Transcript Document 7222087

Lifelong Learning in
Europe: Policy & Social
Cohesion
John Holford, Laura C Engel &
Helena L Wilson
School of Education Staff Conference 2008
Includ-ED
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“Strategies for inclusion and social
cohesion in Europe from education”
FP6 project: 2006-11
Spain (Co-ordinator), Austria, Belgium,
Cyprus, Finland, Hungary, Italy, Ireland,
Lithuania, Malta, Latvia, Romania, Slovenia,
United Kingdom
Six “projects”
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Nottingham involved in Projects 1, 2, 5, 6
Includ-ED Aims
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What characteristics of school systems and educational reforms
generate low (or high) rates of educational and social exclusion?
What components of educational practices decrease (or increase) rates
of school failure?
How does educational exclusion affect areas of society such as
employment, housing, health, political participation, and what can be
done about this?
How does educational exclusion affect vulnerable groups in society
(women, youth, migrants, cultural groups, people with disabilities), and
what kinds of provision can help overcome this?
Which mixed interventions (educational/social) help overcome social
exclusion and build social cohesion?
In what ways are community approaches helping reduce inequalities
and marginalisation, and foster social inclusion and empowerment?
To improve educational policies - for policy makers, managers,
teachers, students, families, and Lisbon process
Includ-ED Projects
European educational systems: connecting theories,
reforms, and outcomes
Effective European educational practices: How is
education contributing to overcoming or reproducing
social exclusion? (Commences July 2008)
Social and educational exclusion and inclusion: Social
structure in a European knowledge based society
How social and educational exclusion intersects in
vulnerable groups’ experiences & the role of education
Connecting educational policies to other areas of social
policy
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6.
Nottingham lead (commences 2010)
Local projects for social cohesion (1 case/year)
Includ-ED Reports
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Nottingham team reports:
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P2: Effective European Education Policy: 3 case
study reports (Secondary school, Vocational
Training programme, Special Education programme)
P6: Local Projects for Social Cohesion: 2 case study
reports (Primary school)
All reports: [email protected]
Includ-ED project team reports
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All country and comparative reports:
http://www.ub.es/includ-ed/
LLL2010
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“Towards a Lifelong Learning Society in
Europe: The Contribution of the
Education System”
FP6 project: 2005-2010
Estonia (Co-ordinator), Austria, Bulgaria,
Czech Republic, England, Flanders,
Hungary, Ireland, Lithuania, Norway, Russia,
Scotland, Slovenia
Five “sub-projects”
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Nottingham involved in all of these
LLL2010: Aims
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Achieving a better understanding of the tensions between a
knowledge-based society, lifelong learning and social inclusion in
the context of EU enlargement and globalisation;
Analysing the role education systems play in the enhancement of
lifelong learning – and in particular, the role institutions play in
this at ‘micro, meso and macro levels’;
Providing an analysis, based on evidence, of the adequacy of
lifelong learning policies for different social groups (especially the
socially excluded);
Developing policy proposals, relevant both to the EU and to
national governments, as to how lifelong learning strategies can
play a role in decreasing social exclusion – and what implications
this has for other areas of social and economic policy;
Strengthening the international and multi-disciplinary research
infrastructure in relation to lifelong learning; and
Developing transnational data sources.
LLL2010 Sub-projects
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Review of literature and policy documents
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Participation & non-participation of adults in formal
learning (basic, secondary, vocational, universities)
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Nottingham’s work subcontracted to NIACE
SMEs & participation of workers in formal learning
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based on Eurostat Adult Education Survey (2006-2007) (or EULFS ad hoc module on lifelong learning)
Survey of adults studying in formal education system
(basic, secondary, tertiary)
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Co-ordinated by JH
interviews (Commences July 2008)
Vocational, secondary, university management, officials
& other stakeholders in adult education
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interviews
LLL2010 Reports & Outputs
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SP1: Review of literature and policy documents:
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All country and project team reports:
http://lll2010.tlu.ee/
Patterns of Lifelong Learning: Policy & Practice in an
Expanding Europe by J. Holford, S. Riddell, E.
Weedon, J. Litjens, & G. Hannan (Vienna: Lit Verlag,
in press)
SP4: SMEs & participation of workers in formal
learning (commences July 2008)
Now for a taste of the product ...
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Arising from LLL2010, Sub-project 1
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“Work and Citizenship in EU Lifelong
Learning Policy: Globalisation or Path
Dependency”
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Or some such title ...
