues of this kind and we are looking at issues of fairness in lifelong learning and access to provision in our proposals.

5. KEY THEMES OF THE CONFERENCE Determining the scope and purpose of lifelong learning

The scope and purpose of lifelong learning was an underlying theme of the Conference

Mr Ömer Dinçer, Minister of National Education, said that the 21st century is a digital era marked by rapid change and growth, where everyone will need access to new knowledge and a lifelong learning approach will be necessary if we are to meet the complex needs of the times. This view was echoed by all the speakers at the Conference and there was general agreement about the value of a lifelong learning approach, whether it is to help deal with economic or social change. However, there was some difference of opinion in the Conference about how far the focus of lifelong learning should be on skills related specifically to employment and how far it should cover broader or more general skills and knowledge.

At the beginning of the Conference, Assoc. Prof. Mustafa Kemal Biçerli, the General Director for Lifelong Learning in the Ministry of National Education said the motto of his Directorate is "from learning individuals to a learning society and from a learning society to a learning Turkey". Mr Salih Çelik, Deputy Undersecretary at the Ministry of National Education said that Turkish culture was supportive of lifelong learning, quoting a Turkish saying, "Even if the knowledge is in China, go there and get it".

Mr Erhan Batur, Deputy Undersecretary in the Ministry of Labour and Social Security cited findings by the Gallup polling organisation which showed that finding a good job is the top concern of people around the world This might seem to suggest that lifelong learning should always be job-related, but other speakers pointed to different definitions of what people need to be able to get good jobs. It also emerged that different governments were trying to achieve a range of outcomes through lifelong learning, including improvements in social inclusion.

A number of speakers cited the EU strategy, which is to create “a smart, sustainable and inclusive Europe”. This is backed by integrated guidelines for economic and employment policies, which include increasing labour market participation and reducing structural unemployment; improving workforce skills, job quality and lifelong learning; improving the performance of education and training systems; and promoting social inclusion and reducing poverty. John Hart from Edinburgh University, explained that Scottish government policy was founded on the belief that initiatives in lifelong learning should not only ensure that individuals had the skills to get employment, but should also help people to learn how to stay healthy and manage their finances, so that they could stay employed.

Turkish national speakers were agreed that Turkey needs to address a number of areas where it performs poorly in relation to neighbouring countries Overall Turkey has committed itself to increasing the rate of participation in lifelong learning threefold, but in addition the country needs to tackle the percentage of people with no more than basic education, youth unemployment, workers without formal recognition of their skills and participation in higher education. Mr. Halis Yunus Ersöz, Deputy Undersecretary in the Ministry of National Education, noted that ordinary people in USA may change their occupations four times and change their jobs eleven times during their working life He asked how Turkey could prepare its population for a world where this level of instability in work was the norm.

Focusing on individual needs and personal development

The idea that individuals are the starting point for work on lifelong learning was echoed in a number of presentations For Mr. Norman Sharp, Chair of the Icelandic Quality Board for Higher Education, it was vital that learners should be centrally involved in planning their own learning so that is suited their stage in life, as well as their purposes or needs, and this is an important aspect of a lifelong learning approach. Lack of flexibility can discourage participation in lifelong learning.

This kind of self-reliance and commitment to personal development can be thought of as social entrepreneurship. It is a feature of many lifelong learning systems. Mr. Bela Szombati, Deputy Head of the EU Delegation to Turkey, reminded delegates that enhancing entrepreneurship is one of the foundations of EU policy, alongside increasing participation in lifelong learning and reducing social exclusion and Mr. Johannes Lindner, Teacher Training Director of the “Austrian Organisation Entrepreneurship Education for educational Innovation” explained how social entrepreneurship can be fostered in an education system as well as business entrepreneurship and can lay a base for lifelong learning

The focus on individual needs was echoed by Prof Dr. Füsun Akkök, an expert on lifelong guidance, who said that for the last ten years lifelong guidance, has been seen as an integral part of any lifelong learning system She presented the case that guidance and support need to be provided for individuals of every age, at any point of their lives to make educational and occupational choices to develop and sustain themselves and their occupations

Ms. Akkök said that curricula should be reformed to ensure that individuals become more self-sufficient students and the education system should encourage innovative thinking. This should be done through courses of general education, hobby courses, and courses to develop social skill as well as through vocational courses. Ms. Annemarie Holsbo, from the Danish Technological Institute, noted that in Denmark, where there is high participation in lifelong learning, many adults choose to participate in liberal adult education activities and that this kind of learning has to be recognised as valuable if the system is to be inclusive and attractive. A number of speakers spoke of the importance of systems, including credit systems, which could give learning a practical value and Ms Daniela Ulicna, from GHK Consulting, gave an account of how the implementation of the EU Credit System for Vocational Education and Training (ECVET) could support flexible learning pathways.

Prof Dr. Rita Süssmuth, President of the German Association of Adult Learning Centres, said that it is a fundamental belief of German adult education that the satisfaction of personal educational needs should be given equal priority with vocational needs She argued that education, including further education, is a human right that should not be reduced solely to economic ends German adult education centres see education as a public responsibility and, taking this as a starting point, they offer a range of courses of different kinds.

For Mr Joern Skovsgaard, of the Danish Ministry of Education, an efficient lifelong learning system must address individual, local, regional and national needs It must provide general courses as well as technical or vocational courses and it must range from basic skills to courses giving access to tertiary education and advanced courses at tertiary level It must be delivered in new, inclusive learning environments and the instructors must be prepared to meet the special challenges of teaching adults.

Other speakers queried the appropriateness of the emphasis on higher education over vocational training in some countries’ policies. Evidence that this could lead to large

numbers of unemployed graduates and a lack of people with important middle level skills was presented Mr Andy Green, from London University’s Institute of Education, presented the case that the challenge of today's economies is to attract more people to Vocational Education and Training (VET) instead of higher education The first challenge for VET systems was to keep up with increasing demand for skills and qualifications while the second was to ensure the attractiveness and quality of VET.

Collaboration and the roles of stakeholders

Mr Batur said that lifelong learning lies at an interface between the duties of the Ministry of Labour and Social Security and those of the Ministry of National Education, so cooperation to ensure productive links between education and employment will be strengthened by adopting a lifelong learning approach

The theme of collaboration also extended to discussions about appropriate roles for stakeholders in a lifelong learning system The Minister of National Education said that cooperation among stakeholders was of utmost importance in making lifelong learning a reality and noted that the Turkish Strategy Paper incorporates this principle.

Ms. Lida Kita of the European Training Foundation said that the issues of lifelong learning were not just Ministry issues – other stakeholders need to be involved in addressing them. For example, there should be more learning in the workplace and overall the responsibility for resourcing lifelong learning must be shared between public and private stakeholders. This means involvement of social partners, civil society organisations and private training providers at all levels in the system. Mr. Biçerli said, “We need a national mobilisation to adopt a lifelong learning approach". Mr. Skovsgaard said that the Danish experience was that tri-partite governance structures help to ensure quality, relevance and synergy He also said that there needs to be a whole-government approach adopting comprehensive policies which bring together areas and domains that traditionally relate to different ministries In addition, all this must be developed and implemented in an open and transparent way, in cooperation with the stakeholders Ms Holsbo described how representatives from employer and employee organisations participate in the governing boards of the institutions that provide adult vocational training in Denmark, taking a degree of responsibility for priority setting, development, organisation and quality assurance of adult vocational training programmes.

Ms Süssmuth said that creating the necessary legislative, institutional and personnel framework for adult education are the constant challenges moreover striking a balance between the state funding and regulation and the necessary freedom in the system is one of the most central tasks. It is important, however, because adult education is a key asset in modern societies, indispensable for the cohesion of people, their economic competitiveness and their well-being.

