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УДК 37
Т.Н. ЕФРЕМЦЕВА.
КАЧЕСТВО ОБУЧЕНИЯ НА ПРОТЯЖЕНИИ
ВСЕЙ ЖИЗНИ
Анализируется понятие «обучение на протяжении всей жизни» в контексте современных подходов в мире. Сложные и взаимосвязанные проблемы, с которыши мы1 сталкиваемся сегодня, не могут быть решены отдельными дисциплинами или в рамках изолированные секторов: они требуют целостного подхода, достигаемого путем выхода за обычные дисциплинарные границыг. Ключевые понятия, связанные с обучением на протяжении всей жизни, следующие: личная ответственность людей за необходимость и содержание обучения; обучение, основанное на критическом мышлении; учителя являются наставниками в обучении на протяжении всей жизни, а не распространителями знаний и информации; целью оценки должно быть поощрение обучающихся к саморазвитию и помощь в этом процессе, а не их классификация в соответствии со стандартами; обучение рассматривается как неотъемлемая часть развития личности. Выявлены противоречия, мешающие развитию непрерывного обучения на разныгх этапах. Среди них: необходимость внедрения инновационных целей в практику обучения и отсутствие заложенного в систему управления образовательными организациями плана непрерывного совершенствования академического и личностного развития преподавателей и студентов; декларирование общих и профессиональных компетенций в государственных образовательных стандартах страны и отсутствие национальной системы оценивания, соответствующей международным стандартам профессионального образования; провозглашение новых целей непрерывного образования в глобальном масштабе и отсутствие системы мотивации потенциальных обучающихся разного возраста и др.
Содержание термина «качество» в российской школе профессионального образования имеет двухкомпонентный аспект, подразумевающий соответствие стандартам или техническим условиям и выполнение требований заказчика. Обучение на протяжении всей жизни привлекает все большее внимание в контексте одной из целей устойчивого развития ООН - обеспечения качественного образования. Качество обучения на протяжении всей жизни рассматривается как комплексная концепция, основанная на модели совершенства Европейского фонда управления качеством. Данная модель, основанная на простой логике трех составляющих (направление - исполнение - результаты^, обеспечивает план развития культуры совершенствования и инноваций любой организации, в том числе и образовательной. Особый акцент сделан на наборе ключевых компетенций, формируемых в процессе непрерывного обучения в соответствии с целями устойчивого развития, а также запросами всех заинтересованных в обучении сторон. Необходимо лучше подготовить людей к меняющемуся рынку труда и активной гражданской позиции в более разнообразных, мобильных, цифровых и глобальных пространствах, а также развивать обучение на всех этапах жизни. Согласно подходу обучения на протяжении всей жизни, человек, как правило, должен обладать навыками общения как на родном, так и на иностранном языке, эффективно использовать современные технологии, быть открытым для обучения, быть социальным, активным, предприимчивым, должен иметь культурную осведомленность и компетентность в самовыражении. Жизненный цикл профессий сокращается, таким
© Ефремцева Т.Н., 2022
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образом, более значимым видится не прогнозирование конкретных профессий, а формирование набора навыков, овладев которыми, работники смогут закрепиться в той или иной деятельности, будучи готовыми к последующей переподготовке. Интеграция ключевых компетенций в программу преподавания и обучения потребует некоторых изменений в подходах к оцениванию. Поскольку учащиеся с большей вероятностью будут находиться в центре своего обучения, следовательно, они должны более активно участвовать в оценке, т.е. должна быть создана новая культура оценки. На основе компетентностного подхода и обобщения некоторых ключевых инструментов для оценки качества результатов, получаемых учащимися, автором разработаны практические инструменты оценки сформированности компетенций. Так, например, компетенция «грамотность» может оцениваться через публичные выступления, интервьюирование, ведение переговоров, презентацию темы, деловое письмо (резюме, тематические письма, портфолио и т.д.), рассуждения по профессиональным вопросам в устной и письменной речи. Математическую компетентность и компетенцию в науке, технологиях и инженерии планируется оценивать через проектные работы в выбранных областях, SWOT-анализ сложных задач, тематические исследования в профессиональной сфере, прогнозирование изменений в бизнесе. Предпринимательская компетенция подразумевает понимание студентами основ предпринимательства, участие в предпринимательских проектах (start-up), практику творчества, критического мышления и принятия решений в тематических исследованиях и имитацию реальных деловых ситуаций.
