Ensuring effective governance of LLL implementation

Submitted by uil_maintainer on Thu, 11/03/2022 - 13:52

If the concept of lifelong learning as a driver of sustainable development is to become a global reality, it needs to be mainstreamed into public policies and implementation strategies at national, provincial and local levels. This requires a holistic approach and calls for sector-wide, cross-sectoral and multi-level coordination among all sub-sectors of the education system: across different ministries, involving public and private stakeholders, civil society, local governments and learning providers. An important part of developing effective implementation strategies for LLL is establishing a governance mechanism and identifying the roles and responsibilities of all relevant stakeholders.

While the primary responsibility to deliver on the right to formal, non-formal and informal education lies with national governments, local stakeholders will mainly be in charge of implementation. Making lifelong learning a reality for all is a collective effort that requires a participatory approach, representing the interests of all groups of society.

Considering the complex interrelations between different sectors and levels with their specific priorities and demands, it becomes clear that coordinating the implementation of LLL successfully can be quite challenging. It is important to understand that governance, as a way of coordinating actions among stakeholders, is supported by regulatory elements such as laws, guiding documents, principles, norms and processes; these may be defined explicitly in some cases (laws, policies) and could be rather tacit in others (social roles and norms). To achieve effective governance mechanisms for LLL implementation, all key stakeholders, in particular policy-makers, should be aware of regulatory frameworks and political authority at different levels of government and the roles and decisive powers of the stakeholders involved at the local level. The degree to which lifelong learning is embedded with established rules, structures and procedures differs widely among countries. The modalities of non-formal and informal learning are less institutionalized than those of the formal sector in particular. While in many countries, formal education is regulated through a national or provincial curriculum with limited flexibility for local adaptation, non-formal and informal learning modalities often give local governments a wider scope for action.

Summing up, five elements can be identified for effective governance in the field of education and learning (Burns and Cerna, 2016):

Effective governance focuses on processes, not structures;
It is flexible and can adapt to change and unexpected events;
It works by building capacity, stakeholder involvement and open dialogue;
It requires a whole-system approach (aligning roles, balancing tensions);
It harnesses evidence and research to inform policy and reform.

Chapter 3 has mapped out LLL implementation by presenting its specific areas, including formal education, non-formal and informal learning, flexible learning pathways and ICT. Examples and explanations have been complemented by key considerations for LLL implementation strategies at the end of each section. This guidance has been provided for policy-makers and other stakeholders to design a national strategy for LLL implementation.

Ultimately, the contents of the strategy should be commensurate with the national context as well as national capacities for implementation. Finally, multi-level governance plays a role at every level of LLL policy-making and implementation, including at the local level. In rural and urban areas alike, a great deal of coordination between local stakeholders facilitates LLL implementation and so it is useful to bear in mind the points raised with regard to governance while proceeding through the final chapter of this handbook.

In your context: Implementation of lifelong learning policies

Chapter 3 addressed the major question of how LLL policies lead to LLL opportunities for all. Its main focus was implementation, namely how the design of national implementation strategies can accommodate diverse forms of formal, non-formal and informal learning. The information provided demonstrated how national LLL implementation strategies can look across learning modalities, along with how they can encourage the creation of flexible learning pathways and involve diverse groups of stakeholders by promoting multi-level governance.

Key points:

Lifelong learning policies are effective only when translated into practice; the formulation of LLL implementation strategies makes this more likely to happen.
Strategies may target one or more modalities of learning and specific types of learning institutions and programmes.
Regardless of the form of LLL implementation, there are general and specific considerations when designing an LLL implementation strategy, as articulated in tables throughout this chapter.
An implementation strategy may focus on improving formal learning institutions’ capacities for lifelong learning by targeting, for example, learning opportunities in schools, universities or TVET; implementation strategies for formal learning should consider teaching and learning processes, partnerships and staff development.
An implementation strategy may also target non-formal and/or informal learning by detailing measures for community learning centres, libraries, family learning and more. Important considerations include underserved populations, relevant learning outcomes and quality.
National qualifications frameworks have created some pathways for learners who are enrolled in or have already completed formal learning programmes, but they can also assist transitional processes between learning modalities and programmes, as well as between education and employment.
Learners who have already benefited or will benefit in future from non-formal and informal learning are supported by measures for the recognition, validation and accreditation of non-formal and informal learning outcomes (RVA).
If implementation strategies are formulated with a cross-cutting awareness of different learning modalities (formal, non-formal and informal), they can lead to the creation of flexible pathways from which all learners can benefit.
ICT should feature in any LLL implementation strategy as it increasingly shapes all forms of LLL implementation. Key considerations include national ICT strategies, digital inclusion, infrastructure and devices, digital skills programmes and partnerships.

Questions for reflection:

What is the value of an implementation strategy for a LLL policy?
For what forms of implementation might a strategy be devised? Which stakeholders will need to be involved?
How can an implementation strategy take into account of the characteristics of – and support pathways between – formal, non-formal and informal learning?

Possible actions:

Identify an LLL policy according to the characteristics presented in Chapter 2. Begin to sketch out an implementation strategy for the policy by completing the following process:

Clarify what forms of implementation must be addressed by the strategy (i.e. where change needs to happen for the policy to meet its objectives).
For each of the forms identified, create a list of stakeholders who must be engaged for the implementation strategy to have an impact.
Recognize whether relevant learning opportunities to be implemented are formal, non-formal and/or informal.
In light of this determination, try to address the issues to be considered for respective learning modalities directly in the design of an implementation strategy (refer to points in Tables 3.1 to 3.3).
Take into account any other policy tools found in your national context. Determine whether there are national qualifications frameworks, established procedures for the recognition, validation and accreditation of learning, or any other initiatives that may facilitate lifelong learning implementation.
Review the initial details you sketched out for the implementation strategy and highlight any areas where there could be scope to support pathways to other forms of implementation (other learning modalities and/or specific programmes).
Consider how ICT can be factored into the design of the implementation strategy and strengthen the selected form(s) of LLL implementation in the process.