Lifelong learning in the European Union: Comparative analysis of 5 member-states strategies for lifelong learning
Author(s):
Claudia Neves
Conference:
ECER 2009
Network:
23. Policy Studies and Politics of Education
Format:
Paper

Session Information

23 SES 09 D, Politics of Life Long Learning

Paper Session

Time:
2009-09-30
10:30-12:00
Room:
HG, HS 21
Chair:
Jennifer Teresa Ozga

Contribution

Although there is a strong pressure for governments to shape their Education and training policies around EU recommendations, the trends that emerge are inevitably complex and different. In this context, assuming that in the European Union coexist different Welfare state regimes, how do these different contexts comprehend and define their LLL strategies? We chose to approach this broad theme focusing on the comparison between LLL policies of five member-states, in relation to their specific contexts. By analyzing national policy documents addressing lifelong learning, and the main features of the contexts that frame these policies we seek above all: to identify the conceptualizations Lifelong learning; to obtain comparative information about countries’ LLL strategies; to compare these strategies with the social, political, cultural, cultural, educational environments. To address these goals we chose a theoretical framework based on two concepts: Lifelong learning and education policy and politics. Our research shows that both concepts are supported by a lack of consensus on their definition and there is not a unique definition for neither. Regarding the LLL, on the surface the expression is self-evident but it is likely to have different interpretations and meanings in different contexts of use. In our research we present the evolution of this concept and the main tensions that characterize the current debate (Biesta, 2006; Canário, 2006; Kallen, 1996). Based on theoretical contributions referring to education policy and politics (Ozga & Lindgard, 2007; Ball, 2006; Barroso, 2003) we assume that Education policy includes all sectors of Education, and also policy produced by others actors than government’s. In this sense, policy is more than policy texts; it also involves processes that go beyond normative actions. There is another policy outside the decision-making context, where decisions are also made through relations of power and interests, outside formal structure. We intend to organise this paper in three sections. In the 1st part we will present the main features of this research project and the “shaped glasses” through which we chose to analyse this theme, by that we mean the conceptual and theoretical framework of the research. The second section of this paper will present the main findings of the empirical work, namely the main features of the Lifelong learning policies and the contexts that promote these policies. Thirdly, we will present the results of the comparative analysis, highlighting the main differences and similarities between the countries’ LLL strategies.

Method

This research is based on a qualitative approach, in the field of Compared Education because we seek to identify the similarities and differences, in the ways that five European Union countries apprehend and implement common guidelines concerning Lifelong learning. Most of the empirical work in this research is based on documental analysis (European Union policy documents that frame Lifelong learning, as well as the analysis of documents that frame LLL strategies issued by the national governments of the selected countries). The instruments to collect data are based on the content analysis of these documents and surveys to policy makers that are still being tested. The documents analysis is based on different sources of information such as: European policy documents; national reports sent to the EU; Statistics from International organisations; policy reviews.

Expected Outcomes

Our expectations related to this research are: • To contribute for the construction of a new knowledge and new vision about the conception and application of education policies in European Union; • To expand and deepen the debate around the lifelong learning problematic regarding its potentialities and its perverse effects; • We will also try to contribute to the enrichment of the methodological options in the field of compared education.

