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43-551: The ELLI Index is an annual measure of lifelong learning at national and sub-national levels in Europe. The ELLI Index is a composite index created from several other variables. The variables used to create the ELLI Index describe the different learning environments of school, community, work and home life. The variables cover the range of ages from birth to post-retirement. The ELLI Index measures learning in four different domains taken from

86-511: A composite index is a combination of equities or indexes intended to measure the overall market performance over time. A composite index may also be used in the natural or social sciences to summarize complex or multidimensional data or redundant measures. An example of a composite index in the social sciences is used in the European Lifelong Learning Indicators (ELLI) project. This finance-related article

129-672: A geodatabase . Currently the regional units in the database are the 27 member states of the European Union and subnational administrative units ( NUTS levels defined by Eurostat .) In the current stage the values for subnational administrative units are only available for Germany. The data populating the databased are provided by Eurostat , regional governments and private data providers. The ELLI IT platform has basic database application functions of querying and updating. Users may add new data for existing geographic entities but may not create new geographic entities. All queries and updates to

172-550: A social policy tool to sustain democracy, create social mobility and increase levels of health and social inclusion. This dimension tries to capture the learning of the values of democracy, tolerance and trust and the skills and interest to be able to engage other people. Learning to live together starts at home, with learning from parents and siblings, and continues through interactions at school and work and through involvement in civil society organizations. In most European countries there

215-409: A country or region is performing in relation to others in the field of lifelong learning. The ELLI Index should be interpreted as the a summary of the context and outcomes of lifelong learning as they relate to the social and economic well-being of regions. The ELLI Index does not provide an in-depth evaluation of a country or region's policy and performance on lifelong learning. The assumptions used in

258-457: A former communist country and new member of the European Union, performs well, scoring above the EU average and on par with Germany. Further details are documented in: Bertelsmann Stiftung, The ELLI Index 2010, Making Lifelong Learning Tangible. The ELLI IT platform provides access to regional data related to learning and socio-economic outcomes in Europe. The platform is a web application interface to

301-529: A new responsibility to the adult reader. The Adult Education Act of 1966 linked literacy education and adult basic education programs. This occurred at the same time that the Library Services and Construction Act was being passed. Twenty-five years after the U.S. Adult Education Act was passed, the U.S. Office of Education published Partners for Lifelong Learning, Public Libraries and Adult Education . The Institute of Museum and Library Services (IMLS)

344-417: A personal, civic, social and/or employment-related perspective". It is often considered learning that occurs after the formal education years of childhood and into adulthood. It is sought out naturally through life experiences as the learner seeks to gain knowledge for professional or personal reasons. These natural experiences can come about on purpose or accidentally. Lifelong learning has been described as

387-486: A process that includes people learning in different contexts. These environments do not only include schools but also homes, workplaces, and locations where people pursue leisure activities. However, while the learning process can be applied to learners of all ages, there is a focus on adults who are returning to organized learning. There are programs based on its framework that address the different needs of learners, such as United Nations' Sustainable Development Goal 4 and

430-670: A small part of the ELLI project, the majority of the media response has been to the ELLI Index. Coverage in media has included national news magazines in several countries in Europe and in Canada. The ELLI project has also produced a book, Warum Lernen glücklich macht , which has been featured in German regional news. Additionally, The ELLI project has received support from many public political and academic figures, including Gerhardt Stahl and Andreas Schleicher . Composite (finance) A composite or

473-631: Is a specific curriculum subject on citizenship through which many of these competences are developed; however, research has indicated that it is the level of democracy at school that is the key driver for developing these competences. The investment of individuals, families, communities and countries is often much more hidden for the learning to live together dimension as there are fewer exams and qualifications in this field compared to traditional subject-based disciplines. This dimension predominantly measures self-directed learning and individuals’ efforts and investment in learning. This learning

