In this paper I discuss the role of public education in a time of globalization, rapid changes, and new communication patterns. What will be the main purpose of the public education system? From a policy view, for example within the OECD and the EU, it has been argued that the solution to these challenges of globalized connectedness and demands for flexibility, is a preparedness and a willingness among citizens, to take part in different forms of  learning throughout their lives. There are two characteristic features within this discourse of lifelong learning: the concept of learning (not education) and the concept of competences (not knowledge or meaning). It is possible for a person both to learn and to develop competences in many places and in many situations in life – so what is the school for?

The aim of this paper is to examine what the policy with its focus on competences and (lifelong) learning means for public education: What different meanings of learning can be distinguished within different discourses of lifelong learning? In what terms can the content of public education be discussed when ‘learning’ and ‘competences’ are on the top of the political agenda?  

According to Kress (2008, p. 256) there are two basic assumptions concerning curriculum: “stability” and “uniformity”. It is mainly the agricultural and the industrial eras that have shaped the idea of the present curricula and Kress’ thesis is that those basic conditions no longer exist, but nevertheless continues to shape our perceptions of school and curriculum. The Western nations have school curricula without an adequate basis in the society and this “leaves the school without its legitimating purposes”. On the policy arena, the OECD and the EU formulate frameworks of competences essential for citizens in a globalized world and the organizations take an active interest in education:“tomorrow’s curriculum has become a relevant topic for political discourse and education reform efforts all over the world” (Rychen & Salganik 2003, p. 1). Within the DeSeCo project, a competency involves the ability to handle complex demands in particular contexts, including attitudes and the ability to communicate effectively. The concept of ‘learning’ within lifelong learning is careful analyzed with reference to Edwards’ learning societies (1997), and Feinberg’s, three models of education (2001). From these discourses and models, five analytically different meanings of learning are distinguished in an empirical research study. The different meanings of learning are related to the DeSeCo competences and to the current research debate, e.g. Biesta (2004). In the second section of the paper, the content of public education is central. This question is discussed in relation to the Cambridge Primary Review (2010), Kress (2008), and Kelly (2009). In the third section it is concluded that there is a tension between two different ideals within lifelong learning: the ‘lonely learner’ and the ‘cooperative learner’. It is argued that Roberts’ (2007) two visions of literacy might be helpful to understand the role of public education, in terms of developing ‘citizenship literacy’, or rather literacies.  

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