Anja P. Jakobi and Kerstin Martens
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199591145
- eISBN:
- 9780191594601
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199591145.003.0008
- Subject:
- Political Science, International Relations and Politics, Political Economy
Chapter 8 analyzes the OECD's impact on education policy‐making. Despite its long‐term involvement in education policy, the organization has developed into a central actor in this field only ...
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Chapter 8 analyzes the OECD's impact on education policy‐making. Despite its long‐term involvement in education policy, the organization has developed into a central actor in this field only since the 1990s. To explain this rise, this chapter argues that the OECD's wide‐ranging influence in this policy field is caused by expanding and refining its activities in education policy. The OECD's evolution in education policy‐making is examined by contrasting two periods of time: the 1970s — during which the OECD mainly produced discursive contributions to education policy; and the 1990s — when the organization extended its activities to conducting reviews and producing reliable data, enabling the organization to emerge as an influential policy agent in this field. This development is illustrated by the two examples of disseminating the goal of lifelong learning and benchmarking through education indicators.Less
Chapter 8 analyzes the OECD's impact on education policy‐making. Despite its long‐term involvement in education policy, the organization has developed into a central actor in this field only since the 1990s. To explain this rise, this chapter argues that the OECD's wide‐ranging influence in this policy field is caused by expanding and refining its activities in education policy. The OECD's evolution in education policy‐making is examined by contrasting two periods of time: the 1970s — during which the OECD mainly produced discursive contributions to education policy; and the 1990s — when the organization extended its activities to conducting reviews and producing reliable data, enabling the organization to emerge as an influential policy agent in this field. This development is illustrated by the two examples of disseminating the goal of lifelong learning and benchmarking through education indicators.
Stephanie Pitts
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199838752
- eISBN:
- 9780199950065
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199838752.001.0001
- Subject:
- Music, Psychology of Music
This book considers the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest ...
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This book considers the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest in music. The discussion draws upon rich qualitative data, in which over 100 adults with an active interest in music reflect upon the influences and opportunities that shaped their musical life histories. The book addresses the relationship between the claims made for music education, the practice and policy through which those aims are filtered, and recollections of the lived experiences of learning music in a variety of contexts. This consideration of school music is set in the broader context of learning in the home and community, and illustrates the circumscribed yet immensely powerful role that music teachers and other potential role models can play in nurturing open-minded, active musicians. The four central chapters focus on generational change in home and school experiences of music; the locations in which musical learning takes place, including a cross-cultural comparison with respondents from Italy; the characteristics of teachers, parents and others as musical mentors and role models; and the lifelong outcomes of musical engagement for performers, teachers, listeners and adult learners. This analysis is then used to illuminate the claims made for music education in historical and contemporary debate, and to propose ways in which school music might better prepare young people for lifelong engagement in music. The book takes a long-term perspective on how formative musical experiences and opportunities have a lifelong impact on musical values, skills and attitudes.Less
This book considers the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest in music. The discussion draws upon rich qualitative data, in which over 100 adults with an active interest in music reflect upon the influences and opportunities that shaped their musical life histories. The book addresses the relationship between the claims made for music education, the practice and policy through which those aims are filtered, and recollections of the lived experiences of learning music in a variety of contexts. This consideration of school music is set in the broader context of learning in the home and community, and illustrates the circumscribed yet immensely powerful role that music teachers and other potential role models can play in nurturing open-minded, active musicians. The four central chapters focus on generational change in home and school experiences of music; the locations in which musical learning takes place, including a cross-cultural comparison with respondents from Italy; the characteristics of teachers, parents and others as musical mentors and role models; and the lifelong outcomes of musical engagement for performers, teachers, listeners and adult learners. This analysis is then used to illuminate the claims made for music education in historical and contemporary debate, and to propose ways in which school music might better prepare young people for lifelong engagement in music. The book takes a long-term perspective on how formative musical experiences and opportunities have a lifelong impact on musical values, skills and attitudes.
Marcelo Parreira do Amaral, Siyka Kovacheva, and Xavier Rambla (eds)
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781447350361
- eISBN:
- 9781447350699
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447350361.001.0001
- Subject:
- Education, Educational Policy and Politics
This comprehensive collection discusses topical issues essential to both scholarship and policy making in the realm of Lifelong Learning policies and how far they succeed in supporting young people ...
