I am writing to bring to your attention the report of a Policy Briefing conducted by the EU Centre at RMIT on the topic of Lifelong Learning Policies: Europe, Australia and the Place of Education in the Sustainable Development Goals post-2015 (featured below). The briefing was led by Professor Mike Osborne, Glasgow University and Pascal International Observatory; Ms Susan Devereux, Australian Department of Industry, and Professor Barry Golding, President of the Adult Learning Australia.

You'll see that the plenary discussion identified four key themes for continuing work:

a)  Australia’s policies for adult education and lifelong learning ​provide support for displaced and disadvantaged workers to gain the skills necessary to seek new employment: does the current policy framework support skill development adequately; and is there sufficient recognition and support for the scale of adaptability which might be necessary?

b)  European and international debate continues to recognise the importance of ongoing learning in enabling people to participate effectively as citizens, in an increasingly complex political environment. How can this issue gain further prominence in Australian policy-making?

c)  How to identify relevant measures which demonstrate the value, economically and socially, of programs which provide broad support for lifelong learning for worker citizens?

d)  Australia​ns ​ ​can ​contribute constructively to the debate on the Sustainable Development Goals​ through promoti​ng a more comprehensive view of lifelong learning, ​with ‘topline’ indicators ​that highlight longer term priorities, and allow for effective measurement of their achievements.

​The EU Centre will continue to pursue these issues through its work activity with several key partners: ASPBAE (Asia South Pacific Association for Basic and Adult Education), DVV-International (Institute for International Cooperation of the German Adult Education Association​), the EAEA​ (European Association for Educating Adults)​, APUCEN​ (Asia Pacific Universities Community Engagement​ Network), Pascal and the ALCN (Australian Learning Communities Network).​ Our next significant events will be in late October 2014.

​PASCAL International Observatory will continue to work on these issues through its Learning Cities 2020 project​, ​which has 4 functions:​

1. Networks (of which there are 5)
2. Research projects
3. Consultancy
4. Events

​We would really welcome your continuing involvement in either or both of these project activities. Please feel free to contact me ([email protected]) in the first instance: if you can indicate where your interest lies, I'll be pleased to link you with the EU Centre and/or PASCAL initiative or network which connects most closely.