Lifelong Learning and Qualifications Framework as an Effective Instrument for Making it a Reality

Anila Theodhori

Abstract


Lifelong learning has become a necessity for Europe which is characterized by rapid social, technological and economic changes. With the aspiration to integrate into the European Union Albania is intended to create a “Albanian space of lifelong learning”. European Union challenge of making a reality “lifelong learning” emphasizes the population aging trend, underscoring the need for a continuous update and upgrade of the knowledge, skills and wider competences. The implementation of lifelong learning is complicated due to some communication and cooperation gap existing between education and training providers on the one hand and the authorities at various levels on the other. Barriers between institutions and countries do not only impede access to education and training, but also affect the efficient use of knowledge and competencies achieved. This may be the case between the public - academic and private - commercial sectors from where it is necessary to ensure proper training to acheieve in satisfactory figures the employment of qualified applicants and particularly of the researchers in both sectors. The problem is caused mainly by the lack of qualifications’ transparency, by the hesitation to recognize the “foreign" qualifications and by the lack of agreements between countries, which would allow citizens to transfer qualifications from one country to another. Such situation is also caused by the tendency to treat learning as achieved in the informal settings (for example in the workplace) as inferior regarding formal qualifications in the initial education and training process. These are some of the basic problems and challenges facing the lifelong learning that is beng promoted today on how to create common policies for a European and national qualifications framework as a tool to facilitate lifelong learning.

Keywords: Lifelong Learning, Qualification Framework, ECTS, formal, informal and nonformal learning.


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DOI: http://dx.doi.org/10.0001/(aj).v3i3.628

DOI (PDF): http://dx.doi.org/10.0001/(aj).v3i3.628.g1426

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