EU lifelong learning policy
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Lifelong learning re-emerged in 1990s:
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EU now a major international policy-maker
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strongly economistic (“HRD in drag” - Boshier)
shares economistic approach
Dominant explanation:
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globalisation, neo-liberalism
e.g., Growth, Competitiveness, Employment seen
as key – not Teaching and Learning: Towards a
Learning Society (Brine, Field)
The Argument
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This oversimplifies complexity of EU position
EU’s economism originates in 1950s
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European Common Market
driven by founding treaties, core institutions
path dependency, rather than globalisation
Provides space for pursuit of wider goals:
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equity, citizenship, European identity
subsidiary, but important
cf. ‘European educational space’: ‘new cultural space’; ‘new
European meanings in education are constructed’ (Lawn)
Rome to Maastricht
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education ‘taboo’ in EU until early 1970s
’70s, ’80s: creative conflation of educ’n as universal
value with econ. needs of market
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e.g., 1974 education ministers’ declaration: ‘co-operation’ in
key sectors, but preserve ‘originality of educational
traditions and policies in each country’
1980s: incremental expansion
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ECJ decisions; bureaucratic growth (DG)
Focus on better school curricula, European content
Little on lifelong ed. (only school-to-work transitions, adult
literacy)
Maastricht: New Competence
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Maastricht Treaty (1992 ) gave EU ‘competence’ to:
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contribute ‘to education and training of quality and to the
flowering of the cultures of the Member States’
subsidiarity remained, but specific activities
‘European dimension’ defined, esp.:
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language teaching; student and teacher mobility;
recognition of qualifications; exchanges of youth and
‘socio- educational instructors’; distance education
lifelong learning still limited, and economic: vocational
training and retraining – better access, better integration
with labour market, firms, etc.
Importance of Lifelong Learning
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1990s LLL – strongly economistic
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but this provided space in EU for non-economic LLL:
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Growth, Competitiveness, Employment
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closer to EU mainstream concerns (“common market”)
intervention in member states had to be justified in terms of
founding treaties
globalisation; ICT; Asian, US competition
saw LLL, continuing training, essential
Teaching & Learning: Towards a Learning
Society
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rationale for LLL within this framework
programmes with trans-EU dimensions
LLL as organising policy theme
Lisbon Strategy - from 2000
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Aim: ‘most competitive and dynamic knowledgebased economy in the world ... with more and better
jobs and greater social cohesion’ by 2010
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Open Method of Co-ordination’
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education and training systems to adapt to ‘the demands of
the knowledge society and to the need for an improved
level and quality of employment’
timetables, goals, indicators, benchmarks
monitoring, evaluation and peer review
Increase in volume, detail, specificity of policyformulation in LLL
The argument restated
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Central features of EU LLL policy in step with
international trends since early 1990s
For EU, this can be traced back to founding market
orientation
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EU LLL had maintained concern with social
inclusion, citizenship, social cohesion
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path dependency rather than ‘globalisation’
given limited legal competence in Education, often framed
in language compatible with market
Related to bureaucratic development: role of DG
A Crisis of Lisbon?
By 2005, progress lagging on Lisbon goals
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Robertson: Kok report, etc., represents ‘new crisis discourse’ and led to
shift towards ‘globally-oriented “education” policies’
A shift from citizenship/inclusion to globalisation/ markets?
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Efficiency and Equity (2006) Courses for ‘unemployed and those who
have not succeeded’ in compulsory education ‘important’ in ‘equity
terms’.
Adult Learning: It is never too late to learn (2006) Adult learning relevant
to competitiveness, demographic change, and social inclusion.
Key Competences for Lifelong Learning: European Reference
Framework (2007) - ‘reference tool for policy-makers’
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specifies knowledge, skills, attitudes across eight areas, including social and civic
competences and cultural awareness and expression
References to ‘knowledge economy’ & ‘knowledge society’:
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Efficiency and Equity: KS: 2; ‘knowledge based economy & society’: 1.
Adult Learning: 0.
Key Competences KS: 2; KE: 0; ‘knowledge-based society’ 1.
Conclusion: Efficiency or Equity?
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EU education policy mainly vocational, market-oriented
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reflects founding treaties – ‘path dependency not globalisation’
Social inclusion, citizenship, social cohesion have become
important (if subsidiary) themes
Since early 1990s, EU LLL policy has parallelled concern
to build European identity
Economic competitiveness orientation of international
LLL provided space for EU LLL policies/programmes
emphasising citizenship and social cohesion
Recognise EU’s maintenance of space for wider social
concerns