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CONTEMPORARY CHALLENGES OF BUILDING COMPETENCES THROUGH LIFELONG LEARNING IN MOUNTAIN REGIONS
© Terziev V.K.*, Arabska E.*
Vasil Levski National Military University, Bulgaria, Veliko Tarnovo University of Agribusiness and Rural Development, Bulgaria, Plovdiv
The paper examines life-long strategies in international and national scope and opportunities to adopt their priorities in regional strategies for improving
* Prof. D.Sc Ph.D Dipl. Eng. Vasil Levski National Military University.
* Assist. Prof. University of Agribusiness and Rural Development.
level and access to vocational training and qualifications in mountain regions in the Republic of Bulgaria. The educational and training system in the country is discussed: its advantages that could be used for providing training in mountain regions and its limitations that should be overcome. Recommendations are given for development of a national conceptual framework of vocational training targeted specifically at the population of mountain regions and facilitating access and quality of trainings that should be provided, as well as particular fields of study that would contribute to mountain regions' development through knowledge-based economy and smart specialization.
Key words: lifelong learning, learning outcomes, competence-based training, student-oriented training, vocational training.
Introduction
Among the main challenges before the humanity in the 21st century are educational and capacity building problems interlinked to globalization processes and information society development imposing the permanent existence of an educational environment and learning skills in times when information is rendered along with the general resources of well-being and sustainable development of future generations. Thus, it is not any more important to know all but to have skills to obtain information and deal with it. That is a big challenge to society and educational systems shifting to assurance of continuity in learning and building learning capacities, i.e. accenting abilities of self-learning. The fast development of science and technology in last few decades poses tremendous challenges before individuals and societies in keeping «up-to-date» which is now underpinned in the significance of learning experiences and acquired learning skills. The «school-long learning» is now replaced by the life-long learning concept (Demi-rel, 2009). Continuing education considers individual, community and country economy and leads to personal development and abilities to understand, explain and process information (Laal et al., 2014). Concerning citizenship, social cohesion and lifelong learning issues, education and training are priorities in many international and national policies because these are «providers of security culture necessary for optimal management of the risks faced by modern society» (Bostan, 2014). Lifelong learning implies encouragement of acquisition of essential knowledge and skills and expanding the opportunities of flexible and new learning (Oztaskin, 2010). Its purposes of encouragement all the parties to novelties are united in the main goal of increasing efficiency and motivation.
Lifelong learning («education from cradle to grave») is a holistic approach having as main targets «generalizing the pre-school education both in quantity and quality, constituting a real learning basis in compulsory education, facilitating progression from school to business life, encouraging adults to learn, renewing the resources of the system and establishing consistency between the parts of the system» (Demirel, 2009). Lifelong learning comprises all phases of learning, from
pre-school to post-retirement, and covers the whole spectrum of formal, non-formal and informal learning which means that learning is a diverse process adapted to the individuals and occuring at all times in all places providing not only individual needs «in order to foster the continuous development and improvement of the knowledge and skills needed for employment and personal fulfillment» but also community ones (Laam, 2011c). Lifelong learning is defined as «lifelong, lifewi-de, voluntary and self-motivated pursuit of knowledge for either personal of professional reasons» enhancing social inclusion, active citizenship and personal development, competitiveness and employability (Coúkun and Demirel, 2010). Lifelong learning as «deliberate, focused learning throughour a person's lifetime» is connected to student-centered learning approaches (Coúkun and Demirel, 2010).
Current paper provides evidence that lifelong learning could assure needed change in mountain regions development regarding knowledge and skills through a self-directed learning process assuring self-organization and solution of the most topical problems concerning low economic development, lack of managerial and marketing skills, and thus contributing to more general points of improvement of living conditions, food security, social security and gaining independence of outer support. That will be a specific contribution to the strategic goals of increase in educational level and employment rates, promotion of research and development, reducing poverty and uneven development of urban and rural areas.
