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1.
Elena Tuparevska Rosa Santibáñez Josu Solabarrieta 《International Journal of Lifelong Education》2020,39(1):5-17
ABSTRACT The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union’s legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances 相似文献
2.
Carmel Borg 《Globalisation, Societies & Education》2005,3(2):203-225
This paper provides a critical analysis of the EU’s Memorandum on lifelong learning in light of the evolution of the concepts of lifelong education and lifelong learning from the late sixties onward. It also analyses this document in light of the forces of globalisation that impinge on educational policy‐making in Europe as well as the all‐pervasive neo‐liberal ideology. The paper moves from theory to practice to provide critical considerations concerning certain ‘on the ground’ projects being presented as ‘best practice’ in EU documents. It brings out the neo‐liberal tenets that underlie much of the thinking and rationale for these projects, and indicates, in the process, how much of the old UNESCO discourse of lifelong education has been distorted to accommodate capitalism’s contemporary needs. An alternative conception of lifelong learning is called for. 相似文献
3.
The evolution of the European Union’s lifelong learning policies: an institutional learning perspective 总被引：1，自引：1，他引：0
The EU’s lifelong learning policy has emerged as an overarching educational reform policy intended to address a wide range of issues, including education, employment and competitiveness. The question has been raised as to whether the resulting policy is merely a catch‐all concept that can be applied to any needs or whether it is underpinned by a comprehensive concept and strategy. This article advances the notion of institutional learning as the selective adoption by organisations of characteristics or policies from other organisations, as opposed to the wholesale homogenisation suggested by institutional isomorphism. Based on our periodisation of international lifelong learning policy, this article argues that a complete historical analysis of the discourse on lifelong learning, coupled with an analysis of the European Commission’s institutional learning from others will give a more appropriate picture of what contributed to the current conceptualisation of lifelong learning. 相似文献
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终身学习已经成为欧盟教育培训政策的主要标语。本文按时间顺序回顾了终身学习是如何作为欧盟教育培训领域的重要战略而出现的,并考察了终身学习对欧盟的影响,最后分析了它对我国构建学习型社会的借鉴意义。 相似文献
6.
Oscar Valiente Kevin Lowden Queralt Capsada-Munsech 《British Journal of Sociology of Education》2020,41(2):218-233
AbstractThis article shows how the Scottish Government’s (SG) political management of the Global Financial Crisis (GFC) has reinforced the economic goals of lifelong learning (LLL) under the skills for work agenda. Youth unemployment has been prioritized as the main social problem to be addressed, and most of the limited public resources for LLL have been targeted towards youth at risk of unemployment at the expense of the rest of the adult population. The article adopts a Cultural Political Economy perspective to examine LLL policy discourses contained in 12 policy documents published by the SG during the period between the Scottish National Party’s arrival in power and the Independence Referendum (2007–2014). The analysis draws attention to the fact that the GFC has been used by the SG to legitimize selective cuts to the further education sector as well as a stronger labour market orientation within LLL provision. 相似文献
7.
Palle Rasmussen 《International Journal of Lifelong Education》2014,33(3):326-342
This article describes and discusses the development of lifelong learning policy in two EU member states, Denmark and Portugal. The purpose is to show how different societal and historical contexts shape the development and implementation of lifelong learning policies, even though these policies have significant common elements. As a basis for the discussion an inventory of policy elements is presented. Denmark and Portugal have been chosen as examples of smaller EU member states with different historical, social and cultural characteristics. Developments and policies in the two countries, including the links with EU education policy, are described. The discussion includes comparison drawing on the inventory of policy elements. A main conclusion is that the different historical trajectories of the two countries remain very important for present-day education and for the advancement of lifelong learning policy. Early development of public primary education and popular adult education has provided a strong foundation for lifelong learning policy in Denmark while in Portugal not only institutional provision but also popular demand for lifelong learning has had to be built up relatively recently. EU education policy has had much more impact on lifelong learning policy in Portugal than in Denmark, because Portugal has had to depend much more on economic support from the EU social fund. 相似文献
8.
终身学习已经成为欧盟教育培训政策的主要标语。本文按时间顺序回顾了终身学习是如何作为欧盟教育培训领域的重要战略而出现的,并考察了终身学习对欧盟的影响,最后分析了它对我国构建学习型社会的借鉴意义。 相似文献
9.
Eva Feketene Szakos 《International Journal of Lifelong Education》2013,32(4):504-522
There are a number of EU documents on the term and way of implementation of lifelong learning. However, the characteristics of learning from adult education perspectives are not sufficiently emphasized and are undertheorized in them. Numerous new, theoretical works have been published on adult learning in the related adult education literature since the millennium, which have not yet been integrated into the lifelong learning policy. This article analyses the documents of the European Union on lifelong learning from the aspect of how compatible they are with the most recent adult learning theories assisting the deeper understanding of the characteristics of adult learning. According to the recommendation of the author, the present transformation of Europe experiencing recession should be thought of as a learning process, of which the newest, innovation-oriented adult learning theories say a lot. These are, for example, the process-, biography- and change-oriented theories which contain the elements of transformative learning theory as well, and are also compatible with action-learning theories focusing on solving the tasks and problems of the workplace through learning. Further relevant theories can be the theories of innovation management and the flow theory. It would be worth integrating the relevant elements of these theories into a new, innovation-centred concept which would include the innovation indicators of adult learning/adult education. 相似文献
10.
