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LIFELONG LEARNING IN EUROPE
LL.indd 1
1 | 20 1 2
10/10/2012 11:26:31 PM
LIFELONG LEARNING IN EUROPE | VOL XVII | ISSUE 2 | 2012

RESEARCH
EDITOR-IN-CHIEF
EDITORIAL ADDRESS
Kristiina Kumpulainen
Professor
LLinE
Finnish Lifelong Learning Foundation
Haapaniemenkatu 7-9 B
FI-00530 Helsinki, Finland
Tel: +358 (0) 207 511 591
Fax: +358 (0) 207 511 502
MANAGING EDITOR
Markus Palmn
EDITORIAL BOARD
Antra Carlsen
NVL, Norway
Email
lline@kvs.fi
Rene David Aeschlimann

InfoNet; Centre INFFO, France
Published by the Finnish Lifelong Learning Foundation

co-operation with the Finnish Adult
Education Research Society.
Uwe Gartenschlaeger
dvv international, Germany
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To subscribe to LLinE, please visit www.lline.fi, or email lline@kvs.fi.
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EUCEN; Goldsmiths University of London, UK
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ISSN 1239-6826
LAYOUT
Ateljee Heijastus
Copyright. The copyright of the texts published in the journal Lifelong Learning in Europe is reserved by the KVS Foundation.
The text published in the journal Lifelong Learning in Europe is not to be published elsewhere without the permission of the KVS Foundation.
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LL.indd 2
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road closed?
RESEARCH
A
Asia, educa
ation and devellopme
ent a calll for
Transitions and
lifelong
alogue
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All countries in
n the European Union
LLine on ad
dult educatio n within
But let us take it as a start, and
ha
ave the oblig
gation and mandate,
m
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learniing in Asia, th
he process
make sure tthat follow-up will come.
an
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of preparing for the ICA
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The diversitty of cultures and educava
ariety of appro
oaches and ex
xperiencAssembly
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Living in.
tion in the w
world is vast. T
There is lot
ess involved in international
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cooperac
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Learnin
ng and Educattion the
to learn from
m each other. W
Why should
tiion, and the complexities
c
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o develKey to Transfformation in J
June 2011
this learnin
ng not inclu
ude much
op
pment aid giv
ven to countrie
es in Afin
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stronger ad
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n organisariica, Asia and Latin
L
America.
and EAEA, among
a
other sstakeholdtions, and llast but not lleast the
E
Education and lifelong learniing does
ers will have to play a majjor role in
learners theemselves. And
d again, the
noot play the im
mportant role it should
this
t
process.
dialogue on the benefits of this expllay within the
e development agenda.
The Asia Euro
ope Meeting (A
(ASEM) is
well as the infoormation on
change as w
contemporary
societies,
people
face
demands
forand innstruments
Itt should be pla
acedIn
much
high
her, and
an
important process
wher
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w
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hould be inten
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or another,
are becoming
normal
prrominent placce. Often,
in the
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past way
erate,
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for a m
much enorganisation
nsthe
to follow-up
on this are
an
nd in present day policy making
larged
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d
collabooration in
there. And th
he options to d
dialogue on
an
nd advocacy we
w ask:
could the prothe
t
future. And
A
this con
ncerns
all make
this, sense
and to of
disseminate
condition.
This introductory
paper
tries to
the related exfeessional expertise of the ad
dult eduwalks
w
of life, including
i
of coourse edund best practisse are there
periences an
ca
ation institutio
ons be made available
a
cation. Wheth
her this is deep
p and fast
as well. We jjust have to doo it.
inter-related
themes
of transition
and
lifelong learning
in a
too developmentt agencies as well as
enough, and comparable tto all the
too partners in the fast and rapidly
ns still to
other sectors of life remain
number
at the
ways
ch
hanging develo
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world? of ways.be
b First,
seen. it
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this end,
AS
SEM
has in which social science
Itt would be inte
eresting to dee
epen the
started its ow
wn Education S
Secretarihaseduca
sought
to understand
and in particular how
diialogue within
n adult
ation orat, along with
htransitions,
a number off interestga
anisations in Europe on isssues of
ing
i
activitiess like ACCE
ESS and
deevelopment, and
a researchers
how they are reAtried to understand
S in higher education
have ASEMUNDUS
sp
ponding to the
t
changes in the
especially. An
nd the ASEM E
Education
w
world. At the time,
be of
Researc
h Hub
it woulldsociety.
Lifelong
mobile
Itand
then
draws
out for
some
implications for our
grreat interest to know morre about
Learning with
h its secretarriat based
th
he realities an
nd the aspira
ations of
in
i Denmark, has
h a considerrable recappreciation
of the
part that
learning formal and informal can
A
Asian adult ed
ducation organ
nisations
ord of meeting
gs and studiess to deepan
nd their view on cooperatio
on, withen the reflectiion on lifelongg learning
play inand
might play
supporting
individuals
facing transitions,
in
n Asia, cross border,
in
i thisinAsia
Europe dime
regional
ension. It
coontexts, but as
a well in the global
would
w
not be too late to exxplore fur
as well
as inorproducing
forward-looking
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to No
provider leveel of adult
orrientation of South
orth,
ther
t
how the
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East to West.
ganisations, eespecially
education org
HERIBERT H
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Apart from the individual
cooperac
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and A
ASPBAE,
LinE 4/2012
of LL
strategies
towards
change.
It concludes
with a Co-editor
few remarks
on
Dvv internatioonal,
tiion of adult ed
ducation organ
nisations
and the re
egional orga
anisations
Director
frrom country to
o country
therre is theand themselves
tprospects
would
tthe needs
possibilities
forexplore
research,
practice
andOffic
policy.
Regional
ce South and Sou
utheast
allready existin
ng cooperation
n of the
urther.
and options fu
Asia, Vientian
ne, Lao PDR
reespective partners on a con
ntinental
The reader off this LLinE iissue will
leevel: the Euro

