What’s the context for this workstream? 

Since the European Commission’s 2000 Memorandum on lifelong learning, efforts to foster flexible, lifelong, and life-wide learning systems have increased at both national and European levels, through policies and initiatives aimed at improving the transparency and transferability of learning outcomes. 

Yet, the impact of these efforts on individuals has been unclear, and barriers remain. 

Learning outcomes acquired through non-traditional formal education and training institutions, such as those gained at work, are not always trusted and valued. Education systems often operate in silos, limiting the transfer and recognition of learning across institutions, sectors, and national borders.

How will our work help to improve the flexibility of European education, training and learning systems?

Our aim over the course of this three-year study has been to analyse and assess policy efforts in the last 20 years (2000-2020), at both EU and national levels, to increase the flexibility of European education, training and learning systems. 

Ultimately the goal is to make it possible for individual citizens to enter, re-enter and combine education, training and learning according to their needs and current circumstances. 

We are also exploring potential future polices choices and their implications through a scenario building approach.

What will we do?

Our work is unfolding over four stages and related Work Assignments.

1. We conducted an extensive literature review, focused on developing a narrative understanding of the development of European policy in this area over the last 20 years and the extent to which initiatives implemented worked together to improve (or not) the transparency and transferability of learning outcomes.

2. We undertook an in-depth analysis of national policies in eight case study countries (Finland, France, Germany, Ireland, Italy, Netherlands, Poland and Romania) to capture national-level developments related to supporting the transparency and transferability of learning outcomes.

3. We shifted focus from institutions and systems to assessing how, and the extent to which, reforms and initiatives have affected the lifelong and life-wide learning opportunities and choices of individuals. This included one-to-one interviews and focus groups with key national stakeholders and learners in the case study countries.

4. We will translate the overall findings into a set of policy scenarios towards 2040, illustrating alternative policy choices and the implications of these, at European and national level. 

Our methodology includes an analysis of key trends and drivers (2000-2020) linked with the transparency and transferability of learning outcomes at EU and national level; and of those likely to be most dominant in the future; a quasi-Delphi panel of 30 national and EU experts who gave their input via two rounds of interviews and an online survey; and two scenario validation workshops.

Partner

Istituto per la Ricerca Sociale (IRS), Italy