3.2. Fostering lifelong learning in formal education institutions

Formal education tends to receive the most attention from planners and policy-makers. While this handbook – and, indeed, the wider discourse – asserts that LLL comprises a diversity of learning modalities and environments that goes beyond formal education, it is also important to highlight the relevance of the formal education sector to LLL promotion. Though formal education institutions such as schools, universities and technical and vocational education and training (TVET) institutes may have been associated traditionally with strictly demarcated target groups, standardized curricula and fairly rigid learning pathways, there is plenty of evidence around the world indicating a transformation of the formal education sector. Formal education institutions have started to embrace the concept of LLL by opening up to new groups of learners, developing innovative teaching and learning formats, and supporting flexible pathways. This section will provide some examples of how formal education institutions have adapted and broadened their scope of activities and will suggest a series of steps they can take to become LLL institutions.

3.2.1. Schools

Schools are uniquely positioned to promote a culture of LLL by sparking children’s curiosity and encouraging them to become lifelong learners. As the most recognizable educational institution and with roots embedded deeply in local communities, schools can support LLL in different ways; for instance, by opening their doors to different target groups beyond traditional cohorts of children and youth. One way of catering to the needs of the local community is by making the school’s facilities available for youth and adult learning outside of normal school hours. Schools’ facilities – books, computers, learning spaces and sports equipment – are valuable resources that can be used in the evenings and at weekends for the benefits of youth and adults. In addition to physically opening up to the community, schools can also broaden the scope of their educational activities to develop learning communities, particularly by supporting family literacy, citizenship education or community engagement. They can reach out to local families to inform and teach them about issues of relevance to them, e.g. health and well-being, finances and ICT, among many others.

Box 3.1. LLL in practice Basic education schools In Turkey, the ‘Let the Schools Become Life’ project, run by the Ministry of Education General Directorate of Lifelong Learning, aims to promote LLL by making primary school facilities accessible to parents and other members of the local community. This involves extending opening hours – for example, making the school library and ICT facilities available in the evenings – and providing a setting wherein a range of vocational, cultural and social activities, such as sports events, music and language classes, and computer skills courses, can take place. In Hamburg, Germany, the Family Literacy Project (FLY) is an intergenerational programme targeting parents and children at preschool, kindergarten and early primary school, as well as children with special learning needs. Many of them come from socially disadvantaged communities. The project endeavours to develop the literacy skills of parents and their children. It also seeks to promote strong linkages between the kindergarten or school and home-based learning processes by supporting parents to carry out literacy activities at home and enabling them to help with their children’s schoolwork, as well as training schoolteachers how to instruct children from diverse cultural backgrounds. Sources: Karatas, 2015; Hanemann, 2017

To make schooling a positive, enriching learning experience for children, pedagogical concepts must reflect their needs, talents and interests. Digital devices such as PCs, laptops, tablets and smartphones, which are increasingly available in classrooms around the world, support effective teaching and learning processes, yet the success of technology-enhanced learning depends on well-trained teachers and requires thoughtfully planned learning activities. More recently, during the COVID-19 pandemic, school pupils’ access to mobile devices quickly became a policy priority for national and local governments worldwide. With sporadic shifts between classroom and distance learning during the different phases of the pandemic, these devices – and the flexibility they provide – became essential for the continuation of formal education.