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This comprehensive collection discusses topical issues essential to both scholarship and policy making in the realm of Lifelong Learning policies and how far they succeed in supporting young people across their life courses, rather than one-sidedly fostering human capital for the economy. Examining specific regional and local contexts across Europe, all various in context, this book uses original research to evaluate differences in scope, approach, orientation, and objectives. It enquires into the embedding of LLL policies into the regional economy, the labour market, education and training systems and the individual life projects of young people, with focus on those in situations of near social exclusion.Less
This comprehensive collection discusses topical issues essential to both scholarship and policy making in the realm of Lifelong Learning policies and how far they succeed in supporting young people across their life courses, rather than one-sidedly fostering human capital for the economy. Examining specific regional and local contexts across Europe, all various in context, this book uses original research to evaluate differences in scope, approach, orientation, and objectives. It enquires into the embedding of LLL policies into the regional economy, the labour market, education and training systems and the individual life projects of young people, with focus on those in situations of near social exclusion.
Tiago Neves, Natália Alves, Anna Cossetta, and Vlatka Domović
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781447350361
- eISBN:
- 9781447350699
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447350361.003.0010
- Subject:
- Education, Educational Policy and Politics
Lifelong learning policies have multiple meanings. They change across time, space, theoretical perspectives, and the types of actors that seek to make sense of them. This poses challenges to ...
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Lifelong learning policies have multiple meanings. They change across time, space, theoretical perspectives, and the types of actors that seek to make sense of them. This poses challenges to developing a research framework able to capture the myriad of understandings of lifelong learning ‘policy’. Furthermore, it defies coordinated policy-making and assessing its effects. This chapter aims to gauge such diversity and discuss its consequences for European young adults and their life courses. The chapter then moves on to, and concludes with, a discussion of how the tensions in the ‘growth and inclusion’ agenda interconnect with the movement from standardisation towards de-standardisation in the lives of young adults. In other words, we seek not only to provide an answer to 1) how de-standardisation is taken into account in European lifelong learning policies, but also to 2) how such policies impact and transform the lives of young adults.Less
Lifelong learning policies have multiple meanings. They change across time, space, theoretical perspectives, and the types of actors that seek to make sense of them. This poses challenges to developing a research framework able to capture the myriad of understandings of lifelong learning ‘policy’. Furthermore, it defies coordinated policy-making and assessing its effects. This chapter aims to gauge such diversity and discuss its consequences for European young adults and their life courses. The chapter then moves on to, and concludes with, a discussion of how the tensions in the ‘growth and inclusion’ agenda interconnect with the movement from standardisation towards de-standardisation in the lives of young adults. In other words, we seek not only to provide an answer to 1) how de-standardisation is taken into account in European lifelong learning policies, but also to 2) how such policies impact and transform the lives of young adults.
Yuri Kazepov, Ruggero Cefalo, and Mirjam Pot
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781447350361
- eISBN:
- 9781447350699
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447350361.003.0003
- Subject:
- Education, Educational Policy and Politics
The chapter investigates the relationship between social investment (SI) and lifelong learning (LLL). First, we present and describe the SI and LLL perspectives, reviewing their foundations and main ...
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The chapter investigates the relationship between social investment (SI) and lifelong learning (LLL). First, we present and describe the SI and LLL perspectives, reviewing their foundations and main principles. Even if lifelong learning policies are considered part of a SI strategy, the origin of LLL perspective dates back to the 1960s. These approaches present significant overlaps, but also differences related to the scope and aims of interventions. Moreover, both the critical debates on SI and LLL stress the relevance of ambiguities that can be traced back to the co-existence of a narrower functionalistic understanding and market-led human capital approach (functionalistic view); vis-a-vis a holistic comprehension of inclusion taking into account issues of social participation and human capabilities. Second, we discuss the critical issue of institutional complementarities as preconditions for the effectiveness of SI policies, to be identified in the complex and time-framed interface among labour market, education system, and welfare state. By doing this, we go beyond the mere consideration of LLL policies as an example of social investment policy. We argue for a strategic role of LLL policies as specifically addressing the time dimension by means of coherent interventions over the life course.Less
The chapter investigates the relationship between social investment (SI) and lifelong learning (LLL). First, we present and describe the SI and LLL perspectives, reviewing their foundations and main principles. Even if lifelong learning policies are considered part of a SI strategy, the origin of LLL perspective dates back to the 1960s. These approaches present significant overlaps, but also differences related to the scope and aims of interventions. Moreover, both the critical debates on SI and LLL stress the relevance of ambiguities that can be traced back to the co-existence of a narrower functionalistic understanding and market-led human capital approach (functionalistic view); vis-a-vis a holistic comprehension of inclusion taking into account issues of social participation and human capabilities. Second, we discuss the critical issue of institutional complementarities as preconditions for the effectiveness of SI policies, to be identified in the complex and time-framed interface among labour market, education system, and welfare state. By doing this, we go beyond the mere consideration of LLL policies as an example of social investment policy. We argue for a strategic role of LLL policies as specifically addressing the time dimension by means of coherent interventions over the life course.
