The Nordic model of Lifelong Learning

The Issue of Non-formal Adult Education in the Czech Republic

“…That is because a large portion of continuing education is realized through non-formal education, be it in or outside the workplace. For this reason some authors (Rubenson, 2006(Rubenson, , 2011aDesjardins, 2011) emphasise that the importance of non-formal education has been continually increasing over the last twenty years. This claim is supported by documents of the European Union (European Commission, 2000), as well as by the employers emphasising the development of the workforce by means of education directly in the workplace (Desjardins et al, 2006;Boudard & Rubenson, 2003).…”

Adult learning, education, and the labour market in the employability regime

“…The shifting relationship among adult education, employability, and the world of work that has been presented above could also be related to Rubenson's (2006b) notion of three generations of lifelong learning. For the first humanistic generation, which was associated with humanistic ideals, critical theories, democracy, and social equality, lifelong learning was viewed as a way to reduce gaps in society.…”

“…In the softer, third version of the economistic generation of lifelong learning, issues of social cohesion and equality are reintroduced. The primary rationale of education and training is still associated with employability, and it is regarded as a way of increasing individual and societal prosperity (Rubenson, 2006b). In this new employability regime, secure employment is a thing of the past and there are increased demands for mobility, self-reliance, and individual agency.…”

“…Business-oriented professional management influences the governance of educational institutions, and competitive models are being strengthened. Demands for efficiency, relevance, accountability, and the employability of graduates are increasing (Rubenson, 2006a(Rubenson, , 2006b). …”

Proměny bariér ke vzdělávání dospělých v České republice: 2005–2015

“…Sociálně demokratická verze sociálního státu (Esping-Andersen, 1990) budovaná ve Švédsku, Norsku či Dánsku od druhé poloviny 20. století totiž vytváří podmínky pro tzv. "severský model vzdělávání dospělých" (Antikainen, 2006;Rubenson, 2006), který umožňuje překonávat situační i dispoziční bariéry k celoživotnímu učení.…”