Data and Methods
The paper makes a review of the concept of lifelong learning and sets out the main points in the continuing education and training activities. The educational system of the Republic of Bulgaria is analyzed and conclusions and recommendations are made regarding building competencies in mountain regions through lifelong learning approaches.
Research Findings
Globalization and development of information society in contemporary world put a number of challenges before national educational systems fostered by the uneven regional development and unfair conditions for some areas which stay isolated and marginalized lacking competitive advantages of value-added and knowledge-intensive products and services requiring skills of high level. Lifelong learning concept is the alternative for capacity building in mountain regions offering new approaches and needing huge transformations in both educational systems and human minds, especially in educational institutions and local communities. The concept could be put into practice through new policies and strategies implementing flexible framworks, innovative pedagogical approaches, new forms of assessments and institutional collaboration (Chimba, 2012).
Lifelong learning means «continuous development and improvement of the knowledge and skills needed for employment and personal fulfillment through
formal and informal learning opportunities» based on the four pillars of education for the future (Table 1) encouraging «creativity, initiative and responsiveness in people thereby enabling them to show adaptability in post-industrial society through enhancing skills to: manage uncertainty; communicate across and within cultures, sub-cultures, families and communities; negotiate conflicts. The emphasis is on learning to learn and the ability to keep learning for a lifetime» - learning to know, to do, to live together and with the others and learning to be (Chi^iba, 2012).
Table 1
Various forms of learning (Laam, 2011c)
Formal learning Non-formal Informal learning
consists of learning that occurs within an organized and structured context (formal education, incompany training), and that is designed as learning may lead to formal recognition (diploma, certificate) an intentionally planned learning activity learning consists of learning embedded in planned activities that are not explicitly designated as learning, but which contain an important learning element such as vocational skills acquired at the workplace forms by intentionally planned activities defined as learning resulting from daily life activities related to family, work or leisure often referred to as experiential learning and can, to a degree, be understood as accidental learning non-intentional with no planning
Among the many challenges for lifelong learning in contemporary societies along with the most general ones as financial, demographic, technological, social, environmental and democratic, the following could be mentioned: «better bridging among levels and learning settings; considering the need to maintain skills throughout life; considering financial issues to bring the discourse more decisively into policy discussion, and exploring the social dimension of learning» (Laal and Laal, 2012a). What is important for learners are learning how to learn and the ability to organize and direct their own learning skills. The results are presented by learning outcomes as knowledge, skills and competences (Fig. 1).
Input
Basic knowledge
Process
Output
Methods and approaches
Fig. 1. The new educational paradigm of competence-based learning
The necessary skills to «understand, interpret and process different information» impose the recognition of all forms of learning among which continuing education «benefits individuals, communities and the country's economy» providing needed knowledge, skills, values, attitudes and undertsndings, making communities more productive and strengthening the economy (Laal and Salamati, 2012).
Table 2
Lifelong learning in different age periods (Laam, 2011c)
Age 0-5 years Learning provides a foundation for future learning habits and talents The age period with the highest amount of informal learning
Age 6-24 years Learning primarily takes place in educational institutions - from primary and secondary to tertiary levels Family life, social organizations, religious institutions, and mass media have a role in learning during this time
Age 25-60 years Learning informally through the use of instructional media, mostly from occupations, work-places, colleagues, touring, mass media, information technologies, environment and nature Learning from experiences and problem solving Need of continuous development of intellect, capability and integrity
Age 60+ years Learning from activities suitable to age e.g. art, music, sports for the elderly, handicrafts and social work Voluntary work in community organizations, clubs and associations
Lifelong learning's advantages are considered in regard to adults' training opportunities and social unclusion contributing to the adaptation processes and quality of life. Discussing the most important impacts of lifelong learning on quality of life (Escuder-Mollon, 2012) the following should have special attention: positive thinking, learning, memory and concentration, interpersonal relations, personal development (achievement and status in education, cognitive, social and practical personal competence, and performance - success, achievement, productivity), and self-detremination (independence, desires, expectations, choices, preferences). It is important to set in the proper way the training in respect to learning content, leaning environment, pedagogical approaches, etc. assuring active learning.
