Chapter 3 – Designing an implementation strategy for lifelong learning

Guiding questions

1. Why is a national LLL implementation strategy valuable?
2. What are some general factors to consider during the design of a LLL implementation strategy?
3. How can the strategy strengthen LLL through formal, non-formal and/or informal learning opportunities?
4. How can the implementation of LLL support flexible learning pathways so that learners can transition into and between learning programmes, within and across different learning modalities?
5. What role does ICT play in the implementation of LLL?
6. Why and how should collaboration be fostered across different sectors and groups of stakeholders responsible for LLL implementation?

Following an introduction to LLL as a concept and an overview of starting points for the promotion of LLL as an integrated policy in Chapter 1, Chapter 2 went deeper into the policy-making process with a guide to designing policies with a LLL perspective and a presentation of these policies’ key features. The first two chapters of this handbook therefore aided the identification of potential opportunities to promote the adoption of national LLL agendas and provided a schema for policy-makers to begin to advance LLL as a viable national policy. Chapter 3 now focuses on implementing LLL in diverse contexts, which can be led by national policy-makers.

This chapter begins by introducing the national LLL implementation strategy: a process that sets out the key elements of and arrangements for LLL implementation and supports the translation of LLL policies into LLL opportunities for all. Moving to the first area of implementation in formal education, Chapter 3 reveals how LLL implementation occurs – and how it can be reinforced – in institutions such as schools and universities. Attention then shifts to diverse forms of non-formal and informal learning which, though less regulated than formal education, can still be fostered by a national LLL implementation strategy. It is important to remember that LLL does not equate to non-formal and informal learning, but rather captures all three learning modalities. Classifications of formal, non-formal and informal learning featured in this handbook are used for analytical purposes during the design of implementation strategies – they are not meant to be applied as rigid and prescriptive definitions of LLL initiatives.

The next section demonstrates how LLL implementation is strengthened by creating flexible learning pathways that create connections between formal, non-formal and informal learning. It emphasizes that boundaries between learning modalities are often blurred, and that any LLL implementation strategy benefits from the integration of different modalities and pathways between them. The chapter continues with an exploration of how advancing ICT can strengthen LLL implementation, before concluding with a reflection on multi-level governance – meaning the forging of partnerships between stakeholders at different levels of LLL implementation. This is particularly important for LLL at the local level, which is addressed in the fourth and final chapter of this handbook.

Like Chapters 1 and 2, Chapter 3 provides practical guidance on making LLL a reality. This guidance reflects diverse areas of LLL and cuts across various levels and contexts of implementation. Nevertheless, all information relates back to the development of a national LLL implementation strategy, which constitutes a clear roadmap for LLL implementation in any national context.