Progress is defined as development towards an improved or more advanced condition and as such, is highly subjective and subjected to various political interpretations and measurement methods. Our nations’ progress is a holistic concept encompassing infinite fields of policy action including lifelong learning for its various individual and societal benefits. The EU has set ambitious goals for lifelong learning as a vector for growth, competitiveness and jobs, but are those really a progress? Empirical evidence has shown that correlating education and growth can be hazardous, especially if only education quantity (attainment levels) is measured rather than quality (learning outcomes). European citizens live dismal times of crisis and the debate on renewed prosperity, social cohesion and well-being has never been that vivid. This leads to reflect on what is quality lifelong learning, that is often perceived as improving learning settings (better infrastructures, more qualified teachers) rather than improving learning as such, which is by far much more challenging. This seminar was about rethinking progress measurement in lifelong learning in a partnership approach, as citizens’ voice should count in defining what is advanced education and how to make it happen.
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