Box 3.2. LLL in practice Integrating digital technologies into schooling in Uruguay The Uruguayan initiative Plan Ceibal (Conectividad Educativa de Informática Básica para el Aprendizaje en Línea or ‘Educational connectivity in basic computing for online learning’) was first implemented in 2007. Its underlying principles trace back to the non-profit initiative One Laptop per Child (OLPC) but have been adapted and developed by Uruguayan stakeholders to complement the national context. The plan includes three components – educational, social and technological – which, together, aim to enhance inclusion and equal opportunities and to incorporate digital technologies into educational policy. For the technological component of the plan, Plan Ceibal supplies free laptops with wireless technology to students and teachers across Uruguay. In addition to making digital technologies available, Plan Ceibal also promotes innovative pedagogical approaches and advises on the use of digital tools and resources, for example by hosting workshops to support the adaption of open educational resources (OER) in line with teachers’ (and learners’) needs, as well as by offering a postgraduate diploma in practice innovation with the use of OER. Another skills development initiative started in 2017 by Plan Ceibal is Jóvenes a Programar, which provides training in software testing and programming languages to young people between the ages of 17 and 26 years in response respond to the high demand for skilled workers in the IT sector. Source: Plan Ceibal, 2019

3.2.2. Higher education institutions

Universities and other higher education institutions (HEIs), such as universities of applied sciences, polytechnics and technical institutes, play a crucial role in providing LLL opportunities. Over the past 20 years, several international and regional frameworks and recommendations emphasizing the importance of universities in promoting LLL, and which outline major areas for transformation, have been developed. An example is the European Universities’ Charter on Lifelong Learning (EUA, 2008), which calls on universities and governments to commit to lifelong learning and provide the necessary frameworks. UNESCO’s second World Conference on Higher Education (WCHE), held in Paris, France, in 2009, also stressed the role of higher education to promote lifelong learning within the context of the knowledge society (Altback, Reisberg and Rumbley, 2009). More recently, in 2015, the United Nations’ 2030 Agenda for Sustainable Development, and specifically SDG 4, further promoted LLL and asserted that all women and men should have access to affordable and high-quality tertiary education, including university (UN, 2015).

While HEI mandates have been traditionally defined in terms of teaching and research, they have increasingly started to recognize LLL as a third mission. HEIs have developed a variety of strategic approaches to promote LLL: continuing education for adult learners, flexible (degree and non-degree) programmes, innovative concepts for technology-enhanced learning, open-science policies to make their research outcomes widely available, flexible pathways into and through higher education, and collaboration with businesses and local communities.

LLL in the higher education sector goes beyond skills development to address the needs of changing labour markets and economies. Importantly, it involves widening access and participation (increasing not only the number but also the diversity of students) to achieve more equitable educational opportunities for all. So-called ‘non-traditional learners’ include working professionals, older people, people with low socio-economic status, migrants, Indigenous populations and ethnic minorities, persons with disabilities, and those living in remote areas, among others. Such changes in the demography of higher education students require the development of flexible, part-time and distance-study programmes following pedagogical concepts that take into consideration the work experiences and life situations of diverse groups of learners.

Box 3.3. LLL in practice Universities reaching out to new groups of learners An interesting example of how HEIs have in the past two decades begun to widen their scope to include LLL can be found in Thailand, where academic university staff specializing in adult education began to advocate for new learning opportunities for older people during the 1990s. With approval from the country’s ministry of education, some of these academics formed consultative taskforces and developed ‘active ageing learning centres’. These centres are now some of the most prominent settings in which older people learn in Thailand and have become local community centres that support social interaction. Similarly, Universities of the Third Age (U3As), which originated in France during the 1970s, provide social spaces where older people can strengthen existing knowledge and access new learning. While some U3As are integrated in or linked to higher education establishments, others have an independent educational status. Regardless of their context, the academic status of U3A activities is guaranteed through its charter, which is published on the International Association of Universities of the Third Age website. Sources: Gary and Dworsky, 2013; Wang, 2017; Formosa, 2014; IAUTA, n.d.

As mentioned, an important element of HEIs’ transformation into institutions for LLL is the provision of alternative pathways; that is, the enabling of entry and re-entry points at all ages, which strengthens links between formal and non-formal structures and between vocational and academic-oriented education, and which offers mechanisms for the recognition, validation and accreditation (RVA) of the knowledge, skills and competencies acquired through non-formal and informal learning (UNESCO, 2016a). Student support services, which inform and guide students in RVA and transition processes, are crucial to ensure the effectiveness of such frameworks and mechanisms.

