Session Information
23 SES 09 C, European Lifelong Learning in Post-Soviet Societies: Case of Russia and the Baltics
Symposium
Contribution
Although the European Union’s lifelong learning policies have been strongly influenced since their inception by the demands of economic competitiveness, for a period – roughly from the mid-1990s to the mid-2000s –issues around citizenship, social cohesion and European identity achieved relative prominence. The admission of new member states might be thought to give new significance to education which explores and strengthens the central tenets of a common European identity. However, in many post-communist member states, the issues which provide motivation to engage in lifelong learning, and factors which drive the adoption and framing of lifelong learning policies at national level, are related to labour market. EU expansion seems to have detracted from the ‘cultural’ and ‘citizenship’ aspects of lifelong learning. Drawing on a survey of 12,000 European adult learners conducted within the LLL2010 project, this paper explores the nature of motivation to learn in the countries of western and eastern Europe, and raises questions about the implications this has for European Union policy. Does the strengthening of Europe demand that lifelong education draws on ‘European values’? If so, to what extent are these values compatible with the real learning motivations of European adults? And how important are national institutional frameworks?
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