Автором даны рекомендации образовательным организациям по продвижению принципов обучения на протяжении всей жизни. Среди них: формирование организационной стратегии, доступной для всех, для полного раскрытия человеческого потенциала каждого студента, преподавателя или сотрудника; разработка учебных планов и программ с целью помочь большему количеству людей развить необходимые компетенции, чтобы они могли управлять изменениями в своей жизни; создание вариантов качества для более гибких и ускоренных моделей обучения и аттестации, которые соответствуют потребностям учащихся и требованиям работодателя и поддерживают обучение на протяжении всей трудовой жизни человека.
Ключевые слова: обучение на протяжении всей жизни, качество, компетенции, оценка качества.
The article analyses the concept of "lifelong learning" in the context of modern approaches in the world. The contradictions that hinder the development of lifelong learning at different stages are revealed. The quality of lifelong learning is viewed as a complex concept based on the European Foundation for Quality Management Excellence Model. Particular emphasis is placed on a set of key competencies formed in the process of lifelong learning, in accordance with the goals of sustainable development, as well as the requests of all parties interested in training. Practical tools for assessing the formation of competencies have been developed and recommendations have been given to educational organizations to promote the principles of lifelong learning.
Keywords: lifelong learning, quality, competencies, quality assessment.
1. Introduction
The idea of lifelong learning became a central theme at the end of 1970th. It became the organizing principle for policies in education and the formation
of learning society that help people to continue learning throughout their life. Lifelong learning presupposes "the acquisition of knowledge, skills and values throughout life, a continuous process of learning to know, to do, to live
together and to be as the 'four pillars' of education" [15].
According to the World Economic Forum (2019), approximately 65 per cent of today's children will work in jobs not existing yet, jobs that will require a new suite of technical and soft skills. Rapid advancements in technology are largely responsible for this shifting landscape [21].
The concept of lifelong learning is nothing new. Lifelong learning is widely recognized as a powerful tool for developing more sustainable societies, economies and living environments. Addressing the challenges of the 21st century and shaping a sustainable future, calls for adopting the concept of lifelong learning in its entirety and valuing it as a human right. This requires societies to rethink learning and education as truly lifelong and life-wide, accessible to all people.
The complex and interlinked challenges we face today cannot be solved by single disciplines or within particular sectors: they require a holistic approach, achieved by venturing beyond the usual disciplinary boundaries. Moreover, addressing learning-related issues beyond the field of education can help to raise awareness of the relevance of lifelong learning in different sectors.
The key notions of lifelong learning are as follows: person's ownership of the need for learning, critical thinking, teachers as mentors for lifelong learning, the main goal of "assessment is to encourage students for self-development and learning is regarded as an enjoyable and essential part of the person" [3, 10].
Lifelong learning concept of 21th century witnesses contradictions between:
• great demand to send future long-term values to learning and weak
contacts between educational institutions, community, industries and the society;
• necessity to implement innovative goals into practice of learning and absence of a long lasting improvement plan for vocational and personal development of teachers and students introduced into the management system of the educational institution;
• declaration of general and professional competences in the State Educational Standards of the country and absence of the national evaluation system matching the international standards of vocational education;
• steady growth of lifelong learning on a global scale in recent decades and the lack of proper attention to the system for assessing the quality of lifelong learning internationally;
• rapid development of IT and communication technologies in economy and business and insufficient penetration of them in the field of lifelong learning;
• development of international quality standards for vocational education within international organizations and the inconsistency of methods and criteria for its assessment at national levels;
• development of key competencies the learners should master in lifelong learning and the lack of flexible system for assessing the quality of the formation of these competencies;
• increasing requirements for the quality of lifelong learning in modern conditions and the poorly developed system of continuing professional education, advanced training and retraining of teachers, mentors, coaches and tutors;
• declaration of new goals in lifelong learning globally and absence of the
system of motivation for potential learners of different aging; • long history of lifelong learning existence on the world educational market and scarce successful practices to share for the countries starting lifelong learning [22].
Skills and knowledge together comprise a nation's human capital on which the economy and society depend. For employers, they are critical for productivity and, for the individual, a significant determinant of their financial and life wellbeing.
The goals of this research are to estimate the horizons of issues that the lifelong learning face around the world; to study the documents regulating lifelong learning globally and by regions; to single out the key competences the learners need to master on each stage of studying; to develop the tools to assess the quality of lifelong learning; to formulate the recommendations to the educational institutions on promoting the principles of lifelong learning locally.
2. Material and methods
Methods of the research are as follows: analytic review of literature, research sources and documents analysis and synthesis.
