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To Adult Learning for All Europeans TOWARDS AN INDIVIDUAL RIGHT TO ADULT LEARNING FOR ALL EUROPEANS by SofiaFERNANDES Klervi KERNEIS Foreword by Jacques DELORS Report Published in December 2020 by THE FOUNDATION FOR EUROPEAN PROGRESSIVE STUDIES (FEPS) The Foundation for European Progressive Studies (FEPS) is the think tank of the social democratic political family at EU level. Its mission is to develop innovative research, policy advice, training and debates to inspire and inform progressive politics and policies across Europe. FEPS operates as a hub for thinking to facilitate the emergence of progressive answers to the challenges that Europe faces today. Today FEPS benefits from a solid network of 68 member organisations. Among these, 43 are full members, 20 have observer status and 5 are ex-officio members. In addition to this network of organisations that are active in the promotion of progressive values, FEPS also has an extensive network of partners, including renowned universities, scholars, policymakers and activists. Rue Montoyer 40, B-1000 Brussels, Belgium +32 2 234 69 00 [email protected] www.feps-europe.eu @FEPS_Europe INSTITUT JACQUES DELORS - NOTRE EUROPE The Jacques Delors Institute is the Paris-based European think tank founded by Jacques Delors in 1996 (under the name Notre Europe), at the end of his presidency of the European Commission. Its aim is to produce analyses and proposals targeting European decision-makers and a wider audience, and to contribute to the debate on the European Union.” With the financial Support of the European Parliament The present study does not represent the views of the European Parliament ABOUT THE AUHORS Sofia Fernandes is Senior Research Fellow at the Jacques Delors Institute (Paris) and Director of the Académie Notre Europe. Her research focuses on European Employment and Social Policies and the European Economic Governance. She is also a lecturer at the European School of Political and Social Sciences of the Catholic University of Lille. Klervi Kerneïs is a Research assistant for Employment and social policies at the Jacques Delors Institute (Paris). Before joining the Institute, Klervi graduated from the College of Europe (Bruges) and worked as a trainee in the Directorate-General for Employment, social affairs and inclusion of the European Commission. Copyright © 2020 by FEPS and Jacques Delors Institute ISBN: 978-2-930769-47-9 Graphic design : Triptyque.be Copy-editing: Nicky Robinson Photo cover : Shutterstock TABLE OF CONTENTS ACKNOWLEDGEMENTS ...................................................................................................................................................................................................... 7 FOREWORD BY JACQUES DELORS ............................................................................................................................................................................. 8 EXECUTIVE SUMMARY ..................................................................................................................................................................................................... 12 INTRODUCTION .................................................................................................................................................................................................................... 16 PART 1. TAKING STOCK OF ADULT LEARNING IN THE EUROPEAN UNION ..................................................................................... 19 1. LIFELONG LEARNING: THE NEW NORMAL IN A CHANGING WORLD OF WORK ...................................................................... 20 1.1. Impact of megatrends on jobs and fast-changing skills needs .................................................................................................... 20 1.2. Impact of new labour market dynamics on access to training ....................................................................................................... 22 2. ADULT LEARNING IN THE EU: KEY DATA AND TRENDS ......................................................................................................................... 24 2.1. Lack of participation in adult learning ....................................................................................................................................................... 24 2.2. Adults who need training the most train the least ............................................................................................................................... 27 2.3. Reasons behind lack of participation in training .................................................................................................................................. 30 3. EU ACTION IN THE FIELD OF ADULT LEARNING ......................................................................................................................................... 31 3.1. Legal basis and member states’ political commitment ...................................................................................................................... 31 3.2. Establishing a common framework at EU level .................................................................................................................................... 32 3.3. Turning priorities into concrete initiatives ................................................................................................................................................ 33 3.4. Monitoring national performance ............................................................................................................................................................... 35 3.5. EU financial support .......................................................................................................................................................................................... 36 4. ADULT LEARNING SYSTEMS IN THE EU: IDENTIFYING THE CURRENT SHORTCOMINGS ................................................... 40 4.1. Lack of broad-based coverage and inclusiveness ............................................................................................................................. 40 4.2. Misalignment with labour market needs and quality issues ............................................................................................................ 41 4.3. Insufficient investment and uncoordinated governance .................................................................................................................. 44 2 TOWARDS AN INDIVIDUAL RIGHT TO ADULT LEARNING FOR ALL EUROPEANS PART 2. EXPLORING ILAS FOR AN EU INITIATIVE AIMING TO GRANT ALL EUROPEANS AN INDIVIDUAL RIGHT TO ADULT LEARNING ........................................................................................ 49 5. COULD INDIVIDUAL LEARNING SCHEMES CONTRIBUTE TO FUTURE-READY ADULT LEARNING SYSTEMS? LOOKING AT NATIONAL EXPERIENCES ......................................................................................... 50 5.1. Individual savings accounts ............................................................................................................................................................................ 51 5.2. Training vouchers ............................................................................................................................................................................................... 53 5.3. Individual learning accounts ........................................................................................................................................................................ 58 6. RATIONALE AND SCOPE OF AN EU INITIATIVE IN THE FIELD OF INDIVIDUAL LEARNING ACCOUNTS ...................... 60 6.1. Why should the EU promote the creation of individual learning accounts? ........................................................................... 60 6.2. For an EU recommendation on the establishment of ILAs ............................................................................................................. 62 7. TOWARDS AN INDIVIDUAL RIGHT TO ADULT LEARNING FOR ALL EUROPEANS .................................................................... 64 Guideline 1: ILAs should promote both universality and inclusiveness .............................................................................................. 64 Guideline 2: ILAs should make guidance a priority ..................................................................................................................................... 66 Guideline 3: ILAs should ensure workers develop skills relevant for the labour markets of today and tomorrow ........................................................................................................................... 67 Guideline 4: ILAs should contribute to improving the quality of training ............................................................................................ 70 Guideline 5: Information on ILAs and adult learning should be transparent, accessible and widely disseminated ........................................................................................................................................ 72 Guideline 6: ILAs should create synergies with and between existing adult learning initiatives and financing mechanisms ..................................................................................................................... 73 Guideline 7: The road towards a European individual learning account ...........................................................................................
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