A European Research Agenda for Lifelong Learning

Sloep, P., Boon, J., Cornu, B., Klebl, M., Lefrère, P., Naeve, A., et al. (2008). A European Research Agenda for Lifelong Learning. Paper presented at the EADTU Annual Conference 2008. Lifelong learning in higher education: networked teaching and
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   204  Int. J. Technology Enhanced Learning, Vol. 3, No. 2, 2011 Copyright © 2011 Inderscience Enterprises Ltd. A European research agenda for lifelong learning Peter Sloep* and Jo Boon Centre for Learning Sciences and Technologies (formally OTEC), Open Universiteit, P.O. Box 2960, 6401 DL, Heerlen, Netherlands E-mail: E-mail: *Corresponding author Bernard Cornu Centre National d’Enseignement à Distance, BP 30241, 86963 Futuroscope Chasseneuil, France E-mail: Michael Klebl Fernuniversität in Hagen, 58097 Hagen, Germany E-mail: Paul Lefrère Knowledge Media Institute, The Open University, Walton Hall, Milton Keynes, MK7 6AA, UK E-mail:  Ambjörn Naeve Knowledge Management Research Group, Royal Institute of Technology, School of Computer Science and Communication, S-100 44 Stockholm, Sweden E-mail: Peter Scott Knowledge Media Institute, The Open University, Walton Hall, Milton Keynes, MK7 6AA, UK E-mail:     A European research agenda for lifelong learning 205  Luis Tinoca Universidade Aberta, R. da Escola Politécnica 147, 1250 São Mamede, Lisboa, Portugal E-mail: Abstract:  It is a generally accepted truth that without a proper educational system no country will prosper, nor will its inhabitants. With the arrival of the  post-industrial society, in Europe and elsewhere, it has become increasingly clear that people should continue learning over their entire lifespans lest they or their society suffer the dire consequences. But what does this future lifelong learning society exactly look like? And how then should education prepare for it? What should people learn and how should they do so? How can we afford to  pay for all this, what are the socio-economic constraints of the move towards a lifelong-learning society? And, of course, what role can and should the educational establishment of schools and universities play? This are questions that demand serious research efforts, which is what this paper argues for. Keywords:  lifelong learning; knowledge society; research agenda; distance learning; Europe. Reference  to this paper should be made as follows: Sloep, P., Boon, J., Cornu, B., Klebl, M., Lefrère, P., Naeve, A., Scott, P. and Tinoca, L. (2011) ‘A European research agenda for lifelong learning’,  Int. J. Technology  Enhanced Learning  , Vol. 3, No. 2, pp.204–228. Biographical notes:  Peter B. Sloep is a Full Professor of Technology Enhanced Learning at the Centre for Learning Sciences and Technologies (CELSTEC) at the Open University of the Netherlands, where he directs the Research and Technology Development Programme on Learning Networks. His research focuses on (lifelong) learning, knowledge sharing and innovation in online environments for professionals. Jo Boon is an Educational Technologist, since 1983 working at the Open University of the Netherlands. Currently at CELSTEC: Centre for Learning Sciences and Technologies. She has skills in educational technology and expertise in quality systems, evaluation and auditing. She is a member of the steering committee on Quality of the OU. Bernard Cornu is a Professor at ‘University Joseph Fourier’, Grenoble, France, and presently acts as the Director of Training Programmes of the Innovation Department at National Centre for Distance Education (CNED, Poitiers-Futuroscope, France) and the Director of CNED-EIFAD, the Open and Distance Learning Institute. Michael Klebl has been appointed as a Full Professor for Vocational Education at the WHL Graduate School of Business and Economics in Lahr, Germany in 2010. Before that, he was a Professor for Computer Supported Collaborative Learning (CSCL) at the Institute for Educational Science and Media Research of the Fernuniversität in Hagen/University in Hagen. His research focuses on further training and educational management.   206  P. Sloep et al. Paul Lefrere is a Senior Research Fellow at the Open University of the United Kingdom (Knowledge Media Institute) and a Professor of eLearning at the University of Tampere, Finland (Vocational Learning and e-skills Centre). Before that, he was a Senior Lecturer at the Open University's Institute of Educational Technology and Microsoft's Executive Director for eLearning. Ambjörn Naeve is the Head of the Knowledge Management Research Group (KMR) at the Royal Institute of Technology (KTH) in Stockholm, Sweden. The KMR-group is driven by a desire to create new and powerful ways to structure and communicate information in order to support its exformation into knowledge and transmutation into understanding. Peter Scott is the Director of Knowledge Media Centre of the Open University of the United Kingdom. He also heads up the Centre for New Media research, where he works on numerous prototype applications of networked learning media. He is also currently serving as the President of the European Association of Technology Enhanced Learning. Luís Tinoca is an Assistant Professor at Universidade Aberta’s Department of Education and Distance Teaching, with experience in the development of online, graduate and undergraduate courses, as well as an active researcher in the areas of competence-based learning assessment and group work collaboration in online environments. Since 2009, he is also the President of Universidade Aberta’s Pedagogical Council. 