The means of realising lifelong learning

Mr. Ersöz and Ms. Kita both referred to the importance of legal reform and putting VET and adult learning strategies in place. They both noted that systems issues had to be clearly related to information on participation and demand for learning or on the skill needs of enterprises and individuals Better data is needed to make reform effective Ms Kita also said that in many countries the legislative frameworks and strategies and the existing councils and agencies tend deal with very specific aspects of education or training This reflects a fragmented rather than comprehensive, overarching approach to education and

training development A lifelong learning strategy cannot just be about putting the different subsector strategies together – it must be more comprehensive and inclusive

One of the key ideas explored in the Conference was the recognition of prior learning For Mr. Sharp, RPL is a revolutionary idea and a huge force for good where it is implemented Ms. Anne Venema, from the Dutch Knowledge Centre for RPL said that the essence of RPL is the belief and trust that people can gain knowledge, skills and competences by means other than through school and that this is as worthy as learning through formal education. This is important because very little of what we learn is learned in a formal setting – we mainly learn through social interaction, through deliberate use of text and other media resources, and at work. Assoc. Prof. Ömer Açıkgöz, General Director for Vocational Education and Training of the Ministry of National Education, said that in modern society we value formal education highly, but we are sceptical about non-formal education. The lifelong learning approach requires that we appreciate and recognise knowledge and competence acquired outside formal education. He said that, while RPL would be difficult to set up and implement, it is essential to lifelong learning

Prof. Dr. Sharp said that, like other educational processes, RPL needs to be quality assured and the quality assurance needs to be based on clear purposes and principles Prof. Dr. Oğuz Borat, from the İstanbul Commerce University, said that that measuring and assessment should depend upon performance criteria developed to assess learning outcomes and every individual should be able to see these criteria and know that they are consistent and fair He added that we need a holistic approach We need to define knowledge and skills to make them measurable, but not to evaluate them in a reductive way A number of speakers gave details of the RPL process which had been adopted in their countries.

International collaboration

There was some discussion about the possibility of sharing experience between countries and working together to mutual benefit. Mr. Jürgen Keicher, General Director of TELC (The European Language Certificates), spoke of a practical application of this – the Framework of European Standards and Modern Key Competencies for Foreign Language Teaching and Testing.

Mr Skovsgaard spoke about the possibility of developing a common conceptual framework for lifelong learning and Mr Jin Yang, from the UNESCO Institute for Lifelong Learning, described a current UNESCO Learning Cities initiative, in which Turkey would be involved Both concluded that international learning and cooperation were possible and beneficial in the field of lifelong learning However, Mr Skovsgaard added that it was very important to ensure that what is seen as “best practice” will fit local culture and needs and that “best practice” deals with emerging as well as current issues and approaches.

6. SESSION 1: LIFELONG LEARNING APPROACH

Opening Remarks by the session chair

Prof. Dr. Halis Yunus ERSÖZ, Ministry of National Education of Turkey, Deputy Undersecretary

Prof. Dr. Halis Yunus Ersöz opened the session by asking the question, How do we think of lifelong learning? He commented that Turkish people tend to be unwilling to make changes in their lives, but that change is getting harder to avoid He noted that ordinary people in USA may change their occupations four times and to change their jobs eleven times during their working life. In Turkey, he said, we need to provide the flexibility to deal with increased change of this kind in the formal education system.

To increase the participation rate of adults in lifelong learning from a current rate of 2.9 percent to a target of 8 percent, Turkey also needs to change the perception of people about lifelong learning. There was also a need to improve the registration system because the present system did not capture all the lifelong learning taking place and many people were unaware that they were involved in lifelong learning.

As an indication of political commitment, a General Directorate for lifelong learning had been set up in place of the previous General Directorate for non-formal education and apprenticeships In addition, the number of staff in the DGLLL has been increased The DGLLL will take on a number of important responsibilities: it will put more emphasis put on distance learning and the campaign on "schools can be living places" has been launched for the same purpose Lifelong learning guidance and counselling services are being improved and a system for the recognition of prior learning will be implemented. With all those initiatives, the Ministry is trying to encourage "blended learning"

In Turkey, the average length of remaining in the education system is 6.5 years while the EU's average is 12 or 13 years. This figure has to reach the EU average, and to achieve this lifelong learning provision will have to be expanded throughout the country along with the implementation of a 12-year uninterrupted formal education period.

In all these ways, the Ministry is determined to diversify opportunities for learners in Turkey and increase participation in learning.

Lifelong Learning – an ETF Perspective

Lida KITA, ETF Specialist in VET and Social Inclusion, Italy

The European Training Foundation (ETF) is an agency of the European Union. Its vision is to make vocational education and training in the partner countries a driver for lifelong learning and sustainable development, with a special focus on competitiveness and social cohesion and its mission is to help transition and developing countries to harness the potential of their human capital through the reform of education, training and labour market systems in the context of the EU’s external relations policy.

The EU strategy is to create “a smart, sustainable and inclusive Europe” and it has set targets for 2020 There are Integrated Guidelines for economic and employment policies, including: increasing labour market participation and reducing structural unemployment; improving workforce skills, job quality and lifelong learning; improving the performance of education and training systems; and promoting social inclusion and reducing poverty.

There are new financing instruments 2014-2020: “Education Europe” is an integrated programme of €15.2 billion for education, training and youth with focus on skills and mobility; and the €1.6 billion ‘Creative Europe’ fund is another In addition, the funds for candidate countries are still in place.

Turkey needs to address a number of areas where it performs poorly in relation to neighbouring countries – eg the percentage of people with no more than basic education, school attendance, young people’s performance in science, reading and mathematics, and participation in higher education.

The Western Balkan countries and Turkey are on record as being committed to legal reform and putting VET and adult learning strategies in place. However, these actions tend to be focused on systems issues and are not clearly enough related to information on the demand for learning or on the skill needs of enterprises and individuals. Better data is needed to make reform effective. The data needs to capture – and not hide – regional and other differences and these need to be taken account of in the planning process, which should target risk groups such as the low skilled, migrants, the long-term unemployed, and older people

In addition, the legislative frameworks and strategies and the existing councils and agencies tend deal with very specific aspects of education or training – and this reflects a fragmented rather than comprehensive, overarching approach to education and training development A lifelong learning strategy cannot just be about putting the different subsector strategies together – it must be more comprehensive and inclusive In the view of the ETF, the European Commission’s Communication from 2001 on “Making a European Area of Lifelong Learning a Reality” provides a good definition of what makes up a lifelong learning system.

They way forward on lifelong learning must involve improvement of policy areas, such as the governance of the adult learning sector, and a smart use of public money, for example on second chance learning and basic skills for adults. Large numbers of adults will only participate in learning if they have access to high quality learning opportunities at any time and the possibility of gaining quality assured qualifications at all levels. Use of the web will be important in this, but remember that the web is only useful if you have access to computers and the skills needed to use them.

The focus needs to be on learning outcomes and increasing the scope for learners to take responsibility for their own learning and progression. It is also important to give the message that learning is a lifelong pursuit which can bring lifelong benefits

These are not just Ministry issues – other stakeholders need to be involved For example, there should be more learning in the workplace. Overall, the responsibility for resourcing lifelong learning must be shared between public and private stakeholders and this means multilevel involvement of social partners, civil society organisations and private training providers

Lifelong Learning in Knowledge Economies and Societies

Andy GREEN, Director of the ESRC Centre for Learning and Life Chances in Knowledge Economies and Societies (London University Institute of Education), UK

After welcoming the participants of the Conference, Professor Green outlined a number of current issues of importance for education and educational policies. First were the recent trends in the global economy that are reducing the growth in GDP and bringing about

staggering increases (30 percent to 40 percent) in youth unemployment around the world

Second was the rise of the knowledge economy Third were the increasing polarisation of skills (between highly skills and relatively unskilled individuals) and the increasing level of financial and social inequalities Other issues are intensification of global economic competition, the global auction for high skills and the rise of low wage-high skilled jobs.

Mr. Green pointed out that the challenge of today's economies is to attract more people to vocational education and training (VET) instead of higher education. The first challenge for VET systems was to keep up with increasing demand for skills and qualifications while the second was to ensure the attractiveness and quality of VET. He offered a typology of VET systems under five headings which was useful in considering these issues: integrated schoolbased systems; differentiated school-based systems; dual apprenticeship systems; mixed, market-oriented systems and hybrid systems.

He commented on mixed, market systems of VET (United Kingdom, United States) that are successful in producing high skills elites for knowledge-economy through its modular structure that allow high degree of flexibility to respond changing needs of employers and individuals. Weaknesses of these systems are underinvestment in skills, overproduction of graduates and increasing polarisation of skills and incomes.

He said dual apprenticeship systems of VET (Austria, Denmark, Germany, and Switzerland) are successful in producing high quality occupational routes and high output of intermediate skills, reducing polarization, allowing smooth transitions to work and reducing youth unemployment. However, dual apprenticeship systems are less responsive to the needs of labour market and of individuals. Other weaknesses of the dual systems are its dependence on specific institutional structures that are fading away. Dual systems are also costly and identified with high drop-out rates.

Integrated school-based systems (Norway, Sweden); on the other hand, can supply broadbased knowledge and skills suitable for changes nature of work and as a basis for future training; provide flexible programme choice and good progression routes for students; reduce academic/vocational divides and skills polarisation and they can be used for citizenformation. Weaknesses of the systems are high costs, high drop-out rates and less assured transition to work.

