Workshop D – Session 1

Jean-Francois Lippert is from the International Centre of Research and Initiatives in France. He works at the Ministry of Education, the Department of Adult Education, and his main work is the greater network of the national educational system.

I should like to focus on the linkages between the various goals of lifelong learning. At the beginning of this conference we were told that one of the objectives of lifelong learning is to deal with exclusion and social marginalisation. Now, while we promote access to lifelong learning, how can we achieve that? We also want to see how we can respond to emerging economic imperatives, and, when we talk about this, we are talking about maintaining jobs, access to jobs. What about competitiveness? What about political needs and building a multi-cultural society of knowledge and access, and maintaining democracy and cultural development so that we can build a new society?

What are the building blocks of lifelong learning?

First of all, there is the ability and the will to learn on the part of individuals. As long as we add to this the fact that we have to create an environment where the individual’s identity is recognised, where the individual can find satisfaction in learning, then we are developing a society where we all have a win-win situation.

The second building block for lifelong learning has to do with flexible time, that is time at school, time at work, leisure time, retirement time, all of this must come together.

The third building block is creating a society that itself generates opportunities throughout a lifetime.

Changes Upstream

What should we work on, so that we can build lifelong learning into a society of lifelong learning? First of all, at the primary level we have to develop a paradigm of lifelong learning, and it is easy to say that, but very difficult however to implement it. If we do not change the system upstream, then the downstream system will only form individuals and give them an education that is counter to our ultimate objectives. So it has to go on throughout the school life.

What about the relation between teachers, between the students? We have to develop and modify the teaching process, which must not be based on academic knowledge, but rather on transmission of learning, on access, a very dynamic access, to learning, so that there is collective work, a transdisciplinary work. At the same time, we have to develop linkages between the theoretical and the practical. We have set up educational projects using various different sites for this to go on. We have to look at school syllabuses, and I think it is important to re-develop these, focusing on the changing needs of our society.

Primary Education

The system must recognise competences, attitudes gained in a formal or informal setting. This primary school education must be open to all individuals. So, for instance, if we take the example of a 45 year old adult who wants to go back to school, at whatever level, then that person must be able to go to a learning institution and must be able to take a course to develop this. We have also to look at developing the direct role of teachers, the right of each individual to take part in this methodology, and the role of unions too and workers.

We have to foster the conditions so that we can implement lifelong learning in the community, in schools, society, business, in families, wherever people are learning, while developing partnerships between local people. These projects must also relate to what is going on at different levels in economics and social levels. Much has been said also about the formal education system being redesigned and reformed, but it is also important to put the ball in the court of business.

In France, we have been working together with certain business sectors who are trying to modify the way they do things so that workers can continue to learn over their career; so business must take this as a constant. We have talked about human capital in the European Union, and this is something we must build on. We also have to bring about change in business, so that they too can learn how a business can allow all individuals to be in a position to learn – learn their jobs and at the same time develop further skills, even those that are not professional ones. We also have to develop transparency between various people because we have to consider also the needs of the workers not just the business. We have to consider what the needs are on both sides, how the individual strategy of the worker can combine with the overall strategy of interests of the business.

Finally, we have to ensure that businesses both formally and informally recognise the commitment of the worker who decides that he wants to upgrade his skills. That must be recognised by the business, be it in the business or outside of it. For instance, a company might recognise this through different salary scales, because this is a social and cultural contribution made by the worker and it might be taken into account in his salary.

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Aide aux devoirs de vacances

Rattrapage scolaire pour des enfants de la 6éme à la terminale

(1ere à la 7éme secondaire EE)

Savoir être et savoir faire, il n’y a pas de fatalité !

Modalités :

ü De juin à septembre

ü De 1 heure à 4 heures par jour

ü De 1 semaine à 1 mois

Prestation de service éducatif individualisée:

ü Analyse de la demande et des besoins

ü Proposition d’un programme de rattrapage personnalisé

ü Définition d’un contrat de travail : objectifs et progrès

ü Evaluation et suivi des progrès et de l’atteinte des objectifs une fois par semaine

Méthode de travail : écoute, encouragement stimulation, soutient et accompagnement

ü Méthode de travail individualisée prenant en compte le niveau et la capacité d’apprentissage du jeune.

ü Méthode basée sur la responsabilisation de l’enfant et la tenue d’un contrat d’objectifs à atteindre par le jeune.

ü Cadre de travail strict et négocié accompagné par un adulte

Prestation assurée par

ü Jean-François Lippert, 30 ans d’expérience dans l’éducation et le traitement des jeunes en difficulté scolaire : professeur des collèges (Français-Histoire-Géographie), Conseiller principal d’éducation, Chargé de mission nationale à la Direction de l’enseignement scolaire (F), expert détaché à la Commission européenne pendant 6 ans, éducateur de rugby, manager des équipes nationales de rugby U18 et U20 de Luxembourg.

ü Associé, en fonction des besoins du jeune, d’enseignants expérimentés.

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• Assurer la veille, la sélection et le traitement d’appels d’offre publics et communautaires dans le domaine de la formation professionnelle, (CR2i, AO Commission, WB, FSE),

• Concevoir, mettre en place et conduire des programmes et des projets de formation professionnelle ainsi que la recherche des financements publics associés; Former des équipes d’enseignants, de formateurs (Institutions européennes, Education Nationale française, secteur privé et ONG)

• Manager des structures de formation et d’éducation en environnement multiculturel (Animation de 140 collaborateurs, gestion de budget de 4M €),

• Mettre en place et piloter un système de management de la qualité dans le domaine de la formation (Manuels qualité, audit labellisation, accompagnement HACCP, ISO).