Lifelong learning is a form of education initiated by an individual and focused on his development. Longworth N. and Keith D. consider it's "the development of human potential through a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills, and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and
enjoyment in all roles, circumstances, and environments" [12].
There are widely differing conceptual views of quality in use. However, L. Harvey and D. Green consider these can be grouped into five discrete but interrelated ways of thinking about quality. Quality can be viewed as exception (that is something special), as perfection (doing things exclusively), as fitness for purpose (its functionality), as value for money (assessed against the standards) and as transformative (change of form) [6].
According to the Russian school of vocational education (V. Kalney and S. Shishov) "quality as a relative concept has two aspects: 1. compliance with standards or specifications; 2. compliance with customer requests" [8].
To address an urgent gap in our understanding of the determinants of quality education, we put forward a framework that can help us understand policy making in the education sector. The framework in figure 1 serves as an overarching guide to policy making.
By a 'framework' E.Vegas and J.Petrow meant a set of guiding ideas, principles, or philosophy on which we could build approaches which promote excellence andimprovement and which would help us avoid actions which would inhibit this [20].
We put the learner at the center of the system. And it analyses the many and complex roles that educators must fill if they are to facilitate, support, and guide learners and evaluate and assess their achievements effectively.
There are many different stakeholders with an interest in the post-compulsory education system,with different, and sometimes divergent, needs and wants. The main stakeholders and some of whatthey want are illustrated in figure 2. [14].
Fig. 1. Traditional Quality Framework
Fig. 2. What do stakeholders want
Terminology must be explained as follows:
• the word 'learner' to cover the terms student, participant, trainee, etc;
• the word 'educator' to cover the roles of all people who support learners: lecturers, teachers, instructors, community learning and development practitioners, technicians, guidance staff, support staff, managers, etc;
• the word 'provider' to cover any organisation: companies, educational establishments, voluntary organisations, local authorities, etc delivering education or training; and
• for simplicity, the word 'teaching' is sometimes used in this report to refer to the full range of activities of educators.
Another way of illustrating different stakeholders' perspectives is summarised below:
The meritocratic view - Conformity to professional and scholarly norms
The social view - Satisfying the needs of important groups in society
The individualist view - Contributing to the personal growth of learners [14].
The sustainable development goals (SDGs) adopted by the UN member states in 2015, set out an agenda for global transformation. Lifelong learning has received increasing attention in the context of the SDGs, that have the leading position in SDG4 on 'Quality Education'. It has been defined as "to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" [19].
It is envisaged as a way to enhance skill sets and boost the economy, but also build global citizenship and peace. The Delors Report asserts that lifelong learning should contribute to social cohesion and democracy claiming that 'in the 21st
century "everyone will need to exercise greater independence and judgement combined with a stronger sense of personal responsibility for the attainment of common goals" [4].
The European Foundation for Quality Management (EFQM) Excellence Model is a globally recognised management framework that supports organisations in managing change and improving performance.
Trusted by thousands of organisations worldwide for more than three decades, the EFQM Model in figure 3 not only remains relevant but continues to set the management agenda for any organisation wanting a long term, sustainable future [16].
The EFQM Model structure is based on the powerful logic of asking three questions:
"Why" does this organisation exist? What is the purpose of its Strategy... DIRECTION
"How" does it intend to deliver on its Purpose and its Strategy.. EXECUTION "What" has it actually achieved to date and intend to achieve tomorrow. RESULTS
Since its inception, the EFQM Model has provided a blueprint for organisations across and beyond Europe to develop a culture of improvement and innovation. It helps define the purpose of any organisation. The EFQM Model places an unparalleled emphasis on the importance of purpose, vision and agile strategies to organisations if they are to create sustainable value.
The EFQM Model is an innovative culture creator, valuing core quality beliefs and shared goals at the heart of organisations whilst allowing them to remain connected and committed to their vision.
Fig. 3. "The European Foundation for Quality Management (EFQM) Excellence Model" [16]
The EFQM Model advocates a 'leaders at every level' approach to ensure strong decision-making, collaboration and teamwork in every team and every project.
The EFQM Model provides organisational analysis and insight to lead a safe path to progress and transformation. It has been designed from years of experience in changing markets to understand the benefits of organisational analysis, future forecasting
and predictive intelligence in driving true transformation [16, 9].
Table 1 shows that there is a consensus concerning the basic skills that the lifelong learning approach involves. According to it, "an individual generally should have communication skills in both native and foreign languages, use technology effectively, be open to learn, be social, be active, be entrepreneurial and should have cultural awareness" [9].
