Hardback
Lifelong Learning in Europe
National Patterns and Challenges
9780857937353 Edward Elgar Publishing
Combining qualitative and quantitative methods in a wide-ranging international comparative study, the book explores how far the EUs lifelong learning agenda has been successful and what factors have limited its ability to reshape national adult and lifelong learning systems. The chapters also look at adults’ participation in formal education, what they see as the obstacles to taking part, and the nature of their demand for learning opportunities.
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Critical Acclaim
Contributors
Contents
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Based on a five-year research project across thirteen countries, this comprehensive book analyses how national characteristics frame a central feature of European Union social and economic policies – lifelong learning.
Combining qualitative and quantitative methods in a wide-ranging international comparative study, the book explores how far the EUs lifelong learning agenda has been successful and what factors have limited its ability to reshape national adult and lifelong learning systems. The chapters also look at adults’ participation in formal education, what they see as the obstacles to taking part, and the nature of their demand for learning opportunities.
Using country typologies, the authors challenge assumptions – whether held by policy makers or researchers – that there is just one economic trajectory for market economies and their lifelong learning systems. This book will therefore be valuable to scholars, researchers and policy makers who are investigating, or trying to change, education and labour markets.
Combining qualitative and quantitative methods in a wide-ranging international comparative study, the book explores how far the EUs lifelong learning agenda has been successful and what factors have limited its ability to reshape national adult and lifelong learning systems. The chapters also look at adults’ participation in formal education, what they see as the obstacles to taking part, and the nature of their demand for learning opportunities.
Using country typologies, the authors challenge assumptions – whether held by policy makers or researchers – that there is just one economic trajectory for market economies and their lifelong learning systems. This book will therefore be valuable to scholars, researchers and policy makers who are investigating, or trying to change, education and labour markets.
Critical Acclaim
‘This is a must read for policy makers, practitioners and academics. This brilliant book richly contributes to the comparative literature on lifelong learning. It provides an intriguing framework for how the variety in national systems of adult learning and their outcome can be addressed. The theoretical work is grounded in sophisticated national case studies that offer unique insights into why, or why not, a person embarks on adult learning. Finally, the work establishes the critical role of policy.’
– Kjell Rubenson, University of British Columbia, Canada
‘The book is a very thorough analysis of concepts, theory and policy, authored by a large number (37) of social science researchers with direct experience of learning systems in their own countries. This is a handsomely produced volume, decently bound, and will withstand the frequent reference which will be made to it.’
– William R Jones, Universities for Lifelong Learning
‘Saar, Ure and Holford have offered the definitive statement on the increasingly crucial area of lifelong learning across a vast range of European nations. The volume is far more than a collection of isolated and independent case studies, but is instead a tightly coherent and thematically unified piece of theoretical and empirical sociological work. Both researchers and policy makers will find much of value in Lifelong Learning in Europe.’
– David B. Bills, University of Iowa, US
– Kjell Rubenson, University of British Columbia, Canada
‘The book is a very thorough analysis of concepts, theory and policy, authored by a large number (37) of social science researchers with direct experience of learning systems in their own countries. This is a handsomely produced volume, decently bound, and will withstand the frequent reference which will be made to it.’
– William R Jones, Universities for Lifelong Learning
‘Saar, Ure and Holford have offered the definitive statement on the increasingly crucial area of lifelong learning across a vast range of European nations. The volume is far more than a collection of isolated and independent case studies, but is instead a tightly coherent and thematically unified piece of theoretical and empirical sociological work. Both researchers and policy makers will find much of value in Lifelong Learning in Europe.’
– David B. Bills, University of Iowa, US
Contributors
Contributors: B.E. Aaslid, S. Altorjai, S. Ayupova, E. Boeren, P. Boyadjieva, P. Downes, L. Dromantienė, G. Gornev, G. Hefler, J. Holford, A. Ivančič, A. Khokhlova, V. Kozlovskiy, L. Labanauskas, J. Markowitsch, C. Maunsell, V. Milenkova, A. Mleczko, D. Nenkova, I. Nicaise, K. Petkova, M. Radovan, S. Rammel, S. Riddell, P. Ringler, P. Róbert, T. Roosalu, E.-L. Roosmaa, E. Saar, M. Taljūnaitė, A. Tamm, O.B. Ure, M. Veits, R. Vöörmann, E. Weedon, T. Welikala, I. Žemaitaitytė
Contents
Contents:
