Policy measures and instruments in the field of

ACE in EuropeQualifying the Actors in Adult and Continuing Education

Bad Honnef3-5 May 2007

Arne Carlsen

Vice-rector for International Affairs

Danish University of Education

European Research Group for Competencies in Adult and Continuing

Education• Modern processes of produktion,

distribution and use of knowledge• Domains of work and competence-profiles• Pathways to adult education profession• Identities of adult educators• Staff profiles • Policy measures and instruments• Instability and change• Memorandum

Instrument

• Translation device

• Neutral referencepoint

• Transparency and portability

• Comparing qualifications

• Quality assurance

• Credit and Accumulation system

• Trust

Instruments

• Ploteus

• Europass

• Communication on key competences in lifelong learning

• European Qualification Framework for lifelong Learning

OECD

• Act independently

• Use tools interactively

• Interact in heterogenous groups

European key competencies for lifelong learning

• Communicative competence in mothertongue• Communicative competence i foreign

languages• Mathematical competence• Digital competence• Learningcompetence• Interpersonal, intercultural and social

competences and citizienship competencer• Entrepreneurship• Cultural expression

ASEM

• Developing communicative competences

• Developing analytical competences

• Deveoping personal competences

Individual learning pathways

ECTS – ECVET

Learning outcomes – workload

Reducing barriers

Relate NQF to EQF

The European Qualification Framework for Lifelong Learning

- 8 levels of learning outcomes

- Key competencies

- Higher education and lifelong learning

Inspiration and messages

• The knowledge society is tending to becoming a competence society

• A need to act innovatively, independently, inter-actively demands self-knowledge and self-confidence

• Future systems for competence development are trans-sectoral

New focus on individuals

• New basic skills and key competences

• Learning career as competence development

• Creativity, entrepreneurship, innovation

• Independance and inter-activity, based on self-understanding and self-confidence

New focus on the world of work

• Continuing education and training build on new basic skills and key competences

• Inter-play between different learning arenas

• New networks for structural adaptation

• More education in entrepreneurship

New focus on frameworks and systems

- Integrated persoective on lll- New fora for cooperation between all

school forms and the world of work- Central role for adult guidance-

counselling- Better relation between R and D- Inclusion of groups out of labour- New financial structures

Relevant websites

• The European Masters in Lifelong Learning: Policy and Management: www.dpu.dk/MALLL

• The Journal of Lifelong Learning in Europe, vol 4, 2006: www.lline.fi

• The ASEM Education and Research Hub for Lifelong Learning: www.dpu.dk/ASEM

• E-mail: carlsen@dpu.dk