Access to higher education can also be enhanced through alternative university models such as open universities. Open universities are a type of distance-teaching institution offering flexibility in terms of entry requirements, learning media and approaches, and choice of courses, time and place of study (COL, 2020). The establishment of the Open University in the United Kingdom of Great Britain and Northern Ireland in 1969 was considered revolutionary, as it made higher education accessible to all, no longer just to the elite. The model spread and, 50 years later, some 60 open universities exist around the world (Tait, 2018).

Box 3.4. LLL in practice Alternative university models The UK’s Open University is the original and perhaps the most famous educational organization founded on the concept of distance learning. Its modus operandi is ‘supported open learning’, which has four basic principles: ‘flexible’ means that students can study whenever and wherever, combining their learning with other commitments; ‘all-inclusive’ refers to the availability of high-quality resources for all; ‘supportive’ describes the capacity of personal tutors to teach and provide feedback; and ‘social’ in part denotes online study networks for students. Most of its undergraduate courses have no formal entry requirements, although an undergraduate degree is required for postgraduate courses. Learners must pay fees to enrol in courses. The Open University has also launched an online learning platform with a variety of interactive materials freely accessible to everyone, including non-students. Source: Open University, 2019

3.2.3. Technical and vocational education and training (TVET) institutions

Considering ongoing and prospective transformations of the labour market, lifelong learning will be key for TVET institutions to prepare workers for the jobs of the future. The shifts in the employment sector are characterized by a large number of jobs disappearing due to automatization and artificial intelligence, as well as by the emergence of new occupations which require flexible skills sets (Kanwar, Balasubramanian and Carr, 2019).

UNESCO’s Recommendation concerning Technical and Vocational Education and Training (TVET) 2015 describes TVET as follows: ‘TVET, as part of lifelong learning, can take place at secondary, post-secondary and tertiary levels and includes work-based learning and continuing training and professional development which may lead to qualifications’ (UNESCO, 2016a, p. 5). It further points out that ‘learning to learn, the development of literacy and numeracy skills, transversal skills and citizenship skills are integral components of TVET’ (ibid.). The promotion of so-called twenty-first century skills in TVET is key to ensuring employment opportunities for people of different ages.

Box 3.5. LLL in practice TVET in Germany New models for work-based and community-based learning must support transformative lifelong learning. Digital technologies can aid such innovative learning models, an example of which can be found in Germany. Within the German education system exists an integrated model for TVET that includes work-based learning in companies along with part-time courses at vocational schools. To strengthen cooperation between these two learning environments, Germany’s Federal Ministry of Education and Research developed (Online-Berichtsheft zur Stärkung der Lernortkooperation), a web application [1] that allows apprentices to record and track their learning processes in the workplace and at school. The online record can be shared with teachers, trainers and supervisors to evaluate apprentices’ performance and to discuss their strengths and weaknesses in light of their achievements. The application also includes a resource centre with guidance materials, including a handbook for apprentices, teachers and supervisors. Source: Kanwar, Balasubramanian and Carr, 2019

Considering the large contribution of the informal labour market to the global GDP and the large number of people working in the informal sector, the need for creating stronger links between TVET and non-formal and informal learning is indisputable. TVET is found at secondary, post-secondary and tertiary levels of education and is provided in formal schools and HEIs as well as in specialized formal TVET institutions. Usually, upper secondary education and formal public and private TVET providers prescribe entry requirements. As the International Labour Organization (ILO) points out in a research brief, ‘entry requirements can often not be met by workers in the informal economy. Additionally, most formal providers are not geared towards recognizing non-formal or informal learning’ (ILO, 2020a, p. 3).  