John Field
- Published in print:
- 2005
- Published Online:
- March 2012
- ISBN:
- 9781861346551
- eISBN:
- 9781447303374
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861346551.001.0001
- Subject:
- Sociology, Economic Sociology
This book confirms the significance of social capital as an analytical tool, while challenging the basis on which current policy is being developed. It offers a wealth of evidence on a topic which ...
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This book confirms the significance of social capital as an analytical tool, while challenging the basis on which current policy is being developed. It offers a wealth of evidence on a topic which has become central to contemporary government; provides a detailed empirical investigation of the relationship between social capital, knowledge creation, and lifelong learning; relates the findings to wider policy debates; questions the dominant theoretical models of social capital; and confronts the assumption of many policy makers that the obvious solution to social problems is to ‘invest in social capital’.Less
This book confirms the significance of social capital as an analytical tool, while challenging the basis on which current policy is being developed. It offers a wealth of evidence on a topic which has become central to contemporary government; provides a detailed empirical investigation of the relationship between social capital, knowledge creation, and lifelong learning; relates the findings to wider policy debates; questions the dominant theoretical models of social capital; and confronts the assumption of many policy makers that the obvious solution to social problems is to ‘invest in social capital’.
David A. Davis
- Published in print:
- 2011
- Published Online:
- May 2016
- ISBN:
- 9780262016032
- eISBN:
- 9780262298957
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262016032.003.0015
- Subject:
- Psychology, Health Psychology
In the United States, health care reform calls for a realignment of physician roles to include (a) teamwork and interdisciplinary collaborative care, (b) continuing education and lifelong learning, ...
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In the United States, health care reform calls for a realignment of physician roles to include (a) teamwork and interdisciplinary collaborative care, (b) continuing education and lifelong learning, and (c) workplace learning. Embedded in these constructs are the principles of shared decision making and patient-centered care. A sizable shift in the concept of the “medical school” is described to enable greater attention to lifelong and workplace learning, and in support of interprofessional care. To accomplish this broad goal, faculty development is needed to address the changes required in a patient-centered health environment. This requires institutional reorganization and integration, increasing the use of human, technological, and clinical resources from clinical, educational, and research entities within an integrated and functional, effective academic medical center. Such shifts will require thinking along an integrated educational continuum, not only from the standpoint of admissions to a health professional career to retirement, but also across health professional divisions. Finally, a shift to patient-centered care requires reform in educational methodology: an increased use of a wide variety of educational tools and methods as well as more focus on measurable and meaningful uptake of content and less on the process of the simple dissemination of information.Less
In the United States, health care reform calls for a realignment of physician roles to include (a) teamwork and interdisciplinary collaborative care, (b) continuing education and lifelong learning, and (c) workplace learning. Embedded in these constructs are the principles of shared decision making and patient-centered care. A sizable shift in the concept of the “medical school” is described to enable greater attention to lifelong and workplace learning, and in support of interprofessional care. To accomplish this broad goal, faculty development is needed to address the changes required in a patient-centered health environment. This requires institutional reorganization and integration, increasing the use of human, technological, and clinical resources from clinical, educational, and research entities within an integrated and functional, effective academic medical center. Such shifts will require thinking along an integrated educational continuum, not only from the standpoint of admissions to a health professional career to retirement, but also across health professional divisions. Finally, a shift to patient-centered care requires reform in educational methodology: an increased use of a wide variety of educational tools and methods as well as more focus on measurable and meaningful uptake of content and less on the process of the simple dissemination of information.
Christiane Spiel, Barbara Schober, Petra Wagner, and Monika Finsterwald
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199600496
- eISBN:
- 9780191739187
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199600496.003.0087
- Subject:
- Neuroscience, Development, Behavioral Neuroscience
The use of the term ‘neuro’ in scientific contexts has become more and more popular. Many politicians and practitioners, especially in the field of education, seem to believe that scientific work ...
