Lifelong Learning Participation in a Changing Policy by Ellen Boeren

By Ellen Boeren

Drawing at the function of people, schooling and coaching companies and nations' social coverage activities, and borrowing insights from psychology, sociology and economics, this ebook works in the direction of an interdisciplinary thought of grownup lifelong studying participation. It explores the fragmented facts of why adults do or don't perform grownup lifelong studying actions and makes a speciality of the relevance of coverage, the social personality and anticipated merits of lifelong studying participation and discusses the aptitude implications for coverage, perform and research.

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In the field of adult lifelong learning, the Labour Force Survey, coordinated by Eurostat, has been used to monitor adult lifelong learning participation (Boeren, 2011). Detailed information on the Labour Force Survey will be provided later on in this book, together with a discussion of other surveys, such as the Adult Education Survey and PIAAC. These surveys are not only useful for monitoring policy and developing new policy strategies. The fact that these surveys are available makes it attractive for researchers in the wider lifelong learning field to conduct projects based on secondary data analysis.

In this respect, Óhidy (2008) distinguishes between ‘two main ideas’: (1) democratic education in which there is more space for self-development and liberation and (2) the development of human resources strongly linked to the advancement of the performative knowledge-based society. While the author discusses both ‘ideas’, the focus on the economic side comes out strongly: ‘… the lifelong learning concept should not be reduced to satisfying the demands of the labour market and other economic claims …’ (Óhidy, 2008, p.

In this regard, I agree with Broek and Hake (2012) that successful policies will need to understand the historical, social and economic contexts of previous policies, as well as the structures and instruments that are available (or might have to be developed) in order for the policy to work. The problem of participation While the importance of lifelong learning participation is stated in various policy documents, such as a set of White Papers, discussion 24 Lifelong Learning Participation in a Changing Policy Context notes and reports from the European Commission, UNESCO and OECD, and there are optimistic research findings demonstrating the positive impact of participation, a problem occurs when looking deeper into current participation patterns and statistics – the focus of the following chapter.

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