When lifelong learning emerged as a key theme of educational policy in the 1990s, international organisations played a decisive role. Some, particularly the Organisation for Economic Co-operation and Development (OECD) and the United Nations' Educational, Scientific and Cultural Organisation (UNESCO), had a 'track record': in the 1970s UNESCO had enthused about 'lifelong education' (Faure et al. 1973), the OECD about 'recurrent education' (OECD 1973). In contrast, the European Union had no such pedigree. Although the Council of Europe had advocated 'permanent education' as early as 1966 (Council of Europe 1970), the EU itself 3 had been silent. Yet, as Field (2006) suggests, in the 1990s the EU's role was decisive.
Prispevek govori o dilemah, s katerimi se srečujejo izobraževalci pri pripravljanju vsebin programov, namenjenih izobraževanju za aktivno državljanstvo. Skuša predstaviti pojem državljanstva, aktivnega državljanstva, demokracije in civilne družbe. Govori o razsežnostih aktivnega državljanstva in primerja cilje programov, razvitih v okviru programa PHARE za demokracijo z razsežnostmi državljanstva, kot jih opredeljuje nizozemski teoretik s tega področja Ruud Veldhuis.
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