Abstract
The LLL Programme was elaborated in 1969 by Philip H. Coombs as the international answer to a worldwide education crisis. Since the proclamation of the European Year of Lifelong Learning in 1996 it has been considered the only possible answer to the political and economic changes in modern times in Europe. The following chapter presents the creation process of the most important European educational policy concepts and their development into pedagogic paradigms, whilst showing and analyzing their common elements and differences. Finally, it categorizes the presented Lifelong Learning concepts according to two points of view: firstly, the so-called minimalist and maximalist approach, secondly, the two most important goals connected to the concept: democracy education and human resources development.
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References
There are further studies which consider other concepts as other important: Mária Szokoly Kraiciné for example mentions the publications of the Club of Rome. In her comparison she does not mention the documents of the European Committee (Kraiciné 2004).
„[...] the medium is relatively unimportant. What matters is the depth reached and the mounting difficulty of the problems identified, analysed and solved” (European Council 1971, 36).
„The notion that work ought to be alternated on a sporadic basis with formal education has been replaced by strategies to promote learning while working and working while learning” (OECD 1996, S. 89).
„More fundamentally, however, UNESCO will serve peace and mutual understanding by emphasizing the value of education as a manifestation of the spirit of concord, stemming from the will to live together, as active members of our global village, thinking and organizing it for the good of future generations. It is the way that UNESCO will contribute to a culture of peace” (UNESCO 1996: 34–35).
“The idea of lifelong education is the master key to the education society” (vgl. UNESCO 1996:11).
„The importance of lifelong learning in Europe cannot be underestimated. Our economic performance increasingly depends on a highly skilled workforce, capable of adapting to new technologies and new ways of working. Our capacity to function as a democratic, tolerant society requires the active promotion of citizenship and equality of opportunity” (European Communities 2002: 1).
„Investment in education and training in pursuit of lifelong learning strategies serves to address these social and economic objectives simultaneously by providing long-term benefits for the individual, the enterprise, the economy and the society more generally” (OECD 1996: 15).
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© 2008 VS Verlag für Sozialwissenschaften | GWV Fachverlage GmbH, Wiesbaden
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(2008). Lifelong Learning — from the educational policy concept to the pedagogic paradigm. In: Lifelong Learning. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-91123-6_2
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DOI: https://doi.org/10.1007/978-3-531-91123-6_2
Publisher Name: VS Verlag für Sozialwissenschaften
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