LLinE Lifelong Learning in Europe

Orientation 2/2009

The rhetoric of many national governments and international organisations views lifelong learning as a right for everyone. But what is the reality of lifelong learning – is it a right that is fulfilled in Europe today? How can lifelong learning promote inclusion and empowerment?

Magda Trantallidi
IS LIFELONG LEARNING A RIGHT?
There is general consensus that lifelong learning should become the conceptual basis guiding all future education and training policy, and that it is at the heart of labour and social issues. The writer aims to produce an integrated picture of the policy and legislative frameworks at both international and European levels.

Peter Mayo
COMPETENCES AND THE RIGHT TO LEARNING
The educational discourse that highlights ‘commercially and market-oriented’ type of competences is widespread and reflects a broader discourse that promotes entrepreneurship, competitiveness and the mobility of capital and labour. The writer analyses the implications of this discourse and proposes the right to an alternative and more expansive notion of lifelong learning, related to the concept of critical citizenship.

Ari Antikainen
PARTICIPATION, WELFARE REGIME, AND LIFE HISTORY
The writer considers the conditions, context, processes and effects of participation in adult education, with specific focus on “the case of Finland”.

Slavica Borka Kucler
ROLE MODELS ATTRACT
The Slovenian Institute of Adult Education is attempting to establish a culture of learning by promoting examples of good practice. To this end the SIAE has designed a promotional campaign based on a collection of filmed profiles of adult learners to inspire others to learn.

Tarja Tikkanen
NEW OPPORTUNITIES AND OLD CHALLENGES FOR OLDER EMPLOYEES
‘The Nordic model’ is based on values of equal opportunity and the policy and practice of social dialogue. The writer suggests that this model provides a framework that supports older employees in remaining active in the worlds of work and learning and supports their active ageing at work. Specific attention is paid to the mediating role of labour unions.

Kajsa Pösö, Brita Hedalm and Arja Skogqvist
LIFELONG LEARNING FOR IMMIGRANTS AGED 50+
Combining formal and non-formal learning, a project in Sweden aims to integrate immigrants over the age of 50 in the society. The writers show how lifelong learning is promoted by disseminating knowledge and information, promoting personal wellbeing, facilitating an entry into the labour market, increasing knowledge of the Swedish language and helping immigrants participate in social activities.

Ari Myllyviita and Maija Aksela
VIRTUAL MENTORING FOR NOVICE TEACHERS
The writers describe a project that focuses on using ICT tools to create and maintain networks between teacher students, novice teachers and their mentors in mathematics and chemistry education. The overall aim of the project is to support teachers’ professional development and lifelong learning.

LLinE PROFILE: JÓZSEF KATUS
LIFELONG LEARNING FOR INCLUSION
With a background in government communication and higher education, József Katus’ work in the civil society has aimed at contributing to European reunification and furthering the quality of life of people with disabilities.

ADULT EDUCATION IN SWEDEN
In this issue LLinE introduces the adult education field in Sweden, which holds the EU presidency from 1 July to 31 December, 2009.

ADULT EDUCATION AND SWEDEN’S PRESIDENCY OF THE EU. INTERVIEW WITH GEOFF ERICI
The Chief of Department at the Ministry of Education and Research envisages that, in the future, increasing attention will be given to tailored and flexible learning provision and the recognition and validation of prior learning.

Bernt Gustavsson
SWEDISH ADULT EDUCATION IN A CRITICAL PERSPECTIVE
Considering the current situation of Swedish adult education in relation to the traditions and historical development, the writer criticises the trend that reduces adult education, in terms of lifelong learning, to economics and human capital. He argues that adult education and lifelong learning have to be completed in a new way by perspectives of democracy and humanism.

COMMENTARY

Renée David Aeschlimann
LIFELONG LEARNING: AN INDIVIDUAL RIGHT OR A CONSUMER GOOD?

LITERATURE
Matthias Finger

FROM THE GLOBAL ZOO OF ADULT EDUCATION BOOKS
Ali A. Abdi and Dip Kapoor (Eds.)