Challenging the 'European Area of Lifelong Learning': A Critical Response (Lifelong Learning Book Series 19)

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’. ​ Front Matter....Pages i-xiv Introduction....Pages 1-13 Front Matter....Pages 15-15 The Skills: A Chimera of Modern European Adult Education....Pages 17-29 Computer Literacy Among the Generations: How Can Older Adults Participate in Digital Society?....Pages 31-40 Basic Skills for Becoming a Citizen....Pages 41-50 ‘New Basic Skills’, Nonbasic Skills, Knowledge Practices and Judgement: Tensions Between the Needs of Basic Literacy, of Vocational Education and Training and of Higher and Professional Learning....Pages 51-58 Front Matter....Pages 59-59 Incentives and Disincentives to Invest in Human Resources....Pages 61-73 An Inconsistent Policy: Lifelong Learning and Adult Education Policy Towards a Competitive Advantage....Pages 75-86 Vocational Education: The Tension Between Educational Flexibility and Predictability....Pages 87-98 Lifelong Learning and Employability....Pages 99-107 Human Capital and Human Action in Lifelong Learning: Questions Concerning the Revival of a Seemingly Obvious Theory....Pages 109-119 Front Matter....Pages 121-121 Re-representing Education’s Image and Status: In the ‘Interest’ of Pedagogical Innovation....Pages 123-136 Teaching Methods and Professional Teaching in Adult Education: Questioning the Memorandum’s Understanding of Professional Teaching....Pages 137-146 From ‘Innovation’ to ‘Quality’: The Topic of Professionalisation for Adult Learning Staff in Selected European Policy Documents....Pages 147-156 Being an Adult Learner and Learning Through Life....Pages 157-165 Perspectives on Guidance and Counselling as Strategic Tools to Improve Lifelong Learning in Portugal....Pages 167-176 Front Matter....Pages 177-177 Contradicting Values in the Policy Discourse on Lifelong Learning....Pages 179-187 Quality in Adult Learning: EU Policies and Shifting Paradigms?....Pages 189-202 The Adoption of an International Education Policy Agenda at National Level: Conceptual and Governance Issues....Pages 203-215 Vocational Learning: Shifting Relationships Between Education and Working Life....Pages 217-227 Evaluating Learning and the Work of a Researcher in the Era of Lifelong Learning....Pages 229-237 Front Matter....Pages 177-177 Focus on Learners: A Search for Identity and Meaning in Autobiographical Practices....Pages 239-248 Front Matter....Pages 249-249 ‘Bringing Learning Closer to Home’: Understanding ‘Outreach Work’ as a Mobilisation Strategy to Increase Participation in Adult Learning....Pages 251-264 Lifelong Learning and Schools as Community Learning Centres: Key Aspects of a National Curriculum Draft Policy Framework for Malta....Pages 265-271 The Rise and Fall and Rise Again of Learning Cities....Pages 273-284 Collective Dimensions in Lifelong Education and Learning: Political and Pedagogical Reflections....Pages 285-297 Reinstating the Invisible: A Proposed Framework for European Learning Collectives....Pages 299-305 Back Matter....Pages 307-319 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 {esc}(3z{esc}(BMemorandum for Lifelong Learning{esc}(3y{esc}(B, 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'