LLinE Lifelong Learning in Europe

Editorial by Kauko Hämäläinen Rhetoric and Practice

Today it feels good to be a provider of adult education. There are great expectations from the EU, national governments and also the end users. Adult education is seen as the solution to maintaining the economic competitiveness and integrating immigrants to their new home countries. In the difficulties brought by demographic change adult education supports the ability to work, it also helps in preventing social exclusion. These expectations are explicit in the newly published EU Communication, aptly called “It’s never too late to learn”. There are quite enough of challenges.

There is an abundance of hard fact behind these educational challenges. The fast economic growth in Europe continues, but in a Europe aiming at knowledge, innovations and equity there are nearly 20 million unemployed people, the numbers of the rich and the poor are simultaneously growing, fertility decreases and the number of the aged increases. In many sectors the change in the world of work is drastic. If a firm has to create tens of models of telephones every year, it creates also a fierce need for learning and applying the learning.

Ten years after graduation most of us are in jobs not requiring the competences offered in our basic education. Promotion into a managing position totally changes the requirements of competences. Communication skills and financial know-how become invaluable. In many scientific fields new knowledge is created so fast that knowledge acquired half a decade ago is incurably outdated.

Despite the hugely increased needs, in European countries on average only ten percent of the adult population participates in education. Adult education is a field where the rhetoric of decision makers and the practice in the field are wide apart. The many challenges for development set by the EU are reasonably well implemented in basic and vocational training, even in higher education the harmonization of degrees and numbers of participation have proceeded towards the aims. In adult education on the other hand, the rather low target numbers have not been reached, and participation in education is cumulative like in the use of alcohol: 20 percent of the adults use 80 percent of the provision.

Vocational adult education seems therefore to have quite a rosy future, and its importance in society is growing. Yet the main reason why I have used the most part of my life in increasing the possibilities for adult learning is that education at its best truly has a great impact on a single individual’s life. This is confirmed by the stories of a few adult learners in this issue. Education does have its role in helping people continue in working life, inspiring them and even helping them see meaning in their lives. If we for example can use a sabbatical year for our own development and learning in the middle of our 40-year working period, it might make a significant difference.

One of the paradoxes in adult education is that we do have a lot of knowledge both on people’s learning and organisational development, but this knowledge is not used well enough in practice. In this issue we have a few good examples of existing knowledge. We see both of them as good examples of the usefulness of research.

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It is time for thanks. I have been editor-in-chief for LLinE ever since its beginning. It is time to make way for new thoughts and courses of action. I extend my warmest thanks to the international editorial board who have given plenty of time and their professional skills and contacts to our use. Antti Kauppi has been a close partner in the work from the very beginning. The greatest thanks I extend to Eeva Siirala who has been responsible for the practical work in the journal. Her editorial skills, wide international contacts and commitment to the work have made it possible that an issue of quality has appeared four times a year, always on time. The support of the Finnish Ministry of Education in its turn has made possible the high quality of the design.

Professor Kauko Hämäläinen, Editor-of-Chief, LLinE
Director of Palmenia Centre for Continuing Education, University of Helsinki