He also showed evaluations of the five systems of VET in terms of their effect on income inequality. Mixed, market systems produce a polarisation of skills acquisition which in turn produces greater income inequality and has a negative impact on social cohesion. Differentiated school-based systems are also linked with skills and wage inequality where wage bargaining is decentralised. Dual systems, on the other hand, reduce skills and wage differentials, particularly when linked with centralised bargaining.

Hybrid systems combine apprenticeship and formal education. School-based apprentice routes with individualisation of programmes in Denmark have provided an effective back-up in the face of inadequate supply of traditional apprenticeship arrangements and have helped to reduce youth unemployment, although low esteem for VET still remains a problem. Dual Qualification Apprenticeships in Austria and Switzerland provides better progression routes for apprentices and have helped maintain esteem, slow down academic drift, and maintain apprentice numbers. There have also been successful short technological degree programmes (IUT in France) which have addressed some of the issues. Hybrid systems such as these may be the best way forward.

Lifelong Learning Approach – International Comparisons

Joern SKOVSGAARD, Senior Advisor, Ministry of Education, Denmark

Mr Skovsgaard made it clear that he was speaking as a policy maker, and not a researcher Policy makers aim for research-based policy, but policy-making is always ahead of the research, so the link between policy and research is not straightforward The work he was reporting on was a collaborative project between Denmark, Nordic countries and Asian countries, including South Korea and Singapore, to develop a common conceptual framework for lifelong learning and learn from each other through that process. He commented on the importance of ensuring that what is seen as “best practice” will fit local culture and needs and that “best practice” deals with emerging as well as current issues and approaches.

Three reasons for pursuing lifelong learning had been agreed: increasing employability and improving human capital; promoting active citizenship and social cohesion; and pursuing personal fulfilment and cultural diversity. Of these, the third had initially been of less interest to the Asian countries which had argued for a strong focus on employability. However, it had been agreed that this could lead to an approach to learning which was insufficiently flexible Danish citizens change jobs at least five times in their working life and the country needs a flexible educational system to prepare for this Individuals need to be able to act autonomously, to adapt their skills to the context, and to work effectively in heterogeneous groups. These competences require skill in communication, the ability to analyse work requirements, and personal competences. In Denmark, it is believed that lifelong learning goes beyond the interest of individuals, companies and organisations - it also makes a contribution to social and economic progress.

The model which emerged from the international cooperation included the need for an approach to teaching and learning which is rooted in the cultural and economic context, is designed to enhance social capital, and is integrated into mainstream education. If it is to be affordable, it also has to be based on new approaches to financing.

Modern knowledge-based societies normally evolve from an agricultural basis, through industrial and service-based economies. This progression can also be seen as movement from local survival to global concerns and influences. Singapore appeared to be skipping the service-based stage and moving straight from an industrial society to one based on knowledge-based competences with a global value.

The system in Denmark incorporates a number of systemic components for fostering lifelong learning. These start from primary school, where children have individual development plans from 7th form and access to counsellors throughout their time in school education An independent guidance and counselling system is available to individuals from their secondary school onwards. Lifelong learning is seen as an indispensable factor in creating and sustainable labour market along with the fostering of corporate social responsibility These come together in schemes like Flexicurity, Flexication and Flexijobs which use training and assessment against competence standards to create opportunities for vulnerable groups

The aim is to create a continuing balance of jobs lost and jobs created so that redundant staff can be relocated or given the chance to upgrade their skills and this is happening in reality. Preventing unemployment during the current financial crisis through focusing on lifelong learning is seen as both and economic and a social good, preventing exclusion,

disparity of incomes and increased social tension The process will close down traditional job roles but open new ones and recovery will be propelled by innovation in production, capitalising on new technologies and design and introducing new efficient logistics.

Developing and maintaining this system in a country demands consensus, trust and joint action from governments, employers and trade unions and the population must be motivated to adapt to flexible schemes for work, training and re-education. There must be a whole-government approach adopting comprehensive policies which bring together areas and domains that traditionally relate to different ministries. In addition, all this must be developed and implemented in an open and transparent way, in cooperation with the stakeholders.

An efficient lifelong learning system must address individual, local, regional and national needs. It must provide general courses as well as technical/ vocational courses and it must range from basic skills to courses giving access to tertiary education and advanced courses at tertiary level It must be delivered in new, inclusive learning environments and the instructors must be prepared to meet the special challenges of teaching adults Tri-partite governance structures of the new institutional framework will help to ensure quality, relevance and synergy.

The challenge is in creating a sense of ownership and responsibility at all levels from the initial steps and continuing throughout the process. Business and industry must acknowledge that they have corporate social responsibilities and that education and training are part of that Trade unions must support and contribute to the motivation of members for education and training. In addition, Governments must encourage the social partners to reach agreements which foster lifelong learning and provide additional funds to back these agreements.

Further Education – A Public Responsibility

Prof. Dr. Rita SÜSSMUTH, President of Association of Adult Education Centres, Germany

Prof. Dr. Süssmuth started her speech by thanking the organisers of the Conference on behalf of German Adult Education Association. She said that at national, European and global level, “life-long learning” is now a leading issue on the education policy agenda. Continuous learning is a guarantee of a successful career and a requirement for full participation in society and there is an increasing need for people to engage in further education.

It is one of the fundamental beliefs of German adult education that the satisfaction of personal educational needs should be given equal priority with vocational needs Education, including further education, is a human right that should not be reduced solely to economic ends. German adult education centres see education as a public responsibility and, taking this as a starting point, they offer a range of courses of different kinds.

The first category is literacy and basic education and classes which enable mature students to obtain school-leaving qualifications. German language teaching with 1.8 million participants a year is another important category. Adult education centres also offer health education for individuals to maintain their mental, physical and social well-being. Cultural education courses attract over a million people each year in adult education centres. Civic education courses are a key component of every programme.

Enabling people to acquire professional qualifications is one of the core functions of adult education centres. Teaching people how to deal competently with information technology is a focal point of the current offer along with specialist commercial, business management and technical courses. However, the particular strength of adult education centres is proving to be in areas where they have the freedom and opportunity to tackle regional and local needs. Examples of this are, for instance, tailor-made courses for the unemployed, support with the professional reintegration of women or further education and training courses for companies and public authorities. The broad range of courses available allows everybody, whether the educationally disadvantaged, members of the middle class, male or female, young or old, to experience education.

She continued by saying that a basic requirement for this is the possibility to offer flexible and demand-based education where it is needed and to choose event formats that satisfy the needs of participants. This can only be done in a decentralised system with a high degree of self-accountability on the part of the individual institution. Like Turkish Public Education Centres, adult education centres are everywhere. They are supported by public funding.

Professor Süssmuth reminded participants in the Conference that Turkey is a central partner for adult education and German adult education centres. More than a million and a half people of Turkish descent live in Germany, and their importance to the economy and the culture of Germany cannot be overestimated The two countries have established close cooperation, and TELC GmbH's operation in Turkey, providing examinations and certificates in ten languages, is one of the successful examples for this cooperation.

Ms. Süssmuth concluded her address by saying that it remains a constant challenge to create the necessary legislative, institutional and personnel framework for adult education. Striking a balance between the state funding and regulation and the necessary freedom in the system is one of the most central tasks. It is important, however, because adult education is a key asset in modern societies. It is indispensable for social inclusion of people, their economic competitiveness and their well-being.

QUESTIONS FROM DELEGATES

Question 1

How do disadvantaged people benefit from lifelong learning? Are there tangible examples of this?

Question 2

The participation rate in lifelong learning is the highest in Denmark How is this figure achieved? Is there a widespread public education centre network? What is the frequency of participation for people aged over 24.

Question 3

What is the reason for providing a great many lifelong learning programs? Is it the need of changing society? If 70.000 people holding PhDs are unemployed in country X, is it fair to say that degree does not necessarily mean competence? How flexible does the education have to be to allow, for example, a lawyer to study engineering? Is it logical to determine education needs from the registers of unemployment people?

Question 4

Would be possible to collect all education providers in the same data-base?

Question 5

How does Europe provide training for teachers?

ANSWERS

Rita Süssmuth (responding to questions 1 and 3)

Until recent years Germany had special schools for disadvantaged children but after adopting the UN Convention on the Rights of the Child, the country has moved to mixed schools. Handling the education of disabled children is not an easy task so teacher and children have to learn how to do it.

Even though there has been an economic crisis, industry is still important in Germany and we need both vocational schools and universities as routes into work. However, universities need to give more emphasis to practical learning and preparing students for the workplace.

Joern Skovsgaard (responding to questions 1, 2 and 3)

Denmark has mixed schools for disadvantaged children. These children have equal access to education like any other children.

