Introduction to the book "Challenging the 'European Area of Lifelong Learning' A Critical Response" (original) (raw)
Related papers
2014
This book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field. Through a critical lens the book reinterprets the core content of the messages that are conveyed by the European Commission in the “Memorandum for Lifelong Learning”, the most important policy document in the area, which after a decade from its publication still remains the vehicle for all current developments in lifelong learning in Europe. With references to research findings, proposed actions, and applications to immediate practice that have an added value for Europeans –but which either do not appear to correspond directly to what is stipulated by the European Commission, or are completely ignored as part of the lifelong learning process– the book offers an analytic and systematic outlook of the main challenges in creating the ‘European Area of Lifelong Learning’. In times as decisive as the ones we are going through today (both in social and economic terms), a critical perspective of the practices and policies adopted by the EU Member States is essential. The book follows the same structure as the Memorandum in order to debate and critically approach in separate sections the core issues that Europe faces today in relation to the idea of making a ‘European area of Lifelong Learning’.
Lifelong Learning in the Context of the European Area of Lifelong Learning
RUSC. Universities and Knowledge Society Journal, 2011
The importance of lifelong learning is beyond question in any working context and especially so under the circumstances of today's global recession. Consequently, in the current European Higher Education Area (EHEA), continuing education tendencies and plans acquire a global dimension that overcomes-or should overcome-reductionist approaches. The construction and development of the European Area of lifelong learning (EAll) (Commission of the European Communities, 2001a), should be understood as a process that is embedded in a much broader framework. It is a networked action in which the involvement of many active professional stakeholders is required, and in which convergence, recognition and cohesion are the principal qualitative components. Following an exhaustive review of original and official documents linked to the origin, foundations and construction of the EHEA, the EAll stands out as a challenge within the context of the EHEA as a whole. In the aforementioned review, lifelong learning is conceived on the basis of the free
LIFELONG LEARNING – AN ESSENTIAL CONCEPT OF THE EUROPEAN HIGHER EDUCATION REFORM University Lecturer
2010
At the Lisbon European Council (March 2000), the governments representatives set a fundamental objective for the EU, to be accomplished until 2010: to become “the most competitive and dynamic knowledge-based economy in the world, capable of sustained economic growth with more and better jobs and greater social cohesion”. A central element of this strategy is lifelong learning, not only to competitiveness and employability, but also to social inclusion, active citizenship and personal developmen. In a Communication from the European Commission, adopted on November 21, 2001, it is formulated the common goal of a European Area of Lifelong Learning. Its aim is ”to empower citizens to move freely between learning settings, jobs, regions and countries, making the most of their knowledge and competences, and to meet the goals and ambitions of the European Union and the candidate countries to be more prosperous, inclusive, tolerant and democratic”. The achievement of this goal demands the e...
Lifelong Learning in the EU: Changing Conceptualisations, Actors, and Policies
This paper explores the changing conceptualisations, actors, and policies of lifelong learning (LLL) in the European Union (EU) from the time the topic first emerged and was promoted by international organisations in the 1960s. The author uses Kingdon’s (1984) Multiple Streams Framework to analyse how the LLL discourse became an important part of the EU agenda from the mid-1990s onwards, ultimately resulting in numerous policy changes intended to address a wide range of economic and societal issues. The analysis is based on a critical reading of policy documents from the EU, UNESCO, the OECD and a number of other agenda-setting bodies. The results indicate that the LLL discourse has evolved from one of lifelong education intertwined with humanistic ideals promoted by UNESCO (and partly OECD), to the EU’s all-encompassing neo-liberal conception of lifelong learning which has been conceived as a cure for a wide range of maladies, ranging from high unemployment, to low innovation rates and the lack of entrepreneurship.
Lifelong learning: national policies from the European perspective
Lifelong Learning in Europe
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Journal of Education Culture and Society, 2018
Aim. The aim of article is to present the changing of idea of lifelong learning. The article focuses on the idea of lifelong learning. The rst part shows the essence of lifelong learning. An attempt has been made to organise concepts such as lifelong learning, lifelong training, continuing education and permanent education, as well as education and adult education, to consequently educe the idea of lifelong learning from the concept of continuing education. Methods. The method used is the literature analysis because of the theoretical character of a paper. Results. In the paper, it is presented how idea of lifelong learning was changing over time. Furthermore, the article shows the social context of the use of lifelong learning in relation to the theory of human capital and social capital theory as well. The next part of the article concentrates on identifying the most important initiatives of the European Union, the objective of which is the implementation of the idea in Europe. The article presents the aims of the EU programmes that are focused on the implementation of that idea in European education. Conclusions. The development of the idea of lifelong learning is related to a social and cultural changes. This idea is a very important part of EU strategy, which main gol is to build the Information Society.
European Strategies in Lifelong Learning: A Critical Introduction
2. Lifelong Education, Lifelong Learning, and the State 2.1 Some basic concepts for education policy analysis This book discusses ALE strategies in the European context. It also looks at education and training policies and even discusses policies that have been developed in non-European countries and regions. This discussion is sustained by certain concepts that are set out and explained below. Education policy, education politics, and strategies of education The discussion of ALE policies involves several levels of analysis, including the debate on education policy, education politics, and strategies of education.
The EU Memorandum on lifelong learning. Old wine in new bottles?
Globalisation, Societies and Education, 2005
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 policymaking 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.