Lifelong Learning Policies and Practices

Presented by:Phyllis Cummins

Research Fellow, Scripps Gerontology CenterAmy Sherman

Associate Vice President, Policy and Strategic Alliances, CAEL

Presentation Overview

• Description of lifelong learning• Why lifelong learning is important in the U.S.• Comparison of U.S. to OECD countries• Lifelong learning strategies in other countries• Financing lifelong learning• Concluding remarks

“In the global economy, the benchmark for educational success is

no longer merely improvement by local or national standards, but the best performing education systems

internationally.”

Source: Schleicher, 2013, p. 29

Key Characteristics of Lifelong Learning

• Cradle to grave• Takes place in different settings• Can be formal, non-formal and informal• Wide participation• Varying degrees of public and private

funding

Learning

To Do

To Be

To Live Together

To Know

Learning as Personal Growth Formal

Education

Impact

Vocational Training

Economic and Social Outcomes of Learning

Learning for Social

Cohesion

Wellbeing

Lifelong Learning

Adapted from Delors, J. (1996); Hoskins, Cartwright, & Schoof (2010)

Why is Lifelong Learning Important in the U.S.?

Source: Howden & Meyer (2011)

How Does the U.S. Rank in Lifelong Learning

Indicators?

A Systematic Assessment of Lifelong Learning

First Tier Second Tier Third Tier Fourth TierDenmark

Finland

Norway

Sweden

Source: OECD (2001)

Canada

Czech Republic

Germany

Netherlands

New Zealand

Australia

Switzerland

United Kingdom

United States

Ireland

Hungary

Portugal

Poland

How does the U.S. Compare to OECD Countries?

Source: OECD.StatExtracts (2011)

Comparisons of Average Hours per Participant in Non-Formal Education for Ages 45 - 54, 2007

Lifelong Learning Strategies in other Countries

European Union (EU)

• Several initiatives, including the Lisbon Strategy and the Bologna Process

• Encourage delayed retirement and participation in lifelong learning

• Skill investments in the context of economic growth

• Individual countries are aligning themselves with the Bologna Process

• Shared responsibility for funding: government, employers, and individuals

Nordic Countries

• High participation in lifelong learning, high labor force participation, low inequality

• Target low-skilled workers• Denmark– Recognition of prior learning– Embed lifelong learning in general education system, the

labor market and in society as a whole• Sweden– Funded by the government through high taxes– Second chance model Sources: European Association for the Education of Adults (2011); Thunborg & Bron (2012).

Germany

• Federal government plays a minor role in lifelong education policy – responsibility rests with the states

• Encourage participation in formal, non-formal, and informal learning during all phases of life

• Four main components:– Recognition of prior learning– Widening of access routes– Flexible learning opportunities– Support systems

Source: Wolter (2012).

Strategies to Finance Lifelong Learning

• Learning entitlements provided by governments

• Drawing rights models • Tax levies on employers• Employer sponsored non-formal and informal

training • Tuition refund programs• Incumbent worker training programs

Strategies to Finance Lifelong Learning

• Tax credits and deductions• Vouchers and individual loans• Training leave programs• Government supported programs for low-

income• Lifelong Learning Accounts (LiLAs)

Phyllis CumminsScripps Gerontology CenterMiami University (of Ohio)cumminpa@miamioh.edu

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