Table 1
An Outline of the Eight Key Competences for Lifelong Learning (according to "Key Competences for Lifelong Learning in the European Schools" [9])
Literacy competence is the ability to identify, understand and interpret concepts, feelings
and facts in oral and written form, using visual and digital materials._
Multilingual competence is the ability to use languages effectively for communication. Mathematical competence and competence in science, technology and engineering
implies the ability to develop and apply mathematical thinking to solve problems in
everyday life and caused by human activity._
Digital competence is the responsive use of digital technologies for learning, work and life.
End of table 1
Personal, social and learning to learn competence is the ability to reflect upon yourself, effectively manage time, information, work with others in a constructive way, manage your
own learning and career._
Civic competence is the ability to act as responsible citizens._
Entrepreneurship competence is the capacity to act upon opportunities and ideas, and to
transform them into values for others._
Cultural awareness and expression competence is understanding how ideas are creatively expressed and communicated in different cultures._
The inclusion of these competences into the curriculum and into teaching/learning will generate strong changes in assessment. As students are to be at the core of their learning, so they need to be better involved in the assessment process as well.
3. Results and discussion
The assessment policy should correlate to the Key Competences for Lifelong Learning. The tools for assessment in different levels of learning point to a "new culture of assessment" being established. Future developments in assessment should provide new opportunities for the assessment of the leading competences, particularly in the sphere of project-work, digital competence and entrepreneurial learning.
Competences shouldn't be developed by teaching the students need to experience them. If we want to change student learning then we should change the methods of assessment. The purposes of assessment, by the competent opinion of Brown G. G., et al., can be defined as:
• "to measure achievement (summative assessment);
• to engender learning (formative assessment);
• to develop graduate attributes which enable students to employ learning in future life settings (lifelong learning)" [1].
If assessment is to prepare students for the realities of being a professional in a
"technology-mediated, information-rich, and increasinglycollaborative workplace", then new forms of assessment, created by Lombardi M., are required. They should "encourage engagement with complex problems, including those drawn from real life, and those that enable the type of deep thinking and problem solving the students will need to demonstrate throughout their professional lives [11].
Quality assessment of the results of lifelong learning in different types of educational institutions and for various segments of learners is a rather ambitious and complex goal. There can't be one recipe for all as there're diversified aims with every individual regardless his age, sex, background, motivation, and plans for the future life.
We used a competence-based approach trying to sum up some key tools to assess the quality of outcomes the learners gain in table 2.
As learning becomes a more continuous and lifelong journey for more and more people in the knowledge, competence and skill society, universities should strive to become their preferred guide and companion.
The life cycle of professions is shrinking. In this situation, it seems more meaningful not to predict specific professions, but to form a set of skills, having mastered which, employees will be able to gain a foothold in one or another activity of the future, being ready for subsequent retraining.
Table 2
Quality Assessment of Lifelong Learning
Key Competences for Lifelong Learning Tools of quality assessment
Literacy competence Public speaking, Interviewing, Negotiating, Presentation of a theme, Business writing (CV, business letters, portfolio, and etc.), Speculations in speaking and writing
Multilingual competence Taking International Exams in foreign languages (on CEFR Levels), International conferences and events, Subject courses in a foreign language, Studying abroad, Communicating internationally
Mathematical competence and competence in science, technology and engineering Project work in selected areas, SWOT-analysis of complex tasks, case studies in vocational sphere, anticipating business changes
Digital competence Mastering digital language, information technologies and programmes, Interacting in the digital environment locally and internationally
Personal, social and learning to learn competence Self-improvement, Individual career path creating, Self-study, Personal portfolio, Time-management, Personal qualities training
Civic competence Practicing responsibility participating in institutional, national and international projects, being included in the Sustainable Development locally, Understanding the SDGoals globally
Entrepreneurship competence Understanding the basics of Entrepreneurship, participating in the entrepreneurial projects, practicing creativity, critical thinking and decision-making in case studies and simulations of real life business situations
Cultural awareness and expression competence Understanding the models and principals of intercultural communication, working and acting internationally
Yefremtseva, T. (the author)
Here is an example of the transferable skills required for tourism graduates, offered by Iwonna Dubicka. She places IT skills, leadership and research skills at the top of the pyramid in figure 4, while problem solving, communication skills, presentations and teamwork are at the center. But at the core, the author sees the ability to work in a limited time frame, entrepreneurial skills and language skills [5].
