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1.
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
2.
ROBERT TOBIAS 《International Journal of Lifelong Education》2013,32(6):569-588
This article examines New Zealand experiences and understandings of lifelong education and lifelong learning over the past 30 years or so. It investigates the place of lifelong education and lifelong learning discourses in shaping public policy in Aotearoa as well as questions about the similarities and differences between the discourse in New Zealand and in Europe and the UK. The aim of the paper is to throw light on the following questions: what effects, if any, have notions of lifelong education or lifelong learning had on public policy discourses on tertiary education and the education of adults? Is there evidence to suggest that notions of either ‘lifelong education’ or ‘lifelong learning’ have provided a vision or sense of purpose or set of guidelines in developing public policies? Have they served to justify or legitimate new initiatives or funding arrangements? And, if so, what is the nature of this influence? Finally, in the light of this discussion the article also examines the question whether notions of ‘lifelong education’ and ‘lifelong learning’ as they have featured in the academic and policy literature are predominantly located in a Euro‐centred discourse and hence how they might be reconstituted to reflect more adequately discourses of learning and education in other parts of the world. 相似文献
3.
Jane Salisbury 《教育政策杂志》2013,28(1):81-104
This paper explores the ‘joined‐up thinking’ and attempts at ‘joined‐up working’ that policy architects recommend for the successful operationalization of the New Deal for 18–24 year olds. In particular, it examines the difficulties arising around the full‐time education and training option. The research project reports upon the ‘implementation gaps’, in particular the workings of Employment Service Personnel and College staff who strive to interpret and work within the relevant policy guidance for the New Deal for Young People (NDYP). The paper draws upon semi‐structured interviews and documentary analysis from a qualitative case study in South Wales to describe the interaction and articulation of the ‘main players’ who facilitate New Deal education and training options. Centralized and mandatory programmes like the New Deal for Young People which aims to be integrative and ameliorative, but which are framed within a strong sanctioning policy, have created tensions between those professionals trying to work in a ‘joined‐up’ manner. The guidance, educative, and social work elements which contribute to a positive learner/trainee identity are at odds with the surveillance and policing roles involved in monitoring claimant participation. FE staff who facilitate and manage the ‘New Deal’ full time education and training option emerge as a seriously challenged group, which has to forge workable and practical applications of a policy which somewhat undermines notions of a learning society and lifelong learning. 相似文献
4.
Pia Cort Kristina Mariager-Anderson Rie Thomsen 《International Journal of Lifelong Education》2018,37(2):199-215
In the EU, ambitious objectives have been set for education and training since the adoption of the Lisbon Agenda in 2000. The policies aim among other things to empower the individual through participation in lifelong learning which is seen as both a right and a duty: ‘People need to want and to be able to take their lives into their own hands – to become in short, active citizens’ (CEC, 2000, p. 7). However, not all citizens are taking part in lifelong learning and consequently the EU and its member states have set up policies with a ‘particular focus on active and preventative measures for the unemployed and inactive persons’ (CEC, 2006, p.1). ‘Inactive’ persons comprise different groups which are marginalised in terms of participation in lifelong learning, among others ‘low-skilled’ who have a lower participation rate in education and training activities (Cedefop, 2013). In this article, the aim is to destabilize the political discourse on ‘low-skilled’ through individual narratives of being in low-skilled jobs. Whereas the problem of being low-skilled from a political perspective is represented as psycho-social problems of the individual, the narratives point to the complexity of people in low-skilled jobs and the role of structure to ‘low-skilledness’. The narratives open up issues of power and the historical arbitrary distinctions between skilled and unskilled in the Danish labour market. It opens up for how the educational structures produce ‘low-skilled’ people, especially in the transition from basic vocational education and training into an apprenticeship. The article points to the narrow focus of policies on the ‘supply’ side of lifelong learning and less on the ‘demand’ side of a ‘needy’ global labour market in which precarious jobs are no longer limited to low-skilled. The article draws on Bacchi’s ‘What’s the Problem Represented to Be?’ (1999, 2009) and narrative inquiry. 相似文献
5.
Katherine Nicoll 《教育政策杂志》2013,28(1):43-55
This paper seeks to extend work previously published that points to the importance of rhetorical analysis to policy studies. It argues against the notion that policy can be dismissed as ‘spin’ and explores further the work of rhetoric within the UK government’s policy texts of lifelong learning. For the authors, rhetorical analysis helps to point to the politics of discourse that is at play in policy‐making processes. This paper points to some of the conceptual resources upon which one can draw in undertaking rhetorical deconstructions of policy texts and discourses, in this case, of lifelong learning, and one’s own role, as analysts and sultans of spin. 相似文献
6.