opean Associa
ation for
find
f
quite a wide
w
variety oof articles
th
he Education of
o Adults (EA
AEA) has
discussing dev
velopment in A
Asia, sev
a younger, but strong sister, the Asia
eral of them with some European
Pacific Associa
ation of Bassic and
connection. It is thus a rich
h source to
A
Adult Educatio
on (ASPBAE)). Their
prepare for reflection, an
nd future
coooperation witthin the globa

al orientinitiatives.
i
However, we sshould be
ed
d International Council fo
or Adult
hat this is a starting
quite clear th
E
Education (ICA
AE) is of grreat impoint only in several
s
directiions as we
e civil society voice on
neither cover the rich field
d of adult
poortance as the
education, nor can we sayy to cover
ad
dult education
n on the regio
onal and
John Field
in
nternational scene. As we are preAsia
A
by not looking in C
Central or
pa
aring this them
matic issue of
West
W
Asia, or the Pacific.
LIFELON
NG LEARNING IN EUROPE | 2012, Speccial Issue
LL.indd 5
1 | 20 1 2
10/10/2012 11:26:33 PM
An interview with UIL Director Arne Carlsen

The UNESCO Institute of Lifelong
Learning (UIL) is the research and
policy-driven arm of UNESCO for
the promotion of lifelong learning.
Housed in Hamburg, Germany, the
Institute coordinates the CONFINTEA lifelong learning advocacy
process on behalf of UNESCO. The
UIL is viewed as a strong advocate
for literacy, particularly in the third
world, with its activities geared towards the Education for All (EFA)
and Millennium Development Goals
(MDGs), both UN-led movements
for achieving general developmental
and learning goals.
Danish Arne Carlsen was appointed
Director of the UIL in June, bringing
to the task experience from a long
career dealing with research and policy related to lifelong learning. LLinE
met with Carlsen in late June to
share a thought on what lies ahead
for the Institute and its new Director,
and on why 2015 will be such an interesting year for adult learning.
LLinE: Congratulations on the post!
How do you feel about starting this
new chapter?
Arne Carlsen: First of all, I am stepping into a UIL that moved into a
new era not so long ago. In 2007 the
Institute became a fully-fledged institute of the UNESCO, no longer under German law. This means we have
a clear mandate, as formulated by
the UN and its member states to take
forward UNESCO policies.
I am also looking forward to working with our Governing Board which
includes very insightful top lifelong
learning experts from around the
world.
LLinE: As the new Director, what
will be your primary focus?
182
L I FELONG LEARNING IN EUROPE
AC: One of the mid-term strategies