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The use of the term ‘neuro’ in scientific contexts has become more and more popular. Many politicians and practitioners, especially in the field of education, seem to believe that scientific work gets a specific aura if it is neuroscientifically based. This chapter questions whether, and if so, how neuroscience can contribute to explaining or promoting complex learning processes. To illustrate complex learning processes and the requirements associated with their enhancement, it focuses on lifelong learning (LLL). The needs of the ‘knowledge society’ have placed LLL at the centre of an intensive ongoing political debate. Essential constituents of LLL are a persistent motivation to learn and the skills to realize this motivation. Researchers in the field of education agree that schools provide the basis for LLL and therefore teachers play a decisive role for imparting relevant competences. Consequently, LLL trainings should also target teachers. As a concrete example, a training programme for teachers to enhance LLL is presented. Based on this example, the chapter discusses how bridges can be built between neuroscience and education to cooperate in explaining and promoting complex learning processes.Less
The use of the term ‘neuro’ in scientific contexts has become more and more popular. Many politicians and practitioners, especially in the field of education, seem to believe that scientific work gets a specific aura if it is neuroscientifically based. This chapter questions whether, and if so, how neuroscience can contribute to explaining or promoting complex learning processes. To illustrate complex learning processes and the requirements associated with their enhancement, it focuses on lifelong learning (LLL). The needs of the ‘knowledge society’ have placed LLL at the centre of an intensive ongoing political debate. Essential constituents of LLL are a persistent motivation to learn and the skills to realize this motivation. Researchers in the field of education agree that schools provide the basis for LLL and therefore teachers play a decisive role for imparting relevant competences. Consequently, LLL trainings should also target teachers. As a concrete example, a training programme for teachers to enhance LLL is presented. Based on this example, the chapter discusses how bridges can be built between neuroscience and education to cooperate in explaining and promoting complex learning processes.
Sheila Riddell
- Published in print:
- 2001
- Published Online:
- March 2012
- ISBN:
- 9781861342232
- eISBN:
- 9781447303886
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861342232.001.0001
- Subject:
- Sociology, Social Stratification, Inequality, and Mobility
There is a growing concern about the social exclusion of a range of minority groups, including people with learning difficulties. Lifelong learning is seen as one of the central means of challenging ...
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There is a growing concern about the social exclusion of a range of minority groups, including people with learning difficulties. Lifelong learning is seen as one of the central means of challenging the exclusion of this group, but also of enhancing their economic status. This book demonstrates that policy based on human capital premises has produced forms of lifelong learning that exacerbate the marginalisation of people with learning difficulties. This book reviews the range of policy fields that increasingly intervene in the lifelong-learning arena; maps the agencies involved in service delivery and describes their (sometimes conflicting) ethos; and provides in-depth accounts of the lived experiences of individuals with learning difficulties as they navigate lifelong-learning options.Less
There is a growing concern about the social exclusion of a range of minority groups, including people with learning difficulties. Lifelong learning is seen as one of the central means of challenging the exclusion of this group, but also of enhancing their economic status. This book demonstrates that policy based on human capital premises has produced forms of lifelong learning that exacerbate the marginalisation of people with learning difficulties. This book reviews the range of policy fields that increasingly intervene in the lifelong-learning arena; maps the agencies involved in service delivery and describes their (sometimes conflicting) ethos; and provides in-depth accounts of the lived experiences of individuals with learning difficulties as they navigate lifelong-learning options.
Risto Rinne, Heikki Silvennoinen, Tero Järvinen, and Jenni Tikkanen
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781447350361
- eISBN:
- 9781447350699
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447350361.003.0006
- Subject:
- Education, Educational Policy and Politics
Policies are based on – explicit and implicit – assumptions of well-functioning institutions, a prosperous economy, a good citizen, and so forth. In short, they have a vision of a desired society ...
