This book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field.
Author: George K. Zarifis
Publisher: Springer Science & Business Media
This book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field. Through a critical lens the book reinterprets the core content of the messages that are conveyed by the European Commission in the “Memorandum for Lifelong Learning”, the most important policy document in the area, which after a decade from its publication still remains the vehicle for all current developments in lifelong learning in Europe. With references to research findings, proposed actions, and applications to immediate practice that have an added value for Europeans –but which either do not appear to correspond directly to what is stipulated by the European Commission, or are completely ignored as part of the lifelong learning process– the book offers an analytic and systematic outlook of the main challenges in creating the ‘European Area of Lifelong Learning’. In times as decisive as the ones we are going through today (both in social and economic terms), a critical perspective of the practices and policies adopted by the EU Member States is essential. The book follows the same structure as the Memorandum in order to debate and critically approach in separate sections the core issues that Europe faces today in relation to the idea of making a ‘European area of Lifelong Learning’.
Author: George A. KoulaouzidesPublish On: 2017-09-12
An inconsistent policy: Lifelong learning and adult education policy towards a
competitive advantage. In G. K. Zarifis & M. N. Gravani (Eds.), Challenging the “ European Area of Lifelong Learning”. A critical response (pp. 75–86). Dordrecht ...
Author: George A. Koulaouzides
Contemporary adult education policy development and lifelong learning practice are experiencing an autonomy loss imposed by the dominant neoliberal economic paradigm. As a consequence, in many countries, especially those that depend economically from supranational organizations and donors, the critical approach and its adjunct idea of emancipation have been sacrificed in favour of ambiguous developmental goals like employability, flexibility and adaptability. On the other hand, in many countries, adult education as a social movement is deeply rooted in the conviction that learning is an essential process related to personal transformation and social change. The result of this conflict between the external pressure for policies in favour of the labour market and the internal assumption about the value of emancipation has led to interesting insights that have produced policies and practices that attempt to reconcile these two forces of development. In this volume, we offer a consideration of the above paradoxical situation, and the critical view of adult education policy and practice in the region of Southeastern Europe. Some chapters in this volume present also positive lifelong learning practices, policy development analyses and conceptual understandings that highlight the efforts to develop adult education within a framework of the dominant neoliberal forces that shape European and international adult education policy.
In this book, the contributors work toward a greater understanding of lifelong learning in an expanded Europe, with particular emphasis on post-Soviet states.
Author: Riddell, Sheila
Publisher: Policy Press
This timely book contributes to the development of knowledge and understanding of lifelong learning in an expanded Europe. Its wide range of contributors look at the contribution of lifelong learning to economic growth and social cohesion across Europe, focusing its challenge to social exclusion.
Author: Torres-Coronas, TeresaPublish On: 2008-07-31
Challenges in e-HRM Torres-Coronas, Teresa, Arias-Oliva, Mario ... At the
political level, the European Union is making efforts to establish a European area
of LLL; since the publication of its document on Teaching ... In line with these
developments, lifelong learning continued to figure prominently on the EU policy
Author: Torres-Coronas, Teresa
Publisher: IGI Global
Analyzes key critical HR variables and defines previously undiscovered issues in the HR field.
Among the most important, specifically from the point of view of adult education,
are: “Making a European area of lifelong learning and reality” (2001), “Adult learning: It is never too late to learn” (2006), “Action plan on adult learning: It is
Author: Tomczyk Łukasz
Publisher: Pedagogical University of Cracow
On 8 February 2018, Charles University in Prague, Czech Republic, hosted a conference on challenges in the area of children, youth and adult education. This international scientific event was organized by the Institute of Educational Sciences of Pedagogical University of Cracow and the Faculty of Pedagogy of Charles University. The conference titled „New trends and research challenges in pedagogy and andragogy” met with great interest of researchers from Czech, Slovakia, Poland and Macedonia. During the seminar, 50 presentations were delivered by representatives from over a dozen of research centres, among them: Banska Bystrica, Bitoli, Cracow, Łodź, Poznań, Prague, Warsaw and Wrocław. It was one of many joint events organised through cooperation of universities from the Visegrad Group and partner Balkan scientific centres. The conference became a platform for exchanging methodological, didactic and organisational experiences. As a result, we present twenty papers which received positive evaluation by reviewers from: Czech, Finland, Spain, Macedonia, Slovakia, Poland and Ukraine. Thorough reviews enabled exchange of methodological comments, improving the final version of the publication.
... Making a European Area of Lifelong Learning a Reality (2001), Europefor
Citizens (2007a) and Europe 2020 (2010), declare the ... The economic model
taken up in European Union policy discourse promotes lifelong learning for the
generation of knowledge-rich and ... under an overarching economic agenda
have sorely challenged many lifelong learning theorists and practitioners in
Author: David N. Aspin
Publisher: Springer Science & Business Media
The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent. This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all.