of UNESCO is that adult learning in
Africa is a priority. The future profile
of UIL will include this priority. This
is of course not to say that we would
neglect other continents. My aim is
to establish two or three major learning projects in each world region,
that is Europe and North America,
Asia and the Pacific, Latin America
and the Caribbean, the Arabic states
and Africa. The idea is that these
major projects with 2-3 countries at
a time, would function as role models for all countries in the region.
Also, UNESCO has delegated the
task of global monitoring of the
CONFINTEA follow up process to
UIL, so we advocate for the Belm
Framework for Action to be a reality
for the national policies1 of UNESCO
member countries.
LLinE: What content will these big
regional projects have?
AC: The projects will be within the
overall strategy of UNESCO and the
mandate of UIL, that is advocacy, research, capacity building and technical advice in the field of literacy and
adult learning and education in a
perspective of lifelong learning. The
projects will be adapted to the needs
of each region. In Europe then, for
example, we would focus on functional literacy, citizenship education
for social cohesion and learning for
the world of work.
LLinE: UIL was in fact among the
first to sound alarm bells on the
prevalence of functional illiteracy in
industrialized countries. How have
we, in the West, ended up in a situation that large parts of our populations lack the basic skills to fully
function in society?
Markus Palmn
L L I N E I N T E RV I E W
RESEARCH
Lifelong learning veteran

at the Hamburg helm:
AC: We have to remember that many

adults today have had rather bad experiences at school, which has hindered their learning. Also we know
that very many suffer from dyslexia
and other disabilities that luckily can
be helped. But of course our high
functional and digital illiteracy figures also spring from the fact that we
have raised the bar for ourselves and
education has not caught up with it.
As we know, we have expanded the
concept of literacy from basic literacy
including reading, writing and numeracy to include also the basic
skills, such as digital literacy and life
skills, needed in the knowledge society.
LLinE: Can you shed some light on
the immediate future of the Institute:
What will be the highlight of 2012?
AC: Well, in 2012 the second
GRALE report, that is, the Global
Report on Adult Learning and Education, will come out, and it has the
title of adult literacy. The report de-
3 | 2011
LL.indd 6
10/10/2012 11:26:33 PM
RESEARCH
L L I N E I N T E RV I E W
the UIL will also try to come up with

ance, respect for others, and interculscribes global adult education trends
a clear concept of lifelong learning. It
tural understanding. In the 21st cenbased mainly on national reports
will place adult education in a lifetury there are high demands for
submitted by UNESCO member
learning for living and for working.
states by the end of 2011. The
long learning perspective and direct
This calls for developing learning soGRALE will come out again in 2015:
the work of the Institute in the comthen it will have collected and gathcieties. UIL will contribute to suping years. We will of course not do
porting UNESCO-member states in
this alone, rather we will include
ered together all results from the
putting this on the agenda.
many stakeholders from governevaluations on the progress of the
ments and civil society, other UN
EFA and Millennium Development
agencies like WHO, UNICEF, ILO
Goals and also the UN Literacy Dec1
The Belm Framework for Action is
and the world of work. Lifelong
ade ending next year. I actually bethe final document of the Sixth
learning is sector-wide and sector
lieve that GRALE, from 2015, will
International Conference on Adult
Education (CONFINTEA VI), adopted
cross cutting. As a result I believe we
have the same status as the OECDs
on 4th of December, 2009. The
will come up with an integrated defiEducation at a Glance has now. I aim
document makes recommendations on
for our report to be as awaited by all
nition with elements of employabilissues such as policy and governance,
stakeholders, including civil society
ity, social inclusion, active citizenship
adult education financing and equity.
actors and the private sector, as the
and personal fulfillment. But I think
The Framework names literacy as the
OECD report is today. The year
that our concept will be more than
most significant foundation for
2015 is hence crucial
as it is the tarthe
sum of its parts:
I would
like to
lifelong
learning. for
In contemporary
societies,
people
face
growing
demands
see a holistic concept of lifelong
get year for EFA and MDGs and the
based on atransitions
foundation of are becoming the normal
GRALE also materializes.
change. One waylearning
or another,
humanistic
values,
such
as the right
One more exciting thing I would like
to
learning,
peace,
democracy,
toler-to make sense of the
to bring up is thatcondition.
in the near future
This introductory paper tries

road closed?

