{"id":12706,"date":"2022-06-18T17:08:00","date_gmt":"2022-06-18T21:08:00","guid":{"rendered":"https:\/\/pedagogienumerique.chaire.ulaval.ca\/?p=12706"},"modified":"2022-07-11T15:03:47","modified_gmt":"2022-07-11T19:03:47","slug":"urgent-we-need-sustainable-hybrid-and-inclusive-lifelong-learning-ecosystems","status":"publish","type":"post","link":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/blogues\/urgent-we-need-sustainable-hybrid-and-inclusive-lifelong-learning-ecosystems\/","title":{"rendered":"URGENT: We need sustainable hybrid and inclusive lifelong learning ecosystems"},"content":{"rendered":"\n
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Fellow researchers, practitioners, policymakers, and leaders in all fields, let’s build on partnerships and community involvement to engage in high-leverage well-focused actions that foster sustainable hybrid and inclusive lifelong learning ecosystems<\/em> (HILLLE) and help enable and sustain our lifelong learning societies (LLLS).  <\/p>\n\n\n\n

Why?<\/h3>\n\n\n\n

The rise of digitalization, automation and cyber-physical systems, the gig economy, the great resignation\/reimagination, the climate change crisis, the demographic changes, the investment in green and renewable technologies, and the extended lifespans, to name only a few disruptive events, are reshaping the work-related skills we need<\/a>, and the way we acquire and use these skills. Researchers on aging and longevity are projecting that children who are born today could live to be 150 years old<\/a>, which means a longer work life, a higher number of career changes, and thus a need for long life learn<\/em><\/a>.<\/p>\n\n\n\n

The UNESCO <\/a>urges the global community to recognize lifelong learning (LLL) as a human right and common good and learning to learn and managing one\u2019s own learning journey as basic competencies for the future of our societies and their economic recovery. LLL minimizes skills shortages, including the skills needed today and those emerging and most needed by industries and sectors tomorrow<\/a>.<\/p>\n\n\n\n

The LLL concept exists for decades and yet there is a lack in building the systems and the infrastructures essential to sustain it<\/a>.<\/p>\n\n\n\n

The turbulence caused by the COVID-19 pandemic, while it put LLL skills on steroids, only accentuated the urgency to rethink the learning ecosystem and its functioning to answer the needs of all current and future learning workers, especially those who are left behind by the systems<\/a>.<\/p>\n\n\n\n

A serious number of workers quit their jobs and need redeployment, reskilling, and upskilling<\/a>.<\/p>\n\n\n\n

The OECD<\/a> recommends designing inclusive, affordable, accessible, and adaptable policies that place learners at the centre of learning, motivate them to participate in lifelong and life-wide learning, help them develop a habit of learning, diversify learning opportunities, and harness the power of technology while being critical of its effects on existing and potential skills inequalities. Weise adds the need for an ecosystem that learners can seamlessly navigate. The OECD also emphasizes the importance of strong synergetic partnerships across different actors to support high-quality, inclusive LLL. Special attention is drawn to enhancing the visibility and the transferability of the developed skills through improving recognition, validation, and accreditation procedures.<\/p>\n\n\n\n

While several initiatives are put in place, such as Matkin’s 60-year curriculum, the open education movement<\/a>, the Future Skill Centre<\/a>\u2019s digital infrastructure, the implementation of new training programs designed specifically to include underrepresented groups in the job market <\/a>and digital credentialing <\/a>through, for example, the blockchain technology<\/a>, many unanswered questions persist, such as:<\/p>\n\n\n\n