23 SES 04 C, Adult Education
The Nordic countries are probably one of the first regions in the world where independent national states voluntary started to coordinate the development of their education policies (A. O. Telhaug et al., 2004). The institutions for schooling had for centuries been regarded as a most national area like the police and the army but in the nineteen sixties the Social Democratic governments in the Nordic countries began to work for horizontal integration of their education policies and in the nineteen seventies when education and training of adults moved up on the international political agenda were the Nordic countries most active in UNESCO where much education policy making was developed.
Jarl Bengtsson, the former head of CERI in the OECD delivered a lecture at an ASEM meeting in Beijing (2008) where he discussed the development of national strategies for the implementation of lifelong learning. He stressed in retrospect that the main reason why France in the nineteen seventies was unsuccessful with “permanent education” while Sweden was successful with “recurrent education” was that the former country acted on the base of a national implementation strategy. Florian Waldow from Humboldt University (2009) found after studies of education policy making in Sweden a national tendency to “silent borrowing” from international organizations while Hans G. Schuetze from University of British Columbia (2006) observed the opposite tendency: Certain national states tends to influence the education policy making in international organizations. This discrepancy in findings is another argument for an empirical study.
32% of the adults in the Swedish labor force participated in lifelong learning in 2007 according to OECD (2009) and this share is probably the highest in the world. The average share of labor force participation in lifelong learning in the EU as such was in comparison 9 % in the same year. All Nordic countries are having high shares of participation and this is usually explained as a result of a long term tradition and much public funding. However, specific Nordic models for effective implementation may be part of the explanation. This leads to the research question:
How are the Nordic countries implementing their current strategies for adult learning? What kind of education policy making has been going on between the Nordic countries and organizations like Council of Europe, UNESCO, OECD and EU? What seems to be the best model for national implementation of adult learning strategies?
The first objective is the mapping of national models for implementation of strategies for adult learning and the second an investigation of the relations between the Nordic countries and international organizations.
The theoretical framework for the study will be: Knill (2006), Moutsios (2009), Schuetze (2006), and Waldow (2009)
Bengtsson, J. (2008), National Strategies for Implementing Life Long Learning (LLL): an International Perspective. In: Observatory PASCAL. Ehlers, S. (2010), Livslang læring som politisk strategi I 1900-tallets Danmark. Samspillet mellem civilsamfund, stat og marked. In: Uddannelseshistorie 2010. Knill, C. (2006), Implementation. In: European Union: power and policy-making. Routledge. Marcussen. M. (2002), OECD og idespillet. Game over? Hans Reitzel. Moutsios, S. (2009), International organizations and Transnational Education Policy. In Compare. Vol 39, No. 4. OECD (2009), Labour Force Survey. In: Undervisningsministeriets pressemeddelelse den 23. juni 2009. Schuetze, H. G. (2006), International concepts and agendas of lifelong learning. In: Compare. Vol. 36, No. 3. Telhaug, A. O. et al. (2004), From Collectivism to Individualism. Education as Nation Building in a Scandinavian Perspective. In: Scandinavian Journal of Educational Research. Vol. 44, No, 2. Waldow, F. (2009), Undeclared imports: silent borrowing in educational policy making and research in Sweden. In: Comparative Education. Vol. 45, No. 4.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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