In employment, the government provides subsidies to employer to hire persons from disadvantaged groups. Disabled and handicapped should have at least part-time employment opportunities.

Denmark’s high participation rate for lifelong learning is the result of hard work over at least a hundred years. It started with education for farmers and their families. There are now many vocational education and training centres for adults in Denmark and they are free of charge. In Korea education is expensive and there are around 70,000 unemployed PhDs. Policy makers have to solve this problem.

Lida KITA (responding to question 3)

Learning from each other is very important and useful. If we know what is going on behind the scenes, we can solve our problems more easily. Adult education is extremely important, but so is pre-school education: both should be subsidised. Good preschool education has the greater effect on equalising of the results of education and reducing the number of underachieving individuals The majority of people who participate in adult education tend to come from high and middle income families and this does not create more equal income distribution.

Flexible delivery, especially e-learning, has enormous potential to make lifelong learning a reality. The US adopts this approach.

Andy Green

The research evidence on educational inequality is clear.

It shows that pre-school education is very important, but that in most countries participation in pre-school education is skewed to the affluent in the society. So subsidising pre-school education to increase the rate and spread of participation can have a big effect towards reducing educational inequality.

Another important finding is that there are fewer drop-outs in education systems which are broadly comprehensive and socially mixed.

Paradoxically, provision of adult learning can increase inequalities by supporting those who already have good education and good incomes. This has been the case in England. There is some evidence that this effect can be countered by programmes targeted at those who are less well educated and less affluent. Flexible access to learning is important here and the use of e-learning can attract large number sof those in the target groups. This has been shown by work undertaken by Stamford University in the USA.

Mr Green also drew that conclusion that no country needs more than 40-50% of its population to have a higher education qualification. Where there is higher participation in higher education, there are also many unemployed and under-employed graduates.

7.

SESSION 2:

INNOVATIVE LEARNING TECHNIQUES/METHODS SUPPORTING LIFELONG LEARNING APPROACH

Opening Remarks by the session chair

Salih ÇELİK, Ministry of National Education of Turkey, Deputy Undersecretary

Mr. Çelik started his speech by pointing out the familiarity of Turkish culture with the notion of lifelong learning. He said that there is a saying in Turkey, "Even if the knowledge is in China, go there and get it".

He continued by saying that in today's world, knowledge acquired from formal education processes is not enough to keep with the demands of labour market, which is the starting point of lifelong learning. At the same time, individuals are looking for new opportunities to adjust to rapidly changing labour market demands.

In Turkey, the work towards establishing a lifelong learning system started during the EU accession process. A lifelong learning Strategy Paper was prepared in 2009 and it was now ready for revision With the impetus of the accession process, the DGLLL had been established in place of the old General Directorate for non-formal vocational education and apprenticeships and this new General Directorate has been given responsibility for the lifelong learning Strategy.

The Deputy Undersecretary went on to say that education was the only field where the EU did not require specific legislative arrangements to be made. Instead, funding for both member states and candidate states has been allocated on the basis of projects. In Turkey, the Ministry of National Education has official responsibility for preparing specifications for projects on education. Unfortunately, the preparation of the project specification and the bidding process take time so that there can be a long interval before the project is implemented and that the specification can be out of date by the time the project starts. Updating project specifications is also not an easy task and the official process to get approval for changes can be too long. These problems have affected this project. Nonetheless, the Ministry applies for these projects because they result in a transfer of knowledge and this is more important to Turkey than the money involved, because the Ministry already has a has a huge budget of 42 billion Turkish Liras.

Mr. Çelik concluded his opening statements by expressing his firm belief in the value of the Conference, which would also contribute significantly to the exchange of knowledge.

Learning Cities and Lifelong Learning

Jin Yang, Senior Programme Specialist from the UNESCO Institute for Lifelong Learning, Germany

Mr Yang gave a well-received account of the learning cities project, for which he is responsible.

In the field of learning societies, UNESCO works on two principles: that all agencies should become providers of education and that all citizens should be engaged in learning. Learners are also sources of learning. Communities are said to be educative institutions and learning takes place in the areas of public administration, industry, communications and transport as well as in schools and colleges and developing learning communities is a practical way of developing “learning societies” and “learning countries”. The city is a useful focus for this,

since increasing numbers of people live in cities, but a “learning region” could also be a starting point.

Mr Yang said that UNESCO believes that advancing towards lifelong learning for all implies moving towards a learning society in which each person is a learner but also a source of learning and in which each individual will have the opportunity to learn what he or she wants when he or she wants. A learning society in a country can only be built province by province, city by city, community by community. In the European Lifelong Learning Initiative a learning community can be a city, town or region which mobilises all its resources in every sector to develop and enrich all its human potential for the fostering of personal growth, the maintenance of social cohesion, and the creation of prosperity.

Cities offer a favourable setting for this process for a number of reasons: cities generate jobs and income, cities can deliver education, health care and other services efficiently, and cities present opportunities for social mobilisation and women’s empowerment. Learning is critically important in a city’s efforts to attract and retain skilled and diverse workers Learning is crucial to improve the quality of life Cities with better-educated individuals have stronger economies and lower educational levels are associated, with unemployment and social exclusion In fact cities in a globalised world cannot afford not to become learning cities

Mr Yang said that learning cities have already become a considerable world-wide phenomenon and gave examples of learning cities in Canada, Australia, Japan, the Republic of Korea and South Africa He told delegates that there are more than 1000 cities in the world have already become or are building learning cities.

The UNESCO Institute for Lifelong Learning had developed proposals for a Global Learning Cities Network in response to a call from Member States to adopt a pragmatic and instrumental approach. The overall aim of the initiative is to mobilise cities and demonstrate how to use their resources effectively to foster lifelong learning for all, develop equality and social justice, maintain social cohesion, and create sustainable prosperity. The Network will advocate lifelong learning for all, facilitate research, promote policy dialogue, serve as a clearing-house for ideas on lifelong learning, and provide capacity development. It will also assess and award a ‘UNESCO Global Learning City’ brand to excellent learning cities. The necessary authorities had been secured, possible founding partners were being identified The first meeting of an International Consultative Committee would shortly be held in Beijing Three hundred international city representatives (mayors, chairs of city councils, directors of city education departments) and experts – including delegates from Turkey – and two hundred city representatives and experts from China would attend.

European Standards and Modern Key Competencies for Foreign Language Teaching and Testing

Jürgen KEICHER, General Director of TELC – (The European Language Certificates, Germany)

Mr Keicher informed delegates that TELC is a not-for-profit company, operating in twenty countries and dealing with quality assessment in language TELC stands for The European Language Certificates. It is a subsidiary of the German Adult Education Association supporting and a recognised not-for-profit organisation.

In Turkey, TELC works in cooperation with the Ministry of National Education, The company has established 30 exam centres in Turkey, including a number of Public Education Centres,

and has trained over 300 Turkish assessors who hold 663 licences in seven language including German and Turkish between them.

The core of TELC’s work is the Common European Framework of Reference: Learning, Teaching, Assessment (CEFR)2 which was produced by the European Council in 2001. The CEFR serves as the basis for curricula, teaching materials and assessment, and ultimately for provides a basis for the mutual recognition of language qualifications. A Turkish translation is available which will help Turkey to join the European expert discussion, to participate in a quality network, and to gain recognition for Turkish qualifications in Europe.

Mr. Keicher went on to describe the CEFR. It defines six levels of language competence, including a basic, non-academic level. It uses positive can-do statements with a focus on practical communication to describe learner language and it sets goals which can make progress visible. It uses a communicative approach to teaching, providing structured curricula and the basis for teacher training.

In the section on assessment the CEFR is links tests to the CEFR and offers internationally valid certification by defining standards and ensuring fairness of assessment. Telc is a member of the Association for Language Testers in Europe, which has been set up to ensure quality and standards in language testing.

QUESTIONS FROM DELEGATES

Question 1

Turkey has problems of infrastructure arising from the movement of population into the cities. We have a lack of teachers in the country districts but we have 30,000 retired teachers living in our cities. These individuals could help to make sure that the young people were educated properly, but how can we get them back from the cities?

Question 2

In this learning cities project, will there be key success factors?

Question 3

In addition, will there be core indicators for all learning cities and specific indicators for each country?

Question 4

Will indicators be used to select cities for the title “learning city” or to monitor and evaluate their performance? What level of administration and funding will be required to operate the indicators for the scheme?

Question 5

Some estimates say that one out of seven of the world’s population is unemployed Should the learning cities be concentrating on basic skills?

Question 6

In Turkey many language teachers can’t speak the languages they teach and many students can’t structure sentences in the languages they have learned. What can we do about this?