If we carefully analyze all the levels of the presented pyramid, we can understand that the skills are completely universal, suitable
for any professional field in which graduates of a particular college or university will work, or the learners will master their competences. Equally, this set of skills and competencies meets the requirements for advanced training or retraining of modern school teachers and university professors. There is an urgent need to create a favorable environment for pedagogical and methodological research on how to determine the professional and intellectual potential of a teacher and his readiness for continuous professional development.
Fig. 4. Transferable skills
By the competent opinion of Bryce J. et al. "schools should be organized to provide students with social skills, learning skills and life skills. To achieve this, a skill-based curriculum and supportive educational programs should be prepared as well". Teachers should be trained in the way capable to develop learner's potential, parent-teacher associations should be in focus, and there should be continuous ties between teachers, universities, industries and the society [2].
The World Economic Forum 2020 proclaimed the slogan: "SKILLS as the currency in the labor market", thus identifying the main players on the vocational education scene. Over the past decade, institutions of higher and secondary vocational education have clearly lost their positions, having deepened into the race for compliance with the Federal State Educational Standards today for the fourth generation of standards. At the same time, large companies, holdings, manufacturing corporations have become more active, creating internal training systems for their employees, honing the skills of "instilling the necessary skills" through
trainings, team-building, professional skill contests, quests, festivals, etc. [18].
Moscow School of Management (Skolkovo) in their new report "Skills for the Future. How to thrive in the complex new world" note the manufacturing trend of uniting production and the services sector (what the OECD called manu-services) and creating a common product experience. In the face of increasing digitalization and automation they formulated the Basic skills of the 21st century: attention management, concentration and awareness; emotional intelligence; digital literacy; creativity; ecological mindset; cross-cultural skills; self-study skills. New jobs will emerge in most economy sectors where "a personalized approach is required to create a product or a service, where tasks are related to higher cognitive levels (the ability to analyze, synthesize, make independent judgments, and create new things) or require emotional involvement" [13].
Quality education and training, as well as informal and non-formal learning, equip students with the qualifications and skills needed for their future participation in
the society and labour market. To ensure equal opportunities, the Erasmus+ EU Programme in "the fields of education, training, youth and sport for the period 2021-2027 was adopted to reach out more and better to people of different ages and from diverse cultural, social and economic backgrounds" [17].
As educators, a common challenge we face is how to design assessment practices and processes that encourage students to develop a deeper approach to their learning. To achieve this, changes are required in both the educator and the student. As educators we can enable our students to develop lifelong learning skills through assessment; but students must also contribute to their own learning if they are to become lifelong learners capable of judging their own actions.
Lifelong learning skills at educational institutions could be developed faster by paying attention to the following "four points:
1. Use of different educational strategies;
2. Planning, application and evaluation of education;
3. Feedbacks should be meaningful and motivating;
4. Applicability outside the classroom enables students to test their own skills and knowledge" [7].
4. Conclusions
The rapid advances in technology, globalization and longevity should be met with an adaptable and flexible community. Lifelong learning will be instrumental in preparing for these changes and in cultivating a future-ready society that positively shifts the future of education, health and well-being.
Summing up the issues of the quality of lifelong learning and the tools for
assessing the competencies being formed, it is necessary to conclude that only by creating a coherent system of lifelong education at the national, regional and local/institutional levels, the quality of education will come to the forefront.
According to the analysis of research presented in this paper the following Recommendations are formulated to be relevant for policy-makers and practitioners, organising llifelong learning:
Organizational strategy, available to everyone, for developing the full human potential of each learner, student or members of the staff;
Design of programmes and providing learners support to help more people complete necessary coursework, programs, and credentials to connect to employment and advance in their careers;
Curriculum development based on the enhancement of personal skills and values to improve knowledge, and to give students chance to manage changes throughout their lives;
Quality options for more flexible and accelerated models of learning and credentialing that align with student needs and job requirements and support learning throughout a person's working life;
Technology usage, such as online delivery of theory-based lessons in e-apprenticeship models, and digital tools to track learning can be used to reduce the costs, enhance access, and improve the quality of work-based learning experiences. ICT can also be used to deliver micro-learning that is relevant to learners' immediate needs in the informal sector;
Recognition of prior learning to track and verify learning taking place on
the work place, during the study or apprenticeship and on in their career;
Teacher training to use ICT for learning demands a paradigm shift in teaching needs.
The demand for lifelong learning will continue to shape educational reform towards continual, intermittent and
informal learning for all age groups. With impending changes to the employment landscape and a trend for more nonlinear career pathways, educational institutions, businesses and individuals need to take a proactive approach towards becoming effective lifelong learners.
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