LIBRARIES AS LIFELONG LEARNING CENTERS

ΗIGHLIGTING EUROPEAN TRENDS AND PRACTICES

Magda Trantallidi

General Secretariat for Adult Education

Hellenic Ministry of Education

magda@gsae.edu.gr

Content of the presentation

1. Goals and objectives

2. The challenges and the answers

3. The European lifelong learning strategy

4. The process of transformation of libraries 

5. Key issues to be addressed

6. The way forward

7. Conclusions

1. Goals

to highlight the European lifelong learning strategy.

to focus on the potential partnership between libraries and adult education institutions, in order to make lifelong learning a reality for all.

Objectives

to raise awareness about the importance of libraries in implementing coherent and comprehensive lifelong learning policies

to contribute in the revision of traditional structures, approaches and procedures

to discuss the new functions of libraries under the new conditions

to highlight the new demands of the public

to discuss ways of facilitating access

to highlight innovative practices in order to increase and broaden participation

to sensitise about the need for continuing education and training of the library staff

2. The challenges

skill shortages

the digital divide

unemployment

mobility of the working force

multicultural societies

social exclusion

changes in the professional,family and social life

trends of commodification of services

changes in managing leisure time

The answers

Socio-economic development

Adaptation to economic and technological changes

Integration into the labour market

Professional development

Getting familiar with other cultures and languages

Active participation in the political and social life

Personal development and quality of life

Lifelong learning is a tool to manage changes in the personal, professional and social life of all.

3. The European LLL strategy

Lifelong learning is considered as a means of strategic importance for developing productivity and maintaining social cohesion in Europe.

Lifelong learning is not an option but basic need for survival in a constantly changing complex world.

Two policy documents: A Memorandum on lifelong learning (2000)

The Communication of the European Commission on making lifelong learning a reality (2001)

Terminology  

Lifelong learning 

All learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective.

It is the dimension of learning in time, from cradle to the grave.

Lifewide learning

All learning activity whether formal, non-formal or informal.

• Formal learning is typically provided by an education and training institution in the framework of the education system, at all three levels

• Non-formal learning is any learning activity which is structured,intentional and typically does not lead to certification

• Informal learning is learning resulting from daily life activities related to work, family or leisure. It is not structured and it may be intentional but in most cases it is incidental.

It is the breadth of differing models of learning.

Adult education/learning 

• It is any learning activity offered to those citizens, whom their society considers adults because they have economic and social responsibilities.

• It is identified as general or vocational education and training or socio-cultural education, according to the educational goals and objectives of the learner.

• It is provided in formal but mostly in non-formal forms of delivery.

• It is provided by various providers, e.g companies, vocational training centers, non-profit associations, trade unions, cultural centres.

Learning or “knowledge-based” society

 A society whose processes and practices are based on the production, distribution and use of knowledge. This kind of society supports and motivates all individuals and organisations to participate in learning.

The policy guidelines

new basic skills for all

investing time and money in learning

innovative methods in teaching and learning

recognition and accreditation of formal and non-formal learning

information-guidance and counseling services for all

learning opportunities closer to home

enhancement of a learning culture

New basic skills in the learning age

 using new information and communication technology

foreign languages

technological culture

entrepreneurship

social skills

learning to learn

Making lifelong learning a reality for all

the traditional educational institutions are not central and exclusive providers of learning opportunities.

various institutions, not necessarily educational, offer learning opportunities to diversified adult learners with different needs and educational biographies.

cultural organisations such as libraries, museums, galleries, archives, information centres, cultural centres, theatres and film centres may offer educational opportunities.

Why the cultural organisations?

Adults feel at ease in a friendly environment, which is a necessary condition to engage themselves in learning activities.

These contexts do not remind adults of their school years, when learning was not a free choice.

Adults can process better information when all their senses participate in the learning process. In such contexts, teaching and learning provision may be supported by images, sounds, colours and movements.

Why the libraries?

research suggests that libraries are by far the most popular places for learning compared to other public cultural institutions

a more diversified public, in terms of social class, ethnicity and age, make use of library services

they are local organisations of high authority

they can provide enormous amount of learning materials

their staff is qualified and committed

they have neutral and attractive reception facilities

4. The process of transformation of libraries

3 models of libraries

 

the traditional/industrial age

the transitional/contemporary age

the future/learning age

the traditional model of the industrial age

supply driven policies

passive access to resources and tools

serving traditional users the transitional model of contemporary age

balance between supply and demand policies

initiatives for individualised services

innovative action at local level

limited range of partnerships

the future model of the learning age

mechanism of managing worldwide changes

demand driven policies

changes in management and diffusion systems

long term policies to stimulate the demand of potential new users

encouragement of the change in the behaviour of the users: from passive consumer to an active subject of learning

New functions of libraries   they contribute to the better understanding of social changes

they may provide answers under the new conditions

they manage themselves their own transformation

they contribute to the development of their local community

they contribute to the acquisition of new basic skills by all

they contribute to the improvement of the results of general education

they contribute to the development of competitiveness and economic prosperity

they contribute to the development of mutual understanding and autonomy

they contribute to the respect of cultural diversity

they contribute to the deepening and broadening of democracy

New demands

language and related skills and knowledge

basic skills for all

digital literacy and the use of the internet

diffusion of reading

development of creative writing

foreign languages and cultures

social integration of foreigners and migrants

integration of disadvantaged social groups

New public

information ‘poor’ adults with low level of educational attainmentdrop-outs illiterates unemployed migrantsethnic minorities single parent families senior citizens excluded groups

Barriers to access  physical

environmental

institutional

psychological

social

New policies and services for adults  policies for the diffusion of reading

educational opportunities for adults

free access to ICT courses and internet facilities

action to contribute to social inclusion

participation in the city regeneration programmes

Educational opportunities for adults

adult basic education new basic skills national language for migrants and foreigners foreign languages for adults digital literacy ICT technological knowledge vocational education and training information-guidance and counseling evening courses of general education reading groups local history study groups lectures study trips and exhibitions

Methods to implement the policies

partnerships to solve local problems

networks of libraries according to sectors or geographical areas

collaboration of groups and institutions within community or regional networks such as the learning cities/regions.

Learning cities and regions

They are the cities and regions in which all stakeholders collaborate in order to meet specific local learning needs and implement joint solutions to common problems.

Who are the partners

the state local and regional governments educational institutions training centers open and distance learning institutions cultural organisations chambers of commerce non-governmental organisations cooperatives companies and SMEs social partners the media

5. Key issues to be addressed

 modernisation or transformation? imaginative use of existing infrastructure provision of attractive and operational learning environments innovation and flexibility in learning offers facilitation of access (mainstreaming) services friendly to the user local partnerships in sustainable, effective and dynamic co-operations with other services continuing professional development of library staff support of the changes in the attitudes and behaviour of the staff and the users overall support of the transformations formative evaluation of actions and processes

6. The way forward

 transformation of the image and identity of the libraries

radical changes of their roles and functions

recognition of their role as local centres of information, knowledge, training and guidance

partnerships and networking at local level with the active involvement of the community

new professionals in the management of information and knowledge

marketing of all the services and the educational opportunities for adults

7. Conclusions

the role of libraries is strategic in making lifelong learning a reality for all

lifelong learning is a basic human need in a fast changing world because of the demand to find solutions and make choices

effective partnerships between libraries and adult education institutions can give answers to this basic human need

access to information, communication and knowledge is a democratic right of every citizen of a supportive and caring society

Libraries libraries cannot of course give solutions to the social problems of their

public. However, they can offer the environment and conditions under which

citizens can find answers and satisfy their needs which are getting more complex due

to global structural changes.