Adult Education for Democratic Citizenship in Europe

CADMO ◽  
2009 ◽  
pp. 73-84
Author(s):  
Marcella Milana
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Learning Strategy ◽  
Democratic Citizenship ◽  
The European Union ◽  
European Area ◽  
School Learning ◽  
Equal Recognition ◽  
To Come ◽  
Civic Competence

- In 2001 a new emphasis on learning for democratic citizenship has been championed by the European Commission's Communication on Making a European area of lifelong learning a reality. The communication recognizes active citizenship as one of the four "broad and mutually supporting objectives" of the lifelong learning strategy. Accordingly, civic competence, which "equips individuals to fully participate in civic life", has been identified by the European Parliament and the Council of the European Union as a key competence to be given priority in all member states in the years to come. The article introduces the core principles of a European study aiming at investigating, from a comparative perspective, ways in which adults can achieve competencies relevant for democratic citizenship. Furthermore it presents and discusses selected of findings. The findings suggest that, in spite of the shift from education to learning for democratic citizenship within the European discourse, the emphasis on lifelong learning and the consequent equal recognition of in-school and out-of-school learning activities, most empirical research in the field of education for democratic citizenship remains primarily concerned with school-aged pupils. When available, research which focuses on the links between adult education and learning for democratic citizenship is highly theoretical and rarely supported by empirical evidence.Keywords lifelong learning, democratic citizenship, adult education, European Commission, civic competence.

scholarly journals A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Viktória Beszédes
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Empirical Research ◽  
International Research ◽  
Professional Training ◽  
Education Professionals ◽  
European Area ◽  
Education Professional

A felnőttnevelési szakemberek szakmai fejlesztésének kérdésköre a 2000-es évek után nyert létjogosultságot Európa-szerte, amelyhez hozzájárult a Making a European Area of Lifelong Learning a Reality dokumentum megjelenése (European Commission, 2001). A tanulmány érzékelteti, hogy a felnőttnevelési szakemberképzés témaköre egyre nagyobb teret nyer a nemzetközi kutatási szférában, a nemzeti szakmai tanulmányok áttekintésének eredménye alapján arra következtet, hogy Magyarországon továbbra is csekély mértékben valósulnak meg elméleti és főként empirikus vizsgálatok a felnőttnevelési szakemberek professzionalizációjának kérdéskörében. The issue of professional development for adult education professionals gained legitimacy across Europe after the 2000s, helped by the publication of the document Making a European Area of Lifelong Learning a Reality (European Commission, 2001).The study shows that the topic of adult education professional training is gaining more and more ground in the international research sphere, with an overview of national professional studies.Based on the results of its work, it concludes that in Hungary, there is still a small amount of theoretical and mainly empirical research on the issue of professionalisation of adult education professionals.

scholarly journals What Does It Take to Build a Social Dimension Strategy? A Cross-Country Comparative Analysis of Romania and Austria

2020 ◽  
pp. 161-176
Author(s):  
Simona Torotcoi
Keyword(s):  
Lifelong Learning ◽  
Learning Strategy ◽  
Bologna Process ◽  
Social Dimension ◽  
Life Long Learning ◽  
Start Up ◽  
The Social ◽  
Slow Progress ◽  
To Come ◽  
The Bologna Process

Abstract Unlike other action lines of the Bologna Process, slow progress has been made towards making the social dimension an implementable policy. The social dimension had to overcome a significant start-up difficulty. It entered the Bologna Process with no clear definition, guidelines or projection of concrete policy measures. In 2015, with the adoption of the Strategy for the Development of the Social Dimension and Lifelong Learning in the EHEA to 2020, participating countries were asked to come up with concrete national plans to address the participation of underrepresented groups in higher education. This paper looks in depth at two country cases that attempted to create the necessary conditions for such strategies, Austria and Romania, and asks what are the successful conditions for building a social dimension and lifelong learning strategy in line with the Bologna requirements? The common point for these countries is that both of them attempted to build a social dimension and life-long learning strategy, however, one of the countries came up with a strategy, yet other national strategies and policies were in contradiction with what the strategy promoted, whereas in the second country no strategy was developed beside the involvement of the main stakeholders. The data for the analysis comes from interviews conducted in November 2017 with stakeholders involved in the formation of these strategies, ranging from student representatives to educational experts, and governmental representatives.

scholarly journals The usefulness of adult education: Lifelong learning in the European Union and the portuguese public policy

2017 ◽  
Vol 23 (4) ◽  
pp. 35-50 ◽  
Author(s):  
Paula Guimarães
Keyword(s):  
Public Policy ◽  
European Union ◽  
Economic Development ◽  
Adult Education ◽  
Resource Management ◽  
Human Resource Management ◽  
Lifelong Learning ◽  
Human Resource ◽  
The European Union ◽  
Critical Education

The article first discusses the aims of lifelong learning proposed by the European Union and then analyses the reinterpretations present in the Portuguese policies of adult education in the last two decades. Finally, the influence of the European Union on policy discourses in Portugal is stressed, with increasing attention paid to the usefulness of adult education in relation to economic development and human resource management, while humanistic meanings and aims concerning critical education may be found to a lesser extent.