... of vocational education and training, and of higher and professional learning.
In G. Zarifis, & M. Gravani (Eds.), Challenging the “European Area of Lifelong Learning.” Dordrecht: Springer. Gray, D., Cundell, S., Hay, D., & O'Neil, J. (2004).
Author: Kurt Kraiger
Publisher: John Wiley & Sons
The latest Wiley Blackwell Handbook of Organizational Psychology uses a psychological perspective, and a uniquely global focus, to review the latest literature and research in the interconnected fields of training, development, and performance appraisal. Maintains a truly global focus on the field with top international contributors exploring research and practice from around the world Offers researchers and professionals essential information for building a talented organization, a critical and challenging task for organizational success in the 21st century Covers a diverse range of topics, including needs analysis, job design, active learning, self-regulation, simulation approaches, 360-degree feedback, and virtual learning environments
Author: Aleksandra MarcinkiewiczPublish On: 2014-12-20
Thus, in 1982 the European Parliament issued its first resolution on this matter. ...
Making a European Area of Lifelong Learning a Reality (2001); • The
Demographic Future of Europe – from Challenge to Opportunity (2006); • Ageing
Well in ...
Overall, the book provides readers with a range of opinions on the learning society within which broad context they can place their own practice.
Author: Richard Edwards
The 'learning society' is not a new idea, although its popularity has grown in recent years with the suggestion that lifelong learning is a condition for economic competitiveness in a global economy, replacing the earlier conception of it as a condition for democratic citizenship. This reader, designed to accompany Module E827 of the MA in Education, critically examines the demographic, technological, economic and cultural challenges which have led to interest in the idea of a learning society, and explores their policy and practical implications for lifelong learning. It also explores and evaluates trends in education and training which support the development of a learning society. Overall, the book provides readers with a range of opinions on the learning society within which broad context they can place their own practice.
This book covers all the major issues, with well-known academic contributors working in the field and covering the topics of theoretical, global and curriculum perspectives, widening participation and the industrial university.
Author: John Field
Publisher: Psychology Press
'Lifelong Learning' is a hot issue for educators across the world, as societies everywhere are concerned with developing a literate, skilled and flexible workforce and to widen participation in education at all levels and for all age-groups. This book covers all the major issues, with well-known academic contributors working in the field and covering the topics of theoretical, global and curriculum perspectives, widening participation and the industrial university. Topics covered include: * Community education * Popular education * Higher education * The corporate university * The school curriculum * Vocational studies. With contributors from China, Africa, USA, Canada, UK and other European countries, Lifelong Learning offers a comprehensive and challenging account of issues arising from varying lifelong learning decisions, and exposes the impact these decisions have on such a large majority of the population.
Learning organisations - key elements of the 'knowledge-based economy' and
the 'European area of lifelong learning' The Lisbon EU Summit of the European
Council in 2000 declared that one of the strategic goals for the European Union ...
Lifelong learning brings a whole new approach to the way we acquire knowledge
and competences , which calls for ... New teaching and learning methods challenge the traditional roles and responsibilities of teachers , trainers and other
Author: European Commission
Category: Adult education
The publication 'A European Area of Lifelong Learning' consists of two parts : 1. The Commission Communication adopted on 21 November 2001 : 'Making a European Area of Lifelong Learning a Reality' (COM(2001) 678 final)(hereafter referred to as 'the Communication') ; 2. 'Lifelong Learning - Indicators and Practice', which is based on the Commission Staff Working Document (28 November 2001) entitled 'Lifelong Learning - Practice and Indicators' (SEC(2001) 1939). This part of the publication contains additional information on the Communication and consists of three parts. Section 1 provides further information on the development of indicators which can be used to follow the implementation of lifelong learning in Europe. Section 2 presents a selection of examples of lifelong learning practices in Europe in the same priority areas as those presented in the Communication. Lastly, section 3 comments on two important instruments in lifelong learning : learning organisations and local learning centres.
This book discusses the current educational climate and the impact of these policy measures for Roma people in eight Central and Eastern European countries. There is a severe lack of information about the Roma people in the public domain.
Author: Andrea Óhidy
Publisher: Emerald Group Publishing
This book discusses the current educational climate and the impact of these policy measures for Roma people in eight Central and Eastern European countries. There is a severe lack of information about the Roma people in the public domain. This book seeks to raise awareness of this forgotten minority.
Contemporary Issues for Adult Education in Europe Agnieszka Bron, Michael
Schemmann ... While the EU poses important learning challenges in its own right
, it is also an increasingly important player in the field of education and training ...
