Evidence gaps affecting lifelong-learning competences

Evidence relevant to evidence gaps affecting lifelong-learning competences

The key competences recommendation adopted on 18 December 2006 provides a policy reference for lifelong-learning competences.

The Recommendation on key competences for lifelong learning sets out a common European reference covering eight competence areas. It treats competence as a combination of knowledge, skills and attitudes and links school education with adult learning, employability, social inclusion and active citizenship. Implementation therefore concerns curriculum, teaching, assessment and access to continuing learning, not the relabelling of existing subjects alone.

When examining lifelong-learning competences, gaps may emerge when authority, records or action pass between responsible bodies. The decision record for lifelong-learning competences should distinguish the scope supported by evidence from any scope that remains unresolved.

The principal risks in relation to the comparison are limited routes for progression, short programmes making unsupported outcome claims, barriers created by time, cost or location, and fragmented learner records. For lifelong-learning competences, a weakness in one part of the control environment may obscure a related failure elsewhere.

The evidential record for the analysis should permit a reviewer to trace the matter from decision to outcome. This may require learner and employer feedback where appropriate, defined learning and competence outcomes, secure records of achieved learning, and completion and progression data, supported by transparent fees and recognition information and assessment in relevant contexts. Across the defined scope, further cases should be examined when the initial sample does not represent the affected scope or confirm sustained correction.

Application to evidence gaps affecting lifelong-learning competences

The review method for lifelong-learning competences should be reproducible. The conclusion should identify whether further sampling or system-level action is required.

The assurance record for the issue should retain the date of the evidence, the source responsible for it, the scope examined and the version of any instrument or definition applied. In the context of lifelong-learning competences, a later reviewer should be able to identify whether the condition changed or the evidential record was corrected.

• Which evidence establishes operation?
• What outcome is intended?
• Where do exceptions occur?
• Who controls each stage?
• What action is required by the finding?

Controls for evidence gaps affecting lifelong-learning competences

Public reporting on lifelong-learning competences should distinguish established fact, analytical judgement and planned action.

Publication of findings on lifelong-learning competences should distinguish observed values, estimates and interpretation.

• Assess the stated competence.
• Remove avoidable participation barriers.
• Review claims against evidence.
• Maintain portable records.
• State the purpose and limits of the learning offer.

Review of evidence gaps affecting lifelong-learning competences

Review of lifelong-learning competences should address both system-level conditions and institutional practice. The analysis proceeds on the basis that flexible learning should remain transparent about entry requirements, learning outcomes, assessment, progression and the uses for which a qualification or record is intended.

Any conclusion on the issue should remain within the scope supported by the evidence. In reviewing lifelong-learning competences, employment outcomes are affected by economic and labour-market conditions as well as education. Across the defined scope, missing or delayed information may be patterned rather than random.

A formal commitment concerning the measure does not establish effective operation.