The ILO has formulated a set of recommendations to enable formal TVET providers to extend skills development opportunities to workers in the informal economy, including through online and distance learning (ibid.). For training to be relevant to the informal sector, skills development should not only comprise technical skills but also negotiation, entrepreneurship and basic digital skills. Delivery must be flexible to respond to the needs of informal workers, and opportunities for second-chance education should be offered. Offering recognition of prior learning outcomes and formally recognized certifications and pathways to trained informal economy workers establishes stronger links between formal TVET and the informal labour market.

3.2.4. Becoming a lifelong learning institution: A guide to transformation for formal education institutions

Formal education institutions – including schools and higher education institutions – can initiate a process of internal reforms to transform into LLL institutions. The purpose of the institution’s existence is enriched fundamentally as it becomes part of something bigger, responding to the needs of diverse groups of learners that may have previously been neglected. A further impact is seen on the transformation of learners’ experiences and on staff working in the educational field, who benefit from increased professional development opportunities. This, in turn, has a positive influence on the quality of teaching and learning. In this section, we present six main areas of transformation to provide guidance on how formal education institutions can transform into LLL institutions.[2] We will elaborate on these areas of transformation using examples from schools and universities.

Institutional strategy and leadership: As a starting point, formal education institutions should be encouraged to develop institutional LLL strategies that set out the parameters of and conditions for transforming into a LLL institution. An institutional strategy should map out broad areas of change as well as more specific details on how change can be achieved. It should be comprehensive and should indicate the impact such transformation will have on each department and unit of the institution. Institutional strategies require strong commitment from senior leaders, yet they can only be achieved if supported by staff at all levels. An institutional strategy should therefore be developed through a participatory process. It may also lead to the establishment of a dedicated, transversal unit that takes the operational lead for implementation. Initiated at the institutional level, this process is a microcosm of the creation of a comprehensive vision for LLL at the national level, as explored in Chapter 2.

Partnerships: To better facilitate LLL, formal education institutions can also establish collaborative partnerships with other organizations or companies. Partnerships may range from simple and short-term to complex and long-term. Partnerships can cut across different sectors, as illustrated by the learning city Swansea, in the UK, where partnerships have been established between education providers and businesses. Centerprise is an initiative launched by Neath Port Talbot College Group to provide cost-free services and facilities to young people interested in setting up their own business. Additionally, Gower College Swansea started the Entrepreneurship Academy Wales, which educates young adults in entrepreneurship and enterprise (UIL, 2015).

Teaching and learning processes: A child’s school experience shapes their perspective on education and learning significantly. When primary education is orientated towards the principles of LLL, it helps to prepare children for a wealth of learning opportunities beyond their school years. Process-orientated teaching within formal institutions should transfer responsibility for the learning process gradually to students, promote the acquisition of subject knowledge, recognize influential emotional factors and view the whole learning process as a social phenomenon (Bolhuis, 2003). These principles also apply to higher education and TVET. They address the changing roles of teachers and learners by acknowledging and integrating students’ prior knowledge and experiences into learning processes to make learning relevant to them. Learning should essentially be student-centred, active, engaging and enjoyable (Mullins, 2017).

Learner support systems and services: Learner support brings many advantages to bear: it improves learner retention and completion, promotes well-being and facilitates access to flexible learning pathways. It can be general or cater to the needs of specific target groups. A more general form of learner support can be seen in career guidance made available by formal education institutions, which may include career information, (self-)assessment tools, counselling services, career management programmes, taster programmes and transition services. Learner support can also be tailored to specific target groups. For example, in Sweden, a language introduction programme was created for recent arrivals in upper secondary school with materials produced to help students track their knowledge and experience in Swedish as well as in their mother tongue (UNESCO, 2018).

Staff development: The transformation of formal education institutions relies on effective staff development, which requires resources – time, commitment and financial investment. Staff development may include enrolment in higher education programmes, tailored teacher training and mentoring, and participation in courses, workshops and conferences with advantages for teaching quality and student achievement (Ngala and Odebero, 2010). Staff acquire new pedagogical skills to strengthen teaching practices and renew previously acquired knowledge while gaining an understanding of unfamiliar concepts. They can then better relate different concepts and make connections between learning (Khan and Chishti, 2012). Staff development measures should also encompass leadership and management skills of education professionals.

