Lifelong Learning from the ‘70s to Erasmus for All: A Rising Concept (original) (raw)
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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.
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...
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 Policies and Higher Education in Europe and Spain
2015
This paper describes and analyzes the set of increasing policies related to lifelong learning in Europe and Spain in the last 20 years. Lifelong learning and related concepts ― lifelong education, formal-non formal-informal learning, etc. ― are discussed to clarify and contextualize their use. The contribution of higher education to lifelong learning is specially mentioned. The paper provides an overview of the European strategies and programmes, acknowledging Europe 2020 strategy and its Education and Training 2020 strategy and the Lifelong Learning Programme (2007-2013) and its successor, Erasmus+ (2014-2020). Spanish policies and conceptions about lifelong learning are pointed out. The case of UNED and its continuing education activities is described. Special mention is devoted to initiatives about open education, framed within lifelong learning actions. Final section remarks some challenges and future steps, such as recognition and accreditation of non-formal, informal and open learning or integration of open education initiatives.
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 many faces of lifelong learning: recent education policy trends in Europe
Journal of Education Policy, 2002
This article examines the rise of the discourse on lifelong learning across Europe and the variety of national policy trends which its rhetoric occludes. The ubiquitous presence of this meta-discourse in education and training policy-in-theory is seen as a singular event which can be ascribed to the impact of the variety of global forces on the education arena. It serves specific political functions in addition to signalling real changes in education and training systems. The duality of convergent rhetoric and divergent policy-in-practise is seen as a challenge to education policy analysis which requires multi-layered interpretation. Education and training policy can increasingly be seen as a global commodity. Armies of international think tank experts and consultants analyse, develop, adapt and package policies to order for governments, corporations and other interested parties; international organizations-notably the OECD, the World Bank and This article seeks to draw out some of the dominant trends in current education policy in Europe and the developed world, highlighting where these are convergent and, alternatively, divergent, and commenting on some of the implications of different policy models. In brief compass, this will not attempt to do more than sketch out some of the major overarching trends, although it draws on and updates a more detailed analysis of policy developments reported elsewhere (Green, Wolf and Leney, 1999). However, it does seek to analyse both policy-as-discourse and policy-as-practise where possible, albeit here with illustration rather than reporting of systematic analysis, to avoid the pitfalls noted above. Following one of Marx's better methodological precepts about 'rising' from the abstract to the concrete (and hence, although not here, dialectically back to complex higher order theory), the analysis begins with the contexts and themes which drive and overarch international policy discourse before exploring in some more detail the complexities of policy in practise in some different states. The rhetorics and realities of lifelong learning and the knowledge society The dominant and organizing discourse in education and training policy at the turn of the millennium was lifelong learning (in the context the learning/knowledge society). This idea, whose origins lie way back and buried in the writings of forgotten educationalists some 70 years ago (eg Basil Yeaxlee, 1929), gained currency through the late 1980s and 1990s, not least through the advocacy of the OECD (1996) and the European Commission (1995), to become by the turn of the century almost ubiquitous in the developed world. Although similar in some ways to earlier 1970s discourses around 'recurrent education', 'continuing education' and 'lifelong education'-the latter notably in the influential Learning To Be report by Edgar Faurė (UNESCO, 1972)-the 1990s idea of lifelong learning in a learning society decisively shifted the policy ground by stressing 'learning' rather than 'education', and 'society' rather than 'school'. The publication of Van der Zee's The Learning Society in 1991 and the European Commission's report Teaching and Learning: towards a Learning Society in 1996 provide two markers in continental Europe of the new society-wide emphasis. In the UK similar landmarks are visible with the publication of Stewart Ranson's book Towards the Learning Society in 1994 and the initiation in 1996 of the ESRC's Learning Society Research Programme. Now almost every OECD country-from South Korea to Canada-makes reference to lifelong learning and the knowledge society in its education policies and the idea now constitutes something of a meta-discourse in policy terms. The notion is, of course, hopelessly vague, masking many different policy approaches, but it captures something real and significant in modern policy trends, and thus provides a convenient way into analysis. As a meta-discourse, which is a relatively rare phenomena in the annals of education policy, lifelong learning has no doubt served various complex ideological purposes connoting, as it does, vision, change and, above all,
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.
The Social and Cultural Dimension of Lifelong Learning in the European Union.
The article tackles on the social and cultural dimension of education, illustrated in the concept of lifelong learning/ continuous formation and the developments of this type of education in a specific institution: Babeș-Bolyai, Romania. The first part introduces a theoretical background of the concept and the challenges to incorporate it under cultural policies. The paper proposes an approach of the cultural dimension on the one hand as a cause – a framework for social policies, seen from the perspective of the issues in the social area, and on the other hand as an effect – the result of such issues that lead to the inclusion of the cultural dimension on the agenda and among the priorities of the EU. The second part is a study case of a continuous formation program initiated by a higher education institution, analyzing the attempt to offer adult education to a community. It also contains a report of lifelong learning strategies integrated at Babeș-Bolyai University and a detailed report of the program that is unrolling at the moment. Keywords: lifelong learning, social policies, cultural policies, university in community.
2020
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