In comparison to traiditional learning, e-learning provides certain advantages as «reduced time for getting in touch with the source of learning, flexibility of learning schedule which lacks the classic on campus classes, less costs for the participant due to the fact that the study does not involve travelling, accommodation» (Pamfilie et al., 2012). E-learning could be an effective and efficient alternative for continuous learning if virtual platforms have proper design and content according to congnitive and cultural characteristics of target learners (Pamfilie et al., 2012). Thus, e-learning could provide the needed flexibility and accessibility for population in mountain regions if relevant basic knowledge and skills, as well as wish, are available, especially considering different people of different ages and understandings.
Discussing «emergencies in lifelong learning», it is stated that early drop-out of formal education endangering economic and social security could find possible solutions in «continuing education, reflections and practices on local, national, regional and global scale» supported by the flagship initiatives of Europe 2020 Strategy within employment, social affairs and inclusion field (Bostan, 2014).
In the context of lifelong learning, the importance of career education has new dimensions bearing in mind that social integration is an active and lifelong
process outlining the major purpose of education as preparation for life, thus changing the vision of educational content and imposing the need of considerations in the field of career planning (Dandara, 2014).
Barriers to lifelong learning could be economic, personal, social, foundation-al, technological, access, and motivational inextricably linked to one another (Laam, 2011).
The elements needed to develop lifelong learning in a society are identified as follows: partnership working, insight into the demand for learning in the knowledge-based society, adequate resourcing, facilitating access to learning opportunities, creating a learning culture, and striving for excellence (Laal and Laal, 2012b). Eight key teachers' competencies necessary for lifelong learning are outlined and explained: cognitive skills, self-esteem, problem solving, and application of modern ICT, information, mathematical and language literacy, and ability of empirical research (Jovanova-Mitkovska and Hristovska, 2011).
In the European Union, lifelong learning became the central part of educational policies in the context of struggles for a knowledge-based society and the importance of developing more competitive lifelong learning strategies in national educational systems will be more and more essential for a successful governmental policy (Lazar and Lazar, 2012).
One of the four strategic objectives for the ET 2020 framework is making lifelong learning and mobility a reality and one of the major issues in putting it into practice is the educational system of each country which «is not yet prepared to develop lifelong learning competences» (Canter and Brumar, 2011).
It is very important to think about educational policies «able to increase beneficial effects both for individuals and for societies, to solve and avoid from cultural, social and economic disadvantages and to give a significant contribution to cooperating and social cohesion and stability» (Aleandri and Girotti, 2012).
Lifelong learning is expected to «deliver competence development and labor market-related qualifications within and outside enterprises as part of human resource development to sustain economic growth» and «to contribute to the maintenance of democratic values and institutions, and to societal and personal development, as well as reducing development gaps between rural and urban areas» (Stanef et al., 2012). Adaptation of lifelong learning approaches in national educational systems has important implications recognizing education in all forms. The relevant frameworks (legislative, governance, financial, institutional, learning, informational, qualifications and regulatory) should be created in national policy development in order to engage different communities in learning, as well as collateral policies in related areas as «employment, welfare, rural development and poverty reduction and monitoring and evaluation of policy impact across many ministries and agencies in order to reduce development gaps between rural and urban areas» (Stanef et al., 2012).
Examining schools in rural areas it is underlined that regarding socialization the small size of schools and community facilitates «the generation of a friendly,
small-scale environment that helps pupils develop good relationships among themselves» (Stanef et al., 2012). In addition, rural schools could provide a wide range of benefits for local community in many ways as: involvement of rural schools in training programs for the local population; introduction of new technologies into the area and undertaking of initiatives that help in the cooperation with local community in educational projects that aim to promote local cultural production, local art, entrepreneurship and active citizenship; promotion and dispersion of new ideas beyond stereotypes, concerning multicultural societies, environment, gender equality etc.; participation in cultural activities (Stanef et al., 2012).
