Lifelong Learning: an EUropean answer for the World Digiti(al)zation

 

(texto preparatório para artigo na EAPM- março 2017)

Technology is leading to massive changes in the economy, in the way we communicate and relate to each other, and increasingly in the way we learn. Yet our educational institutions were built largely for another age, based around an industrial rather than a digital era. (Bates, Tony. (2016). Teaching in a digital age)

DIGITIZATION

2016 was a proficous year of events about the Future of jobs and the skills gap (say: learning responses). The impulse was largely born from:

“Could a robot do your job? The World Economic Forum’s 2016 - Future of Jobs (http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf) study predicts that 5 million jobs will be lost before 2020 as artificial intelligence, robotics, nanotechnology and other socio-economic factors replace the need for human workers. Millions of people who didn’t see automation coming will soon find out the painful way. The answer is a resounding yes.”

This year we are going in the same direction with some differences introduced by the ongoing concept of Industry 4.0. Having the concept first emerged in 2011 in Germany, the term has been appropriated by various quarters of European society ever since. In a simplified form, Industry 4.0 represents a new approach that seeks to harness the opportunities offered by information, communication and electronic technologies (ICTE) to companies and the industrial sector, namely the Internet of Things (IoT), robotization , Digitization and virtualization, automation and integration of the various phases of the production cycle and the value chain or additive production using 3D technology.

And as Microsoft explains

“There has been a lot written about the effects of digitization on the workplace,...

But in a business, this involves far more than converting paper-based or off-line processes into online processes. And in workplace learning terms, it involves far more than converting classroom training into e-learning – “In order to survive in this world, companies need to rethink everything from culture to tools and environments.”

So, Learning and Development (L&D) will also need to rethink its whole approach to workplace learning: the culture, tools and environments – by adopting a new, modern understanding of what it means to learn at work and at home.

The Towards Maturity Benchmark Report (30 January 2017, Stephen Walsh, Anders Pink, Business is changing) notes that 72% of CEOs believe the next three years will be more critical for their industry than the last 50. The challenge to L&D teams is how they’re going to help their CEO and internal customers stay […]

Then, we have sufficient information to decide to change our course in Learning contexts and environments. It requires a rupture with our paradigms. Why are we admitting, still, a conservative approach in our Learning processes.? What can we do to make it feasible and furthermore worthwhile to prepare and upskill the workforce in Europe?

Why Lifelong Learning has the answer?

There is some controversy and even reluctance on accepting worldwide the concept. However, we (Europe) have a long role and tradition about its value. Let's open with some justification:

The concept emerged in the European Union's policy documents in the 1990s. However, it was not new in the international literature (UNESCO, OECD, Council of Europe). Of particular importance, the two UNESCO publications, Learning to Be (1972), and Learning: The Treasure Within (1996, 2013) were important sources for education policymakers and practitioners at the international level. They have been influential in promoting an integrated and humanistic view of education, framed by the paradigm of lifelong learning and the four pillars of learning: - to be, to know, to do, and to live together.

This approach has influenced the European Union. "The aim of LLL is to provide people of all ages with equitable and open access to high-quality learning experiences across Europe" (Eurostat, 2009a).

In the White Paper (04janeiro2017) @WEF (World Economic Forum) - Realizing Human Potential in the Fourth Industrial Revolution - An Agenda for Leaders to Shape the Future of Education, Gender and Work is stated:

• a new deal on lifelong learning across nearly all industries, technological and sociodemographic changes are shortening the shelf life of workers’ skill sets. .... (p.9-Transforming Education Ecosystems).

In recent years, the EU focus on LLL has emphasized employability, (vocational) development and (higher) skills for mobility at work.

Now, when we notice, almost simultaneously, that Financial Times (Life-long learning will be crucial in the AI era, January 17, 2017 by Vishal Sikka) and The Economist (Lifelong learning is Becoming an Economic imperative, Jan 14th 2017, by Andrew Palmer) publishes this, we must pay attention and be alert!

Also @109 page Governmental report outlines Singapore's strategy to stay on top of the global economy: Lifelong Learning! "We must go beyond the pursuit of the highest possible academic qualifications early in life, to seek knowledge, experience and skills throughout life", said the report.

Committee on the Future Economy (CFE) - “Singaporeans make lifelong learning a way of life....”

Clearly! It is not a question of skills and/or qualifications that are missing in the EU zone (still faraway from the goal of having 15% of workforce involved in Training by 2020) than! It is the evident lack of a Vision for learning. Europe must (re) take the lead of the digitization in Education&Training (E&T).

In our view there is room for a systemic approach on Learning in Europe and that means to identify LLL as the systemic via for each individual learning to life since birth to the thumb.

The Case: Learning for all

The European platform for LLL is in place for 10 years and advocates a new Vision for E&T. Its last position paper regards the ‘Communication on improving and modernizing education’, 7th December 2016, where the EC adopted unveiling its ambition to modernize education systems and strategically mobilize education systems for “our societies and economic development”, focusing on the investment in education, modernizing and reforming different stages of education and accessibility of education. 

APG in Portugal recently play an important role at the LLL_HUB project and stresses the final report where some recommendations, cases, practices and practioners can be found. Last year in its 49º. National Encounter in Lisboa, 26 october, named People Management on a Digital World the thematic was deeply discussed.

Etelberto Costa

etelbertocosta@gmail.com