LLinE Lifelong Learning in Europe

Orientation 4/2009

LEARNING GENERATIONS
Learning needs and opportunities and the learning experience all vary across our lifespan. Generational experiences regarding working life and work-related learning also differ greatly from one another. How can people in different life phases be best included in learning? What is the role of lifelong learning in creating a satisfying and meaningful working life?

Giulia Scarpa
THE 1000 EURO GENERATION: YOUNG ITALIANS ENTERING THE LABOR MARKET

Short term, poorly-paid contracts are a reality for many a young European entering the labor market. This phenomenon is pronounced in Italy where well-educated youths in precarious employment have come to consider themselves as a new social class. The writer explores the ways this generation uses digital technology and popular culture to make their plight public.

Audra Skukauskaite
“I TEACH AND I LEARN”: TEACHER LEARNING ACROSS GENERATIONS

This article focuses on the learning of teachers themselves. The writer has interviewed three Lithuanian school teachers of different generations about their own learning opportunities. The interviews highlight differences in learning patterns across generations. There is also a need for more investment in teachers’ learning opportunities - teachers are crucial actors in fostering lifelong learning skills across Europe.

Hanna Salminen
ACCESS TO LEARNING: FOCUS ON AGEING FINNISH NURSES

This peer-reviewed paper looks into how nurses of different ages perceive their learning and development opportunities on the job. The study, based on research conducted in a Finnish hospital, discovers a strong link between perceived access to training and organizational commitment.

Dionisis Georgopoulos
SCANDINAVIA AND GREECE: FAMILY TYPES AND WOMEN IN ADULT LEARNING

Scandinavia outperforms Greece in female participation in adult education across all age groups. The writer of this peer-reviewed paper attributes this to the prevailing family types in these regions. The family types are in turn created by respective models of the welfare state.

Fabio Della Pietra, Bernard Godding and Paul Olver
GRUNDTVIG SUPPORTS TEDDY BEARS: TRANSFORMING AN AGEING SOCIETY

Teddy Bear, a Grundtvig partnership, operated in three European countries bringing vulnerable senior citizens and young people together in various learning and interaction situations. In this case study article the partners revisit the methods and results of their project.

Maria Theresia Schwarz-Wölzl
MATURE @ EU: NEW LEARNING NEEDS FOR RECRUITERS

As discussed in the article The 1000 Euro Generation in this issue, young generations often face difficulties entering the labor market. Older generations face similar problems when reintegrating into the workforce. This case study article presents the project Mature @ EU. The main outcome of the project is an e-learning environment for employers designed to promote age-diversity in recruitment.

ADULT EDUCATION IN SPAIN
In this issue LLinE introduces the adult education field in Spain, which holds the EU Presidency from January to June, 2010.

Angel García del Dujo and Victor Martín García
THOUGHTS ON ADULT EDUCATION IN SPAIN

Besides offering an overview of the Spanish adult education system, this article adopts a critical viewpoint and discusses the shortcomings and challenges of adult learning in Spain.

LLinE INTERVIEW
LEARNING SOCIETY - A THOUGHT ON DIFFERENTLY UNDERSTOOD EDUCATION

Aleksandra Pejatović interviews Professor Dušan Savićević, renowned scholar and pioneer of andragogy. The conversation delves deep into the foundations of adult education.

INNOVATION AND CREATIVITY
This year LlinE is publishing a series of articles on innovation and creativity in and for lifelong learning in Europe.

Stephen Murgatroyd
LIFELONG LEARNING, CORNERSTONE FOR INNOVATION

There is a strong link, argues the writer, between economic growth and lifelong learning. Sponsoring research in universities is not enough. To really tap into their innovation capacity, economic areas need to invest in skills such as critical thinking and the development of effective networks, with a lifelong learning perspective.

LITERATURE
Therese Quinn
AN ENCOUNTER: BECOMING A PERSON IN SOCIETY
Learning to Be a Person in Society
Peter Jarvis