National strategy for lifelong learning 2014-2020 sets out the strategic framework of the state policy in education and training during the next program period according to the global goals put on the European level for smart, inclusive and sustainable growth as a response to all emerging challenges in regards to the social inclusion and economic growth. It accepts the definition of lifelong learning, as used in the EC Memorandum on lifelong learning (2000): «all purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills and competence», and covers all forms of education, training and learning outlining content, forms, environment and interactions among all the parties: learners; training providwers; employers, trade organizations, labor unions, civil society organizations; regions, municipalities and local communities; governmental bodies as ministries and agencies, etc. according to the new scope of learning in conditions of quality assuranace, transparency and comparability (Table 3).
Strategic priorities are set as follows:
- A step forward to a new educational approach and innovations in education and training;
- Increasing the quality of education and training;
- Ensuring the educational environment for equal access to lifelong learning and for active social inclusion and active citizen participation;
- Promoting education and training aligned to the needs of the economy and changes on the labour market;
Impact areas in the National strategy for lifelong learning are:
- Ensuring the conditions for transition to a functioning system for lifelong learning;
- Ensuring the conditions for expanding the scope and enhancing the quality of preschool education and training;
- Applying a comprehensive approach to enhancing the educational achievements and reducing the share of early school leavers;
- Enhancing the quality of school education and training towards attainment of the key competences, improving the learners' achievements and personality development;
- Increasing the attractiveness and improving the quality of vocational education and training to ensure employment and competitiveness;
- Modernizing the higher education;
- Development of opportunities for non-formal and informal learning for personal and professional progress. New opportunities for good quality of life following the working career's end;
- Coordinating the interaction among stakeholders in the implementation of the lifelong learning policy.
Table 3
Principles in the implementation of the National strategy for lifelong learning 2014-2020
Principle Short description
Quality transforming lifelong learning into a factor for the success and competitiveness of the citizenry, the institutions, and organizations by providing the conditions to achieve higher educational objectives
Equality and diversity ensuring equal opportunities for all individual and collective stakeholders to exercise their rights and duties arising from their participation in various and multiple forms of lifelong learning, which take place in diverse socio-economic contexts
Decentralization transfer of powers and resources from central government bodies and public institutions to the regional administrations, the municipalities, the setups of social partners, the non-governmental organizations, etc., and also to associations of training providers in order to ensure the access to lifelong learning activities for various target groups and specific participants
Cooperation conduct of consultation processes at various levels, proactive dialogue and allocation of the rights, duties, and risks among all stakeholders in order to achieve the strategic objectives and priorities of the lifelong learning policy through implementation of the specific measures scheduled for the impact areas
Measurability enhancement of the opportunities for monitoring and measuring the education objectives
Flexibility preparedness of the stakeholders to respond, upon occurrence/ascertainment of unforeseen social and socio-economic processes, through expansion of the earmarked objectives and actions.
Lifelong learning is targeted as a guiding principle in the supply of education and training in the national context aiming at assuarance of quality, equality and diversity, decentralization, cooperation, measurability and flexibility. Analyzing the strategy, it should be noticed that small settlements and rural areas are specifically addressed in the strategy which is of particular importance for future mountain regions development. On the other hand, considering education and qualifications' system the conclusion which could be made is that student-centered and competence-based approaches, as well as transdicsiplinary resreach and integrated knowledge, are big challenges to Bulgarian educational system yet (Table 4, 5 and 6).
