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FORLIC – Foresight on Learning, Innovation and Creativity

A Vision for Future Learning Innovation and Creativity have become, during the last years, a priority for EU policymaking

As scientific and technological knowledge spreads faster due to modern information and communication technologies (ICT), the half-life of knowledge is getting increasingly shorter. This makes life-long-learning and constant skills and knowledge updating and upgrading a crucial element for maintaining competitiveness.

Education and training must be adapted to the requirements of the future. Therefore the possibilities of current and future technology as well as the requirements for anticipated needs have to be taken into account to find answers to the strategic challenges in the years to 2020 to 2030:

• Make lifelong learning and learner mobility a reality;
• Improve the quality and efficiency of provision and outcomes;
• Promote equity and active citizenship;
• Enhance innovation and creativity, including entrepreneurship, at all levels of
• education and training.

The FORLIC project aims to advance the state-of–the-art by developing a range of new and imaginative visions on the key components of creative and innovative learning in 2020. As a foresight project it focuses on emergent skills and competences, related changes in roles of teachers and learners in the learning process, implications for the education and training system, the role of ICT as an enabler of change, certification and accreditation, and policy implications.

It is widely acknowledged that there is a need for visioning what learning in the knowledgebased society (in Europe) in 2020 would be, in contrast with existing industrial society based learning, and what kind of skills and competences need to be learned for the new jobs emerging in the future.

The aim of this foresight activity is to contribute to this vision building process by providing a range of imaginative visions on the key components of creative and innovative learning in Europe in 2020 (also labeled Learning Spaces in 2020). The particular focus of this study lies on:

1. Emergent skills and competences associated with future jobs as well as new ways and practices of acquiring knowledge, skills and competences;
2. Associated changes in the roles of the participants in the learning process, i.e. learners and teachers;
3. Implications for existing Education and Training institutions, systems and policy frameworks.
4. The role of information and communication technologies in transforming and supporting creative and innovative learning;
5. Changes and challenges to assessment, certification and accreditation;
6. The implications of the envisaged changes for present policy action and support. In addition, the aim is to set up and maintain an ongoing debate on suitable (online) platforms, using relevant ICT applications, during the course of the project, thus supporting the broader discourse on future creative and innovative learning during and after the 2009 Year of Creativity and Innovation.