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Policies are based on – explicit and implicit – assumptions of well-functioning institutions, a prosperous economy, a good citizen, and so forth. In short, they have a vision of a desired society with reasonably behaving individuals. Against this background the chapter scrutinizes the taken-for-granted logic behind lifelong learning policy measures targeted at so called ‘vulnerable youth’. The term ‘vulnerable’ itself bears within it connotations that influence policy makers’ and policy actors’ perception of the individuals categorized under the label ‘vulnerable’. The chapter is interested in the ways by which lifelong learning policies with their variety of policy measures, projects, regulations and practices, incentive structures and sanctions, aim to govern (regulate, steer, mould) the ‘vulnerable’ young adults to govern themselves – their reasoning and conduct – according to the desired direction. The aim of this chapter is to make visible the underlying assumptions and tacit implications beneath the ‘normal’ life course, how ‘vulnerability’ is produced in policy texts, and how the normalization of ‘vulnerable’ youth is governed. Besides theoretical analysis the article uses policy documents, descriptions of policy measures and projects, and international, national and regional statistics to make sense of practices of governing the normalisation in empirical contexts.Less
Policies are based on – explicit and implicit – assumptions of well-functioning institutions, a prosperous economy, a good citizen, and so forth. In short, they have a vision of a desired society with reasonably behaving individuals. Against this background the chapter scrutinizes the taken-for-granted logic behind lifelong learning policy measures targeted at so called ‘vulnerable youth’. The term ‘vulnerable’ itself bears within it connotations that influence policy makers’ and policy actors’ perception of the individuals categorized under the label ‘vulnerable’. The chapter is interested in the ways by which lifelong learning policies with their variety of policy measures, projects, regulations and practices, incentive structures and sanctions, aim to govern (regulate, steer, mould) the ‘vulnerable’ young adults to govern themselves – their reasoning and conduct – according to the desired direction. The aim of this chapter is to make visible the underlying assumptions and tacit implications beneath the ‘normal’ life course, how ‘vulnerability’ is produced in policy texts, and how the normalization of ‘vulnerable’ youth is governed. Besides theoretical analysis the article uses policy documents, descriptions of policy measures and projects, and international, national and regional statistics to make sense of practices of governing the normalisation in empirical contexts.
Dorothy Lander and John Graham‐Pole
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195335224
- eISBN:
- 9780199868810
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195335224.003.0019
- Subject:
- Religion, Religion and Society
This chapter explores the “reflective practice” of letter-writing to the deceased. It reviews the literature of this unique form of epistolary communication, as a prelude to writing letters to the ...
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This chapter explores the “reflective practice” of letter-writing to the deceased. It reviews the literature of this unique form of epistolary communication, as a prelude to writing letters to the chapter's authors' beloved dead. In subsequent dialogue, the chapter reviews the potential of this autoethnographic and holistic methodology for death education, as well as for research and care work, in both formal and informal palliative care settings. It is argued that death and mourning are hard to teach through didactics and need to be interwoven with arts-based personal story, self-expression, and dialogue. The chapter proposes that such direct, non-mediated, communications can offer a vital, although largely unexplored, form of lifelong pedagogy as well as serving as a source of direct healing for bereaved people, whether personal or professional caregivers.Less
This chapter explores the “reflective practice” of letter-writing to the deceased. It reviews the literature of this unique form of epistolary communication, as a prelude to writing letters to the chapter's authors' beloved dead. In subsequent dialogue, the chapter reviews the potential of this autoethnographic and holistic methodology for death education, as well as for research and care work, in both formal and informal palliative care settings. It is argued that death and mourning are hard to teach through didactics and need to be interwoven with arts-based personal story, self-expression, and dialogue. The chapter proposes that such direct, non-mediated, communications can offer a vital, although largely unexplored, form of lifelong pedagogy as well as serving as a source of direct healing for bereaved people, whether personal or professional caregivers.
Jay Schulkin
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691157443
- eISBN:
- 9781400849031
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691157443.003.0007
- Subject:
- Psychology, Cognitive Neuroscience
This chapter examines normal neonatal orientation to sounds as well as developmental disorders that affect musical sensibility, including Williams syndrome, a form of hypersocial expression coupled ...
