REPORT:  WORKSHOP A5

LIFELONG LEARNING AND ADULT EDUCATION POLICY

 

Coordinator:  Astrid Thoner

 

 

This Workshop was attended by some 69 persons (list attached) from around the world, over 2 days.  The stated intention of the Workshop as outlined by Astrid Thoner – Workshop Coordinator – was to examine the adult education policy with respect to lifelong learning in Europe.  The basis for the discussion was to be as under:

 

1.      A Memorandum on Lifelong Learning from the Commission of the European Communities compiled in Brussels on October 30, 2000 and

 

2.      The Response of the European Association for the Education of Adults.

 

After several hours of vibrant participation, the body agreed that the 6 Messages identified in the Memorandum needed to be extended.  It was therefore agreed that the following messages should be considered by the ICAE with a view to a final recommendation being made to the European Union Commission.

 

1.                  Thinking and Reflecting

It was felt that both skills were vital to the functioning of adult learners and needed to be acquired.  They should therefore be considered in the planning for the adult learner.

 

2.                  Communication

This message needs to be included and has3 facets:

·        oral communication which it was felt needed focus to ensure that adequate strategies were incorporated into the mix to enable effective oral communication.

·        Written communication as a second step in the communication process, given the fact that many are able to express themselves orally but not in writing, and

·        Communications technologies, which require specific skills that do not fall into either of the previous two.  Much is assumed with respect to individuals’ facility with these technologies, but much is required with respect to formalized training in this area.

 

3.                  Skills for Citizenship

It was the opinion of the group that separate and apart from basic skills (which need to be defined) citizenship skills such as empowerment and participation were vital skills that needed to be included for learners.

 

4.                  Language

It was recognized that the language of instruction needed to be used bearing in mind such factors as cultural needs and differences.  Careful planning to ensure that there is sensitivity to these issues is required.

 

5.                  Inter-culturalism

It is necessary to recognize the need for the accommodation of multiculturalism within and between borders.  This will therefore mean that approaches will need to be tailored according to specific needs and should therefore not be addressed with a singular approach.

 

6.                  Opportunities for International Participation

While the group commended the EU for its initiative in drafting the Memorandum, it was felt that the input from the international community was necessary.  The group also welcomed the opportunity to be able to participate in the formulation of the Memorandum while it was still in its draft stage.

 

7.                  Progression and Capacity Advancement

Learning needs to be seen not only as a one off event but should be treated as something that needs to occur in incrementally progressive ways, up the education ladder as it were.

 

8.                  Self Determination

Often individuals living as one or other type of minority within their society feel that they have to await either the directive or the created opportunity in order to access learning.  Self-determination needs to be fostered among these groups.

 

 

GENERAL COMMENTS

 

The group identified a number of issues, which should also be addressed by the ICAE.  They are as under:

 

1.      A Glossary of Terms or a Definition of Terms for a common understanding of issues being raised

2.      A clear identification of the purpose for which recommendations are made with respect to the Memorandum

3.      Migration and its attendant issues need to be specifically addressed.  These issues include but are not limited to:

 

·        brain drain and its impact on the country suffering loss in terms of personnel replacement

·        the need to invest in the persons who remain to take up the slack after migration has taken place

·        the need to adopt a “coaching and poaching” approach to address the cost of having to train staff to replace those who have migrated

·        refugees and asylum seekers for example and their language needs in keeping with the Ed. For All plan, coupled with their needs with respect to the preservation of their personhood etc.

·        non-description against immigrants in the various discriminatory ways that are well documented

·        the need to socialize and sensitize consultants/experts who migrate both before and after migration

4.      A need to consider the cost of access to learning

5.      A need for donor and community based research to inform approaches to be taken

6.      A need to specially consider turbulent societies

7.      The need for unequally developed states to address their basic needs before attempting to adopt the practices more suited to more advanced societies and for this latter group to be cognizant of the differences in stages of growth in their planning process.

8.      The need for family/parental instruction and learning to bring the needs of women into the picture.

9.      The need to seek to ensure sustainable employment that will lead to employability

10.  The need for there to be collaboration between Governments, Trade Unions and Employers

11.  The need to recognize that in most cases, countries are working with scarce spoils.