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516-450: Is one indicator in this dimension on explicit participation in lifelong learning. This indicator, which could potentially fit in all dimensions, is placed here because individuals participate in learning for many reasons. Ultimately, participation in lifelong learning is largely voluntary, which means that those who choose to engage in it are more likely to be motivated by the interests of personal growth and development, which

559-430: Is a stub . You can help Misplaced Pages by expanding it . Lifelong learning Lifelong learning is the "ongoing, voluntary, and self-motivated " pursuit of learning for either personal or professional reasons. Lifelong learning is important for an individual's competitiveness and employability, but also enhances social inclusion , active citizenship , and personal development. Professions typically recognize

602-668: Is a revised version of the UNESCO framework. The revisions are based on changes that reflect the European context and European policy environment and have been adapted according to existing data. The operationalization of the dimensions defined by UNESCO using data sources was developed by the Canadian Council on Learning for the Canadian Composite Learning Index (CLI). The dimension of learning to know predominantly assesses

645-417: Is created using a statistical algorithm to combine data provided by statistical agencies and commercial providers into five values for each region with sufficient data. This method uses a combination of principal components analysis and linear regression to produce the values for the sub-indices representing the separate learning dimensions. The values for the four learning dimensions are combined to produce

688-436: Is facilitated by government provision and information provided on learning opportunities, but these provisions are considerably less than the provisions for compulsory formal education. This dimension captures informal and implicit learning that happens through engagement and participation in the home and through community and cultural activities. The implicit learning measures include activities undertaken in which

731-687: Is founded on a different conceptualization of knowledge and its acquisition. It is explained not only as the possession of discrete pieces of information or factual knowledge but also as a generalized scheme of making sense of new events, including the use of tactics in order to effectively deal with them. Reflective learning and critical thinking can help a learner to become more self-reliant through learning how to learn, thus making them better able to direct, manage, and control their own learning process. Sipe studied experimentally "open" teachers and found that they valued self-directed learning, collaboration, reflection, and challenge; risk taking in their learning

774-437: Is the focus of this dimension. ELLI is a heuristic for understanding lifelong learning across Europe. In this context, lifelong learning is understood as a continual process of personal and social development and is understood to reflect not only the benefits that employability and a competitive economy offer but also the individual and social benefits of health, happiness and citizen empowerment. According to this perspective,

817-576: The UNESCO framework completed by Jacques Delors that include learning to know, learning to do, learning to live together and learning to be. The ELLI project references the conceptual framework developed by UNESCO 's International Commission on Education for the Twenty-first Century under the leadership of Jacques Delors . Its report identifies four pillars of lifelong learning: "learning to know", "learning to do", "learning to live together" and "learning to be". The conceptual framework of ELLI

860-952: The UNESCO Institute for Lifelong Learning , which caters to the needs of the disadvantaged and marginalized learners. Lifelong learning is distinguished from the concept of continuing education in the sense that it has a broader scope. Unlike the latter, which is oriented towards adult education developed for the needs of schools and industries, this type of learning is concerned with the development of human potential in individuals generally. Lifelong learning focuses on holistic education and it has two dimensions, namely, lifelong and broad options for learning. These indicate learning that integrates traditional education proposals and modern learning opportunities. It also entails an emphasis on encouraging people to learn how to learn and to select content, process, and methodologies that pursue autodidacticism . Some authors highlight that lifelong learning

903-894: The enterprise, region or country. This dimension predominantly measures adults’ continual professional development at their place of work through formal, non-formal and informal learning opportunities. It also measures students’ participation in the vocational track of the formal education system which, depending on the country/region, can also include young people within compulsory education. The variables used to construct this dimension predominantly reflect investment in learning by employers, government and individuals. This dimension measures individual-level attitudes and dispositions that promote social cohesion such as trust, intercultural competence and political and community engagement. Learning and education has long been considered more than an issue of creating skills for employability and has been part of

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946-487: The individual does not set out with a learning objective in mind and for which there is no certification of learning achievements from participation. Nevertheless, learning is often highly successful through this style of learning because participation is usually motivated by personal interest. Learning in the home often makes use of the internet, incidental access to information, virtual communities and virtual relationships. In addition to implicit learning, there