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This chapter examines normal neonatal orientation to sounds as well as developmental disorders that affect musical sensibility, including Williams syndrome, a form of hypersocial expression coupled with a liking for music. It first explains how a sense of music begins very early in infancy, noting that the discrimination of pitch and other perceptual capabilities are expressed within the first year of life, events believed to be fundamentally linked to social capabilities. It is the social world, gaining a foothold in the life of others, which makes this knowledge essential. Rhythmic engagement also begins in infancy, generating movement. This musical expression is linked to affective needs and diverse forms of social contact. The chapter proceeds by discussing hypersocial and hyposocial behaviors among individuals with Williams syndrome, along with the evolution of social behavior that underlies musical expression. Finally, it considers epigenetic events and lifelong learning changes in relation to music.Less
This chapter examines normal neonatal orientation to sounds as well as developmental disorders that affect musical sensibility, including Williams syndrome, a form of hypersocial expression coupled with a liking for music. It first explains how a sense of music begins very early in infancy, noting that the discrimination of pitch and other perceptual capabilities are expressed within the first year of life, events believed to be fundamentally linked to social capabilities. It is the social world, gaining a foothold in the life of others, which makes this knowledge essential. Rhythmic engagement also begins in infancy, generating movement. This musical expression is linked to affective needs and diverse forms of social contact. The chapter proceeds by discussing hypersocial and hyposocial behaviors among individuals with Williams syndrome, along with the evolution of social behavior that underlies musical expression. Finally, it considers epigenetic events and lifelong learning changes in relation to music.
Xavier Rambla, Dejana Bouillet, and Borislava Petkova
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781447350361
- eISBN:
- 9781447350699
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447350361.003.0004
- Subject:
- Education, Educational Policy and Politics
Lifelong learning policies may construct target groups in two different ways. First, sometimes encompassing systems of lifelong learning policies implement programmes for specific social categories ...
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Lifelong learning policies may construct target groups in two different ways. First, sometimes encompassing systems of lifelong learning policies implement programmes for specific social categories in terms of school performance, gender or ethnicity. Second, lifelong learning policies are much more fragmentary in many countries. There, experts and the very young adults may assume that programmes compensating for early school leaving and vocational training schemes ‘are’ lifelong learning. In these circumstances, it is likely that the same specific social categories become the target of these policies by default. This chapter discusses the consequences of constructing these target groups of lifelong learning policies in nine member states of the European Union. The pros and cons of this policy instrument is considered at different geographical scales such as the whole Union, member states and functional regions. In addition, the chapter will explore to what extent the construction of these target groups draws on wider societal classifications of socio-economic background (e.g. previous school performance), gender and ethnicity.Less
Lifelong learning policies may construct target groups in two different ways. First, sometimes encompassing systems of lifelong learning policies implement programmes for specific social categories in terms of school performance, gender or ethnicity. Second, lifelong learning policies are much more fragmentary in many countries. There, experts and the very young adults may assume that programmes compensating for early school leaving and vocational training schemes ‘are’ lifelong learning. In these circumstances, it is likely that the same specific social categories become the target of these policies by default. This chapter discusses the consequences of constructing these target groups of lifelong learning policies in nine member states of the European Union. The pros and cons of this policy instrument is considered at different geographical scales such as the whole Union, member states and functional regions. In addition, the chapter will explore to what extent the construction of these target groups draws on wider societal classifications of socio-economic background (e.g. previous school performance), gender and ethnicity.
Queralt Capsada-Munsech and Oscar Valiente
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781447350361
- eISBN:
- 9781447350699
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447350361.003.0005
- Subject:
- Education, Educational Policy and Politics
In a context of high youth unemployment rates, the employability agenda has dominated the design of European lifelong learning (LLL) policies. While the assumption of this agenda is that the causes ...
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In a context of high youth unemployment rates, the employability agenda has dominated the design of European lifelong learning (LLL) policies. While the assumption of this agenda is that the causes of youth unemployment are individual and of an educational nature, our study explores to what extent regional labour market situations affect the effectiveness of these LLL policies on vulnerable young adults. Based on interviews with key regional actors and the review of relevant grey literature at the national and regional level, we identify apprenticeships (i.e. work-based training) and employability training courses (i.e. school-based learning) as the main lifelong learning policies used in five European countries to promote youth employment. The comparative analysis shows how differences in education and training provision can be explained by the different configuration of national skill formation regimes. However, the effectiveness of these provision measures on youth employment is largely affected by how the economic context is shaping the demand for skills in these regional labour markets.Less
In a context of high youth unemployment rates, the employability agenda has dominated the design of European lifelong learning (LLL) policies. While the assumption of this agenda is that the causes of youth unemployment are individual and of an educational nature, our study explores to what extent regional labour market situations affect the effectiveness of these LLL policies on vulnerable young adults. Based on interviews with key regional actors and the review of relevant grey literature at the national and regional level, we identify apprenticeships (i.e. work-based training) and employability training courses (i.e. school-based learning) as the main lifelong learning policies used in five European countries to promote youth employment. The comparative analysis shows how differences in education and training provision can be explained by the different configuration of national skill formation regimes. However, the effectiveness of these provision measures on youth employment is largely affected by how the economic context is shaping the demand for skills in these regional labour markets.
