Table Of ContentLifelong Learning Book Series 19
George K. Zarifi s
Maria N. Gravani Editors
Challenging
the 'European
Area of Lifelong
Learning'
A Critical Response
Challenging the ‘European Area of Lifelong
Learning’
Lifelong Learning Book Series
VOLUME 19
Series Editors
David N. Aspin, Faculty of Education, Monash University, Melbourne, Australia
Judith D. Chapman, Centre for Lifelong Learning, Australian Catholic University,
Melbourne, Australia
Editorial Board
William L. Boyd, Department of Education Policy Studies, Pennsylvania State
University, University Park, PA, USA
Karen Evans, Institute of Education, University of London, UK
Malcolm Skilbeck, Drysdale, Victoria, Australia
Yukiko Sawano, University of the Sacred Heart, Tokyo, Japan
Kaoru Okamoto, National Graduate Institute for Policy Studies, Tokyo, Japan
Denis W. Ralph, Flinders University, Adelaide, Australia
Aims & Scope
“Lifelong Learning” has become a central theme in education and community
development. Both international and national agencies, governments and educational
institutions have adopted the idea of lifelong learning as a major theme in the coming
years. They realize that it is only by getting people committed to the idea of education
both life-wide and lifelong that the goals of economic advancement, social
emancipation and personal growth will be attained.
The Lifelong Learning Book Series aims to keep scholars and professionals informed
about and abreast of current developments and to advance research and scholarship in
the domain of Lifelong Learning. It further aims to provide learning and teaching
materials, serve as a forum for scholarly and professional debate and offer a rich fund
of resources for researchers, policy-makers, scholars, professionals and practitioners in
the fi eld.
The volumes in this international Series are multi-disciplinary in orientation,
polymathic in origin, range and reach, and variegated in range and complexity. They
are written by researchers, professionals and practitioners working widely across the
international arena in lifelong learning and are orientated towards policy improvement
and educational betterment throughout the life cycle.
For further volumes:
http://www.springer.com/series/6227
George K. Zarifi s (cid:129) Maria N. Gravani
Editors
Challenging the ‘European
Area of Lifelong Learning’
A Critical Response
Editors
George K. Zarifi s Maria N. Gravani
Faculty of Philosophy School of Humanities and Social Sciences
School of Philosophy and Education Open University of Cyprus
Department of Education Latsia , Cyprus
Aristotle University of Thessaloniki
Thessaloniki , Greece
ISBN 978-94-007-7298-4 ISBN 978-94-007-7299-1 (eBook)
DOI 10.1007/978-94-007-7299-1
Springer Dordrecht Heidelberg New York London
© Springer Science+Business Media Dordrecht 2014
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Contents
1 Introduction ............................................................................................. 1
Maria N. Gravani and George K. Zarifi s
Part I Lifelong Learning and New Basic Skills for All
2 The Skills: A Chimera of Modern European Adult Education .......... 17
Katarina Popović
3 Computer Literacy Among the Generations: How Can Older
Adults Participate in Digital Society? ................................................... 31
Bernhard Schmidt-Hertha and Claudia Strobel-Dümer
4 Basic Skills for Becoming a Citizen ....................................................... 41
Emilio Lucio-Villegas
5 ‘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 ............................................. 51
Martin Gough
Part II Lifelong Learning and More Investment
in Human Resources
6 Incentives and Disincentives to Invest in Human Resources .............. 61
Marcella Milana
7 An Inconsistent Policy: Lifelong Learning and Adult
Education Policy Towards a Competitive Advantage .......................... 75
Paula Guimarães and Fátima Antunes
v
vi Contents
8 Vocational Education: The Tension Between Educational
Flexibility and Predictability ................................................................. 87
Eva Andersson and Gun-Britt Wärvik
9 Lifelong Learning and Employability ................................................... 99
Andreas Fejes
10 Human Capital and Human Action in Lifelong
Learning: Questions Concerning the Revival
of a Seemingly Obvious Theory ............................................................. 109
Despina Tsakiris
Part III Lifelong Learning, Innovative Teaching and Learning,
and Rethinking Guidance and Counselling
11 Re-representing Education’s Image and Status:
In the ‘Interest’ of Pedagogical Innovation .......................................... 123
Stephen O’Brien
12 Teaching Methods and Professional Teaching in Adult
Education: Questioning the Memorandum’s Understanding
of Professional Teaching ......................................................................... 137
Regina Egetenmeyer and Patrick Bettinger