1 Introduction Learning is the key to prosperity, for nations and individuals alike. Research on education shows that countries with a well-educated working population produce more goods and services; also, an increase by one year of the educational level of the working population leads to a growth in production of about 8% (Card, 1999; Grossman, 2005; Topel, 1999). A recent OECD (2010, p.6) report shows that “relatively small improvements in the skills of a nation’s labour force can have very large impacts on future well-being”. Income  benefits at the individual level are also substantial; the same one-year increase leads to an income growth of 5% to 15% over the total career. Apart from these straightforward economic benefits more education brings, health, a sense of citizenship and democratic values also benefit from it (Hammond, 2002). In the second half of the 20th century, education and intelligence had a strong positive impact on democracy, rule of law and political liberty, independent of wealth (GDP) and chosen country sample (Rindermann, 2008). Schuller and Desjardins (2007) discern three kinds of effects of increased levels of education: direct effects , relating to, e.g., a raise in income; indirect effects , relating to the effects on a person’s environment; cumulative effects , relating to chains of effects such as higher education leading to better information, to safer behaviour, and ultimately to better health. In the first instance, these effects are the outcomes of the education of children and adolescents (mandatory or initial education). However, lifelong learning accumulates the same benefits. It raises the learners’ human capital   by empowering them; it enlarges their  social capital   by allowing them to network in groups, virtually or face-to-face; it     A European research agenda for lifelong learning 207 strengthens their identity capital  , by enabling them to understand their own identity, the identity of others and the perception others have of them. This plenitude of beneficial effects is the reason that lifelong learning has been put on the political agenda. As early as the 1970s, UNESCO already emphasised the importance of lifelong learning as a means of generating cultural and personal growth (Faure, 1972). More recently and at a European level, the launch of the Lisbon strategy in 2000 has been significant. Among other things, it put education and training centre stage in its aim of achieving ‘a Europe of knowledge’. In the same year, the European Commission Staff  published the  Memorandum on Lifelong Learning   (Commission of the European Communities, 2000), which focussed on lifelong learning in particular. Since then, many initiatives have been taken at the European level, culminating perhaps in the establishment of a single umbrella for education and training, which quite significantly has been called the lifelong learning programme . This programme replaces a variety of  programmes that all ended in 2006; it has a budget of nearly €7 billion for the years 2007 to 2013. These and other efforts have led to progress in the establishment of lifelong learning. However, within the EU, large differences still exist. Although most EU countries show an increase in participation in lifelong learning from 7.4% in 2000, to 9.6% in 2006, the benchmark for 2010 is set at 12.5% (Commission of the European Communities, 2006). At present, the Nordic countries, the UK and The Netherlands show the highest participation. Interestingly, the data available from Eastern EU countries (e.g., Bulgaria) show  participation patterns that are very different from Western EU countries. In Bulgaria, where the total participation rate in lifelong learning is some 20%, women participate to a slightly higher degree than men, and people in rural areas participate 25% more than  people living in cities and towns. Also, participation in the age group 15–24 doubles that of other age groups (Daskalova and Ljubben, 2003). The political level, then, seems intent to foster lifelong learning. Political initiatives to establish and improve lifelong learning, however, can profit tremendously from a solid research-based underpinning. Indeed, the political efforts to foster lifelong learning have  been predated by various research efforts on lifelong learning, too many to list them all. However, significantly, recently a critical evaluation from a research perspective was made of the 2000 EU memorandum (Borg and Mayo, 2006). Precisely, because