EuropeanCommonSuggestionsFrameworkforLanguages:Learning,EducationandAssessment

ANSWERS

Jin Yang (responding to questions 2, 3, 4 and 5)

Work on learning cities has been in progress for more than twenty years and is associated with UNESCO badging The cities which are part of the scheme are all volunteers and there are no fees involved. By joining the scheme the cities make a commitment and they become part of a community working to bring about improvements. There are seventy-two indicators, including life expectancy, gender equality, crime level, social support, employment rate, green space in the city, and an environmental impact analysis. They also include educational enrolment and dropout rates, existence of community learning centres and work with disadvantaged groups. There’s no “pass rate” and member states decide on which indicators to use. It is anticipated that the learning cities initiative will become an official UNESCO project in April 2013. After that responsible ministries in members states will be invited to choose candidate cities and a forum for mayors of the learning cities will be set up.

Jürgen Keicher (responding to question 6)

There is a phenomenon where communities take some time to accept the value which immigrants can bring and then more time to accept the importance and value of the mother tongue of the immigrants In Germany there is no acceptance of the value of Turkish citizens and gradually Turkish is being accepted as an important language TELC support the recognition of Turkish and teaching of Turkish.

Regarding the quality of language teaching in Turkey, TELC is working with the Ministry of National Education to bring about improvement and the CEFR should help with this. TELC has a particular interest in teacher training.

Remarks by Salih Çelik

Turkey wants to transform every city into a learning city.

We look forward to the day when Turkish is an elective language in all EU Member States.

Lifelong Learning and Entrepreneurship

Johannes LINDNER, Austria-Vienna Teacher Training Director Entrepreneurship Education for Educational Innovation, Austria

Mr. Lindner explained that the interpretation of entrepreneurship which he has introduced in Austrian education is broad in scope. It is not limited to entrepreneurs who start their own businesses or even to entrepreneurship in the workplace. It is more concerned with developing enterprising and responsible citizens capable of asking questions, developing ideas and taking action on the basis of these ideas – social entrepreneurship. Ideally the development of these characteristics should start in the family, but this does not always happen, so there is a school programme to tackle the situation Delivering this requires a new pedagogy and teachers with new skills.

Entrepreneurship is dealt with in different ways in different EU Member States Sometimes it is not part of the curriculum, sometimes it is part of the secondary curriculum, sometimes it is part of the curriculum in both primary and secondary Mr Lindner explained that in Austria it is introduced in secondary schools using a reference framework of entrepreneurial competences The framework has three levels and fifteen milestones

Students start on level 1 at ages 14 and 15 At this level, the emphasis is on business The young people have the opportunity to meet and interview an entrepreneur and then later they look at business models and develop their own ideas There is a national ideas competition which they can enter Then they must be involved in two projects based on their own ideas (each with a team of at least three people).

At level 2, the curriculum goes beyond business, looking at features such as creating value, coaching through buddy-systems, risk management and sustainability. The motto is “less risk, more fun” and the focus of the activities is on aspects such as developing creativity, self-awareness.

At level 3, the curriculum attempts to develop maturity, autonomy, personal responsibility and civic solidarity. There is a focus on debating and democratic decision-making.

There are modules for delivering entrepreneurship at all these levels.

Flexible Learning Pathways

Daniela ULICNA, Principal Consultant, GHK Consulting, Belgium

Ms Ulicna explained that her work had been on the transitions people have to make in their lives and that she had personal experience of using recognition of prior learning (RPL) She explored the issue of how the EU Credit System for Vocational Education and Training (ECVET) will support flexible learning pathways. She explained it by using four case studies to show that individuals might have different education needs at different stages of their lives and that ECVET can be instrumental to meet these needs.

The case studies were: Maria, who wanted to change her company after five or six years of service and wants RPL to minimise the training she needs to do to get new qualifications; Daniel who wanted to change his training programme and get recognition for the training he has completed so far; Peter, who wants to attend training while continuing to work; Jane, who has lost her job because her firm was closed and needs guidance on training for a new job. The education system should allow these people to make the transition they need as efficiently as possible. RPL is the essence of such smooth transition. It is a motivating factor for individual to stay in the education system; it helps training providers to offer attractive programmes; and it is also beneficial for the educational system in terms of efficiency and increasing the participation rate.

Ms Ulicna then explained the constituent components of flexible learning pathways These are, easy access to programmes, formal recognition of what has been achieved by learners, choices for learners, and differentiation of course profiles to meet the needs of individuals and businesses She saw the building blocks of a flexible system as credits based on units/modules, assessment and programme delivery, documentation of attainment, and clear and transparent recognition procedures.

She also gave examples of flexible learning system in different countries In Finland, for example, VET qualifications and programmes use credits and each student has to have an individualised learning plan. In French-speaking Belgium reform of VET is ongoing, with the objective of lowering a high drop-out rate by adopting a credit-based approach to qualifications which will mean that students don’t have to repeat years and teachers can ensure that students catch up. In the French system there is strong recognition of nonformal and informal learning and most learners achieve at least some units through RPL and

can then take additional courses to get a full qualification In Germany, post-secondary VET training can be recognised for exemption in related higher education programmes And in the UK there are fully fledged credit and qualifications system in the different jurisdictions

In the second part of her presentation Ms Ulicna focused on ECVET. The general goals of ECVET are transitional mobility for all and lifelong learning for all. She summarised the positive aspects of ECVET, including clear learning objectives, building mobility into training pathways, supporting individualised approaches, putting emphasis on learning outcomes rather than curricula (which focuses on similarities and complementarities in knowledge, skills and competences, rather than on differences in teaching). ECVET processes help strengthen trust between systems (competent authorities), providers but also potentially within a country between providers and national authorities

She concluded that ECVET is a tool to reach more tangible goals and its use and implementation are not objectives in their own right. There is no harm in developing different approaches to the use of ECVET as long as the principles of learning outcomes, transparency, documentation and mutual recognition, including assessment and validation are respected. The early stages of working with ECVET require certain additional efforts. And support and guidance are needed, but these efforts pay off and become a lot easier as trainers and teachers become familiar with the tools and concepts. Certain aspects of ECVET, such as accumulating units, are difficult to apply in certain systems and some, such as the value of ECVET points, are often contested. However these difficulties should not outweigh the improvements that ECVET can make to transitions and mobility. The implementation of ECVET can be undertaken in parallel with other processes such as introducing learning outcomes, qualification frameworks, and the validation and recognition of non-formal and informal learning. These processes can be mutually reinforcing.

Ms. Ulicna ended her presentation with some examples from EU countries setting up ECVET. Finland has committed to full implementation of ECVET by 2013. The Finnish system already uses units and credit points, so the key issue is transnational recognition and credit transfer. Germany is setting up a national ECVET working group to identify how ECVET can be used for transnational mobility. The German system does not currently use units or credits and there is no intention to reform VET qualifications in this direction. In French-speaking Ms Ulicna ECVET is embedded in a broad national reform of VET and VET qualifications with the aim of introducing the accumulation and recognition of learning outcomes in a national context.

Remarks by Salih Çelik

Entrepreneurship training is not for everybody. There are some courses in Turkish secondary education, but entrepreneurship education also needs to be provided by universities. We support this kind of education, but it is even better if people can set their own businesses. For example the percentage of setting up their business is 27 percent in Tunisia because every university has its Institute of Entrepreneurship.

In Turkey a credit transfer system will be set up for vocational education, so ECVET is very important to us also.

QUESTIONS FROM DELEGATES

Question 1

In many countries with young populations and youth employment focused on entrepreneurship trainings, do they also provide guidance and counselling? At which stage do they provide entrepreneurship training? Do they have some mechanisms to encourage entrepreneurship?

Question 2

How do working people, retired persons and youth benefit from lifelong learning in your countries?

Question 3

How do you define an entrepreneur? Is it a person who set up her/his own work?

Question 4

Do you have apprenticeship training in your countries?

ANSWERS

Johannes Lindner (responding to questions 1, 2 and 4)

There are two ways to define entrepreneurship. There is an economic definition and a social definition – the economic definition is the most commonly used. In both cases an entrepreneur is someone who does something new and this does not have to mean setting up a business. You can be entrepreneurial in a company or in a community. The percentage of people in Austria who have their own firms is as low as 9%. Greece has the highest rate in Europe which is 35%. This difference relates to the economic structure of the countries rather than a tendency towards entrepreneurship among the people. Having low numbers of business owners, does not mean that your society is not entrepreneurial and in Austria the number of unemployed people taking entrepreneurship training is much higher than the number starting their own companies.

