Accomplishment of the European Union lifelong learning objectives in Poland

Abstract

One of the preconditions for the economic success of a country is education, which today should assume the form of lifelong and life-time learning-LLL). This condition is so important that it was first reflected in the the Lisbon Strategy goals and, subsequently, in the Europe 2020 strategy and its flagship initiatives. It is known that each EU Member State is obliged to achieve the common goals. Hence, this work undertakes to assess the degree to which the EU LLL goals have been accomplished in Poland. This work presents: the essence of LLL, the educational goals set out in the two abovementioned strategies, and the EU recommendations for Poland in this field. Selected indicators were used to determine the level of educational achievements in the country. The following research methodologies were applied for the purpose of this paper: desk research, indicator-based research and deductive research.

Sustainable economic growth and innovative development of educational systems

“…Within all public policies, special importance should be attributed to the process of lifelong learning that represents learning pursued throughout the course of one's lifetime or the learning which is diverse, flexible and accessible at different locations and times. Lifelong learning crosses sectors, enhancing learning beyond traditional education throughout all adult life (Kryk, 2016).…”

Implementation of the Social Goals of the Europe 2020 Strategy by EU Member States*

“…The inclusive growth area has been assigned integrated guidelines of a social nature. Namely: increasing the professional activity indicator and reducing structural unemployment; developing a qualified workforce responding to the needs of the labour market, promoting the quality of employment and lifelong learning; improving the efficiency of education and training systems at all levels and increasing the number of entrants to higher education; promoting social inclusion and combating poverty (Council Decision, 2010;Kryk, 2016). The measurable goals have been assigned to the guidelines: first headline target is to increase employment of people at the age of 20-64, second -to increase the level of education through reducing the percentage of people leaving school too early and increasing the percentage of people at the age of 30-34 with higher or equivalent education, third -to reduce poverty and social exclusion.…”

Highly qualified in the Czech Republic

“…Knowledge is becoming in a great demand but as Kryk (2016) states, it is important to realize that process of learning must not be associated only with university environment but the orientation heads rather towards development of competences that are generally recognized. According to the study of Kryk (2016), 1/3 of the educational goals stated by EU in the Lisbon Strategy and the Europe 2020 have not been accomplished yet, mainly because of inability of some EU Member states to fulfil the aims in terms of adult non-formal and informal education.…”