Table 4
Bulgarian educational system
Levels Types Subjects
Primary Secondary Tertiary Basic Education Specialized Education Vocational Education Vocational Training Obligatory Elective Optional
Table 5
National qualifications framework
Type of Education / Training Where Duration In charge State Educational Requirements Procedures of Changing Subjects in Schools Level of Vocational Qualification NQF Level according to EQF
Preparatory Education Kinder gardens 2 years MES Strict Clumsy - 0
Basic Education Primary Schools Elementary 4 years MES Strict in terms of subjects and contents Clumsy - 1
Secondary Schools Basic 3 years MES NAVET Opportunity for LVQ I 2
Secondary Education Secondary Schools Basic MES Strict in terms of subjects and contents Clumsy - 3
Vocational Education NAVET LPVET Not so strict Facilitated II 3
III 4
Tertiary Education Higher education institutions Bachelor - 3 years 180 ECTS - 4 years 240 ECTS Master PhD NEAA NEAA Criteria Institutional and Programs Accreditation Depends on the higher education institution - 6 7 8
Vocational Training Centers for Vocational Training Minimum 360 660 960 hours NAVET Not so strict Based on competencies Non-formulated yet for all professions and specialties Short procedure for changing training curricula and programs I II III
Vocational Colleges 2 years MES - Registration NAVET -SER Not so strict Non-formulated yet for all professions and specialties IV 5
Abbreviations: MES — Ministry of Education and Science; NAVET — National Agency for Vocational Education and Training; NEAA — National Evaluation and Accreditation Agency; SER — State Educational Requirements; NQF—National Qualification Framework; EQF — European Qualification Framework; LPVET — List of Professions for Vocational Education and Training in the Republic of Bulgaria.
Bulgarian educational system is suffering a great extent of conservatism regarding and introduction of new methods and approaches, establishment of flexible learning paths and acceptance of knowledge and skills' validation. Primary and secondary education are strongly regulated by the state requirements and very small changes are possible regarding the specific fields of study. Development of higher education institutions is marked by the enourmous competition on the market for students. The acquisition of specific vocational competences is possible through the system of vocational education and training although there is a list limiting professions and specialities. On the other hand, the mentality of the biggest part of the population focused on the significance of diplomas and not on
learning results and real opportunities for realization on labor market or starting own enterprises is a big barrier in development of vocational training and its recognition as the most valuable tool in career development.
Table 6
State Educational Requirements in Vocational Training
State Educational Requirements Contents State Educational Requirements provide information in respect to:
- Requirements to the entrance level - Description of the profession - Opportunities for continuation of vocational training - Opportunities for realization according to National classification of professions and occupations - Objectives of vocational training - Training Outcomes - knowledge, skills, competences - Requirement to facilities and equipment - Requirements to the trainers - carrier planning - training curricula and programs development - human resources planning and management - human resources training and competences evaluation - developing proposals for changes in the contents of vocational training
Considering the great number of issues impeding successful capacity building in mountain regions, as infrastructural and financial limitations and access, as well as the specific development of some sectors in those regions, as agriculture and tourism, ways of applying the above-discussed opportunities of lifelong learning should be sought, as well as of making education and qualification system of the country more flexible and targeted to the real needs for regional development.
Discussion
In today's economy the economic growth, development and progress of an economy are subject to investment in people, to the increased role of education and lifelong learning and improvinf educational and employment policies (Ionela, 2012). The importance of lifelong learning on the labor market is underlined in the increase of work efficiency because «by participating in lifelong learning individuals adapt more easily to changes in the labour market and better face strong competition from the global economy» and these advantages on individual level are supported by the advantages on organization and even national level «by the fact that well prepared people are always a long-term investment of society, becoming the support of economic growth and development» (Ionela, 2012).
Lifelong learning is in the basis of the reforms on different levels because of its significance for assurance of quality of life and social secutiry, the links to globalization and technological changes and economic opportunities. Contemporary challenges of building competences through lifelong learning in mountain regions are connected to educational technology, policy, levels, programs, relationship to community and local culture and historical development, etc. For establishing a national conceptual framework of vocational training through life-
long learning focusing on capacity building in mountain regions there are some key points thet could be summarized as follows:
- recognition of non-formal and informal learning;
- encouragement of vocational training;
- development of trainers's skills;
- creating culture of learning through increased learning opportunities, improving access and participation, stimulating learning demand;
- inclusion of a broader scope of learners in respect to age, occupation, educational and professional background, etc.;
- partnership approach - collaboration of all stakeholders in planning, implementation, funding, resources allocation, etc.
