Abstract:

The role of higher education in Lifelong learning cannot be reduced to systematic reform in education and its framework due to the introduction of the Bologna process. The new aims in higher education therefore must be reflected in the new changes in national strategy. It must be emphasized that according to the general conception in European Union, the two equally important elements of Lifelong Learning are employability and active citizenship.
Adult education training indicators in the European Union can be classified on the basis of various criteria. We can differentiate between descriptive indicators measuring the performance of effect of individual elements of adult training and cross-sectional ones providing data on a given point of time and longitudinal indicators measured regularly to provide for the analysis of temporal development. In addition, we can set up the categories of nationally accessible indicators as opposed to the ones that are internationally comparable or are summarized in international databases.
Urging challenges of our days include the improvement of harmony between education and the labour-market, the exploration of correlations between educational decisions of the young and the unemployment of new graduates, and furthermore, the identification of groups at the risk of unemployment and segregation (groups at risk).
The knowledge base imparted in formal education deprecates over an average of 5 years. In addition to experiences gained at work that is job-related knowledge that cannot be proved by certificates there is also need for the systematization and generalization of competencies and knowledge and the acquisition of new knowledge so that employees could keep pace with the changes in their professions and vocations as well as in their specific jobs.
Valuable insight may be gained for the reform of the vocational training system if companies are surveyed about their opinion on the most important objectives of the adult education/vocational training system; what kind of information, competencies/abilities and knowledge do they consider important for transfer.
Thus the teachers of practical skills have a key role in the implementation of adult education and vocational training programmes. Enhancement of their professional, pedagogical and methodological competencies along with bringing about a change in their attitudes to education technology constitutes a basic contribution to the effort to make adult education and training a knowledge-intensive area.
Successful implementation of the adult education training programmes organized on a competency basis requires up-to-date specialized knowledge, a new methodological culture and deliberate planning of the learning environment as well as human interaction on behalf of the teacher of practical subjects.
Valuable insight may be gained for the reform of the education training system if companies are surveyed about their opinion on the most important objectives of the adult education training system; what kind of information, competencies/abilities and knowledge do they consider important for transfer.