Lifelong Learning In Europe Research Articles

Revisiting Lifelong Learning and Its Practices in Vietnam

Education is an indispensable sector for a country's sustainable development. To maintain its continuity, government-based policies and related stakeholders in learning need to be considered to promote lifelong learning. This narrative literature review addresses international concepts of lifelong learning in Europe and how it has been implemented in Vietnam. The findings indicated that Vietnam faced more challenges than other developed countries, and some factors impacted LLL in Vietnam, such as legal frameworks, facilities, foreign language literacy, etc. The review also provided discussions for lifelong learning in Vietnam.

The Determinants of Lifelong Learning in Europe

The Determinants of Lifelong Learning in Europe

Institutions of higher education and the idea of lifelong learning

The idea of lifelong learning is very popular in the XXI century. This paper presents how Polish universities reflect this idea. The main theories of andragogy were compared with each other and a relationship was shown, between this concept and adult education. Moreover, it analyses the effectiveness of different management styles continuing education in Polish universities and their implications for institutions of higher education. It also describes the main programs of the European Commission to promote lifelong learning in Europe.

The development and implementation of ideas of lifelong learning in Europe at the dawn of the 21st century

Aim. The aim of article is present the changing of idea of lifelong learning. The article focuses on the idea of lifelong learning. The first part shows the essence of lifelong learning. An attempt has been made to organise concepts like: lifelong learning, lifelong training, continuing education and permanent education, as well as education and adult education, to consequently educe the idea of lifelong learning from the concept of continuing education.
 Methods. It’s used the literature analysis because of the theoretical character of a paper.
 Results. In the paper was presented how idea of lifelong learning was changing in the time. Furthermore, the article shows the social context of the use of lifelong learning in relation to the theory of human capital and social capital theory as well. The next part of the article concentrates on identifying the most important initiatives of the European Union, the objective of which was the implementation of the idea in Europe. The article presents the aims of the EU programmes that are focused on the implementation of that idea in European education.
 Conclusions. The development of the idea lifelong learning is referring with a social and cultural changes. This idea is a very important part of EU strategy which main gol is to build the Information Society.

Popular universities: An alternative vision for lifelong learning in Europe

At its inception in 1993, the European Union (EU) did not consider education one of the pillars of its regional cohesiveness and identity. As time went by, recognition of the potential role of education at individual and social levels increased. This concern for education, however, is much more centred on the acquisition of knowledge and skills towards developing a competitive labour force than towards facilitating the integration of all citizens in the European community – a bias which is reflected in EU policies and recommendations. At local levels, communities need to offer educational opportunities to all members of society, irrespective of their social, cultural and linguistic background and their level of education. In many EU member countries, this kind of learning is offered by popular universities (PUs), which are not state-funded and run in close collaboration with their respective local communities. The authors of this paper carried out a qualitative survey, collecting data on PUs in Spain and France. Their purpose was to examine how European PU offerings align with community needs, and to what extent they address emerging issues such as immigration, the refugee crisis, an aging population and youth unemployment. In the evaluation of their comparative survey, the authors link the grassroots approaches of PUs in Spain and France to the broader European Union (EU) discourse on lifelong learning (LLL) as seen in policy documents such as the European Commission’s Memorandum on Lifelong Learning. Finally, they examine the ways in which PUs’ approach to LLL works to contest the dominant consensus on the meaning and scope of lifelong learning, offering an alternative way forward.

Institutionalization of Lifelong Learning in Europe and East Asia: from the Complexity Systems perspective

East Asia shows newly emerging experiments in lifelong learning that contrast with European experiences. The concepts and ideas share a similar platform, while the trajectories of institutionalization reveal great differences. It is because the idea of lifelong learning was coined by international agencies, like UNESCO, to share, it rather shows divergent mode of institutionalization in different contexts. In this article, I intend to grasp the particular characteristics of ‘institution formation’ in lifelong learning practices, especially shown in East Asian countries, including the Republic of Korea, Japan, and China. In so doing, I adopt social systems theories in interpreting the phenomena. Education is presumed to be a social system, or ‘autopoiesis’ that functionally differentiates and expands itself by self-referential reproduction. In this context, lifelong learning is a relative newcomer with new frameworks and ideas, which sometimes conflict with traditional education, and institutionalizes itself by competing the contested terrains of the system, most of which are preoccupied by early sectors of education. In this paper, I focus on how the ‘idea’ of lifelong learning embodies into the system, secures its own education spaces, and keeps expansive reproductions as a part of the education system in general.