Lifelong Learning in Europe

2013 ◽  
pp. 387-404
Author(s):  
Harun Yilmaz ◽  
Sami Sahin
Keyword(s):  
Higher Education ◽  
European Union ◽  
Adult Education ◽  
Lifelong Learning ◽  
Leonardo Da Vinci ◽  
Formal Schooling ◽  
The European Union ◽  
Economic Competitiveness ◽  
Knowledge Based ◽  
Learning Programs

Lifelong learning has become an indispensable concept in our lives in the 21st century with the advent of technologies and the development of knowledge-based economies and societies. This concept has given a variety of names, such as lifelong education, recurrent education, and adult education. With the establishment of the European Union (EU), economic and civic issues have become more important in terms of social integration and economic competitiveness in Europe in 1980s. As a solution to these challenges, several lifelong learning programs were launched by the EU, including Erasmus, Socrates, Leonardo da Vinci, and Grundtvig. Since the Erasmus program covers university students in terms of a formal schooling period and staff in the higher education setting and people employed by private businesses, it seems a hybrid and prominent solution for lifelong learning in Europe. Therefore, after some information about lifelong learning and adult education are provided, how the Erasmus program works is explained, and some statistics are given to emphasize its importance for Europe.

Adult Education Policies In Eu: In-Depth Insight On Their Contribution To Social Cohesion

2017 ◽  
Vol 1 (2) ◽  
pp. 274
Author(s):  
Pantelis Sklias ◽  
Spyros Roukanas ◽  
Giota Chatzimichailidou
Keyword(s):  
European Union ◽  
Adult Education ◽  
Vocational Education ◽  
Lifelong Learning ◽  
Social Cohesion ◽  
Vocational Education And Training ◽  
The European Union ◽  
Education Policies ◽  
Eu Policies ◽  
And Training

<p class="AbstractText">The objective of the present study is to investigate the European Union (EU) policies regarding Adult Education from the early fifties. It seems like Adult Education, either as an ideology or as a practice, haven’t gained widespread attention by the Brussels Bureaucrats, as a result, the first interests in concepts of Adult Education had begun, only, in 2000. While Lifelong Learning involves both vocational and non-vocational education, policymakers seemed to be preoccupied by an extensive interest to meet the needs of European labour market, so they have paid much effort to promote Vocational Education and Training instead of Adult Education. The possible contribution of Adult Education policies to strengthen social cohesion is another issue we attempt to explain. Were EU policies for Adult Education a step in this direction so far or not? </p>

Lifelong Learning in Europe

2014 ◽  
pp. 857-873
Author(s):  
Harun Yilmaz ◽  
Sami Şahin
Keyword(s):  
Higher Education ◽  
European Union ◽  
Adult Education ◽  
Lifelong Learning ◽  
Leonardo Da Vinci ◽  
Formal Schooling ◽  
The European Union ◽  
Economic Competitiveness ◽  
Knowledge Based ◽  
Learning Programs

Lifelong learning has become an indispensable concept in our lives in the 21st century with the advent of technologies and the development of knowledge-based economies and societies. This concept has given a variety of names, such as lifelong education, recurrent education, and adult education. With the establishment of the European Union (EU), economic and civic issues have become more important in terms of social integration and economic competitiveness in Europe in 1980s. As a solution to these challenges, several lifelong learning programs were launched by the EU, including Erasmus, Socrates, Leonardo da Vinci, and Grundtvig. Since the Erasmus program covers university students in terms of a formal schooling period and staff in the higher education setting and people employed by private businesses, it seems a hybrid and prominent solution for lifelong learning in Europe. Therefore, after some information about lifelong learning and adult education are provided, how the Erasmus program works is explained, and some statistics are given to emphasize its importance for Europe.

scholarly journals Políticas de aprendizagem ao longo da vida em Portugal: Controvérsias na esfera pública em torno da Iniciativa Novas Oportunidades (2005-2013)

2016 ◽  
Vol 29 (1) ◽  
pp. 121
Author(s):  
Ana Paula Natal ◽  
Mariana Gaio Alves
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
School Level ◽  
Strong Impact ◽  
The European Union ◽  
Lisbon Strategy ◽  
Education Policies ◽  
Secondary School Level ◽  
The Media ◽  
Object Of Study

