The Future of Learning (FoL) project aimed to advance the state of the art by developing a range of new and imaginative visions on initial and lifelong learning in Europe by 2025. The foresight project elaborates on six major challenges for future learning. These include multicultural integration, early school leaving, talent development, improving the transition from school to work, re-skilling and re-entry into the labour market. These challenges were elaborated as scenarios and illustrated through six different personas.
Posts Tagged ‘lifelong learning’
EFP Brief No. 222: The Future of Learning: A Foresight Study on New Ways to Learn New Skills for Future JobsTuesday, August 28th, 2012
The renewed Lisbon strategy stresses the need for Europe to place more emphasis on anticipating skill needs. Globalisation, technological change and demographic developments (including ageing and migration) pose huge challenges in that respect, comprising both risks and opportunities. At the same time, a lack of information on future skill needs has been a long-standing concern in Europe. With specific targets set in the Lisbon strategy, the need for regular forward-looking assessments has gained momentum. Subsequently, this resulted in the recent New Skills for New Jobs initiative by the European Commission, and related European projects aimed at identifying future job and skills needs using quantitative modelling approaches. While having advantages of robustness, stakeholders as well as the European Commission identified a clear need for complementary, more qualitative forward-looking analysis. Consequently, the European Commission (DG EMPL) earlier this year commissioned a series of 17 future-oriented sector studies (Horizon 2020) on innovation, skills and jobs following a qualitative methodology. The final results of these studies will become available in spring 2009, and will be followed by a number of other initiatives over the year to come and beyond.
Globalisation has become a keyword of the 21st century. Who are the winners and who are the losers in a globalised world? The term globalisation triggers extremely contradictory emotions among the people of Europe. One third of Europeans (33%) regard themselves as winners of this development and see globalisation as a kind of liberation from overly constrictive and outdated boundaries. In contrast, one in five citizens feels to have lost out in this process (21%). Europeans only agree on one issue: the process of globalisation can neither be halted nor reversed. These are the results of the first European representative study that asked 11,000 citizens aged 14 and above in Belgium, Finland, France, Germany, Great Britain, Hungary, Italy, Russia and Switzerland about their hopes and fears for the future. The study was part of a research project by the Stiftung für Zukunftsfragen (Foundation for Research on the Future) of British American Tobacco.
The main aim of this initiative was to promote more long-term futures and evidence-based approaches to governance, strategies, and policy development in the higher and further education in Malta under the aegis of the INTERREG IIIC FUTURREG Project. The FUTURREG Project (2005 – 2007) was designed to ensure that regional policies and regional development organisations were informed by high-quality futures tools and participatory processes with significant long-term impacts. This particular FUTURREG subproject/exercise focused on an urgent need to build up the strategic and organizational capacities of institutions in the higher and further education sector and to support them in using futures approaches and foresight tools in developing their strategies in Malta. The results of this work are being used by the Maltese National Commission for Higher Education to define a framework for futureoriented higher and further education strategies using futures approaches.
‘Jugend denkt Zukunft’ was setup to make this vision come true and translated directly into English it means ‘young people are thinking about their future’. This single issue foresight exercise is designed to involve young adults in the process of economic development. Together with companies, students between the age of 15 and 18 develop new products and services for the world of tomorrow. The main pillar of this program is the nature of co-operation between companies and schools. Further support comes from politics and science. Together they are strong partners for re-creating a culture of innovation.