International conference Adults with special needs in lifelong learning

International conferenceAdults with special needs in lifelong learning Slovenia, Kranjska Gora, 6 October 2011 Ute Haller-Block Head of Unit -Leonardo da Vinci, Grundtvig and Dissemination, EACEA P3

CONTEXT

Some facts and figures • 495 million European citizens • 80 millions live in poverty or are at risk of poverty • 19 millions of them are children • 80 million illiterate or low-skilled adults • 15 % of early school leavers

Some facts and figures • 6mio 4-year-olds not in early childhood education and care • 1 in 6 drop out with lower secondary or lower • Early school leaving almost double for migrant-background students • Migrant and Roma overrepresented in special needs • 80 million adults with severe deficiencies in basic skills

Some facts and figures • Gap in educational performance of children with migrant or ethnic minority background compared to native youth • Low participation rate of disadvantaged groups in early childhood education and in adult education

Some facts and figures • EU and national averages conceal important local and regional realities • No real common definition at European level on “special needs” • Concept of inclusion

Demographic and societal trends • Ageing population • Increased migration flows • Digital gap • Globalisation and economic crisis

CONSEQUENCES

On society and economy • With severe consequences – also for the well-off (OECD, 2008; Wilkinson & Pickett, 2009) • Those living in poverty face greatly reduced educational prospects and future life chances • Violate basic principles of social justice and human development • Undermine economic prosperity of nations, democracy, social cohesion

On society and economy • Have huge financial costs -rarely shown in public accountancy systems • Urgent need to develop not only more efficient but also more inclusive and equitable E&T systems

Means of action

Policy • EU2020 Strategy: smart, sustainable and inclusive growth • Targets: • 75 % of the population aged 20-64 should be employed; • 3% of the EU's GDP should be invested in Research and Development; • The 20/20/20 climate/energy targets should be met; • The share of early school leavers should be under 10% and at least 40% of the younger generation should have a tertiary degree or diploma; • 20 million less people should be at risk of poverty.

Policy • Education and Training 2020 - Four strategic objectives: • Making lifelong learning and mobility a reality • Enhancing creativity and innovation • Improving the quality and efficiency of education and training • Promoting equity, social cohesionand active citizenship

Policy: DG EAC activities • Cluster « Access and social inclusion » • 2006 Communication and Council Conclusions - Efficiency and equity in European education and training systems • 2006-07 - Communications on Adult learning • 2008-09 – Green paper and Council Conclusions on migration and education • 2010 – Council conclusions on the social dimension of education and training

Other relevant EU-level work • European “package” to reduce early school leaving (Jan. 2011) –Council Recommendation adopted on 20 May 2011 • Communication on Early Childhood Education and Care (2011) • 2010-2011 report: Progress towards the Lisbon Objectives in Education and Training –indicators and benchmarks (April 2011) • network of experts to advise the European Commission on social aspects of Education and Training: NESET

Other relevant EU-level work • End November 2011: Council resolution on a renewed European Agenda for Adult Learning: • Increased participation among low qualified and disadvantaged adults • Focus on developing their basic skills through guidance, validation and access to second chance initiatives • Encourage countries to take concrete steps to enhance, intensify and coordinate policies to provide adult learning

New Communication 2012 “Equity in education and training to support European inclusive growth” • Likely to address • Will emphasise need for joined-up measures • Early school leaving from initial VET • Disability/special needs • The regional/geographic distribution of educational inequality in the EU • Roma learners • Low-skilled and long-term unemployed • Inequalities in tertiary education • Private tutoring in the EU • Measuring and monitoring for equity

Lifelong Learning Programme • Support implementation of political strategies • Reflected in general Objectives: • (d) to reinforce the contribution of lifelong learning to social cohesion, active citizenship, intercultural dialogue, gender equality and personal fulfilment; • (f) to contribute to increased participation in lifelong learning by people of all ages, including those with special needs and disadvantaged groups, regardless of their socio-economic background;

Lifelong Learning Programme • And in main priorities: • 5. Promote social inclusion and gender equality in education and training, including the integration of migrants and Roma • 4. Promote the acquisition of key competences throughout the education and training system

Lifelong Learning Programme • At least 20% of centralised projects have an inclusion dimension; • "The Leonardo da Vinci programme reaches all social groups, disadvantaged persons included (18% of the participants)"; • Almost 2/3 of Grundtvig projects and partnerships tackle inclusion issues.

Lifelong Learning Programme BUT • Budget involved is low compared to what is at stake • The aim of the LLP cooperation projects is to develop new ideas and approaches • Mainstreaming has to come from other sources: structural funds, national or regional budgets • Dissemination of LLP project results is crucial, should ideally be used for implementation at national level

Dissemination: thematic network • UK NA in partnership with 13 LLP Nas • Cofinanced by LLP funds • Identify good practice projects within the LLP that specifically focus on work with under-represented groups • Identificationofgood, transferable practice • Have a lookattheirwebsite: www.llpinclusion.eu

Conclusions • This conference will contribute to the exchange of good practices • Will foster mutual learning • Help preparing good projects in line with the programme priorities

International conference Adults with special needs in lifelong learning