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Lifelong learning (LLL) is about learning throughout the life-span. In the early 1970s the concept of lifelong learning took on new importance. What has happened in the interim? Is there a paradigm change associated with more recent efforts virtually to recreate the concept? The report treats important elements of today’s lifelong learning strategies: the ‘foundation skills’ or the necessary platform on which to build one’s learning throughout life, i.e. the ability to ‘learn for life’; the transition from school to work and how certain types of initial training facilitate this better than others; pathways and bridges between various education and training routes which enable the individual to return to formal learning at any time in the life-span; the increasing importance of non-formal learning and how this should be linked to formal systems of accreditation and recognition; upgrading the skills of the workforce and maintaining the employability of those at risk, e.g. low skilled and older workers; increasing access to and motivation to learn, especially among disadvantaged groups; the role of the various actors - governments and public administration, enterprises, educational establishments, individuals, the use of new technologies; and new partnerships and networks. This report concentrates on that period of life from the end of lower secondary education (which corresponds in most Member States to compulsory schooling) and throughout working life.

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The volume from which this chapter is taken is indexed at TD/TNC 66.507. Volumes two and three are indexed at TD/TNC 66.508 and TD/TNC 66.509. Individual chapters from the three volume set are indexed from TD/TNC 66.510 to TD/TNC 66.540.

The first background report, published in two volumes, is indexed at TD/IRD 88.38 and TD/INT 58.286. Show less

Following the publication of the European Commission's 'Memorandum on lifelong learning' (indexed at TD/TNC 66.502), Member States of the European Union (EU) were invited to a consultation process to collect together all the views on how best to implement lifelong learning. Cedefop was asked to undertake a review of the consultation reports that were received and this document presents the outcome of that review. It provides an overview of the main trends in the reports as well as thematic analyses for each of the Memorandum's six key messages: (1) new basic skills for all; (2) more investment in human resources; (3) innovation in teaching and learning; (4) valuing learning; (5) rethinking guidance and counselling; and (6) bringing learning closer to home. Show less

The OECD thematic review of adult learning was undertaken between December 1999 and November 2001 to analyse policy options in different national contexts for improving access to, and participation in, adult learning and to enhance its quality and effectiveness. A number of OECD countries took part in the review. Each country prepared a descriptive background report on the adult learning practices in their own countries. The visiting OECD multinational review teams analysed adult learning in the participating countries, drawing on the background reports, discussions with stakeholders and site visits. The main issues associated with adult learning and policy responses in the country under review were then reported in a country note. The note addresses the four major themes that have an effect on participation by adults in learning: (1) inadequate incentives and motivations for adults to learn; (2) complex pathways between learning settings and a lack of transparency in signalling learning outcomes across a variety of formal and non-formal settings; (3) inappropriate teaching and learning methods; and (4) a lack of coordination between various public policies that directly or indirectly affect lifelong learning. The final comparative report addresses the different issues and policy responses in a comparative perspective. This document represents the country note for Finland.

The background country reports available in English are indexed from TD/TNC 73.64 to TD/TNC 73.69 and at TD/TNC 62.795. Available analytical country notes, prepared by the OECD multinational review team and based on the background reports and discussions with national stakeholders, are indexed from TD/TNC 73.70 to TD/TNC 73.75. The final comparative report is indexed at TD/TNC 73.63. Show less

The aim of the ADAPT community initiative was to help the workforce adapt to industrial change and to promote growth, employment and the competitiveness of companies in the European Union. This report, aimed at contributing to the current debate on lifelong learning in Europe, was commissioned by CEDEFOP at the end of the initiative to analyse those projects which illustrated good practice in lifelong learning. The focus of the report is on the key findings of ADAPT projects on workplace-oriented learning and learning networks. Suggestions are made based on project results and structured around the key messages of the European Commission’s ‘Memorandum on lifelong learning’ (indexed at TD/IRD 88.400). The chapters are: Introduction; New basic skills for all; More investment in human resources; Innovation in teaching and learning; Value learning; Rethinking guidance and counselling; Bringing learning closer to home; Learning networks; Lifelong learning, innovations from ADAPT. Show less