7KH$VLD(XURSHDQ3HRSOHV)RUXPLQ9LHQWLDQHUHFHLYHGVXSSRUWIURPPDQ\VWDNHKROGHUVIURPLQVLGH
number of ways. First, it looks at the ways in which social science
DQGRXWVLGH/DRVGYYLQWHUQDWLRQDOJRWIXQGLQJIURPWKH*HUPDQ)HGHUDO0LQLVWU\IRU(FRQRPLF
&RRSHUDWLRQDQG'HYHORSPHQW%0=7KHHGLWRUVWKDQNDOOIRUWKHLUFRQWULEXWLRQVWRPDNHWKLVVSHFLDO
has sought to understand transitions, and in particular how
LVVXHRI//LQ(SRVVLEOH

researchers have tried to understand transitions in

a fluid and
mobile society. It then draws out some implications for our
appreciation of the part that learning formal and informal can

play and might play in supporting individuals facing transitions,

as wellZZZDHSILQIR
as in producing forward-looking and anticipatory
remarks on
strategies towards change. It concludes with a few

possibilities and prospects for research, practice and
policy.

ZZZDVSEDHRUJ
John

F i e l d

KWWSZZZGYYLQWHUQDWLRQDOOD
KWWSZZZHDHDRUJ

3 | 201 1
LL.indd 7
1 | 20 1 2
183
5
10/10/2012 11:26:34 PM
RESEARCH
RESEARCH
RESEARCH
d lifelong
osts, pathways,
road closed?
people face growing demands

In contemporary
for
societies, people face growing demands for
r, transitions are becomingchange.

the normal
One way or another, transitions are becoming the normal
y paper tries to make sensecondition.

of the
This introductory paper tries to make sense of the
sition and lifelong learning inter-related

in a
themes of transition and lifelong learning in a
oks at the ways in which social

number
science
of ways. First, it looks at the ways in which social science
ansitions, and in particularhas

how
sought to understand transitions, and in particular how
derstand transitions in a fluid

researchers
and
have tried to understand transitions in a fluid and
ws out some implications formobile

our society. It then draws out some implications for our
t learning formal and informal

appreciation
can of the part that learning formal and informal can
porting individuals facing transitions,

ward-looking and anticipatory

as well as in producing forward-looking and anticipatory
t concludes with a few remarks

strategies
on towards change. It concludes with a few remarks on
or research, practice and policy.

possibilities and prospects for research, practice and policy.
John Field
L I F E L O N G L E A R NING IN EUROPE
LL.indd 8
1 | 2012
1 | 2012
10/10/2012 11:26:34 PM

road closed?
LL.indd 9
L I F E L ONG LEARNING IN EUROPE
1 | 2012
6
LIFELONG LEARNING IN EU RO P E
LIFELONG LEARNING IN EUROPE 1 | 20 1 2
RESEARCH
RESEARCH
RESEARCH
The boundaries and expectations of