989-644: The 'Academy of Lifelong Learning' is an administrative unit at the University of Delaware . Another example is the Jagiellonian University Extension (Wszechnica Uniwersytetu Jagiellonskiego), which is one of the most comprehensive Polish centers for lifelong learning (open learning, organizational learning, community learning). In recent years, 'lifelong learning' has been adopted in the UK as an umbrella term for post-compulsory education that falls outside of

1032-643: The UK higher education system— further education , community education , work-based learning and similar voluntary, public sector and commercial settings. In Canada, the federal government's Lifelong Learning Plan allows Canadian residents to withdraw funds from their Registered Retirement Savings Plan to help pay for lifelong learning, but the funds can only be used for formal learning programs at designated educational institutions. Priorities for lifelong and lifewide learning have different priorities in different countries, some placing more emphasis on economic development and some on social development. For example,

1075-743: The United States, librarians have understood lifelong learning as an essential service of libraries since the early part of the 20th century. In 1924, William S. Learned, wrote of the potential of the American public library as an agency for adult education in The American Public Library and the Diffusion of Knowledge . Two decades later, in 1942, the American Library Association Adult Education Board established

1118-528: The United States, many chose the name "lifelong learning institute" to be inclusive of nonretired persons in the same age range. Traditional colleges and universities are beginning to recognize the value of lifelong learning outside of the credit and degree attainment model. Lifelong learners, including persons with academic or professional credentials, tend to find higher-paying occupations, leaving monetary, cultural, and entrepreneurial impressions on communities, according to educator Cassandra B. Whyte. In

1161-408: The acquisition of knowledge to the detriment of other types of learning essential to sustaining human development, stressing the need to think of learning over the lifespan, and to address how everyone can develop relevant skills, knowledge and attitudes for work, citizenship and personal fulfillment. The four pillars of learning are: The four pillars of learning were envisaged against the backdrop of

1204-664: The brain may preserve it, forestalling mental decline." Some research has shown that people with higher cognitive reserves , attained through lifelong learning, were better able to avoid the cognitive decline that often accompanies age-related neurodegenerative diseases . Even when subjects had dementia, some studies show that they were able to persist in a normal mental state for a longer period than subjects who were not involved in some type of lifelong learning. Studies so far have lacked large, randomized controlled trials . In "Education and Alzheimer's Disease: A Review of Recent International Epidemiological Studies" published in 1997 in

1247-419: The creation of the ELLI Index may not be an appropriate basis for comparison for all contexts. When the results are taken out of their specific context there is the risk that they may be oversimplified or misused to make biased or partisan specific policy claims. The ELLI Index is a starting point for analysis; specific research questions may be more appropriately addressed with more specific data. The ELLI Index

1290-513: The database are managed by the user interface of the ELLI IT platform. Users are provided with tools like scorecards, charting, Google motion charts and mapping that may be used to visualize and communicate the data for a specific region in the platform. All of the data provided by the ELLI IT platform may be displayed on a customizable map. Learning takes place on the regional level. Local authorities want to know and manage lifelong learning on

1333-486: The expertise of their own members in the pursuit of knowledge and shared experience. In Sweden, the concept of study circles , an idea launched almost a century ago, still represents a large portion of the adult education provision. The concept has since spread, and for instance, is a common practice in Finland as well. Formal administrative units devoted to lifelong learning exist in a number of universities . For example,

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1376-621: The idea of lifelong and lifewide learning. The top performers are followed by a group of countries that consist of mainly Central European and Anglo-Saxon countries. The next group of countries, which are below the EU average, are from Southern and Eastern Europe and range from the Czech Republic to Poland. The lowest performing group of countries is also in Southern and Eastern Europe, including Hungary, Greece, Bulgaria and Romania. However, there are many exceptions to these general patterns. Slovenia,

