Study on Expansive Learning for Lifelong Learning : A City Case of Policy-Making

2019 ◽  
Vol 9 (1) ◽  
pp. 125-149
Author(s):  
Young Hee Lim
Keyword(s):  
Lifelong Learning ◽  
Policy Making ◽  
Expansive Learning

Coordinated policy-making in lifelong learning:

2019 ◽  
pp. 21-42
Author(s):  
Marcelo Parreira do Amaral ◽  
Kevin Lowden ◽  
Valeria Pandolfini ◽  
Nikolas Schöneck
Keyword(s):  
Lifelong Learning ◽  
Policy Making

Teachers' Reflective Practice in Lifelong Learning Programs

2018 ◽  
pp. 25-45 ◽  
Author(s):  
Annie Aarup Jensen ◽  
Anja Overgaard Thomassen
Keyword(s):  
Lifelong Learning ◽  
Reflective Practice ◽  
Learning Goals ◽  
Learning Activity ◽  
Master's Programs ◽  
Expansive Learning ◽  
Action Knowledge ◽  
Learning Programs ◽  
Part Time ◽  
Goals And Objectives

This chapter explores teachers' reflective practice in lifelong learning programs based on a qualitative study of five teachers representing three part-time Master's programs. The theoretical framework for analysis of the interview data is Ellström's (1996) model for categorizing levels of action, knowledge and learning, activity theory (Engeström, 1987) and expansive learning (Engeström & Sannino, 2010). The results show a divergence between what the teachers perceive as the Master students' learning goals and the teachers' goals and objectives. This is highlighted through the teachers' experience with the students' understandings of the theories they are introduced to and how they apply them in relation to their practice context. The insights and the issues raised by the study are relevant for teachers in Higher Education.

Lifelong learning policies for young adults in Europe: a conceptual and methodological discussion

2019 ◽  
pp. 3-20
Keyword(s):  
Young Adults ◽  
Lifelong Learning ◽  
Policy Making ◽  
National Level ◽  
Unintended Effects ◽  
Substantial Impact ◽  
Complementary Approach ◽  
Cultural Political Economy ◽  
Learning Policies ◽  
Method Approach

In order to be successful, Lifelong Learning (LLL) policies in Europe have to reconcile numerous concurrent aspects related to their different contexts, timeframes, target groups and the specific issues they confront. Failing to recognise these specificities risks producing unintended effects and/or exacerbating the problems they intend to tackle. Further, these may have substantial impact on young adults’ life courses as the policies are often formulated at the national level while having to unfold at the regional level, but also because they often do not take into account the specific needs, diverse social and living conditions and regional/local infrastructures in education and labour markets. The first section introduces conceptual considerations drawn from Life Course Research, Governance Studies and Cultural Political Economy that help us identify and analyse these various aspects across countries in the interplay of levels. The second section describes the implementation of a mixed-method approach. The complementary approach results in a juxtaposition along the project’s sub-studies that generate insights for enhancing each other as we analyse different phenomena interwoven with our research object by approaching them from different viewpoints. The third section reflects on the possibilities, conditions and limits of producing comparative multilevel knowledge that is relevant for policy-making.

scholarly journals The bullying phenomenon and the “I am not scared” project in Bulgaria or how and why we need to influence the national school-education system

2017 ◽  
Vol 3 (2) ◽  
pp. 147
Author(s):  
Zornitsa Staneva ◽  
Miglena Molhova
Keyword(s):  
Lifelong Learning ◽  
European Commission ◽  
Education System ◽  
Policy Making ◽  
National Level ◽  
School Education ◽  
Learning Program ◽  
National School ◽  
El Sistema ◽  
Political Decisions

Abstract: Violence in schools has been recognized as a growing and destructive problem both by educational and policy making authorities at a national level, as well as by the European Commission at an EU level. The graveness of the problem, some of its roots, because they can vary greatly from country to country, has already been analyzed and there are numerous proposals and programs for tackling with the problem or preventing its appearance. Still, political decisions and changes need to be encouraged in order to enforce, to make practicing from proposals and programs obligatory and official. These changes should and could happen in both directions – starting from the national level and reaching out to the Community level, or vice versa. The current and future effects for the Bulgarian school education system of a project - “I am not scared” – supported by the EC under the Lifelong Learning Program are briefly outlined in the present article. El fenómeno del bullying y el proyecto “Yo no tengo miedo” en Bulgaria, o cómo y por qué tenemos que influir en el sistema educativo nacional Resumen: La violencia escolar ha sido reconocida como un problema creciente y destructivo tanto por las autoridades educativas en un nivel nacional, como por la Comisión Europea a un nivel europeo. La gravedad del problema, algunas de sus causas, que pueden variar de modo significativo en función del país, han sido ya analizadas y hay numerosas propuestas y programas para combatir el fenómeno o prevenir su aparición. Sin embargo, aún es necesario estimular el desarrollo de medidas políticas que posibiliten que estas iniciativas tengan un carácter generalizado. Estos cambios pueden y deben ocurrir en dos direcciones: comenzando en un plano nacional que se extienda a las distintas regiones y viceversa. Los efectos presentes y futuros del proyecto “I Am Not Scared”, financiado por la Comisión Europea dentro del programa Lifelong Learning, sobre las escuelas y el sistema educativo búlgaro se discuten brevemente en este artículo

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