The key competences document published by the European Parliament tells us that in order to be an entrepreneur, you need to activate ideas. This is something that can be learned and the learning needs to start at an early age. What I would call entrepreneurial education starts right from kindergarten in Austria. There is no competition between apprenticeship training and entrepreneurship training in Austria.

Daniela Ulicna (responding to question 2)

How companies benefit from lifelong learning depends on how lifelong learning is funded

There are some assessment centres from which employees can get recognition and a certificate. These certificates are not equal to the certificates provided by formal education of France.

Opening Remarks by the session chair

Associate Prof. Dr. Ömer AÇIKGÖZ, General Director of the Vocational Education and Training

Assoc. Prof. Açıkgöz started by affirming that the recognition of prior learning (RPL) was extremely important. In modern society we value formal education highly, but we are sceptical about non-formal education, but the lifelong learning approach appreciated and recognised knowledge and competence acquired from outside formal education. The main issue in lifelong learning was evolving around to find out which learning was formal, which non-formal or informal.

As the General Directorate of Vocational Trainings and a member of group responsible for the preparation of the Turkish Qualifications Framework (TQF), he knew that there was a problem in understanding of qualifications in Turkey It is difficult to describe what a qualification is Nonetheless good progress is being made with the TQF and it will be finalised in a few months.

Mr. Açıkgöz went on to say that it is very common experience in Turkey that we fully trust a mechanic to repair our cars, but we would be hesitant when it comes to giving him a diploma The Turkish solution is to give him a pre-mastership or mastership document, but this has limited value For example, it won’t let him proceed into formal education and that is neither right nor fair

RPL will be difficult to set up and implement, but it is essential to lifelong learning. We need a holistic approach. We need to define knowledge and skills to make them measurable, but not to evaluate them separately.

Lifelong Learning and Recognition of Prior Learning (RPL) in Denmark

Annemarie HOLSBO, Centre for Policy and Business Analysis, Denmark

Ms. Holsbo started by reminding delegates that Denmark has a high rate of participation in education and training, including adult education, continuing vocational education and training and on-the-job competence development Many adults also participate in liberal adult education activities in their leisure time The Danish system is designed to ensure that it is usually possible for people to progress to new learning.

Adult vocational training in Denmark is intended to maintain and improve individuals’ skills to meet labour market needs, to contribute to solving problems created by any restructuring of the labour market, and give individuals the opportunity to achieve recognised competences The target groups for adult training are unskilled, low-skilled and skilled workers in private and public enterprises, unemployed people, and immigrants and refugees, who may follow ordinary or specially developed courses.

A national framework for adult vocational training is set by the Danish Ministry of Children and Education, the National Council for Adult Vocational Education and Training Programmes and a series of Continuing Training and Education Committees. At local level, representatives from employer and employee organisations participate in the governing boards of the institutions that provide adult vocational training. Together with the

Continuing Training and Education Committees, these boards are responsible for priority setting, development, organisation and quality assurance of adult vocational training programmes.

Ms Holsbo demonstrated how this worked in the construction sector, where the Danish Technological Institute and the Continuing Training and Education Committee for the Construction Industry are responding to the need for new practices. They are developing new profiles for skilled and unskilled workers and training teachers to deliver the standards of this profile. When they are trained, the teachers will develop the courses which the adults will follow.

In October 2012, the Danish Ministry of Children and Education initiated a campaign with the slogan, Find your gold! From what you can - to what you want! This was intended to create better opportunities for individuals to have their knowledge, skills and competences assessed and recognised within the adult education and continuing training system regardless of where and when they acquired them. Two approaches to RPL have been adopted: an approach which helps the individual to establish his/her general capabilities and an approach focused on recognised profiles and competences.

The RPL project started in September 2012: it is focused on the construction sector and the farming sector, where there are many experienced, but unqualified workers and the requirements of their work is changing and becoming more complex The Continuing Training and Education Committees for the two sectors are the project owners The project will be challenging because unskilled workers tend not to remember school as a very happy time of their lives and choose to work rather than study The intention is to develop a route with stepping stones consisting of adult vocational training courses that will eventually lead to participants gaining recognition as skilled workers The training will be free of charge and the workers will receive their normal salary while following it. A combination of public financing and funding from a special competence fund established by the social partners will be used.

Recognition of prior learning (RPL) in the Netherlands

Anne VENEMA, Knowledge Centre for RPL, the Netherlands

Ms. Venema started her presentation by saying that she had involved in the working group responsible for preparing the Dutch Qualification Framework. She then gave information on the process by which the Dutch Qualification Framework had been adopted and RPL had become established. It had taken ten years, from consultation on its structure and purpose to the establishment of a national quality plan and a register of RPL organisations.

RPL in the Netherlands started in the nineteen-nineties without national regulations and became very diverse as a result. The Dutch Knowledge Centre on RPL was set up in 2000 and set about responding to the request of the social partners for structure and quality The centre produced a model for quality assurance in 2004 and the Dutch Cabinet & Social Partners decided on a covenant - ‘A quality code for RPL’ - to be signed by national stakeholders as the means of implementing it. This happened on 2006. All RPL organisations must adhere to this code.

The RPL process in the Netherlands follows a number of recognised stages and can take three months to complete. A candidate who wants to prove that he or she has the competences for a certain job has to collect the evidence that the acquired competences

match the qualification in a portfolio Qualified assessors examine the portfolio and also use assessment instruments such as workplace observation tests and criterion-based interviews The assessor will validate the competences against the learning outcomes of a qualification and a report called a ‘certificate of experience’ is produced This is not a qualification.

RPL procedures are undertaken by approximately eighty registered private providers and there are seven registration bodies recognised by the government to operate in relation to specific vocational standards. The role taken by the government is to stimulate the market, finance the unemployed who need RPL, and regulate the use of RPL in formal education.

The essence of RPL is the belief and trust that people can gain knowledge, skills and competences by means other than through school and that this is as worthy as learning through formal education. This is important because most of what we learn is learned spontaneously – through social interaction, through deliberate use of text and other media resources, and at work.

Ms Venema said that RPL in Denmark is focused on employment and is seen as having clear value for both the employers and the employees For employees, RPL is a motivating factor. It is related with personal development. It will not only increase self-esteem but also increase the employability of a person. Lastly, it can shorten the duration of education programmes leading to nationally recognised qualifications For employers, the value of RPL is linked with upgrading of employees, flexibility of the workforce, improving human resource management, increasing the loyalty of workers towards the organisation and making them more ready to learn new skills, and increased motivation and productivity.

Almost 18,000 realised RPL procedures had been completed to date and RPL is included in over ninety collective labour agreements. Sector funds for professional education often provide funding for a procedure with a registered provider. In the Netherlands private sector and public sector both have RPL responsibilities, for example private sector organisations can register as service providers and the private sector has a role in the further development of infrastructure and the RPL Code.

Ms. Venema described the essence of RPL as "the belief and trust that people can gain knowledge, skills and competences by means other than through school and that this learning is as worthy as learning through formal education". For most of us, formal learning constitutes only 10 percent of what we learn, and the remaining 90 percent comes from informal learning.

She concluded by posing a series of questions which need to be addressed in implementing RPL These relate to areas such as the purpose, the legal status, how to quality assure, the link between quantity and quality and how best to fund RPL In answer to this last point she said that the average cost of RPL in the Netherlands is something between €800 and €1600. There are fiscal measures for both employer and employee to benefit from the RPL system. For professional education sector funds are available as well. There are also government and other funds for unemployed people to benefit from the system.

Question 1

Guidance and counselling are of the utmost importance for RPL. What is your opinion about the system where RPL is well advanced but guidance and counselling are not as advanced as RPL?

Question 2

What is the difference between Holland and Denmark in terms of RPL?

Question 3

What happens after the six weeks training in Denmark? Is there a need for certification to open a workplace? How is prior learning being validated in Denmark? How easy is the transition from non-formal education to universities? Would it be possible for a high-skilled headworker in pharmacy to become a pharmacist?

Question 4

Does the EU support RPL mechanisms?

Question 5

Are assessments and evaluations available for all levels?

ANSWERS

Annemarie Holsbo (responding to questions 1, 2, 3 and 5)

Guidance and counselling is very important and is provided at all stages of RPL

It would not be easy to become a pharmacist by RPL.

Denmark and Holland have different systems for RPL. After 6 week of training in Denmark one can get a certificate and go on to complete other stages of RPL.

Anne Venema (responding to questions 1, 2 and 3)

It is a prerequisite for all registered RPL providers to provide guidance and counselling in the Netherlands

There are no individual assessors in the Netherlands, institutions including private companies are the RPL providers and they do it in line with the standards based on learning outcomes

Decisions on the transition from non-formal to formal learning for individual learners are made by individual schools and universities.