The Development of U3As & the Benefits to Members

The history and development of Lifelong Learning in Europe will be covered briefly together with the founding of the U3A Movement by Professor Pierre Vellas. The development of the U3A Movement in the United Kingdom has been a notable success since its founding in 1982. It has grown steadily every year and will celebrate its One-Thousandth U3A in 2016. The range of opportunities offered to members and the benefits accruing to the whole membership which already exceeds 360000 will be discussed. The Trust has an International Committee which promotes knowledge of the international nature of the U3A Movement, works with AIUTA and other bodies such as the Asia Pacific Alliance, to support its development, and encourages exchanges, study tours, twinning and foreign language links between U3As and attendance at international events.

Eleni Prokou, Adult Education and Lifelong Learning in Europe and in Greece. Dionicos Publishers, Athens 2009, (in Greek)

Eleni Prokou, Adult Education and Lifelong Learning in Europe and in Greece. Dionicos Publishers, Athens 2009, (in Greek)

Lifelong Learning Policies and Higher Education in Europe and Spain

This paper describes and analyzes the set of increasing policies related to lifelong learning in Europe and Spain in the last 20 years. Lifelong learning and related concepts ― lifelong education, formal-non formal-informal learning, etc. ― are discussed to clarify and contextualize their use. The contribution of higher education to lifelong learning is specially mentioned. The paper provides an overview of the European strategies and programmes, acknowledging Europe 2020 strategy and its Education and Training 2020 strategy and the Lifelong Learning Programme (2007-2013) and its successor, Erasmus (2014-2020). Spanish policies and conceptions about lifelong learning are pointed out. The case of UNED and its continuing education activities is described. Special mention is devoted to initiatives about open education, framed within lifelong learning actions. Final section remarks some challenges and future steps, such as recognition and accreditation of non-formal, informal and open learning or integration of open education initiatives.

Book Review: Lifelong Learning in Europe: National Patterns and Challenges

From the point of view of adult education, contemporary research accounts on formal education and lifelong learning is somewhat eschewed. First line of discussion, concentrating on VET or higher education, often completely forgets or marginalises its nontaditional, adult students. The second strand of current research deals thoroughly with learning from the adults’ point of view, but mostly considers nonformal and informal learning. To bridge this gap and pay long due attention to the nontraditional, adult students in formal education system, the editors of this book have followed the tradition opened by Shuetze and Slowey 1 , but looking at a different set of countries – such that to some extent could be claimed more similar to each other than the ones discussed in the 2000 volume. This book provides an illuminating account of the nature of contemporary lifelong learning (LLL) in Europe. The institutional and social context to lifelong learning, as well as path-dependency of its development, is the cornerstone of the approach the editors employ.

Italian Lifelong Learning in Europe: Notes to the Second Millennium

In Italy the Education and Training System is undergoing a period of complex reorganization. This occurs within a European Integration Process aimed at achieving a full Citizenship right and the maximum mobility among Member States . Starting from the latest European Directives , which make the concept of Competence the cornerstone of Education, Training and Work , and examining data from some very recent surveys of national and international significance, here we propose a picture of the current Italian situation.

Lifelong learning and higher education in Europe 1995–2011: widening and/or narrowing access?

This introductory paper sets out the central themes and main argument of papers within this special issue, which focuses on the contribution of higher education to the European Union’s agenda on lifelong learning. The focus on lifelong learning in Europe coincided with the resurgence of capitalism in post-socialist European states in eastern and central Europe and the rapid enlargement of the EU in the mid-1990s. This period of European expansion and growth was followed from 2007 onwards by an ongoing financial crisis, prompting a rolling back of the state in most European countries. The papers in this special issue examine the role played by higher education in facilitating social mobility for some groups, whilst also, somewhat paradoxically, facilitating the reproduction of existing economic inequalities.