Richard Taylor 《牛津教育评论》2013,39(1):101-118
Lifelong learning has been a key theme of New Labour’s education policy agenda since 1997, but is a broad and often amorphous concept. This article analyses New Labour’s ideological perspective in this context, outlines the main developments and difficulties, and evaluates the record over the seven years in office. New Labour’s policy on lifelong learning can be divorced neither from its general education policy nor from its broader human capital approach to education, within an ideology of ‘marketised welfarism’. The article discusses these characteristics and notes both the continuities and differences between New Labour and traditional Labourism. 相似文献
11.
Laurence Bonnafous 《International Journal of Lifelong Education》2014,33(3):393-410
This article is drawn from broader qualitative research on innovation in the field of professional adult training within the framework of European pilot projects such as the LEONARDO projects. This research aims at contributing to a general understanding of the phenomenon of innovation, in the context of European calls for projects, as an instrument of the European Vocational Education and Training (VET) Policy, which is supposed to transform the national training systems of EU member states according to the Lisbon Strategy. For this article, the author has chosen to present some of the results of the analysis of the European VET Policy and its transition to a lifelong learning policy. The first part of this article describes the conceptual framework and more especially three of the main concepts examined: public policy, social innovation and European space. The second part distinguishes three periods in the European VET policy’s history, identified through a genealogical examination from its first step within the European Coal and Steel Community to the present lifelong learning policy. The third part highlights the specificity of this supranational public policy model and the links between the European VET policy, the LEONARDO programme and the pilot projects. In conclusion, this article supports the idea of antagonistic logics in the evolution of this policy, on at least three levels: decision-making powers, conception of VET systems and conception of learning. 相似文献
12.
Jarl Bengtsson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(3):343-352
In this article, the late Jarl Bengtsson briefly traces the evolution of the concept of lifelong learning within the member states of the Organisation for Economic Co-operation and Development (OECD). He points out that on the one hand lifelong learning is accepted, in policy terms, by all OECD countries and many other countries, but on the other hand there is an uneven and slow pace of implementation of lifelong learning. He examines three main reasons for this, namely the lack of workable implementation strategies, the lack of a funding system and stakeholders’ resistance to change. Without denying that each country is different and has to develop its own strategy, Bengtsson identifies a certain number of policy and research issues common to all countries, which are relevant to the acceleration of the implementation of lifelong learning strategies and programmes. Based on a paper originally presented at the Asia European Meeting (ASEM) Conference in Beijing in November 2009, this article closes with a reflection about where lifelong learning might be in 40 years’ time. Jarl Bengtsson updated his seminal paper in 2012 for inclusion in this special issue on lifelong learning, taking into account recent developments such as the establishment of learning societies. Sadly, he died before publication was completed. 相似文献
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上世纪70年代初,原法国总理埃德加·富尔（EdgarFaure）及其同事,最早提出了“终身学习”的概念,认为每一个人必须终身不断地学习。多年来,欧盟的终身学习计划一直努力践行着这一理念,从上世纪90年代初起,欧盟陆续地推出了一系列以各自独立的方式加以实施和运行的教育计划。2007年,欧盟实施终身学习计划,该教育计划框架有四项支柱计划,分剐是夸关组斯计划、伊拉斯莫斯计划、达·芬奇计划、格龙维计划,以及两项辅助计划：横向计划、让·莫内计划。欧盟的终身学习计划展现了终身学习思想在欧洲付诸实践的比较先进的模式,其模式的思路与做法有许多值得借鉴,一是目标设置,导向目标和政策目标结构层层递进,目标内容贴近现实;二是人群覆盖,欧盟的终身学习计划人群覆盖的纵向考虑,尊重了人的发展与学习之终身性特征,而横向覆盖面又顾及了人们社会角色扮演与任务担当及其发展需求的多样性和差异性特征;三是内容设计,欧盟终身学习计划各分项计划在其内容要目“求同”的设计,使终身学习计划的整个内容结构更为规范,各教育板块间可以进行交流与合作,而具体教育内容“求异”的设计,有助于各教育板块保留自身特点,可以反映和满足不同学习者的不同学习需求。 相似文献
14.