Ömer AÇIKGÖZ

In Turkey, each vocation will be defined by the VQA in cooperation with sector representatives and it is very important that social partners will be part of any decisionmaking. RPL will be provided by voc-test centres accredited by VQA. The Turkish system depend on diploma and diploma is considered as a proof the skills and competence.

Quality Assurance in Lifelong Learning with an emphasis on RPL

Prof. Dr. Norman Sharp, Chair of the Icelandic Quality Board for Higher Education, Country?

Professor Sharp started by recalling how he had first become involved in RPL for adult learners He had instituted a six-year part-time evening degree in social sciences and came to realise there was a big demand for learning which was being frustrated by the lack of flexibility in the education system in Scotland at that time. Since then things had improved a lot and RPL is part of that change.

He said that RPL is a revolutionary idea and will be a huge force for good. It is a process by which learning that has taken place in contexts such as the workplace and through lifeexperiences can be recognised and it can be used for both personal development and career development.

Like other educational processes, RPL needs to be quality assured and the quality assurance needs to be based on clear purposes and principles Otherwise, it will tend to change in response to external requirements which may not be central to RPL and this kind of change can lead to unintended negative consequences.

Professor Sharp explained that the quality assurance frameworks in Scotland, Luxembourg and Iceland are focused on a few key principles that also accord with the European Standards and Guidelines for quality assurance in higher education These include the following:

 Providers should own the quality and the standards

 Enhancement of quality is in the interest of the providers.

 Learners must be centrally involved in planning their own learning: they should be able to build appropriate learning experiences to suit their stage in life

 There must be also be national and international benchmarking of quality but these may have to take on new perspectives

Conventional educational structures tend to be built on the basis of closed loops – with a single standard entry point and, commonly, a single exit point. This is very different from the learning needs of the population. People undertake a wide range of learning experiences with varying degrees of success at different stages of their lives, with twists, turns and culde-sacs all shaped by prevailing personal, family, social and employment circumstances Lack of flexibility can discourage participation in lifelong learning, but RPL can overcome these restrictions and barriers by providing credit or allowing exemptions which make it easier to access the next stage of learning.

Mr. Sharp said that assessment also needs to be more related to needs of the learner It is often focused on how closely RPL matches conventional assessment tools for conventional learning outcomes and this can miss the actual achievements and capabilities of learners Work is needed to identify other reliable and valid approaches to assessment in RPL However, it is also important to learners that there is consistency in the judgements of different institutions undertaking RPL Again new approaches may be needed such as using the level descriptors of national qualification frameworks, and reaching national agreements with employers and professions to recognise different kinds of learning outcome.

Mr. Sharp concluded with an account of work he had been involved in with low-paid, employees in Glasgow with low or no qualifications. These were mainly women who were paid by the municipality to visit old and disabled people and help them with washing,

cleaning, cooking and so on – in English they are called “home helps” Mr. Sharp became aware that the municipality spent almost nothing on training for these women, although the human resource manager for the municipality admitted that the women made a very big contribution to the community Professor Sharp had offered to run courses for the women at his university The courses were very popular with the women, although to begin with they didn’t believe that they could learn much – they thought they were stupid. Professor Sharp and his colleagues built up the women’s confidence in themselves and used RPL to find out what they could already do and help them to build on it. The women turned out to be good learners and in the end some of them went on to do Master's Degrees. RPL was a very important part of their success.

Infrastructure in Turkey for Recognition of Prior Learning (RPL)

Prof. Dr. Oğuz BORAT, Dean of the İstanbul Commerce University, Faculty of Engineering, Turkey

Prof. Dr. Borat started his presentation by listing the institutions currently involved in RPL in Turkey. They are TÜRKAK, the Vocational Qualifications Authority (VQA), the Ministry of National Education and the Higher Education Council.

TÜRKAK is an authorised certification body responsible for accreditation of national and international organisations that perform laboratory work, certification and examination of services. TÜRKAK is responsible for ensuring that these organisations perform their duties in line with national and international standards. It is also responsible for ensuring that their products, services, systems, personnel and laboratory documents are nationally and internationally recognised.

The VQA was established in 2006 in line with the EU standards. VQA is responsible for preparing the Turkish Qualification Framework (TQF), establishing and executing National Qualification Standards, setting up National Occupational Standards, accrediting Voc-Test centres and educational institutions.

To achieve these goals, VQA has set up a commission, in which social partners are represented, to prepare the TQF. The commission’s work includes identifying levels, level descriptions and learning outcomes (knowledge, skills and competence). The NQF will also cover the principles and procedures for the quality assurance of qualifications. A regulation signed by the Cabinet is needed for the identification of institutions and organisations to provide the quality assurance of qualification other than vocational and technical qualifications. A regulation is also needed for the implementation of horizontal and vertical transfers between different qualifications An NQF template has been developed is not yet finalised. Categories of qualifications are identified in the template as follows: major qualifications, unit qualifications, special purpose qualifications and supplemental qualifications.

Mr. Borat continued by describing the activities of the Ministry of National Education, which has been behind many projects in this field. The Ministry of National Education is the main provider of open education including vocational open education high schools. In these schools there is no age limit, and learners can complete courses in their own time. They can pass courses by accumulating credits. A regulation on vocational and technical education states that "assessment of competence obtained in any setting and ensuring coherence of documents, considering and assessing extra-curricular activities in education and training is integral part of education".

He went on to focus on the activities of the Higher Education Council. Law No 2547 makes Faculty Administrative Boards responsible for admissions, deciding on equivalency of courses and other matters regarding education and examination.

The Higher Education Council is responsible for establishing a basis for the acceptance of talented/gifted students. The senates of higher education institutions are given particular responsibility in granting equivalency of course credits obtained from national and international education institutions and for recognising prior qualifications for the completion of programmes. Furthermore, universities have established Bologna Coordination Boards which are responsible for identifying learning outcomes and assessment methods, and awarding credit values to education programmes and courses.

Mr.Borat explained RPL in the relation to lifelong learning. Any interested individual can apply for RPL and education and certification bodies will cooperate in the process of RPL. Job and career guidance counsellor and education and guidance counsellor will provide consecutive services. RPL processes aim to define and provide visibility to knowledge skills and competences obtained in non-formal and informal learning.

In practice, he said, the Ministry of National Education and the Ministry of Labour and Social Security serve as criteria and standard-setting institutions and the provincial directorates of these two Ministries are operational bodies. When individuals apply to provincial İŞKUR, they should get vocational guidance and counselling and the Ministry of National Education in the provinces should supply e-portfolios If individuals need to have supplementary training they should be able to get this from public schools and after that they should be able to get recognition of prior learning and obtain a qualification through an RPL test or a qualification examination. RPL processes should be in line with the quality standards of qualifications in the NQF.

Mr. Borat continued by saying that measuring and assessment should depend upon performance criteria developed to assess learning outcomes and every individual should be able to see these criteria and know that they are consistent and fair.

The institutional structures for RPL should be easily accessible, communicable, transparent and fair. The RPL processes should also be supported by physical infrastructure and human resources. Individuals should be able to see and obtain in writing an account of these processes and practices. Easy access to guidance and counselling services is equally important

QUESTIONS FROM DELEGATES

Question 1

As part of the Bologna process, universities have already decided on vocational qualifications Is VQA aware of this fact?

Question 2

How will Scotland deal with the youth unemployment problem under the lifelong learning programme?

ANSWERS

Norman Sharp (responding to question 2)

It is not easy to answer the question of growing youth unemployment. There are some financial restrictions on graduate training making them more orientated to vocational training.

Oğuz Borat (responding to question 1)

The VQA has decided on qualifications on the basis of requests from industrial sectors. For example, the geographic information systems sector is a newly developing field in Turkey. If requests come from the education sector, then relevant qualification will be developed by VQA. Formal and non-formal education provided by various providers, including municipalities, and initiatives such as the UMEM project for unemployed youth will be handled through the TQF.

Ömer AÇIKGÖZ (responding to question 1)

The VQA has a difficult task to accomplish in defining all the different qualifications and qualification levels coming from all kinds of learning. Transition from non-formal education to formal education should be transparent. Necessary tools need to be developed to obtain and maintain transparency. Through this, we will be able to abolish restrictive hierarchies among learning profiles, which is an important aim.

9. SESSION 4: LIFELONG GUIDANCE AND EMPLOYABILITY

Opening Remarks by the session chair

Nurettin KONAKLI, President of Strategy Development, MoNE, Turkey

Mr. Konaklı started his remarks by saying that he had benefitted greatly from the Conference which had given him time to think about the process of establishing a lifelong learning system. As others had pointed out, Turkey adopted its lifelong learning Strategy and Action Plan in 2009 and this is now in the process of revision.