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
7.
Terry Hyland 《Educational studies》2006,32(3):299-306
The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post‐school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low‐level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work‐based learning and the ‘caring’ conceptions of learning in post‐school education. It is concluded that—although therapy should not dominate VET—an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind. 相似文献
8.
This article discusses two school‐based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of ‘lifelong learning’. Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners identities that enable them to thrive in the circumstances of contemporary life. These case studies suggest that current approaches to vocational education and training in schools are enacting the first but not the second of these agendas. Institutional barriers are being removed and work placements drawn in to schooling programmes. However, the pedagogy, assessment and curriculum of the programmes emphasizes short‐term (and conflicting) knowledge objectives rather than orientations to flexible lifelong learning. We argue that it is teachers rather than the students who are thrust most forcibly into adopting new learner‐worker identities consonant with the attributes of ‘lifelong learners’ and the demands of the contemporary workplace. 相似文献
9.
10.
英国新工党终身学习政策10年回顾与评述 总被引：1，自引：0，他引：1
英国新工党1997年执政之后,终身学习理念成为其教育政策的重要主题。与终身教育理念相关的比较重要的政策包括:技能计划、广泛参与以及教育的公民发展目标。工党执政时期实行的政策多与其执政理念密切相关,同时在终身学习的政策中也有所体现,其终身学习政策扩大了终身学习的规模,更加强调终身学习的重要性,在理念上表现出教育政策的过于官僚化,但从长远角度来看,终身学习的政策在将来能够连续顺利发展。 相似文献
11.
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
12.
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
13.
Filling in the gaps: European governance,the open method of coordination and the European Commission
The article addresses the way in which EU policy‐making operates, explains the relevance of ‘lifelong learning’ for the European Commission and analyses the mechanisms by which the Commission has advanced policy‐making in education and training since the Lisbon Summit. The article reviews in particular the alleged lack of effectiveness of the Open Method of Coordination in education and, second, the notion that the EU advances ‘slowly and persistently’ in its acquisition of competences in this area. 相似文献
14.
《Educational Philosophy and Theory》2013,45(3):349-362
It is taken for granted that the complexity of the information society requires a reorientation of our being in the world. Not surprisingly, the call for lifelong learning and permanent education becomes louder and more intense every day. And while there are various worthwhile initiatives, like alphabetisation courses, the article argues that the discourse of lifelong learning contains at least two difficulties. Firstly, the shift from a knowledge‐based to an information society has revealed a concept of learning with an emphasis on skills related to information retrieval, dissemination and evaluation. Learning now is the constant striving for extra competences, and the efficient management of the acquired ones. Secondly, the discourse of lifelong learning suggests the autonomy of the learner. However, educational practices are organized in a way that ‘choosing to learn (particular things)’ has become the contemporary human condition. With reference to Marshall's notion of ‘busno‐power’, it is argued that—contrary to what one likes to believe—lifelong learning has become a new kind of power mechanism. 相似文献
15.
Stuart Tannock 《Globalisation, Societies & Education》2009,7(3):257-274
The ‘knowledge economy’ has become the buzzword of development policy in the early twenty‐first century. Nations and regions around the world are all told that they must transform themselves into knowledge economies to survive and prosper. This article uses the example of Wales and its recent embrace of a massive military privatisation project in the name of the knowledge economy to illustrate how political and business elites use knowledge economy discourse to build legitimacy for their own development agendas and interests. The ideological work that knowledge economy discourse performs is based on its claim that knowledge should be seen primarily as a factor of production, along with land, labour and capital; its promotion of the need for networking, teamwork and partnership; its insistence that social and economic advancement be based on talent, education and skill; and most of all, its presumption that knowledge, education and learning are inherently and unquestionably goods in and of themselves. 相似文献
16.