Pepka Boyadjieva Petya Ilieva-Trichkova Valentina Milenkova Rumiana Stoilova 《International Journal of Lifelong Education》2020,39(1):104-118
ABSTRACT The article’s aim is twofold: to outline the specificity of the embeddedness approach and to explore the embeddedness of graduates’ education-job mismatch and the formation of lifelong learning policies. The study is based on both quantitative and qualitative data, obtained from the Bulgarian Universities Ranking System, and from interviews with experts and young adults engaged in a lifelong learning programme. The analysis uses multilevel modelling. It also relies on mapping lifelong learning policies in Bulgaria through a thematic content analysis. The article argues that the misbalances for highly educated people on the labour market mirror structural problems in the economy and the educational system. The argument is reflected in the historical and structural embeddedness of graduates’ education-job mismatches and the lifelong learning policies applied to overcome this. The results show that the extent of vertical education-job mismatch depends on the different profiles of higher education institutions and professional fields; they also demonstrate different ways in which the embeddedness approach could help shed new light on, and critically assess, lifelong learning policies. The findings reveal a differentiation between national and local levels of lifelong learning policy towards graduates and that regional policies are actively embedded in local contexts. 相似文献
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AbstractThe article analyses how citizenship is conceptualised in policy documents of four key international organisations. The basic assumption is that public policy has not turned away from adult learning for active citizenship, but that there are rather new ways in which international governmental organisations conceptualise and in some cases seek to operationalise active citizenship in the context of their thinking on lifelong learning. We argue that the language of citizens and citizenship continues to be an important thread in the publications of these organisations. The theoretical framework of Emile Durkheim is referred to since his work helps to explore and address the changes. The analysis of Durkheim draws attention to the crucial role of intermediary bodies which serve as a restraint on both individuals and state. 相似文献
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Mari Elken 《International Journal of Lifelong Education》2013,32(6):710-726
The European Qualifications Framework (EQF) for lifelong learning has been characterized as a policy instrument with a number of contested ideas, raising questions about the process through which such instruments are developed at European level. The introduction of the EQF is in this article examined through variations of neo-institutional theory: historical contingency perspective, rational perspective, normative perspective and a process of chance. The EQF is examined as a case, using documents and expert interviews as empirical sources. The article highlights the complex interplay between various historical processes that enabled the introduction of the EQF and how problems and solutions can drive the process forward in a dialectic manner. Furthermore, while the impact of the EQF on national level remains to be seen at this point, the analysis uncovers increased space for introducing new instruments on EU level. 相似文献
17.
PETER KENNEDY 《International Journal of Lifelong Education》2013,32(6):589-624
This article is concerned with the politics of lifelong learning policy in post‐1997 Hong Kong (HK). The paper is in four parts. Continuing Education, recast as ‘lifelong learning’, is to be the cornerstone of the post‐Handover education reform agenda. The lineaments of a familiar discourse are evident in the Education Commission policy documents. However, to view recent HK education policy just in terms of an apparent convergence with global trends would be to neglect the ways in which the discourse of lifelong learning has been tactically deployed to serve local political agendas. In the second part of this paper, I outline what Scott has called HK’s ‘disarticulated’ political system following its retrocession to China and attempts by an executive‐led administration to demonstrate ‘performance legitimacy’—through major policy reforms—in the absence of (democratic) political legitimacy. Beijing’s designation of HK as a (depoliticized) ‘economic’ city within greater China must also be taken into account. It is against this political background that the strategic deployment of a ‘lifelong learning’ discourse needs to be seen. In the third section of this paper, I examine three recent policy episodes to illustrate how lifelong learning discourse has been adopted and has evolved to meet changing circumstances in HK. Finally, I look at the issue of public consultation. The politics of education policy in HK may be seen to mirror at a micro‐level, the current macro‐level contested interpretations of HK’s future polity. 相似文献
18.
Kaori Okumoto 《Compare》2008,38(2):173-188
This article provides a comparative analysis of the development of lifelong learning in England and Japan, while addressing the multi‐dimensional nature of ‘lifelong learning’. The article argues that ‘lifelong learning’ is a concept which has unusual adaptability and legitimacy, and for these reasons has been subject to multiple translations over the last twenty years in both England and Japan. These translations can be identified: a) through discourse; b) in the development of policy; and c) as the shift in the political ideology. Drawing on the insights generated from the three strands, the article concludes that lifelong learning is being translated to accommodate various agendas and has been adapted in diverse contexts. 相似文献
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Evangelia Koutidou 《International Journal of Lifelong Education》2014,33(3):309-325
This paper presents preliminary findings of an extensive socio-legal research project, currently in progress, concerning the implementation of the European Union and the Greek institutional framework on lifelong learning (LLL) and exploring the social effectiveness of LLL policy. The main outcomes, based on testing two research hypotheses through quantitative and qualitative content analysis, are presented. Firstly, there are significant differences in the ranking of four LLL objectives (employability/adaptability takes priority over social inclusion, personal fulfilment and active citizenship) as between legal documents of different origin (EU or national) and binding force (hard or soft law). Secondly, the key role of the global recession of 2008 in reinforcing the economic dimension of EU policy in the field is revealed. These data, considered from a socio-legal perspective, provide a basis for further discussion regarding national alignment to the EU’s LLL policy and argue for new ‘policy syntheses’ informed by the views of social actors concerned with policy implementation, in line with a broad humanistic notion of LLL. 相似文献
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欧盟教育合作中终身学习理念演进探析 总被引：1，自引：0，他引：1
自1957年欧盟开始教育合作到1971年合作关系确立,再经过20世纪80年代不断发展完善,直到20世纪90年代初期,欧盟提出终身学习的理念,通过签署相关条约,推进教育计划和项目,终身学习理念在欧盟合作框架下逐渐从理念付诸于实践。 相似文献