References

AIGINGER, K., GUGER, A. (2006) The European Socioeconomic Model IN ANTHONY GIDDENS, P. D., ROGER LIDDLE (Ed.) Global Europe, Social Europe. Polity. ALEXIADOU, B. L. N. (2007) New Forms of European Union Governance in the Education Sector? A Preliminary Analysis of the Open Method of Coordination. European Educational Research Journal 6, 321-335. ANTUNES, F. (2004) Políticas educativas nacionais e globalização. Novas instituições e processos educativos - o subsistema de escolas profissionais em Portugal (1987-1998), Braga, Universidade do Minho - Instituto de Educação e Psicologia BALL, S. (2006) Education policy and social class, London and New York. BALL, S. (2007) Big policies/small world: an introduction to international perspectives in education policy. IN OZGA, B. L. A. J. (Ed.) The RoutledgeFalmer Reader in Education Policy and Politics. London and New York, Routledge. BARDIN, L. (2004) Análise de Conteúdo, Lisboa, Edições 70. BARROSO, J. (2003) Regulação e desregulação nas Políticas Educativas: tendências emergentes em estudos de educação comparada. IN BARROSO, J. (Ed.) A Escola pública – regulação, desregulação, privatização. Porto, Edições ASA. BARROSO, J. (2006) O Estado e a Educação: a Regulação transnacional, a regulação nacional e a regulação local. A regulação das políticas públicas de educação. Espaços, dinâmicas e actores. Lisboa, Educa. BERGLUND, G. (2008) On Lifelong Learning as stories of the present. Department of Education. Umea, Umea University. BIESTA, G. (2005) Against learning. Reclaiming a language for education in an age of learning. Nordisk Pedagogik, 25, 54-66. BIESTA, G. (2006) What's the point of lifelong learning if lifelong learning has no point? On the Democratic Deficit of Policies for Lifelong Learning. European Educational Research Journal, 6, 169-180. CANÁRIO, R. (2003) A "aprendizagem ao longo da vida" - análise de um conceito e de uma política. Formação e situações de trabalho. Porto, Porto Editora. CANÁRIO, R. (2006a) A escola e a abordagem comparada: novas realidade, novos olhares. Sísifo - Revista de Ciências da Educação, 27-36. CANÁRIO, R. (2006b) Aprender sem ser ensinado. A importância estratégica da educação não formal. A Educação em Portugal 1986-2006. Alguns contributos da Investigação. CONSELHO DA EUROPA. (1970) Permanent Education. Estrasburgo. DALE, R. (1994) A promoção do mercado educacional e a polarização da educação. Educação, Sociedade e Culturas, 2, 109-139. DALE, R. (2001) Globalização e Educação: demonstrando a existência de uma cultura educacional mundial comum ou localizando uma agenda globalmente estruturada para a educação. Educação, Sociedade e Culturas, 16. FAURE, E. E. A. (1972) Learning to be: The world of education today and tomorrow. Paris, UNESCO. FIELD, J. (2003) Researching Lifelong Learning: trends and prospects in the English-speaking world. Kwartalnik Mysli Spoleczno-Pedagogicznej Teraznjejszosc Czlowjek Edukacja 21, 63-81. FIELD, J. (2004) Lifelong Learning and cultural change: a european perspective. Conference on Lifelong Learning and New Learning culture. National Chung-Cheng University, Chia-Yi, Taiwan. GOMES, E., NEVES, C. (2008), Relatório de análise de documentos de referência da União para as políticas educativas, Projecto PEE, UIED – FCT/UNL, documento policopiado. GRAND, P. L. (1970) An introduction to Lifelong Education. IN UNESCO (Ed.) Paris. JARVIS, P. (2007) Lifelong Learning. IN ROUTLEDLGE (Ed.) Globalisation, lifelong learning and the learning society. Sociological perspectives. London & New York, Routledlge. AIGINGER, A. G., THOMAS LEONI, EWALD WALTERSKIRCHEN (2007) Reform Perspectives on Welfare State Models in Global Capitalism. IN PAPER, W. (Ed.) WIFO Working Papers, No. 303. LIMA, L. (2002) Da vida, ao longo da aprendizagem: a vida ao longo da educação e a educação ao longo da vida. Jornal "a página", 115, 21-.... LIMA, L. (2003) Formação e aprendizagem ao longo da vida: entre a mão direita e a mão esquerda de Miró. Cruzamento de saberes, aprendizagens sustentáveis. Lisboa, Fundação Calouste Gulbenkian. NEVES, C. (Aceite para publicação em 2008) “As organizações Internacionais e a avaliação dos sistemas de Educação e Formação: discursos e prática”. In Revista Europeia de Formação Profissional. NEVES, C (2006), “Educação e Desenvolvimento Humano. Concepções no discurso e evidências na prática”. In ANAIS 6. UIED. Monte da Caparica. NEVES, C (2004), “Sustentar o Desenvolvimento. A complexidade dos novos modelos de desenvolvimento”. In Formação e Desenvolvimento Humano: Inteligibilidade das suas relações complexas”. Lisboa. MCX/APC – Atelier nº 34. NÓVOA, A. & (COORD), M. L. (2005) L’Europe Réinventée. Regards Critiques sur l’espace européen de l’éducation, Paris, L'Harmattan. OZGA, B. L. A. J. (2007) Introduction: reading education policy and politics. IN OZGA, B. L. A. J. (Ed.) The RoutledgeFalmer Reader in Education Policy and Politics. London and New York, Routledge. PROKOU, E. (2008) A Xomparative Approach to Lifelong LEarning Policies in Europe: the cases of UK, Sweden and Greece. European Journal of Education, 43. RUBENSON, K. Lifelong Learning: a critical assessment of the political project. University of British Columbia.

Author Information

Claudia Neves
UIED
Carnaxide
174

Update Modus of this Database

The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER. 

Search the ECER Programme

  • Search for keywords and phrases in "Text Search"
  • Restrict in which part of the abstracts to search in "Where to search"
  • Search for authors and in the respective field.
  • For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
  • If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.