Organization of learning spaces: Just as technological change and pedagogical reform lead to transformations in learning processes, it can also lead to a reassessment of learning spaces. The role of the teacher is changing, and a learner-centred approach is gaining prominence. Policy-makers need to rethink classroom design and organizational infrastructure for learning both inside and outside of the classroom. In formal education institutions, the classroom is only one of a number of physical spaces that might also include laboratories and lecture halls, in which structured teaching takes place, as well as libraries and study rooms. Physical spaces in formal institutions can be adapted to maximize learning, for example by enabling students to access additional virtual learning resources using Wi-Fi and user-friendly workstations. Embracing technology in the classroom is also covered in the ‘blended’ learning design, in which face-to-face and online learning complement one another (Fraser and Tight, 2016).

3.2.5. Formal education in LLL implementation strategies

Throughout this section on LLL in formal education institutions, there have been multiple references to institutional strategies to embrace a culture of lifelong learning. The development process of an institutional strategy should involve a broad range of stakeholders within the institution and possibly external partners as well. The strategy should be tailored to the unique characteristics of the institution, considering context-specific factors such as the size of the institution and its general mandate, the demography of the student population, levels of education and resources. The development and implementation of an institutional strategy will differ significantly across schools, higher education institutions and TVET institutions, yet there are considerations relevant to all formal education institutions seeking to strengthen LLL. Based on the previously identified areas of action that are particularly relevant for becoming an LLL institution, Table 3.2 presents a detailed set of considerations for LLL implementation strategies within formal education institutions.

Table 3.2. Key considerations for LLL implementation strategies – formal education [3]

Institutional strategy and leadership	Promote the development of an LLL strategy at the institutional level as a framework for transformation. Encourage senior leaders of formal education institutions to initiate a participatory process so that all departments and units are involved in the development of an institutional LLL strategy. Recommend the establishment of a unit in the institution dedicated to operationalizing the strategy, where appropriate.
Partnerships	Create enabling conditions to establish partnerships across formal education institutions at different levels. Facilitate the forging of partnerships across sectors so that there is a dialogue between institutions, local government, civil society and the private sector. Convey the diversity of opportunities available to formal education institutions by establishing partnerships.
Teaching and learning processes	Design national frameworks and measures to promote innovative teaching and learning processes that instil a sense of autonomy and self-motivation in learners. Guide formal education institutions to adopt process-orientated teaching and learning. Allow for flexibility in national curricula to adapt formal education to learners’ experiences and motivations.
Learner support systems and services	Facilitate links between formal education and the labour market by supporting institutions to advance their career guidance services. Promote the creation of support systems to reach out to dropouts, students with special learning needs, refugees, migrants and other vulnerable groups. Devise learner support systems tailored to specific target groups, such as providing language classes to migrants and refugees.
Staff development	Provide training opportunities for teachers and facilitators to improve the quality of teaching and learning. Offer capacity-building and training for management skills, including senior leadership of institutions. Integrate up-to-date staff development priorities in national teacher training courses.
Organization of learning spaces	Cultivate the idea in national policies that learning extends beyond the classroom and that a formal education institution may comprise diverse learning spaces. Allocate resources to reorganizing existing learning spaces and creating new spaces to support new pedagogies, blended learning and the extended use of technology.

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[1] Available (in German) at: https://www.online-ausbildungsnachweis.de/portal/index.php?id=7

[2] Some of these areas are inspired by The Cape Town Statement on Characteristic Elements of a Lifelong Learning Higher Education Institution (UWC and UIE, 2001).

[3] Some of these areas are inspired by The Cape Town Statement on Characteristic Elements of a Lifelong Learning Higher Education Institution (UWC and UIE, 2001).