Lifelong learning in Europe: Equity and efficiency in the balance

Lifelong learning in Europe: Equity and efficiency in the balance

COMBLE: European Community of Integrative Blended Learning Experts

The COMBLE project defines new and innovative models for the use of Blended learning in different educational backgrounds (vocational training, enterprises, universities, public bodies). To use the potentials of Blended learning a European wiki-based community called Methopedia will be established. By contributing to the development of Blended learning COMBLE supports ICT relevant methods that are indispensable for lifelong learning in Europe. Moreover, COMBLE will address to management-level, learners and trainers at the same time. We will develop a number of products - an applied reference model of Blended Learning, an expert course for trainers, and a European Blended Learning Driver’s Licence within the overall frame of the Methopedia. These products support the development of a community for best practices and the use of Blended Learning to be used in all educational contexts. Moreover, the quality of education and training in Europe will be enhanced by improving innovative Blended Learning concepts. COMBLE supports the successful implementation of Blended learning methods and strategies in the formal learning context of Vocational training, Continued Professional Development and Higher education systems. By working closely with application partners COMBLE develops practical, situated and innovative Blended Learning methods.

Progettare un curricolo di lingua e letteratura greca

In the context of several reforms of the Italian educational system (Letizia Brichetto Arnaboldi Moratti, Giuseppe Fioroni) and of the individuation of key competences for lifelong learning in Europe (Bologna Process, 1999, and Lisbon Strategy, 2000), in Italy the teaching-learning of ancient Greek language, literature and culture needs paedagogicaldidactic changes: here, we suggest a possible curriculum of Greek for the five years “liceo classico” (‘humanistic high school’), with a modular, interdisciplinary and intercultural perspective, which is based on the central idea of competence, i.e. a transferable, applicable, critical and metareflective knowledge.

Researching the Learning Society

Frank Coffield (ed.), 1: Learning at Work, Bristol: Policy Press, 1998, paper £13.99, v+69 pp. Frank Coffield (ed.), 2: Why's the Beer always Stronger up North?: Studies in Lifelong Learning in Europe, Bristol: Policy Press, 1999, paper £13.99, v+81 PP Frank Coffield (ed.) 3: Speaking Truth to Power: Research and Policy on Lifelong Learning, Bristol: Policy Press, 1999, paper £13.99, v+85 pp. Frank Coffield (ed.) 4: The Necessity of Informal Learning, Bristol: Policy Press, 2000, paper £13.99, v+8opp.

Why's the Beer Always Stronger up North? Studies of Lifelong Learning in Europe

Why's the Beer Always Stronger up North? Studies of Lifelong Learning in Europe

An international professional association for Lifelong Learning

ELLI (European Lifelong Learning Initiative) (http://www.noesis.se:443/ll/elli/elli.html) was established in 1992 to help propagate ideas and actions in Lifelong Learning in Europe. Its offshoot WILL (World Initiative on Lifelong Learning) was established in December 1994 at the First Global Conference on Lifelong Learning to do the same thing at a global level. Both are membership organisations trying to make the most effective use of organisational and personal expertise from among their subscribers. We spoke to Norman Longworth, ELLI's Chief Consultant and former Director of Strategy, about its background and role.

EuroPACE 2000

In the March 1994 issue of Industry and Higher Education, William A. Weimer reviewed and analysed the lessons learned from the experience of the European Programme of Advanced Continuing Education (EuroPACE), which ceased to broadcast in January 1993. On 8 December 1993, EuroPACE 2000 arose from its ashes. In this article, the authors outline the aims and objectives of the new EuroPACE 2000 programme in the context of the education and training needs of the future workforce of Europe. A university-centred network, EuroPACE 2000 focuses on telematics as the key additional ingredient in the effective and widespread delivery of lifelong learning in Europe.

Book Review: Growing Importance of Lifelong Learning in Europe: European Approaches to Lifelong Learning

Book Review: Growing Importance of Lifelong Learning in Europe: European Approaches to Lifelong Learning