Thomas Verlage, Valentina Milenkova, and Ana Bela Ribeiro
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781447350361
- eISBN:
- 9781447350699
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447350361.003.0007
- Subject:
- Education, Educational Policy and Politics
This chapter discusses different concepts of vulnerability and reviews the policies of European countries to overcome vulnerability. The main thesis is that the current situation gives rise to ...
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This chapter discusses different concepts of vulnerability and reviews the policies of European countries to overcome vulnerability. The main thesis is that the current situation gives rise to prerequisites for vulnerability and that the type and number of disadvantaged groups is increasing. Special attention is paid to the Roma – the most at-risk ethnic minority in Europe. A key focus of the chapter is that tackling vulnerability and minimizing it is the result of policies at different levels - European, national, regional. The chapter puts forward a review of the most recent key policy measures for equal education opportunities and social inclusion targeting at-risk groups. Various aspects of adopted policy interventions for stimulating social and LLL inclusion are illustrated, and supplemented by a critical analysis in different EU countries. The conclusion is that the required strategic actions targeting educational equity for marginalized social groups have been indeed formulated by the stakeholders; yet, certain shortcomings have been noticed and these are primarily linked to practical implementation of the national documents into real actions.Less
This chapter discusses different concepts of vulnerability and reviews the policies of European countries to overcome vulnerability. The main thesis is that the current situation gives rise to prerequisites for vulnerability and that the type and number of disadvantaged groups is increasing. Special attention is paid to the Roma – the most at-risk ethnic minority in Europe. A key focus of the chapter is that tackling vulnerability and minimizing it is the result of policies at different levels - European, national, regional. The chapter puts forward a review of the most recent key policy measures for equal education opportunities and social inclusion targeting at-risk groups. Various aspects of adopted policy interventions for stimulating social and LLL inclusion are illustrated, and supplemented by a critical analysis in different EU countries. The conclusion is that the required strategic actions targeting educational equity for marginalized social groups have been indeed formulated by the stakeholders; yet, certain shortcomings have been noticed and these are primarily linked to practical implementation of the national documents into real actions.
Sheila Riddell and Elisabet Weedon (eds)
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9781447300137
- eISBN:
- 9781447307709
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447300137.003.0002
- Subject:
- Sociology, Occupations, Professions, and Work
The aim of this chapter is to examine the relationship between lifelong learning systems and the wider socio-economic context in which they are located at national and European levels. It considers ...
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The aim of this chapter is to examine the relationship between lifelong learning systems and the wider socio-economic context in which they are located at national and European levels. It considers the growth of economic inequality across much of Europe, which has coincided with the emergence of the knowledge economy. In addition the relationship between national typologies of welfare and lifelong learning are explored, and it is argued that these are closely aligned.Less
The aim of this chapter is to examine the relationship between lifelong learning systems and the wider socio-economic context in which they are located at national and European levels. It considers the growth of economic inequality across much of Europe, which has coincided with the emergence of the knowledge economy. In addition the relationship between national typologies of welfare and lifelong learning are explored, and it is argued that these are closely aligned.
Siyka Kovacheva, Judith Jacovkis, Sonia Startari, and Anna Siri
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781447350361
- eISBN:
- 9781447350699
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447350361.003.0008
- Subject:
- Education, Educational Policy and Politics
LLL policy programs and initiatives at the national and local level rarely begin by investigating the needs and aspirations of young participants, and even less opportunities are provided for young ...