Lifelong learning systems aim at enabling people to increase their knowledge, skills and competences and this, in turn, increases their employability. One of the important components of LLL is to encourage the culture of entrepreneurship. As a founding member of Entrepreneur Development Foundation and a former expert of the State Planning Organisation, Mr. Konaklı underlined the importance of the culture of "ahilik", which is an older form of apprenticeship based on training under the supervision of a master This culture is still alive in Ankara, Kırşehir, Çankırı and some other places. He reminded delegates that Turkey has a long history of public education, mainly provided by public centres in which many lifelong learning activities take place. He added that there have been many courses and campaigns to eradicate illiteracy and with these courses more than 1.5 million adult have learned how to read and write A campaign entitled "Mother and Daughter are in School" had enabled more than 2.5 million to benefit from courses including literacy courses and more than 300,000 participants had been enabled to return to formal education. Thus it is fair to say lifelong learning activities could reach more than 4.5 million people each year.

Lifelong Learning and Employability in Scotland

John Hart, International Expert and Research Associate, Edinburgh University, Scotland

Mr Hart started his presentation by giving some information about Scotland. He said that although Scotland was a much smaller country than Turkey, he would try to describe its approaches to issues in lifelong learning which were important in Turkey. He explained that Scotland is a country with limited self-government within the United Kingdom. It has its own parliament, which was re-established in 1999 after almost 300 years and this parliament has responsibility for all aspects of education. Like Turkey, Scotland has a youth employment problem The youth unemployment rate is 21.4 percent and youth unemployment is increasing annually However, 43 percent of 16-24 year olds 253 thousand are enrolled in full-time education.

One of the first actions of the Scottish Parliament had been to establish a strategy entitled Life through Learning – Learning through Life This was published in 2003 following a national consultation exercise Lifelong learning policy in Scotland has three strands: personal fulfilment and enterprise; employability and adaptability; and active citizenship and social inclusion It is principally concerned with post-compulsory education, training and learning and gives particular attention to quality assured learning The current government has five strategic objectives, one of which is the development of a smarter Scotland The intention is to create individuals who are successful learners, confident individuals, effective contributors and responsible citizens.

Mr. Hart explained that the emphasis on lifelong learning is reflected in government structure, which includes a Cabinet Secretary (ie a Minister) for Education and Lifelong Learning and a Directorate of Employability, Skills & Lifelong Learning. This directorate is

responsible for all aspects of learning that take place after people leave school - from basic employability training through to post-doctoral research and the interface between learning of all kinds and work, enterprise and economic growth The directorate is responsible for both raising national education and skill levels and helping people to find jobs and participate in work There are a number of national organisations established, or funded, to carry out government policy in areas such as adult literacy, skills development, qualifications, and the Scottish Credit and Qualifications Framework. There is also a single body which distributes funds to colleges and universities. This body works with the further and higher education institutions to create strategic plans for developments in these sectors and works with the relevant quality assurance agencies to monitor and evaluate the implementation of these plans.

Mr. Hart went on to describe the importance of community development in the country. There are 32 elected councils which have responsibility for public services and they are expected to deliver these in an integrated way which meets local needs. The must use all available resources must be used - from the public, private and third (voluntary) sectors –and there must be consultation with individuals, groups and communities Public services must deliver results based on outcomes according to a local action plan, agreed with government These local councils must: work to improve services; coordinate data collection on progress; monitor and evaluate progress; and report on progress to the local community This pattern was very similar to what was being proposed for the lifelong learning in Turkey.

He described how government policy to increase employability was also integrative in nature, intended to ensure that individuals were able to take on work because they could look after their health, manage their money, as well as being literate and having both generic and specific skills required for the workplace. As well as supporting young people and people who had become unemployed, a lot of the work was with groups of disadvantaged people such as those who are geographically isolated, disabled people, single parents, and ex-prisoners.

Lifelong Guidance – A Feasible Policy Option for Turkey

Prof. Dr. Füsun AKKÖK, which institution, Turkey

Prof.Dr.Akkök started by stating that her presentation would explore answers to the following questions: "Where are we on this topic?", "Where should we be heading?" and "What would be the challenges and opportunities?"

She reminded delegates of the principles for lifelong guidance which had been developed by OECD in 2004 Lifelong guidance refers to support services provided for individuals of every age, at any point of their lives to make educational and occupational choices to develop and sustain themselves and their occupations For the last ten years lifelong guidance has been seen as an integral part of lifelong learning. She then underlined the main EU objectives for lifelong learning for 2020 These include: developing lifelong learning and mobility, at least 15 percent of adults in education, providing basic skills, decreasing the rate of early leavers, and extending early childhood education

In the second part of her presentation, Professor Akkök focused on the development path of lifelong guidance in Turkey. The period of 2002-2009 was marked by many projects, new policies and practices, institutional and individual capacity-building activities, preparation of national reports, and policy developments. In that period, a national vocational information system was established and a large amount of finance from EU and the World Bank were

mobilised Most importantly, guidance had been integrated into all relevant programmes. In addition, the basis of cooperation among stakeholders had been set through a Memorandum of Understanding which was a step forward establishing a National Forum on Guidance and Counselling.

Ms. Akkök went on to consider guidance and information communication technologies (ICT) including interactive technologies, video-conferencing, e-mail, chat rooms and forums. She mentioned the benefits of ICT in eliminating the lack of information required in guidance; providing faster, cheaper and simpler services; facilitating the access of individuals to services and developing self-service approaches. However she emphasised the point that ICT should not be considered as an alternative of face-to-face counselling, it is best used when it supports face-to-face guidance interactions.

Ms. Akkök closed her presentation by giving brief information on EU's vocational guidance policies which was framed by Council Resolutions in 2004 and 2008. The latter set the objective of the better integration lifelong guidance into lifelong learning processes and covered important issues such as lifelong vocational development of skills, access to guidance services, developing quality assurance, and improving cooperation and coordination. During the period between the resolutions, some reference documents had been produced and a European Guidance Policy Network had been set up. She added that empirical findings, the accession process, and the demands of the market are among the elements that create an increasing need for a systematic provision of vocational guidance in Turkey

QUESTIONS FROM DELEGATES

Question 1

At the moment, there is a lack of cooperation between Public Education Centres and universities. If we increase this cooperation we can reach the groups under risk?

Question 2

We are not able to provide education to contribute the development of self-sufficient individuals. That is why we need more teachers on guidance. What can we do to improve basic skills?

Question 3

Students coming from abroad cannot be registered for courses or awarded certificates because they don’t have social security numbers? What is the solution to this?

Question 4

Can we have more information about the link between lifelong learning and unemployment – are they always linked?

ANSWERS

Füsun Akkök (responding to questions 1, 2, 3 and 4)

Curricula should be reformed to ensure that individuals become more self-sufficient students. Hobby courses and courses to develop social skill should be included in the curriculum. As well as vocational courses, the education system should encourage innovative thinking.

As regards links between different parts of the system and the problems of international students, the best way to deal with these issues would be to establish a national forum with the responsibility of sorting these out.

John Hart (responding to questions 1 and 4)

In the Scottish system, there is a lot of local flexibility. The government has its own strategies on unemployment and social cohesion and so on and then it is up to the local community to decide where to put the emphasis. So one authority might put more emphasis on unemployment than another, but the point is that issues of health, housing, etc, are seen as part of the unemployment problem. If people don’t have stable lives it will be difficult for them to find work and keep it. In Scotland we have institution called colleges which are like Turkish Public Education Centres and Vocational Education Centres combined. These work in cooperation with our universities and the council which funds both colleges and universities puts a lot emphasis on this cooperation and on reaching people who are not usually involved in lifelong learning.

10. CLOSING SESSION

Closing remarks

Assoc. Prof. Mustafa Kemal BİÇERLİ, General Director of the General Directorate for Lifelong Learning (DGLLL, Turkey)

Mr. Biçerli closed the Conference by giving a brief overview of the presentations and thanking all the speakers who had shared their knowledge and experience with the delegates. He expressed his deep appreciation for the presence of the Minister of National Education, Ömer Dinçer, in the Conference and also extended his thanks to Undersecretary of the Ministry, the Deputy Undersecretaries, General Directors, Governors, Deputy Governors, Provincial Directors and Deputy Provincial Directors. He also thanked Mr İsmail Demir, Mr Göksel Köroğlu, the Project Staff, and the Technical Assistance Team for their work in arranging the Conference and all the delegates for their attendance and support. Annexes will be added.