of the importance of lifelong learning, the present paper intends to muster arguments for putting lifelong learning research firmly on several research agendas. The authors all have  backgrounds in open or distance learning. They feel that their and cognate institutions (i.e., the membership of the European Association for Distance Teaching Universities, EADTU), because of their specific experience and expertise, are in an excellent position to provide the much needed boost to research in lifelong learning. However, that will not suffice. Only by combining and aligning the various research activities already carried out by their institutes and other ones not steeped in distance education one can hope to contribute enough to lifelong learning research to satisfy the current societal needs for a  better understanding; more importantly, only that way also the various lifelong learning  policy targets that the members’ national governments and the European Commission have set, may be attained. The paper is organised as follows. First, an overview is given of what Europe sees as the future of lifelong learning. The notion of the ‘knowledge society’ plays a large part in the explication of these expectations (Section 2). Section 3 discusses in detail how   208  P. Sloep et al. education could prepare the European citizen for its foreseen future role. This is done by first focusing on competences – conceptualised as complex, knowledge-rich skills. They  play a large part in realising a future in which people learn throughout their lives, both as individuals and at the level of society at large. Knowing what   people should learn, whether as an individual or as a society, does not say much about how  they should learn. This is the domain of pedagogy, which is also addressed. It goes without saying that lifelong learners cannot be treated the same way as ‘initial’ learners (children and adolescents). But how differently should they be treated? This question will also be viewed from the perspective of the benefits that learning in communities may have, for learning itself and for the emergence of communities of professionals. Having established from a learning theoretical perspective how Europe’s road to a lifelong learning society could be paved, the question arises what the socio-economic realities of such a road are. This is the subject of Section 4. Universities and schools have long since played the role of knowledge institutes  par excellence , but can they retain this role? In what ways should they change to do so, and can they? For instance, can they adopt the attitude and the  business models that are needed in a demand-driven universe as opposed to the supply-driven environment they are used to work in? Much as this seems a list of threats to the educational establishment, it also offers many opportunities. These are discussed  briefly. The concluding section (Section 5) summarises our findings and discusses the items that need to be put on a research agenda for lifelong learning in Europe. 2 The future of lifelong learning in the European knowledge society How will the development of the knowledge society influence lifelong learning and what are the implications for the formation of human capital, social capital and identity capital? The knowledge society is characterised by the acceleration of knowledge  production and the development of knowledge-based communities on the one side and the intensity of innovation on the other (David and Forey, 2003). The idea is that economic value is generated more by knowledge than by trade or industrial activity. This happens by a growth in highly skilled service industries – and a shift in what makes manufactured goods valuable. Obviously, these changes do not form a sharp discontinuity in history, but represent a transformation into a new phase. In this emerging  phase, ICT plays an important role, both the powerful one of facilitating learning and networking and the even more powerful one of being a provider of information, definite and indefinite. The implications for participation in lifelong learning can be analysed at the microscopic level of the individual, by paying attention to characteristics such as motivation, perception, and intention. Into these, one then integrates determinants of the immediate context, such as family, social network, etc., in order to determine barriers or  propensities to participate in lifelong learning. This type of analyses shows that  participation varies according to age, level of education, labour market position and gender (McGivney, 2001). At the individual level, research should also look ahead and focus on the interest and motivation of young people in learning, as they are the workforce of the future. Important questions are: What are the determinants of their future participation in lifelong learning? How is their motivation shaped? Do these learners prefer using the web to learn? Do they prefer non-formal (informal) learning?
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