Lifelong Learning Platform | LLLP - European Civil Society for Education

Learning Participation

More inclusive and participatory approaches in the design of learning environments can contribute to modernising the way we teach and learn in all education subsystems across Europe. It is about improving learners’ participation and well-being which in turn proves to raise educational attainment.

By improving resilience and outcomes, participative methods have the potential to re-engage individuals who are at risk of failure and dropout, and therefore contribute to the objectives of the ET2020 Agenda.

Well-being should be promoted by providing learners with a learning environment that is open, respectful, caring and safe. Pedagogy that enhances well-being builds positive relationships between educators and learners and is responsive to their individual needs, because “education is not an affair of ‘telling’ and being told, but an active and constructive process”. A learner needs to be considered as an equal partner and given a voice in the educational settings as well as in the management of the institution itself, in an inclusive, learner-centred approach. That is also how they can themselves be encouraged to take active steps in tackling bullying, prejudice and other behaviours negatively impacting well-being.

The Lifelong Learning Platform is member of the Learning for Well Being Community that promotes a holistic approach to learning. Learning for Well-being describes the journey of learning to realize one’s unique potential through physical, emotional, mental and spiritual development in relation to self, others and the environment.

The Platform is working on the “Wider Benefits of Learning for Personal Development and Well-being” in the framework of a dedicated working group. Events are also organised to share ideas and practices on this important topic.


  • The role of non-formal and informal learning in ensuring inclusive education

    Inclusiveness is one of the pillars of education: because of our core values, no education system can be considered successful without being inclusive. This is why efforts shall be made to make education as close to our idea of inclusiveness as possible, thriving to understand cultural and social differences without flattening them in a homogeneous maelstrom.

    In these efforts to ensure inclusiveness, a great emphasis shall be placed on the role of civil society organisations, non-formal education providers and other […]

  • Civil Society Day – Outcomes of the Consultation with NGOs

    The Civil Society Day, co-organised by the European Commission Directorate General for Education, Culture, Youth and Sports and the Lifelong Learning Platform as a follow up to the Future of Learning Forum, was held on 25 January 2019 in Brussels, Belgium.
    Participating NGOs engaged in the topic “Future of Learning: next priorities of the education and training framework considering current societal challenges”. We discussed education and training, and what it needs to take up a more prominent role when addressing demographic […]

  • New publication: briefing paper on Implementing a holistic approach to lifelong learning

    The “well-being” dimension of learning is becoming key in today’s society. Learning plays an important role in improving the quality of people’s lives, in particular the most deprived. In partnership with the Educational Disadvantage Centre, Institute of Education, Dublin City University and Cedefop, the LLLPlatform has addressed the key issue of Community Lifelong Learning Centres as hubs for the blooming of a true lifelong learning approach in our societies. We analysed the current policy context and built on the latest recommendations to […]

  • Press release – Culture and Education for All

    Culture and Education for All: Building the Skills for More Resilient Societies
    Brussels, 16 March 2018
    Civil society organisation[1], European and International Institutions, permanent representations, universities, teachers and stakeholders came together on March 14th to discuss a common approach to linking culture and education. In light of the European Year of Cultural Heritage and the European Commission’s 2017 Communication on “Strengthening European Identity through Education and Culture” the debate aimed at discussing possible synergies between the two policy fields […]

  • Consumer Classroom Inter-school Competition 2016-2017

    Nowadays, pupils are familiar with the global fight against climate change towards a more sustainable world. Many of them are wise consumers in the fight against this world challenge, they have learned how to minimize waste and save water. But are they aware of their impact as energy consumers? Young people won’t become wise consumers unless they learn how to improve their energy consumption. The aim of this competition is to bring together secondary school teachers in Europe to […]

  • Turbulent Times: Skills for a Global World

    If recent events have proven anything, it’s that the world in which our young people are growing up is turbulent and unpredictable. Over the past 12 months, Think Global has been working together with OCR to look more closely at questions about the skills young people really need to live and work in such a world.  Read Think Global’s Study here.

  • Learning for Well Being Community

    Learning for Well-being includes a few essential, interconnected elements underpinned by a framework. The framework is a way of mapping “wholeness” and is designed to provide different entry points through which diverse organisations can recognize their approaches while being aware of how they are interdependent.

  • How’s Life? Measuring Well-being

    How’s Life? describes the essential ingredients that shape people’s well-being in OECD and partner countries. It includes a wide variety of statistics, capturing both material well-being (such as income, jobs and housing) and the broader quality of people’s lives (such as their health, education, work-life balance, environment, social connections, civic engagement, subjective well-being and safety). The OECD report documents the latest evidence on well-being, as well as changes over time, and the distribution of well-being outcomes among different […]

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