Author: Agnieszka Bron
Publisher: LIT Verlag Münster
" With the first volume of Bochum Studies in International Adult Education we are launching a new series of publications from the Chair of Adult Education at the Ruhr-University of Bochum. BSIAE addresses not only researchers, university teachers and students of adult education but also those from related disciplines. While not explicitly addressing practitioners, except for providing them with up-to-date research overviews, each issue will also address politicans and policy makers. Each volume will be organised around one topic or issue which is of interest, importance or of particular relevance for adult education in general. This particular topic will be considered from various points of view, i. e. comparative, historical, gender, socio-political and cultural. The first volume of BSIAE intends to look closely at the topcis Language - Mobility - Identity and attempts to discuss these issues from the point of view of adult education. The intention of this volume is to create a compilation of different viewpoints and critical analyses on the three topics which together form an overview of their interrelation and their relevance for European development, adult education and adult's learning. "
Author: Hodgson, Ann (Educational Researcher, Institute of Education, University of London)Publish On: 2013-12-16
challenge. of. widening. participation. in. lifelong. learning. Ann Hodgson
Introduction The large number of recent national and ... in post-compulsory education and training testifies to the fact that this is a major policy focus for many
countries in Europe and beyond (eg ... although it has formed part of the debate
in adult and community education circles in this country and beyond for many
years as part of ...
Author: Hodgson, Ann (Educational Researcher, Institute of Education, University of London)
This text focuses on the political context of lifelong learning. It addresses the background, European and policy elements of lifelong learning, as well as providing a detailed consideration of the linkage of educational and political issues in this subject.
This book discusses the issues and steps involved in building a lifelong learning system in China, including: a coherent policy framework, a sound incentive and institutional framework, a sound regulatory environment, a coordinated ...
Author: Carl J. Dahlman
Publisher: World Bank Publications
This book discusses the issues and steps involved in building a lifelong learning system in China, including: a coherent policy framework, a sound incentive and institutional framework, a sound regulatory environment, a coordinated governance process, a timely and reliable management information system, a dynamic link with the evolving global system, and the optimal use of limited resources.
Keywords: qualifications framework, knowledge management in public policy, lifelong learning, human capital 1. Introduction European societies face multiple challenges in order to maintain their development capacity in a changing world.
In particular, demographic ... Each of the levels is characterized by level
descriptors covering the area of knowledge, skills and competencies. The EQF
serves as a ...
Author: Carla Vivas
Publisher: Academic Conferences and Publishing International
Category: Business & Economics
The world economy in which we are living poses challenges that lead to a realization that 'more of the same' will be difficult to sustain. This provides an illustration that, in order to create new or modified knowledge practices, strengthen customer relationships and thus positively influence customer satisfaction, organizations must be flexible in configuring (combining) knowledge and knowledge structures in a way that is appropriate for delivering value to the customer. It must simultaneously develop effective strategies for updating the knowledge of its staff members necessary for underpinning the creation and delivery of appropriate knowledge services. Thus, unlearning (forgetting) becomes a critical means for organizational success. The ECKM community of scholars has already initiated dialogue that links its particular strengths to innovation issues. This conference aims to further that dialogue by attracting leading edge work that leverages the ECKM community's in-depth understanding of learning and unlearning to better understand knowledge management. Our aim is to stimulate breakthrough research streams linking learning, unlearning and knowledge management. How can organizations tailor, use, and extend techniques and tools from knowledge management for improving their business practices and processes? Building upon existing work on knowledge management (KM) and organizational learning, the conference will promote interdisciplinary approaches from computer science and information systems, business, management and organization science as well as cognitive science. Emphasis will be put on systematic learning from experience, KM tools and KM success factors. A special interest belongs to knowledge management initiatives which are lightweight (i.e., do not place considerable additional burden on users and KM experts), allow an incremental adoption (i.e., do not require large up-front investment before any return of investment is at least visible), and are flexible regarding frequent changes in experts and topics. Continuing the success of the ECKM conference series since 2000, the 2015 conference will provide an international communication forum bringing together academia and industry for discussing the progress made and addressing the challenges faced by continuous learning in knowledge-intensive organizations.
This is an essential ingredient in any understanding of what is happening and of any program addressing the resulting citizenship challenges. Too often, citizenship education has been perceived simply as a matter for schools.
Author: Michael Williams
Publisher: Nova Publishers
Across the globe citizenship education is high on the reform agendas of policy makers and educators. The collapse of the Soviet Union and the entry of former Soviet bloc states into the European Union, the fragmentation of the former Yugoslavia, the major population movements from poor to rich countries, and the increased threats of international terrorism and civil wars in many states have all added to the need to provide up-dated and reflective approaches to citizenship education. Within nation states, the impact of globalisation on social, economic and political structures has caused power shifts across and within international borders demanding greater citizenship awareness and participation. The effect of these changes and the practice and needs of citizenship are profoundly affected by the distinctive particulars of the places in which they occur. This is an essential ingredient in any understanding of what is happening and of any program addressing the resulting citizenship challenges. Too often, citizenship education has been perceived simply as a matter for schools. In this book, the discussion is extended to embrace post-school education. It is acknowledged that the educa