lifelong learning + statistics
These include the European Qualifications Framework (EQF), Europass, the European Credit System for VET (ECVET), and the European Quality Assurance Reference Framework for VET (EQAVET). The likelihood of participation in education and training was related to the level of educational achievement: persons with a tertiary level education reported the highest participation rates (65.4 % for the EU in 2016), while those having completed at most lower secondary education were the least likely to have participated (23.6 %). The aim is to provide people of all ages with equal and open access to high-quality learning opportunities, and to a variety of learning experiences. There are a number of initiatives to enhance the transparency, recognition and quality of competences and qualifications, facilitating the mobility of learners and workers. According to this survey, in 2016 44.4 % of people in the EU aged 25 to 64 took part in education and training (during the 12 months preceding the interview), the majority of which participating in non-formal education and training (see Figure 1). The intention or aim to learn is the critical point that distinguishes these activities from non-learning activities, such as cultural or sporting activities. Estonia, the Netherlands, France and Luxembourg were the only other Member States where the participation rate in 2019 already exceeded the 15 % benchmark. Published 8 February 2017 Brexit transition. In the majority of countries women were more likely than men to participate in this type of learning. The EQF also represents a shift in European education as it is based on an approach which takes into account learning outcomes rather than the resources which are put into learning. Erasmus+ activities in the field of vocational education and training provide opportunities for vocational students, trainees and apprentices to undertake placements abroad, as well as providing opportunities for staff to undertake professional development activities. In 2016, employers in the EU were the most common providers of non-formal education and training activities (33.8%). The overall aim is to encourage more individuals to make wider use of vocational learning opportunities, whether at school, in higher education, in the workplace, or through private courses. Note that these are not actually ranked. 74% of adults are what we call personal learners – that is, they have participated in at least one of a number of possible activities in the past 12 months to advance their knowledge about something that personally interests them. The strategic framework for European cooperation in education and training adopted in May 2009 sets a number of benchmarks to be achieved by 2020, including one for adult participation in learning, namely that an average of at least 15 % of adults aged 25 to 64 years old should participate in lifelong learning. Following a change in legislation, the next wave is due in 2022. In general, lifelong learning encompasses all purposeful learning activities, whether formal, non-formal or informal, undertaken on an ongoing basis with the aim of improving knowledge, skills and competences. The largest gender difference, in percentage points, was in Sweden, where the participation rate for women was 16.8 percentage points higher than for men. as self-learning or as learning in a group with friends or colleagues. The intention or aim to learn is the critical point that distinguishes these activities from non-learning activities, such as cultural or sporting activities. I have summarised 5 of the most significant benefits of lifelong learning identified by experts in the space for you below. (see Table 1). The most recent wave of the survey was conducted between July 2016 and March 2017 (and named the 2016 AES). That includes 58 percent who read a how-to publication, 35 percent who attended a club or meeting, 30 percent who attended a convention or conference, 25 percent who took an in-person course and 16 percent who took an online course. In this field Erasmus+ also provides opportunities for cooperation between institutions and with business, for example to design and deliver curricula to meet the needs of the labour market. Learning activities may be defined through a classification which provides operationalization and guidelines in particular for non-formal education and training - named classification of learning activities (CLA) - as follows: Non-formal education therefore takes place both within and outside educational institutions and may cater for people of all ages. In other words, it is a framework based on what learners are actually able to do at the end of a course of education, rather than where the learning took place and how long it took. Lifelong learning implies investing in people and knowledge; promoting the acquisition of basic skills, including digital literacy and broadening opportunities for innovative, more flexible forms of learning. The AES covers adults’ participation in education and training (formal, non-formal and informal learning) and refers to any education and training in which respondents may have participated during the 12-month period preceding the interview. However, it is carried out less frequently (from 2016 every six years). The target population of Eurostat’s adult learning statistics is the population aged 25-64. Erasmus+ activities in the area of adult learning offer opportunities for the exchange of staff, cooperation between institutions and organisations and with business, and support the platform for adult learning in Europe. Statistics Norway has overall responsibility for providing statistics on Norwegian society. Among the less common providers of non-formal education and training in the EU as a whole, the relative importance of non-formal education and training institutions was particularly high in Poland (48.7 %) and Slovenia (36.7 %), formal education institutions were frequent providers in Lithuania and Finland, and commercial institutions (where education and training is not the main activity) in Sweden (see Table 3). Participation in informal learning ranged from below 35 % in Lithuania and Poland to over 90 % in Croatia and Cyprus. In 2016, 59.9 % of adults aged 25-64 in the EU reported participation in any informal learning in the 12 months preceding the interview (see Table 4). Lifelong learning encompasses all learning activities undertaken throughout life with the aim of improving knowledge, skills and competences, within personal, civic, social or employment-related perspectives. Adult learning means the participation of adults aged 25-64 in education and training, also referred to as lifelong learning. 5 Mental health benefits of lifelong learning. The main indicator to measure adult learning is the participation rate in education and training, which covers participation in formal and non-formal education and training.
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