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LLL policy programs and initiatives at the national and local level rarely begin by investigating the needs and aspirations of young participants, and even less opportunities are provided for young people to participate in the design, implementation and evaluation of policy interventions. In this chapter we attempt to highlight the views of young adults on how effectively policies support their personal life projects, educational and professional aspirations and more broadly, their need for empowerment in the transition to adulthood. This chapter presents young adults’ perspectives on their participation in LLL policies. The role of LLL programs and measures in shaping young adults’ life trajectories is best captured at one of the most pivotal turning points in their lives – the transition from school to work. To explore this, we apply a life course perspective to the analysis of a rich data set of 168 qualitative interviews. Interviews were conducted in 2017 with participants of diverse LLL policies across two functional regions in each of the nine partner countries in the YOUNG_ADULLLT project.Less
LLL policy programs and initiatives at the national and local level rarely begin by investigating the needs and aspirations of young participants, and even less opportunities are provided for young people to participate in the design, implementation and evaluation of policy interventions. In this chapter we attempt to highlight the views of young adults on how effectively policies support their personal life projects, educational and professional aspirations and more broadly, their need for empowerment in the transition to adulthood. This chapter presents young adults’ perspectives on their participation in LLL policies. The role of LLL programs and measures in shaping young adults’ life trajectories is best captured at one of the most pivotal turning points in their lives – the transition from school to work. To explore this, we apply a life course perspective to the analysis of a rich data set of 168 qualitative interviews. Interviews were conducted in 2017 with participants of diverse LLL policies across two functional regions in each of the nine partner countries in the YOUNG_ADULLLT project.
Siyka Kovacheva, Xavier Rambla, and Marcelo Parreira do Amaral
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781447350361
- eISBN:
- 9781447350699
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447350361.003.0012
- Subject:
- Education, Educational Policy and Politics
The chapter takes stock of the insights produced in the different chapters of this collection and draws conclusions based on three theoretical perspectives that guided our analysis. Each of them ...
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The chapter takes stock of the insights produced in the different chapters of this collection and draws conclusions based on three theoretical perspectives that guided our analysis. Each of them highlights a few important points that are helpful to make sense of the evidence posited by the thematic chapters. Cultural Political Economy provides crucial insights on the intimate connections between complexity reduction and the institutional normalisation of life courses. Life Course Research sheds light on the equally relevant connections between young adults’ biographies and active learning. Finally, Governance theories account for the regional dimension of lifelong learning policies. Some lessons learned are discussed and a plea to listen to the voices of young adults is made.Less
The chapter takes stock of the insights produced in the different chapters of this collection and draws conclusions based on three theoretical perspectives that guided our analysis. Each of them highlights a few important points that are helpful to make sense of the evidence posited by the thematic chapters. Cultural Political Economy provides crucial insights on the intimate connections between complexity reduction and the institutional normalisation of life courses. Life Course Research sheds light on the equally relevant connections between young adults’ biographies and active learning. Finally, Governance theories account for the regional dimension of lifelong learning policies. Some lessons learned are discussed and a plea to listen to the voices of young adults is made.
John Field
- Published in print:
- 2005
- Published Online:
- March 2012
- ISBN:
- 9781861346551
- eISBN:
- 9781447303374
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861346551.003.0004
- Subject:
- Sociology, Economic Sociology
This chapter considers the issues of values and behaviour, based on survey data on people's attitudes towards learning, and the way that these can be associated with their engagement in wider sets of ...
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This chapter considers the issues of values and behaviour, based on survey data on people's attitudes towards learning, and the way that these can be associated with their engagement in wider sets of social relationship. It explains that the core idea of social capital is the suggestion that people's connections have value because they allow people to cooperate for mutual benefit and to gain access to resources which they can then use. The chapter discusses that the Northern Ireland survey data confirm other studies which have found a link between social capital and lifelong learning. It demonstrates a positive association between attitudes towards civic engagement and adult learning.Less
This chapter considers the issues of values and behaviour, based on survey data on people's attitudes towards learning, and the way that these can be associated with their engagement in wider sets of social relationship. It explains that the core idea of social capital is the suggestion that people's connections have value because they allow people to cooperate for mutual benefit and to gain access to resources which they can then use. The chapter discusses that the Northern Ireland survey data confirm other studies which have found a link between social capital and lifelong learning. It demonstrates a positive association between attitudes towards civic engagement and adult learning.
John Holford and Vida A.Mohorčič Špolar (eds)
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9781447300137
- eISBN:
- 9781447307709
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447300137.003.0003
- Subject:
- Sociology, Occupations, Professions, and Work
This chapter presents an historical account of the evolution of the EU’s thinking and practice on lifelong learning. It examines the continuing tension between education for productivity, efficiency ...
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This chapter presents an historical account of the evolution of the EU’s thinking and practice on lifelong learning. It examines the continuing tension between education for productivity, efficiency and competitiveness on the one hand, and education for broader personal development and social inclusion on the other.Less
This chapter presents an historical account of the evolution of the EU’s thinking and practice on lifelong learning. It examines the continuing tension between education for productivity, efficiency and competitiveness on the one hand, and education for broader personal development and social inclusion on the other.
