Learning to learn: Beyond 2020

The current discourse on staying relevant in the 21st century workplace and lifelong learning is instrumental for this empirical work. This research study has a two-fold objective. First, it identifies the skill-deficit in our graduates when they enter the workforce: critical thinking, problemsolving and managing one’s own learning process. Second, it captures best practices of educational, non-educational and training agencies in developing and evaluating the above-mentioned three core skill-sets. Indepth interviews were carried out with 72 organizations: 34 educational institutions and 19 non-educational institutions plus 19 training agencies as specific third target group. Two main findings emerged: First, there is a gap between employers’ expectations and graduates’ competences, and second, the methods of developing and evaluating the three core skill-sets differ between educational institutions on one hand and non-educational institutions and training agencies on the other hand. This implies a need for a more integrated planning system amongstThis article is supported by LELLE, the European Erasmus+ project for "Learning how to Learn". LELLE is co-funded by the European Commission under the project number: 2015-1-HU01-KA203-013619