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Global polity in adult education and UNESCO: landmarking, brokering and framing policy

“…A visible mark of landmarking activity, in this study, is found in Learning to be (1972), a report by the former Prime Minister and Minister of Education of France and Commission Chair, Edgar Faure. This report epitomises the work that had been carried out around the concept of 'lifelong education' under the auspicious of the UIE at a time of active leadership in establishing the organising principle for educational development (Tuijnman and Boström, 2002). It was fully embraced by the 'lifelong education movement' (Wain 2001, 184) for its radical approach, which also fit in with de-schooling, and de-institutionalisation stands (Moosung and Friedrich, 2011).…”

“…Originally intended to support scholarship in comparative education, it has had a longstanding relation with the World Council of Comparative Education Societies, whose triennial congresses have served as a platform for the publication of guestedited issues. The journal has also had an important role in fostering lifelong learning (Tuijnman and Boström 2002) and in brokering values, ideas and data specific to the field of adult education, as, for instance, in the special issue on the follow-up on CONFINTEA VI already mentioned. Shifts in the institutional legal status and directorship of UIE/UIL, coupled with the appointment of a new executive director of the journal, have recently led to an explicit redirection of the journal to better support UIL's overall strategy and commitments to lifelong learning, specifically adult education, thus strengthening the journal's brokering potential in these matters.…”

Intergenerational Relationships and Lifelong Learning

“…In policy, the concept was first related to human capital because its incentive was to give possibilities for individuals to learn and develop new skills that could be used in the workplace. The difference between learning and education developed during the 1980s (Tuijnman & Boström, 2002) and from around 2000 lifelong learning became related to social capital and social cohesion. This changed the focus and social relationships were prioritized.…”

An assessment of the effectiveness of a classroom activity designed to teach the value of lifelong learning

“…A focus on LLL was employed as a guiding concept for educational and economic policies of the European Union (see, e.g., Coffield 1999;Tuijnman and Boströ m 2002;Brine 2006). Unfortunately, the concept of LLL has become less than clearly defined within these contexts, and Green (2002) refers to its application as 'hopelessly vague.…”