Where are the Resources for Lifelong Learning? (Education and skills)

Foreword
Table of Contents
	List of Boxes
		Box 1.1. Evaluating the implications of different strategies for implementing lifelong learning
		Box 1.2. Estimating participation gaps: the example of the Netherlands
		Box 2.1. The Study House Initiative in the Netherlands
		Box 2.2. State subsidy system for education in Finland
		Box 2.3. Korean National Open University (KNOU)
		Box 2.4. Forestry Project Initiative in Sweden
		Box 2.5. The Norwegian Network with Information Technology (NITOL Project) in Norway
		Box 2.6. Work Foundations in Austria
		Box 2.7. The Adult Education Initiative in Sweden
		Box 2.8. The Lifelong Learning Foundation in Kameoka, Japan
		Box 2.9. Quality and Study Ease Programme in the Netherlands
		Box 2.10. The Consortium for Innovation in Higher Education in the Netherlands
		Box 2.11. Self-evaluation systems
		Box 3.1. Danish taximeter system
	List of Tables
		Table 1.1. How do countries articulate their lifelong learning goals?
		Table 1.2. Participation gaps in the Netherlands
		Table 1.3. Participation targets in the Netherland
		Table 3.1a. Upper secondary education financing schemes: central government pays
		Table 3.1b. Upper secondary education financing schemes: mixed-level state funding
		Table 3.1c. Upper secondary education financing schemes: mixed state and private funding
		Table 3.1d. Upper secondary education financing schemes: state-subsidised private schools
		Table 3.2a. Higher education financing schemes: government funding with substantial fee contribution
		Table 3.2b. Higher education financing schemes: government funding with no fees
		Table 3.2c. Higher education financing schemes: government funding with low fees
		Table 3.3a. Adult financing schemes: government-funded adult education
		Table 3.3b. Adult financing schemes: private and voluntary sector provision
		Table 3.3c. Adult financing schemes: incentives for individuals to invest in training
		Table 3.3d. Adult financing schemes: incentives to employers
	List of Annexes Tables
		Table A2. 1. Austria – All educational sectors
		Table A2.2. Czech Republic – All educational sectors
		Table A2.3. Finland – All educational sectors (policy targets)
		Table A2.4. Hungary – All educational sectors
		Table A2.5. Japan – All educational sectors
		Table A2.6. Korea – All educational sectors
		Table A2.7. Netherlands – Secondary education
		Table A2.8. Netherlands – Tertiary education
		Table A2.9. Netherlands – Adult education and training
		Table A2.10. Norway – All educational sectors (policy targets)
		Table A2.11. Sweden – All educational sectors (policy targets)
		Table A3.1. Austria – Estimated annual public costs (in ATS)
		Table A3.2. Czech Republic – Estimated annual public costs (in CZK)
		Table A3.3. Finland – Estimated annual costs (in FIM) (and off-setting savings indicated by +)
		Table A3.4a. Hungary – Estimated annual public costs (in HUF)
		Table A3.4b. Hungary – Estimated annual private costs (in HUF)
		Table A3.5. Japan – Estimated annual public costs (in JPY)
		Table A3.6. Korea – Estimated annual public costs (in KRW)
		Table A3.7a. Netherlands – Estimated annual public costs of closing the participation gap in secondary education (in NLG)
		Table A3.7b. Netherlands – Estimated annual public costs of closing the completion gap in upper secondary...
		Table A3.7c. Netherlands – Estimated annual public costs of closing the enrolments gaps in the relevant types...
		Table A3.7d. Netherlands – Summary of public costs of closing the participation gap for all relevant sectors (in NLG)
		Table A3.8. Norway – Estimated central government costs of meeting targets in all educational sectors
		Table A3.9. Sweden – Estimated central government costs of meeting targets in all educational sectors
Introduction
Chapter 1.  Goals, Objectives, and Priorities
	From advocacy to action
	Stages of formulating and implementing policy for lifelong learning
	Overview of the country goals for lifelong learning
		Table 1.1. How do countries articulate their lifelong learning goals?