- communication and coordination;
- developing mechanisms for quality assurance, evaluation and monitoring;
- continuous improvement and renewal of policies and system.
Establishing the right educational policies based on preliminary needs' analyses and providing equal opportunities is part of effective strategies of overcoming unemployment and conributiing to social cohesion and stability. The harmonization of European, national and local strategies is necessary for provision of efficiency, assurance of funding and resources and long-term effects (Table 7).
Mountain regions development could be interlinked to rural regions' development and policies underlying strategies on national and regional levels. Regarding vocational trainings needed specific fields could be determined as integrated knowledge in farming, tourism and management of micro, small and medium-size enterprises.
Table 7
Key issues and there linkages in lifelong learning development
European and national regulatory framework
Strategic partnerships Teaching Learning Administration and support systems Monitoring and control system
Relationships Roles of participants Access Quality assurance
Policies encouraging lifelong learning in disadvantaged regions
Table 8
Mechanisms fostering lifelong learning
Communication and coordination Recognition of skills Employability Quality assurance system
Pedagogical innovation Qualifications framework Flexibility in learning programs
Learning pathways Validation procedures Needs'analyses
Learning outcomes
Participatory approaches
There is a need of measuring whether current education and qualification system answers the needs of inviduals and organizations, as well as how to apply
best lifelong learning in order to assure improvements in qualifications and recognition (Table 8). The outcomes should be measured as quality skills giving competitive advantages to learners and making them adaptable and mobile. However, all the interventions should be carefully analyzed before entering into force according to specific characteristics of some regions and their population in connection to the exisiting culture and understandings. The introduction of the culture of lifelong learning would not be an easy and fast process. Significant efforts in motivation activities should be put and it should embrace all the parties: state through regulatory requierements, policies, strategies and specific support; business - actively participating, determining needs and providing support; educational and training institutions - building capacities and assuring inclusion; potential learners - willing to change.
Conclusions
Mountain regions' development needs a number of capacity building activities and needs a specifically targeted lifelong learning application policy based on the broad participatory approach and using available resources and modern information and communication technology. It should provide implications for solutions of the main problems connected to access, as well as teachers' skills of lifelong learning approaches, especially in curricula development based on enhancement of personal skills, and further evaluation and quality control mechanisms. Networking as a collaborative learning opportunity could provide the needed flexible framework of learning anytime at anyplace concerning individual needs and learning abilities. The creation of a new learning culture is the first necessary prerequisite in motivation activities and making learning more accessible in mountain regions in the country. The application of such a strategy will need support of the institutional system (educational and training instituttions, state, non-governmental and business organizations) and relevant infrastructure on regional level. Development of partnerships should be substantiated by the identification of the needs (both of learners and the labor market) and relevant resources respecting cultural, ethnic and linguistic diversities.
Development of lifelong learning programs for specific target groups in mountain regions is important because of the opportunities they provide for assuring employment, higher quality of life and social inclusion, as well as for economic growth and community development as a whole. Lifelong learning policies are needed because permanent trainings lead to acquisition of valuable skills providing competitive advanatages of individuals on the labor market in conditions of globalization of economic and social life, fast technological changes and increase in the importance of knowledge in economy.
Discussing concrete measures of support in lifelong learning in the country, and in connection to capacity building in mountain regions in particular, some common aims could be identified concerning also the national education and qua-
lification system: improving communication and cooperation between state, educational institutions, business organizations and society, adaptation of training to labor market demand and improving training programs on different levels and types, motivation for lifelong learning and career development. Educational measures should be connected to labor market measures, social and fiscal policies in order to increase employment, labor efficiency and motivation for self-improvement.
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