Este artigo procura contribuir para uma compreensão mais aprofundada das políticas desenvolvidas em Portugal, a partir de 2005, em torno da ideia de aprendizagem  ao  longo  da  vida,  a  qual  foi  considerada  pelos  diversos Estados-membros da União Europeia como a melhor via para atingir os objetivos  da  Agenda  de  Lisboa.  Neste  contexto,  identificou-se  um protagonismo mediático assinalável das medidas e resultados associados à Iniciativa Novas Oportunidades, programa que teve como desígnio elevar o patamar de qualificação generalizada dos portugueses para o nível do ensino secundário. Tomando como objeto de estudo os textos publicados em três jornais – Expresso, Públicoe Correio da Manhã– no período entre 2005 e 2013, recorremos à análise do discurso para explorar a forma como a política de educação de adultos no âmbito da Iniciativa Novas Oportunidades foi interpretada na imprensa escrita portuguesa. Encontrámos uma diversidade de perspetivas e interesses em jogo que evidenciaram o forte impacto que a educação de adultos teve nos media, os pontos críticos desta política e os desafios que se colocam no âmbito da aprendizagem ao longo da vida.PALAVRAS-CHAVEAprendizagem  ao  longo  da  vida;  Iniciativa  Novas  Oportunidades; Media; Políticas de educação de adultos ABSTRACTThis article seeks to contribute to a deeper understanding of the policiespursued in Portugal, since 2005, around the idea of lifelong learning, whichwas considered by the various Member States of the European Union as the  best way to meet the Lisbon Strategy. Within this framework, a considerable prominence of the measures and results associated with the Iniciativa Novas Oportunidades[New Opportunities Initiative] – a program designed to raise the Portuguese population’s level of qualifications to the secondary-school level – was identified in the media. Taking as object of study the texts published in three national newspapers – Expresso, Públicoand Correio da Manhã– in the period between 2005 and 2013, and using discourse analysis, we analysed how the policy on adult education within the Iniciativa Novas Oportunidades was interpreted in the Portuguese newspapers. We have found a diversity of perspectives and interests at stake, showing the strong impact that the adult education had in the media, the critical points of this policy and challenges to be faced within lifelong learning. KEYWORDSLifelong learning; Iniciativa Novas Oportunidades/New Opportunities Initiative; Media; Adult education policies

Tracing the historical construction of a vocational training, adult education and lifelong learning policy space in the European Union from 1951 to present

2021 ◽  
pp. 147490412110653
Author(s):  
Florin D Salajan ◽  
Elizabeth A Roumell
Keyword(s):  
European Union ◽  
Adult Education ◽  
Lifelong Learning ◽  
Vocational Training ◽  
Legal Framework ◽  
Primary Sources ◽  
Policy Framework ◽  
The European Union ◽  
Policy Space ◽  
The Eu

The purpose of this study is to trace and document the emerging contours of a Vocational Training, Adult Education and Lifelong Learning (VTAELL) space in the EU via an examination of the policy framework built over time in this area over more than six decades, from the inception of today’s European Union to the present day. Nineteen key primary sources were selected from the EU’s legislative record forming the growing overarching legal framework on VTAELL from 1951 to present. These were subjected to a discourse and content analysis, utilizing a process tracing approach to systematically record the gradual construction of VTAELL policy. The narrative shows that policy evolution in this field can be grouped into three distinct stages: policy groundwork; programmatic operationalization; consolidation, integration and expansion. Furthermore, the analysis reveals that the convergence and cross-referencing of EU’s VTAELL policy across education sectors validates the importance and consolidation of this policy space.

Adult Education and Globalization

2010 ◽  
pp. 1085-1099
Author(s):  
Manuel Ahedo
Keyword(s):  
European Union ◽  
Adult Education ◽  
Lifelong Learning ◽  
Future Research ◽  
Institutional Changes ◽  
The European Union ◽  
Research Directions ◽  
Main Thrust ◽  
Future Research Directions ◽  
Learning Policies

The chapter discusses how globalization has affected institutional changes in adult education. In the background it introduces first the necessary definitions and presuppositions for the analysis of both adult education and globalization, and second, it highlights the underpinnings of the changes in adult education and learning in the last decades. The main thrust of the chapter deals with three main issues that relate adult education and globalization: first, the importance of contexts, systems and trends in changing adult education under the age of globalization; second, the relation between globalization and adult education and lifelong learning policies; and thirdly, the case of lifelong learning policies in the European Union is presented as an example of supra-national continental economic and political integration on national policies. Finally, after pointing to several future research directions, some concluding remarks are offered.

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