LIBRARIES AS LIFELONG LEARNING CENTERS ΗIGHLIGTING EUROPEAN TRENDS AND PRACTICES Magda Trantallidi General Secretariat for Adult Education Hellenic Ministry of Education [email protected]
LIBRARIES AS LIFELONG LEARNING CENTERS
ΗIGHLIGTING EUROPEAN TRENDS AND PRACTICES
Magda Trantallidi
General Secretariat for Adult Education
Hellenic Ministry of Education
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
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