expectations
derstandand
transitions,
and of
in particular
policymakers will see youth andThe
par-boundaries
policymakers will see y
transitions through the life course are
through
the life
course
how
researchers
have
triedare
to underticularly youth unemployment astransitions
the
ticularly youth unempl
changing, at the level of the individual
changing,stand
at the
level of the
transitions
in individual
our fluid and moparamount priority. At the same time,
paramount priority. At
and at the level of the wider society. So
and at the
level
of theI then
widertry
society.
So outmany
bile
society.
to draw
some of the most high
many of the most highly skilled occuare the ways in which people underare the ways
in whichfor
people
underimplications
our appreciation
of
the in Europe mirr
pations in Europe mirror the wider
pations
stand learning and its meanings across
stand
andlearning
its meanings
across
part that
formal
and inforgreying of society. In Sweden, for
ex- learning
greying of society. In
the life course, particularly in the conthe life course,
particularly
the conmal can
play andinmight
play in supample, the over-50s account for 48.1
ample, the over-50s ac
text of change and transition within
and
transitionfacing
withintransitions.
porting
individuals
% of primary teachers and 41.1 %text
of of change
% ofI primary teachers
and through the life course itself. The
and through
the life
course
itself.
The on possiconclude
with
a few
remarks
secondary teachers; in Germany, for
secondary teachers; in
role and potential of learning as people 49.3 % of primary teachers and 50.7
role and bilities
potential
ofprospects
learning as
and
forpeople
the future.
49.3 % of primary tea
navigate transitions is therefore also
navigate transitions is therefore also
% of secondary teachers, and in Italy
% of secondary teache
changing, and has become a major fochanging,CONTRIBUTIONS
and has become a FROM
major SOCIAL
fofor 44. 8% of primary teachers and
for 44. 8% of primary
RESEARCH
cus of policy concern, particularly so
cus of policy
concern, particularly so
57.9 % of secondary teachers (Eurostat
57.9 % of secondary t
far as the labour market is concerned.
labour market
is concerned.
2012, 1245). Learning for older far as theResearches
in many
social science 2012,
disci- 1245). Learnin
While much of the attention to date
of have
the attention
date
workers transitions therefore is anWhile
im- much
workers transitions th
plines
sought totounderstand
tranhas focused on supporting youth tranhasrefocused
on supporting
youth
tranhas portant
portant area for policy, practice and
sitions.
Much of this
research
been area for policy
sitions, from education into work, the
sitions, from
education intoinwork,
thefocusing
search.
search.
multi-disciplinary
nature,
pace of change in contemporary sociepace of change
contemporary problem
While education and training cannot
While education and
on demands
suchinwidely-studied
areas
people face growing
for ansocieties and economies now places an equal and should not be expected to ties
now places
equal to and should not be ex
re- and economies
as the transition
from education
emphasis on the transformations and
on theortransformations
and into solve
every problem in every individuwork,
the shift
work
re- every problem in
change. One way solve
or another,
transitionsemphasis
are becoming
the from
normal
expectations of adult life.
expectations
of adult
life. it is worth looking
als life, many people and organisations
als life, many people a
tirement.
However,
As in all areas of lifelong learning,
in all
areasatof
lifelong
learning,
turn to education and training andAs
turn to education and
briefly
some
the
ways in which
condition. This introductory
paper tries policymakers
totomake
sense
ofof the
policymakers first concern is with
first concern
with scholarly
informal learning to help them adapt
informal learning to
the disciplines
haveisframed
transitions into and through the labour to, anticipate, and imagine change.transitions
into and through
the labour
to,
anticipate, and ima
approaches
to
transitions,
as
these
can
inter-related themes of transition and lifelong
learning
in a
market. As EU Commissioner Androul- There is a thriving private sector, largemarket. As
EUlight
Commissioner
shed
in different Androulways on theThere
con- is a thriving priv
la Vassiliou put it in her speech on the
put it inofher
speech on the
ly so far as we know comprising ala Vassiliou
so far as we know c
tributions
each.
number of ways. First,
it looks at the ways
in which
social
science ly
European agenda for adult learning,
agenda
for adult
learning, be dealt
small number of large players andEuropean
a
small number of large
Economics
can probably
lifelong learning is the key to a flexilifelong learning
is briefly.
the keyWhile
to a flexilarge number of very small micro-firms,
large number of very s
with fairly
the dismal
has sought to understand
transitions, and
in particular
how
ble, adaptable and above all employable, adaptable
andhas
above
alltoemployawhich supplies courses, materials and
science
much
tell us aboutwhich
the supplies courses
ble workforce. Large scale investLarge
scale of
investadvice for almost every transition ble
in workforce.
advice for almost every
costs,
and
benefits,
ageing,
its
main
researchers have tried
to understand transitions
in the
a fluid
and
ments, through the European Social
ments, through
European
Social
adult life: taking breakfast this mornadult life: taking break
contribution
to the study
of transitions
Fund and a variety of related intervenFund andand
a variety
oflearning
related intervening, I read about a book on how to
ing,
lifelong
has
been
the
con-I read about a boo
mobile society. It then
draws out some implications
for
our
tions, are devoted to programmes detions,
devoted
to programmes
de- economprepare for Alzheimers, and learned
of arecept
prepare for Alzheimer
of human
capital. Within
signed to support individuals through
signed
support
individuals
throughtransia psychology student in Mainz who
is toics,
psychology student i
mostinformal
people understand
appreciation of the
part that learning formal
and
can astudying
change. And these are almost certainly
change. And
are almost
certainlyprocess
studying training and learning groups
training and l
tionthese
to mean
a macro-level
of
matched in scale by the investments of
in scale bytransformation
the investmentsand
of institufor men and women who wish to matched
flirt
for men and women w
structural
play and might play
in supporting individuals
facing
transitions,
firms and individuals in re-skilling and
individuals
re-skilling
and typicalmore successfully. These deal withfirms
pri- andtional
more successfully. The
change,inwith
economists
up-skilling in order to improve workup-skilling
in orderabout
to improve
workvate troubles which amount cumulavate troubles which am
ly
writing
societies
such
as
Rusas well as in producing
forward-lookingers
and
anticipatory
ers adaptability. But if the sphere of
adaptability.
But
if theorsphere
of Thistively
tively to significant public issues. Transia, South
Africa
Vietnam.
is an to significant pub
public policy is dominated by labour
is dominated
by aspect
labourof transisitions matter, whether seemingly public
trivial policy
sitions matter, whether
extremely
important
strategies towardsorchange.
It concludes with
a few remarks
on
market concerns, individuals and commarket concerns,
and
obviously momentous, and learning
or obviously momento
tions, andindividuals
I will return
tocomthe macromunities also face the challenges of
munities level
also face
the challenges
ofas it is often
is an important resource in handling
is an important resour
of
analysis
later
on,
for research, practice
and policy.
transformations in social institutions,
transformations
social
institutions,
them.
missing in
from
many
psychological them.
and
norms and values, affecting all of social
norms and
values,
all of
social
This special issue of LLinE is thereThis special issue of
even
someaffecting
sociological
approaches.
life including everyday manners and
everyday
mannersthe
and
fore not just timely, but covers an life
ex- including
Within
economics,
study offore
hu- not just timely, bu
beliefs, means of communication, leibeliefs,
means
of communication,
lei-1960s.traordinarily
traordinarily broad canvas. As with
a
broad can
man capital
dates from the
Inisure and entertainment, differences of
entertainment,
painting by Jackson Pollock, theresure
is a and tially
by Jackson Po
developeddifferences
by Schultz of
(1963)painting
and
cultures, patterns of health and wellpatterns
of health
strong risk that we will be unable cultures,
to
Becker
(1964),
the and
ideawellof human strong
capi- risk that we wil
being, crime and public order, the ageand public
order, the
discern patterns and interpret the being,
com- crime
tal originally
emerged
as aagetool fordiscern patterns and in
ing society and the generally changing
ing society
and the generally
plex swirl of transformation and replex swirl of transform
economists
to place achanging
value on workexpectations of the different generaof theand
different
generanewal before us. This paper, whileexpectations
newal before us. This p
ers skills
abilities.
Human capital
tions.
tions. could be more or less productive, hopefully
hopefully avoiding the trap of overavoiding the
deMoreover, we are all at present conwe are
all at
present
consimplification, will try to make senseMoreover,
of pending
simplification, will try
on
the
results
of
investments
John Field
the inter-related theme
fronted with an extraordinary financial the inter-related themes of transition
fronted with
financial
suchan
as extraordinary
education or health
care; the
of
and lifelong learning in
crisis, with all its ramifications for ordi- and lifelong learning in a number crisis,
with
allofitsthe
ramifications
ordicost
investmentsfor
could
be measways. First, I will look at the waysnary
in citizens
nary citizens and public institutions. It
publicthe
institutions.
It theways.
ured,and
as could
returns, and
bal- First, I will look
which social science has sought toisunwhich social science ha
is inevitable that in the first instance,
inevitable
the first instance,
ancethat
thenincompared.
This approach
1 | 2012
10/10/2012 11:26:34 PM
LL.indd 10
1 | 2012
counts of transitions tended to define