1419-406: The importance of developing practitioners becoming lifelong learners. Many licensed professions mandate that their members continue learning to maintain a license. Lifelong learning institutes are educational organisations specifically for lifelong learning purposes. Informal lifelong learning communities also exist around the world. In some contexts, the term "lifelong learning" evolved from

1462-827: The learning of young people within the formal education system. By including data on the formal system, ELLI measures the input and outcomes of the area in which most ministries of education allocate the majority of their budget and on which policy decision making and policy directions currently place their emphasis. In terms of investment, this dimension contains indicators on total expenditure on education and training. The range of learning opportunities for formal education that are included in ELLI are pre-school, school, higher education and adult education institutions. This pillar also measures learning outcomes from traditional core disciplines such as math, science and reading in secondary schools, as well as completion and attainment rates for post-secondary education. The learning to know pillar covers

1505-446: The majority of the political priorities related to education as stated by European member states. This dimension measures the participation rates, learning opportunities and investment (by employers, government and individuals) in job-related skills. These skills can improve economic performance and social inclusion through increasing job prospects and career opportunities for the individual and improve competitiveness of

1548-522: The notion of 'lifelong learning', itself an adaptation of the concept of 'lifelong education' as initially conceptualized in the 1972 Faure publication Learning to Be . The emergence of internet technologies has great potential to support lifelong learning endeavors, allowing for informal day-to-day learning. In India and elsewhere, the " University of the Third Age " (U3A) is an almost spontaneous movement comprising autonomous learning groups accessing

1591-499: The objectives of learning need to reflect a holistic understanding of the individual and combine a variety of knowledge, skills, values and attitudes. From this perspective, the aim of learning is to enhance the qualities of self-esteem, resilience and a positive attitude towards learning and to develop critical thinking and the ability to learn new things. The ELLI index is the first composite index used to describe lifelong learning in Europe. The ELLI Index can be used to understand how

1634-565: The overall ELLI index using inverse-variance weighting . This methodology was developed for the CLI and subsequently validated by an independent review and sensitivity analysis The overall ELLI Index results show that the Nordic countries Denmark, Sweden and Finland and, in addition, the Netherlands rank highest. Particularly Denmark and Sweden have been the most successful countries in Europe at implementing

1677-465: The policies of China , Republic of Korea , Singapore and Malaysia promote lifelong learning in a human resource development perspective. The governments of these countries have done much to foster training and development whilst encouraging entrepreneurship. In a 2012 New York Times article, Arthur Toga, a professor of neurology and director of the laboratory of neuroimaging at the University of California, Los Angeles , stated that "Exercising

1720-515: The regional level. Therefore, the Bertelsmann Stiftung is developing an ELLI-learning report, which allows to display indicators of learning. The selected indicators are selected according to their importance for steering and monitoring resources for learning and monitoring the results of learning. The ELLI Report on learning is developed in cooperation with the SOFI, Göttingen. Despite representing

1763-709: The term "life-long learners", created by Leslie Watkins and used by Clint Taylor, professor at CSULA and Superintendent for the Temple City Unified School District, in the district's mission statement in 1993, the term recognizes that learning is not confined to childhood or the classroom but takes place throughout life and in a range of situations. In other contexts, the term "lifelong learning" evolved organically. The first lifelong learning institute began at The New School for Social Research (now The New School ) in 1962 as an experiment in "learning in retirement". Later, after similar groups formed across

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1806-455: Was established in 1996 and incorporated responsibilities from the U.S. Office of Education's library programs, including those focused on lifelong learning. "Championing Lifelong Learning" through libraries and museums is the first goal listed in the organization's strategic plan for 2022-2026. Lifelong learning has been defined as "all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within

1849-434: Was seen as an opportunity, not a threat. Dunlap and Grabinger say that for higher education students to be lifelong learners, they must develop a capacity for self-direction, metacognition awareness, and a disposition toward learning. The Delors Report proposed an integrated vision of education based on two key paradigms: lifelong learning and the four pillars of learning. It argued that formal education tends to emphasize

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