Lifelong Learning Policy Agenda in the European Union: A bi-level analysis

Panitsides, Eugenia A.; Anastasiadou, Sofia

doi:10.1080/23265507.2015.1043936

Cited by 13 publications

(11 citation statements)

References 18 publications

(21 reference statements)

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“…The Lisbon strategy can be regarded as a turning point in the development of an EU policy model in education and training as it considerably extended the legal basis for EU activities by intergovernmental agreements, it promoted more cooperation between member states resulting in the creation of a European educational space, and it prompted more coordinated action in lifelong learning (Ertl, 2006). However, after the economic crisis it became evident that the Lisbon strategy was not yielding the results it had set out to accomplish and a new strategic framework for cooperation in education and training in the EU was adopted (Panitsides & Anastasiadou, 2015). Europe 2020 introduced a shift in the Commission´s view on the concept of lifelong learning´as a fundamental principle underpinning the entire framework´and it made lifelong learning one of its four main objectives (CEU, 2009, p. C 119/3).…”

Section: Methodsmentioning

confidence: 99%

Equity and social exclusion measures in EU lifelong learning policies

Tuparevska

Santibáñez

Solabarrieta

2019

International Journal of Lifelong Education

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The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union's legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances

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Section: Methodsmentioning

confidence: 99%

Equity and social exclusion measures in EU lifelong learning policies

Tuparevska

Santibáñez

Solabarrieta

2019

International Journal of Lifelong Education

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“…Clustering [2], [9], [14], [17], [57], [28], [32], [40], [ LA has some definitions, we have worked with the most common: LA definition of the first international Conference on Learning Analytics and Knowledge (LAK 2011). The first research question is about the SIA approximation to this definition and data source, the results obtained are shown below.…”

Section: 2%mentioning

confidence: 99%

Approximation of statistical implicative analysis to learning analytics

Pazmiño-Maji

García-Peñalvo

Conde-González

2016

Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality

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The learning Analytics has been and is still an emerging technology, the amount of research on learning analysis are increasing every day. The integration of new tools, methods and theories is necessary. The aim of this paper is to study the approximation of Statistical Implicative Analysis theory (SIA) to Learning Analytics (LA). To this end, we have created an approximation framework based on the definition, stages, and methods used in LA. In total, three criteria approach and thirty-six sub-themes were compared. We use systematic review in the literature published in the last 66 months in bibliographic database ACM, EBSCO, Google Scholar, IEEE, ProQuest, Scopus and WOS. We started with 319 papers and finally 24 met all quality criteria. This document provides the themes by which SIA approximates to LA, also provides the percentages by category approach and identifies a number of future researches.

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“…While the Directorate General for Education and Culture's response has been limited to the provision of online materials for learning, the EC recently introduced the European Skills Agenda (EC, 2020b) and the Digital Education Action Plan (EC, 2020c) as measures to improve the resilience of education systems and increase the use of digital technology and learning among member states. Promoting skill acquisition and digital education is not a novelty for the EU education policy agenda (see Panitsides & Anastasiadou, 2015;Salajan, 2019), but the interest of the EU in these themes has now arguably accelerated due to the pandemic.…”

Section: Introductionmentioning

confidence: 99%

“…It has been argued that EU's education policies promote the neoliberal ideas of "education for the economy" with limited space for the dimension of "social Europe" (Alexiadou et al, 2010, p. 347). Such policies tend to emphasise the contribution of education to building competitive economies and creating skilled workers to produce benefits in the labour market, which are perceived by some scholars as the main factors causing social inequality (Muñoz, 2015;Panitsides & Anastasiadou, 2015). In this context, the pandemic, which has evidently exposed and exacerbated inequalities in Europe (Di Pietro et al, 2020), could prompt a rethink of the social dimension of European education policy.…”

Section: Introductionmentioning

confidence: 99%

The EU’s Education Policy Response to the Covid-19 Pandemic: A Discourse and Content Analysis

Symeonidis

Francesconi

Agostini

2021

CEPSj

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Following the severe impact of the Covid-19 pandemic on education systems in Europe, the EU has been called upon to provide a concerted response to the crisis in a context where member states provided their own diverse responses. Against this background, the aim of this article is to uncover and critically examine the EU’s education policy discourse and promoted narratives since the outbreak of the Covid-19 pandemic, and by doing so evaluate the EU’s response-ability for education recovery during the crisis. A conceptual framework has been devised to analyse the responsiveness of an international entity, such as the EU, based on organisational and neo-institutionalist theories. Data were collected through a combination of discourse analysis and computer-assisted content analysis, which was applied to official EU education policy documents published in 2020. The following categories emerged from the analysis process, indicating that the EU perceives education recovery as: “upskilling and reskilling”, “digital transformation” and “sustainable development”. The findings suggest a substantial continuation between the EU’s pre- and post-Covid-19 strategy in the education sector, and even an acceleration in the same direction, revealing a lack of real change in the EU’s response, which was focused predominantly on the economic and employability approach to education.

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Lifelong Learning Policy Agenda in the European Union: A bi-level analysis

Cited by 13 publications

References 18 publications

Equity and social exclusion measures in EU lifelong learning policies

Equity and social exclusion measures in EU lifelong learning policies

Approximation of statistical implicative analysis to learning analytics

The EU’s Education Policy Response to the Covid-19 Pandemic: A Discourse and Content Analysis

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