		Country-specific considerations
		Varied views of the functions of lifelong learning
		The perceived need for partnerships for lifelong learning
	From policy goals to operational objectives
		Assigning responsibilities and co-ordinating roles
		Other specific objectives
	Lifelong learning gaps and participation targets for closing them: evaluating different scenarios
		Box 1.1. Evaluating the implications of different strategies for implementing lifelong learning
		Foundation and tertiary education
			Box 1.2. Estimating participation gaps: the example of the Netherlands
			Table 1.2. Participation gaps in the Netherlands
		Adult education
			Table 1.3. Participation targets in the Netherlands
	Expenditure gaps
	Conclusions
Chapter 2.  Increasing the Cost-effectiveness, Quality and Benefits of Lifelong Learning Opportunities
	Introduction
	Difficulties in addressing cost-effectiveness and quality
	Strategies to improve cost-effectiveness and quality in initial education and training
		Reducing teaching and personnel costs
		Co-ordination and rationalisation of the education and training system
			Co-operation between sectors
			Qualifications frameworks
			Rationalisation
				Box 2.1. The Study House Initiative in the Netherlands
			Competition
		Devolving responsibility to the level of the provider
			Box 2.2. State subsidy system for education in Finland
		The use of ICT for increasing efficiency and cost-effectiveness
			Box 2.3. Korean National Open University (KNOU)
			Box 2.4. Forestry Project Initiative in Sweden
			Box 2.5. The Norwegian Network with Information Technology (NITOL Project) in Norway
	Tertiary education
		Improving cost-effectiveness and quality for adult learners
			Box 2.6. Work Foundations in Austria
			Box 2.7. The Adult Education Initiative in Sweden
			Box 2.8. The Lifelong Learning Foundation in Kameoka, Japan
	Other measures to improve the quality of lifelong learning opportunities
		Box 2.9. Quality and Study Ease Programme in the Netherlands
		The role of national government in quality assurance
			Building the infrastructure for a system of lifelong learning
			Developing the human resource base required to improve the education and training system
			Assuring the quality of education and training provision at the point of delivery
				Box 2.10. The Consortium for Innovation in Higher Education in the Netherlands
		The role of providers in improving the quality of learning opportunities
			Box 2.11. Self-evaluation systems
	Equity issues
	Conclusions
Chapter 3.  Mobilising Financial Resources for Lifelong Learning
	Introduction
	Secondary education and initial training: principal issues
		Upper secondary schools
			Table 3.1a. Upper secondary education financing schemes: central government pays
			Table 3.1b. Upper secondary education financing schemes: mixed-level state funding
			Table 3.1c. Upper secondary education financing schemes: mixed state and private funding
			Table 3.1d. Upper secondary education financing schemes: state-subsidised private schools
			Funding models: public upper secondary schools
				1) Direct funding from central government (on input model – no fees)
				2) Mixed-level state funding (no fees)
				3) Mixed-state funding with private subsidy
			Funding models: private upper secondary schools
				1) Fees with state subsidy and regulation
				2) Fees with state subsidy but without regulation
				3) Government funded without fees
		Apprenticeships
		Support for learners in secondary education and initial training
			1) Family allowances (income-related and non-income-related)
			2) Study grants (income-related and non-income related)
			3) Accommodation allowances
			4) Textbook and special costs grants
			5) Travel grants
			6) Scholarships
			7) Loans (interest-free or interest-bearing)
		The rationale for financing arrangements in secondary education and training
		Effects on equity and efficiency in secondary education and training
	Tertiary education
		Financing models
			Table 3.2 a. Higher education financing schemes: government funding with substantial fee contributions
			Table 3.2 b.Higher education financing schemes: government funding with no fees
			Table 3.2 c.Higher education financing schemes: government funding with low fees
			Government funding with substantial fee contribution
			Government funding without substantial fee contribution
			Government funding with low fees
		Funding for learners
			Self-financing
			Family allowances
			Means-tested study grants
			Performance-contingent grants
			Interest-bearing loans
			Scholarships
			Other specific grants
		The rationale for tertiary financing approaches
		Relationship between financing approaches, and equity and efficiency in tertiary education
	Adult participation in lifelong learning
		Table 3.3 a.Adult financing schemes: government-funded adult education
		Table 3.3 b.Adult financing schemes: private and voluntary sector provision
		Table 3.3 c.Adult financing schemes: incentives for individuals to invest in training
		Table 3.3 d.Adult financing schemes: incentives to employers
		Adult general education
			Fees in adult education
				Box 3.1. Danish taximeter system
		Labour market training for the unemployed
		Lifelong learning and enterprise-based training
			Tax incentives to individual learners
			Employment leave for training
			Tax benefit schemes
			Levies
			Targeted government subsidies for incompany training
	Conclusions
Chapter 4.  What Next?
	The issue of affordability
	How ambitious a goal have countries set, and how costly will it be to achieve?
	Strengthening incentives to invest in lifelong learning: how can efficiency and cost-effectiveness...
		Reducing costs
		Increasing benefits
	Putting incentives to work: how can financial resources be mobilised?
	From marginal change to paradigm shift
Bibliography
Annex 1.  Estimating Lifelong Learning Gaps
Annex 2.  Estimates of Participation Gaps
	Table A2.1. Austria – All educational sectors
	Table A2.2. Czech Republic – All educational sectors
	Table A2.3. Finland – All educational sectors (policy targets)
	Table A2.4. Hungary – All educational sectors
	Table A2.5. Japan – All educational sectors
	Table A2.6. Korea – All educational sectors
	Table A2.7. Netherlands – Secondary education
	Table A2.8. Netherlands – Tertiary education
	Table A2.9. Netherlands – Adult education and training
	Table A2.10. Norway – All educational sectors (policy targets)
	Table A2.11. Sweden – All educational sectors (policy targets)
Annex 3.  Estimated Costs of Closing Participation Gaps
	Table A3.1. Austria – Estimated annual public costs (in ATS)
	Table A3.2. Czech Republic – Estimated annual public costs (in CZK)
	Table A3.3. Finland – Estimated annual costs (in FIM) (and off-setting savings indicated by +)
	Table A3.4 a.Hungary – Estimated annual public costs (in HUF)
	Table A3.4 b.Hungary – Estimated annual private costs (in HUF)
	Table A3.5. Japan – Estimated annual public costs (in JPY)
	Table A3.6. Korea – Estimated annual public costs (in KRW)
	Table A3.7 a. Netherlands – Estimated annual public costs of closing the participation gap...
	Table A3.7 b. Netherlands – Estimated annual public costs of closing the completion gap in upper...
	Table A3.7 c. Netherlands – Estimated annual public costs of closing the enrolments gaps...
	Table A3.7 d. Netherlands – Summary of public costs of closing the participation gap...
	Table A3.8.  Norway – Estimated central government costs of meeting targets in all educational...
	Table A3.9.  Sweden – Estimated central government costs of meeting targets in all educational...
The following persons co-ordinated preparation of the country reports