3. Social Inclusion

1. EconomicCompetitiveness/

Kick-start economies

2. Demographic* ageing

* migration

Context on why lifelong learning?

4. Political Maintenance/development of

democratic societies

5. Personal Development

Spectrum of State Involvement

‘Public service’ modelLLL as ‘public good’Strong involvement of state

‘Market’/’quasi-market’ modelLLL as ‘private good’Minimal involvement ofstate

Mixed model

Mixed model

Position dictated by:History and/or Ideology and/or Resources

Gaps in participationGaps in participation• ‘‘Matthew effect 1’ Matthew effect 1’ - volume & - volume &

distribution - a ‘double-edged distribution - a ‘double-edged sword’?sword’?

• Adults with Adults with high level of high level of educationeducation are are > > 6 times6 times > likely > likely to participate than low skilledto participate than low skilled

• Age Age - persons - persons aged 55-64aged 55-64 participate participate 4 times4 times less less (4.6%) (4.6%) than persons than persons aged 25-34 years aged 25-34 years (15.5%)(15.5%)– 61%61% of of aged 55+aged 55+ have have nevernever used a used a

computercomputer

Policy Goals - Policy Goals - TensionsTensions

• Economic, social and/or cultural policyEconomic, social and/or cultural policy????• Government/Social movement/private sectorGovernment/Social movement/private sector• Learning for Learning for a livinga living : learning for : learning for livingliving• Employability /Social cohesionEmployability /Social cohesion• More & better More & better jobs jobs : better : better social cohesionsocial cohesion • A public goodA public good : : a private gooda private good• Government responsibility/learner Government responsibility/learner

agencyagency• Political controlPolitical control : : market controlmarket control• Knowledge Knowledge economy economy : knowledge : knowledge societysociety • Contexts: Globalization/decentralizationContexts: Globalization/decentralization

LLL in the 21LLL in the 21STST CENTURY CENTURYNeeds to address a Needs to address a wide range of divideswide range of divides, ,

e.g;e.g;– knowledgeknowledge divide; divide; skillsskills divide divide– digitaldigital divide; divide; gendergender divide (e.g. divide (e.g. ethnic minorities); ethnic minorities); ageage divide divide

A A social inclusion and equality framework social inclusion and equality framework serving multiple purposes, viz.,serving multiple purposes, viz.,

• compensatorycompensatory (recompense for learning not (recompense for learning not achieved)achieved)

• educationaleducational (prepares for next level) (prepares for next level)• economic economic (the labour market)(the labour market)• redistributiveredistributive (access to qualifications) (access to qualifications)• promotion of equalitypromotion of equality (between sectors) (between sectors) • inter-generationalinter-generational

ChallengesChallenges

1. Vision/Reality of poverty1. Vision/Reality of poverty>Ensuring a holistic perspective (with >Ensuring a holistic perspective (with

political , cultural , financial and political , cultural , financial and ttechnical dimensions)that transforms echnical dimensions)that transforms inequitiesinequities

2. Policy discourse/implementation2. Policy discourse/implementationHow to organize/manage LLL in the How to organize/manage LLL in the

context of decentralizationcontext of decentralizationCoordinating different govt agenciesCoordinating different govt agenciesBringing LLL closer to the people who Bringing LLL closer to the people who

need them most need them most Strengthening local initiatives Strengthening local initiatives

ChallengesChallenges3. Synergies/fragmentation3. Synergies/fragmentationFormal/non-formalFormal/non-formalRVA of prior learningRVA of prior learning4. Partnership /Competition4. Partnership /Competition>The complexity of providing LLL >The complexity of providing LLL

opportunities requires opportunities requires active active involvementinvolvement of social partners & of social partners & civil society civil society

>Building networks of providers >Building networks of providers and learnersand learners

5. Motivating learners/creativity 5. Motivating learners/creativity and autonomyand autonomy