Kenneth Lawson 《International Journal of Lifelong Education》2013,32(2):97-98
Abstracts This article explores the idea of lifelong education as expounded by a number of writers published under the auspices of UNESCO. There is a short discussion of the problems involved in subjecting this kind of idea to critical analysis and it is suggested that a policy for education rather than a new concept of education is being expressed. Nevertheless, an implicit concept of education can be deduced from the policy, and there is a review of the role of concepts as a means of distinguishing and classifying areas of experience and areas of thought. It is suggested that writers on ‘lifelong education’ tend to blurr a number of distinctions traditionally drawn in education and it is suggested that the concept of ‘education’ is defined too broadly. As a result, it fails to distinguish between the totality of formative influences which determine our individuality and those influences which are intentionally chosen to form or influence us in desired and desirable ways. ‘Education’, it is suggested, should be restricted to areas of learning that are chosen because they produce effects which we and society wish to bring about. There is reference to the place of ‘knowledge’ in lifelong education and an extended discussion of some of the consequences which follow from failing to separate the concept of ‘training’ from the concept of ‘education’. It is argued that ‘education’ implies a concern for moral and evaluative issues consistent with a Humanistic approach, whereas ‘training’ being task and role oriented can ignore moral issues in the interests of efficient performances. This argument is, in effect, a case study to support the claim that finer conceptual distinctions are of practical importance. 相似文献
17.
Barbara M. Crossouard 《International Journal of Lifelong Education》2013,32(6):679-692
The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draws upon a recent small‐scale mixed‐method study of different vocational learners’ transition from Level 3 courses to consider how these policy discourses are being mediated by ‘learners’ who were qualified to enter higher education, but decided instead on alternative life courses. The analysis suggests that policy constructions of participation in higher education sit at a disjuncture with respondents’ longer‐term experiences of institutionalised education processes. In other ways, lifelong learning seemed to be willingly embraced in respondents’ different commitments to learning and self‐development, although higher education institutions were not often seen as a source of this learning. The article aims all the same to allow this interpretation of respondents’ voices to speak back and disrupt policy mantras. 相似文献
18.
This paper reports on data drawn from an Economic and Social Research Council‐funded project investigating the experiences of UK‐based students training on level‐2 and level‐3 childcare courses. We focus on the concept of emotional labour in relation to learning to care for and educate young children and the ways in which the students’ experiences of emotional labour and the expectations placed upon their behaviour and attitudes are shaped by class and gender. We consider the ways in which students are encouraged to manage their own and the children's emotions and we identify a number of ‘feeling rules’ that demarcate the vocational habitus of care work with young children. We conclude by emphasising the importance of specific contexts of employment in order to understand workers’ emotional labour and argue for more recognition of the intense demands of emotional labour in early childhood education and care work. 相似文献
19.
Nick Zepke 《International Journal of Lifelong Education》2013,32(6):751-761
This paper sets out to answer two questions ‘Given the policy settings for lifelong learning for adults in Europe and much of the western world, what are the policy settings and experiences in Aotearoa New Zealand?’ and ‘Will the future of adult lifelong education there be neoliberal or cosmopolitan?’ The article first examines some of the roots of post‐compulsory education policy in Aotearoa New Zealand over the last 30 years. In particular it considers trends in philosophies and practices about educating adults as well as some of the varied policy discourses prevailing over this period. Next it reviews the ever‐changing policy landscape, in particular unresolved tensions between social and economic goals, the acquisition of skills for learning for living and dialogic social purpose learning, and attainment of social cohesion and recognition of diversity. Finally the paper attempts to preview how these tensions may play out in an uncertain future. 相似文献
20.
Patrick Ainley 《教育政策杂志》2013,28(4):559-573
This paper examines the ‘Learning Society’ goal espoused by the new Labour government and inherited from preceding Conservative administrations. Section one notes the wide‐ranging consensus on this Learning Society target. Agreement reaches further than education and training (learning) policy to include other areas of policy associated with the proposed reform of the welfare state. Whether the social and administrative changes under previous Conservative governments ‐ changes that can be conceptualized in different ways the paper briefly indicates ‐ amount to the end of the welfare state is discussed in section two. The position of post‐compulsory or ‘lifelong’ learning in relation to compulsory or ‘foundation’ learning in the new ‘post‐welfare’ or Contracting State is then discussed in section three. Contradictions in New Labour's programme of modernizing lifelong learning are exposed. In conclusion, the question is posed how far a New Labour government will be prepared to reverse previous Conservative substitution of the market for representative democracy in the new type of Contracting State, or whether it will merely extend and further consolidate it. Throughout, evidence is presented, particularly from post‐compulsory education and training, to argue that the new government is bent upon pursuing the latter option. 相似文献