TRENDS THAT ARE SHAPING EDUCATION AND TRAINING IN EUROPE

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TRENDS THAT ARE SHAPING EDUCATION AND TRAINING IN
EUROPE

• Claudio Dondi
• President of SCIENTER, Vice-President of EDEN

Athens, 20 December 2005
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The Leonie research on future learning in Europe

• Delphi survey addressed to European experts of
  ET
• Weak signal survey
• Validation and enrichment of results through
  national seminars

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Some results of the LEONIE research
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Strong Signals

• Learner driven education
• Personalized, just-in-time
• Learning to Learn
• Privatization
• Emphasis on Quality

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Results of the LEONIE research

• Learning systems are becoming
• more and more plural
• more attentive to individual needs, and therefore
  reflecting the diversification of learning and
  living patterns in Europe
• evolving in accordance with economic macro-trends
  such as the rise of the knowledge economy, the
  internationalisation of exchanges and
  flexibility of companies and individuals
• more open cross-cultural/national initiatives
• Based on just in time, but also just enough
  learning

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Results of the LEONIE research

• Learning systems are becoming
• virtual and worldwide. ICT will enable people to
  learn in collaborative communities worldwide
• Complemented, but not subsituted by edutainment
• More accessible, despite the risk of skills gaps
• More integrated (education, training, labour
  market)
• Lifelong and Lifewide

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Tensions in future learning systems

• Alternative/complementary visions of the future
  can be represented as tensions
• Tensions involve institutions in seemingly
  mutually-exclusive choices-
• Tensions are not necessarily antithetical. Future
  learning could advance in both directions, in one
  or in none of them

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Tensions in future learning systems

• The identification of tensions or critical
  uncertainties
• reduces the complexity
• provides a platform for debates
• encourages individuals and organizations to
  positions themselves

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Core tensions for future learning

• Convergence ?? Context
• Access ?? Excellence
• Market dynamics ?? Public good values

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Core tensions for future learning

• Support traditional ?? Bring new actors
• ET providers
• Generalisation ?? Specialisation
• Information ?? Knowledge

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Core tensions for future learning

• Individualisation ?? Socialisation
• More investment ?? More efficiency
• Focus on young people ?? Re-direct resources
  to adult learners
• Continuity ?? Experimentalism

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Shift in perspective

• YOU must be the change you wish to see in the
  world
• Mahatma Gandhi

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Approaches to change
2. Adapting to Change
3. Shaping the future
1. Understanding Change
0. .?
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Reasonable concerns

• Isolation of learners
• Lack of teachers feed-back
• Uncertainty of cost
• Uncertainty about eLearning quality
• Risk of diminishing the teachers role
• Loss of learning context
• Shortage of competences required
• Lack of competence about IPR issues
• Domination of technology and market forces

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New Vision (1/2)

• Dialogue and communication
• Extended learning context
• Ownership of learning
• International virtual mobility
• International partnership
• Investment logics

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New Vision (2/2)

• Integration of formal, non-formal and informal
  learning
• Combination of eLearning, classroom sessions and
  work-based learning
• Social and communication skills
• Employability of students
• Quality standards and procedures
• Problem of access

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Recommendations regarding policy re-orientation

• Re-establish the policy momentum
• eLearning aligned to societal and economic needs
• The Lifelong Learning agenda
• Role of ICT, eLearning and Virtual Mobility in
  the Bologna Process

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Recommendations for action

• Extend quality assurance enhancement to eLearning
• To support and enhance virtual mobility
• Undertaking more research
• Involve the professional environment
• Co-ordinate actions and resources in the
  eLearning field

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Conceptual Framework
RLE
R
V
S
L S
L P
L C
Perception
Object
Quality of Learning experience
Stakeholder
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Visions of the World(adapted from Boltanski and
Thévenot) 1/2
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Visions of the World(adapted from Boltanski and
Thévenot) 2/2
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The World of Inspiration

• e-Learning is
• A huge opportunity to open up curriculum
  boundaries and to generate new knowledge and
  content through grass-roots energy mobilisation.

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The Domestic World

• e-Learning is
• A potentially dangerous development that needs
  appropriate legislation, quality control,
  protection of young learners and a high level of
  structuring of learning paths and activities
  before being considered as a serious complement
  to traditionalteaching methods.

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The World of Opinion and Image

• e-Learning is
• A recent development in the education and
  training area, that should be trusted only when
  proposed by a well-established organisation which
  could provide prestigious titles.

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The Civic World

• e-Learning is
• An interesting opportunity to develop
  community-based learning, to give access to
  learning opportunities to people who would be
  excluded.
• BUT ALSO
• A risk of de-contextualising the learning
  experiences through the dominance of global
  providers.

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The Merchant World
e-Learning is

• The way to maximise the access to learning
  opportunities and to minimise the costs of both
  producing and purchasing learning.
• An opportunity to challenge conservative
  education and training systems.
• A new opportunity to develop new services and
  contents for a potentially huge market.

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The Industrial World
e-Learning is

• A modern and efficient way to rationalise
  provision of education and training, guaranteeing
  standard quality and seamless access.
• A way of facing huge training needs in a short
  time and without depending on variable quality
  teachers/trainers and organisational constraints.

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The Industrial World
e-Learning is

• A modern and efficient way to rationalise
  provision of education and training, guaranteeing
  standard quality and seamless access.
• A way of facing huge training needs in a short
  time and without depending on variable quality
  teachers/trainers and organisational constraints.

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E-learning territories
ICT for learning purpose into universities
Sectoral
ICT for learning purpose into schools
ICT for learning purpose into VET institutions
Corporate and public administration e-learning
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E-learning territories
Individual development through e-learning
Inter-organisational development through
e-learning
Transversal
Training of teachers and trainers through
e-learning
Evolved distance education
Non professional learning communities
ICT for virtual mobility of learners
Communities generating learning as a side effect
Professional networks
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Shift in perspective

• Once a predictive capacity has been
  established

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Developing a transformative strategy
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AND VALUES




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Shaping together the future of education

• Taking into account that
• we need to consider both terms of the polarities
  access and excellence, convergence and context
• Future of learning does not take place in vacuum,
  but some aspects of the future can be influenced
• Developing scenarios and visions of the future
  helps individuals and organizations to create
  their own future up to a systemic level.

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Shaping together the future of education...

• We propose
• to multiply the discussion arenas on education
  and training
• to keep consulting policy makers, researchers,
  experts, but also practitioners and other
  stakeholders and publicize the results of this
  ongoing exercise
• to stimulate proactive and transformative
  approaches to change
• to consolidate and animate a community of
  practice motivated to enhance the role of
  education in the knowledge society

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Thank you for your attention

• Claudio Dondi
• cdondi_at_scienter.org
• http//www.scienter.org
• http//www.eden-online.org/eden.php