Neoliberal and inclusive themes in European lifelong learning policy

Abstract

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.

Adult Education in Scotland a Critical Analysis of Strategic and Policy

“…Community learning policies have tended to focus on equity and social justice as part of a broader integrated service offering of youth work and community building [37]. The reason for lifelong learning is not only that adults need to live together to make society a better place if there is a higher level of social cohesion and a strong sense of active citizenship, but that the main purpose of lifelong learning is that society needs to have a strong level of human capital, that is to say, to survive in a knowledge economy, it is necessary to maintain competitiveness and highly skilled labor force in the global market [23]. However, Jenkins et al proved that higher wages did not result from participation in vocational learning activities in adulthood.…”

Lifelong learning, young adults and the challenges of disadvantage in Europe Lifelong learning, young adults and the challenges of disadvantage in Europe , by John Holford, Pepka Boyadjieva, Sharon Clancy, Günter Hefler, Ivana Studená, 2023, 467 pp., £34.99 (paperback), ISBN: 978-3-031-14111-9. Cham: Palgrave Macmillan.

“…The current European lifelong learning landscape is strongly tailored towards increasing economic competitiveness in the neo-liberal marketplace (Holford & Mohorcic Spolar, 2012). Given the poor involvement of adults with no or low qualifications (see above), as a result of the strong focus on learning in the workplace, a first analysis was undertaken to identify what lifelong learning provision is accessible to them.…”

Lifelong Learning Policies for Young Adults in Europe

“…Supported by the European Union (EU), LLL has emerged as a key theme of educational, welfare and labour market policies since the late 1990s. However, this accompanied a recurring ambiguity regarding the aims of LLL policy interventions: education for productivity, human capital and competitiveness on the one hand; education for broader personal development and social inclusion, reminiscent of maximalist positions, on the other (Holford and Mohorčič Špolar, 2012).…”