13 From ‘Innovation’ to ‘Quality’: The Topic
of Professionalisation for Adult Learning Staff
in Selected European Policy Documents ............................................... 147
Simona Sava
14 Being an Adult Learner and Learning Through Life .......................... 157
Larissa Jõgi
15 Perspectives on Guidance and Counselling
as Strategic Tools to Improve Lifelong Learning
in Portugal ............................................................................................... 167
Maria Paula Paixão, José Tomás da Silva, and Albertina L. Oliveira
Part IV Lifelong Learning and Valuing Learning
16 Contradicting Values in the Policy Discourse
on Lifelong Learning .............................................................................. 179
Nils Bernhardsson
17 Quality in Adult Learning: EU Policies and Shifting Paradigms? ..... 189
Bert-Jan Buiskool and Simon Broek
18 The Adoption of an International Education
Policy Agenda at National Level: Conceptual
and Governance Issues ........................................................................... 203
Alexandra Ioannidou
Contents vii
19 Vocational Learning: Shifting Relationships Between
Education and Working Life .................................................................. 217
Erik Kats and Jaap van Lakerveld
20 Evaluating Learning and the Work of a Researcher
in the Era of Lifelong Learning ............................................................. 229
Kristiina Brunila
21 Focus on Learners: A Search for Identity and Meaning
in Autobiographical Practices ................................................................ 239
Laura Formenti and Micaela Castiglioni
Part V Lifelong Learning and Bringing Learning Closer to Home
22 ‘Bringing Learning Closer to Home’: Understanding
‘Outreach Work’ as a Mobilisation Strategy to Increase
Participation in Adult Learning ............................................................ 251
Barry J. Hake
23 Lifelong Learning and Schools as Community Learning
Centres: Key Aspects of a National Curriculum Draft
Policy Framework for Malta .................................................................. 265
Peter Mayo
24 The Rise and Fall and Rise Again of Learning Cities .......................... 273
Lynette Jordan, Norman Longworth, and Michael Osborne
25 Collective Dimensions in Lifelong Education and Learning:
Political and Pedagogical Refl ections .................................................... 285
Françoise F. Laot
26 Reinstating the Invisible: A Proposed Framework
for European Learning Collectives ........................................................ 299
George K. Zarifi s and Maria N. Gravani
Index ................................................................................................................. 307
Contributors
Eva Andersson is a senior lecturer at the Department of Education and Special
Education, University of Gothenburg, Sweden. Her research mainly concerns adult
education and popular adult education and the signifi cance these study forms have
for individuals as well as for local communities. Within this fi eld, she has also
studied ICT-supported distance education. Further, she has participated as a research
expert in conducting European studies on the adult education sector with specifi c
focus on the Nordic countries.
Fátima Antunes holds a Ph.D. in education/sociology of education and works as
an associate professor at the Institute of Education, University of Minho, Portugal.
Her recent work includes New Educational Order: Actors, Processes and
Institutions – Subsidies to Debate (2008, Portugal) and several publications on
education, Europeanisation and globalisation in Portuguese, Brazilian and English
journals. Her research and teaching interests focus on (European) education policy
analysis, public policies and state reforms, (sociology of) education and work and
vocational education and training.
Nils Bernhardsson obtained his degree in educational science and adult education
in 2006 at the University of Education, Freiburg, Germany. He is currently employed
as a researcher at the German Institute for Adult Education – Leibniz Centre for
Lifelong Learning, Bonn (Germany). His main interests are professionalisation of
staff in adult education, ethics and values in the context of adult education and
qualitative research methods.
Patrick Bettinger is a research fellow at the Johannes Gutenberg University of
Mainz and the University of Augsburg, Germany. His emphases lay on adult educa-
tion and media education, especially theories and research in teaching and learning
with digital media.
Simon Broek is a senior researcher at Panteia/Research voor Beleid, the Netherlands.
The main focus of his work concerns lifelong learning, adult education, European
policies related to qualifi cations (European Qualifi cations Framework) and mobility
(Lifelong Learning Programme). He is involved in many European and national
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