Foreword
Marc Goffart
Preface
Introduction
Ellu Saar, Odd Bjørn Ure and John Holford
PART I: CONCEPTUAL CONSIDERATIONS
1. Lifelong Learning: National Policies from the European Perspective
John Holford and Agata Mleczko
2. Lifelong Learning Systems: Overview and Extension of Different Typologies
Ellu Saar and Odd Bjørn Ure
3. Seven Types of Formal Adult Education and their Organizational Fields: Towards a Comparative Framework
Günter Hefler and Jörg Markowitsch
PART II: COUNTRY STUDIES
4. Has Lifelong Learning Policy and Practice in Scotland Promoted Social Inclusion?
Elisabet Weedon and Sheila Riddell
5. ‘Renaissance’ Without Enlightenment: New Labour’s ‘Learning Age’ 1997–2010
John Holford and Thushari Welikala
6. Rising to the Challenge of Realizing Lifelong Learning for One and All: The Role of Community Adult Education in Widening Participation for Traditionally Marginalized Groups in Irish Society and Beyond
Catherine Maunsell and Paul Downes
7. Flemish Formal Adult Education: (G)rowing Against the Stream?
Ellen Boeren and Ides Nicaise
8. In Search of Building Blocks for Lifelong Learning: Motivation and Institutional Support in Norwegian Education and Training
Odd Bjørn Ure and Bjørg Eva Aaslid
9. Nobody’s Darling: Dynamics and Inertia of Formal Adult Education in Austria
Jörg Markowitsch, Günter Hefler, Stephanie Rammel and Paul Ringler
10. Implementation of Lifelong Learning in Slovenia: Institutional Factors and Equality of Access of Adults to Formal and Non-formal Education
Angela Ivančič and Marko Radovan
11. Why are the Participation Rates in Lifelong Learning so Low in Hungary?
Péter Róbert, Saida Ayupova and Szilvia Altorjai
12. The Lifelong Learning Hybrid: The Case of Bulgaria
Pepka Boyadjieva, Valentina Milenkova, Galin Gornev, Kristina Petkova and Diana Nenkova
13. Formal Adult Education in the Context of the Transforming Labour Market in Russia
Anisya Khokhlova, Vladimir Kozlovskiy and Maria Veits
14. Adult Education in Lithuania: Towards Increasing Employability and Social Cohesion, or Neither?
Meilutė Taljūnaitė, Leta Dromantienė, Irena Žemaitaitytė and Liutauras Labanauskas
15. Developing Human Capital in Post-Socialist Capitalist: Estonian Experience
Ellu Saar, Triin Roosalu, Eve-Liis Roosmaa, Auni Tamm and Rein Vöörmann
Conclusion: Lifelong Learning as a Social Field and Entrance Point to Policy-making for Education and Training
Ellu Saar, John Holford and Odd Bjørn Ure
Index
Foreword
Marc Goffart
Preface
Introduction
Ellu Saar, Odd Bjørn Ure and John Holford
PART I: CONCEPTUAL CONSIDERATIONS
1. Lifelong Learning: National Policies from the European Perspective
John Holford and Agata Mleczko
2. Lifelong Learning Systems: Overview and Extension of Different Typologies
Ellu Saar and Odd Bjørn Ure
3. Seven Types of Formal Adult Education and their Organizational Fields: Towards a Comparative Framework
Günter Hefler and Jörg Markowitsch
PART II: COUNTRY STUDIES
4. Has Lifelong Learning Policy and Practice in Scotland Promoted Social Inclusion?
Elisabet Weedon and Sheila Riddell
5. ‘Renaissance’ Without Enlightenment: New Labour’s ‘Learning Age’ 1997–2010
John Holford and Thushari Welikala
6. Rising to the Challenge of Realizing Lifelong Learning for One and All: The Role of Community Adult Education in Widening Participation for Traditionally Marginalized Groups in Irish Society and Beyond
Catherine Maunsell and Paul Downes
7. Flemish Formal Adult Education: (G)rowing Against the Stream?
Ellen Boeren and Ides Nicaise
8. In Search of Building Blocks for Lifelong Learning: Motivation and Institutional Support in Norwegian Education and Training
Odd Bjørn Ure and Bjørg Eva Aaslid
9. Nobody’s Darling: Dynamics and Inertia of Formal Adult Education in Austria
Jörg Markowitsch, Günter Hefler, Stephanie Rammel and Paul Ringler
10. Implementation of Lifelong Learning in Slovenia: Institutional Factors and Equality of Access of Adults to Formal and Non-formal Education
Angela Ivančič and Marko Radovan
11. Why are the Participation Rates in Lifelong Learning so Low in Hungary?
Péter Róbert, Saida Ayupova and Szilvia Altorjai
12. The Lifelong Learning Hybrid: The Case of Bulgaria
Pepka Boyadjieva, Valentina Milenkova, Galin Gornev, Kristina Petkova and Diana Nenkova
13. Formal Adult Education in the Context of the Transforming Labour Market in Russia
Anisya Khokhlova, Vladimir Kozlovskiy and Maria Veits
14. Adult Education in Lithuania: Towards Increasing Employability and Social Cohesion, or Neither?
Meilutė Taljūnaitė, Leta Dromantienė, Irena Žemaitaitytė and Liutauras Labanauskas
15. Developing Human Capital in Post-Socialist Capitalist: Estonian Experience
Ellu Saar, Triin Roosalu, Eve-Liis Roosmaa, Auni Tamm and Rein Vöörmann
Conclusion: Lifelong Learning as a Social Field and Entrance Point to Policy-making for Education and Training
Ellu Saar, John Holford and Odd Bjørn Ure
Index