them in terms of relatively fixed social
roles, or specific age-based stages of
life. The most obvious age-based transitions are the moves from infancy into
school, from education into work, and
from work into retirement; those involving relatively fixed social roles include such generational roles as transition into marriage, into parenthood,
and into grandparenthood. Socialisation theory, as developed by Durkheim
and the structural functionalists, is the
most obvious example of a model that
tends to assume that transitions were
often assumed to be more or less universal, and tied to age, so that they occurred sequentially through the life
course.
In education, these notions were
codified in some of the discussions of
recurrent education. In an influential
policy discussion, the Centre for Educational Research and Innovation of
the Organisation for Economic Co-operation and Development (OECD)
talked of a new arrangement of the life
course: moving from a sequences of
stages (full-time education into work
into retirement) to what it called alternation between periods of work,
learning and leisure through the life
course (OECD, 1973). While the
OECD always present this as a policy
framework, designed to promote lifelong learning, it also influenced the
ways in which many educators thought
of the life course, particularly as the
fame spread of the Universit du troisime age movement (U3A), founded
in Toulouse in 1973. The idea of life
stages as a basis for social and educational policy was popularised in Peter
Lasletts book, A fresh map of life,
which divided the life course into four
stages: childhood, adulthood, ageing
and decline. Laslett readily acknowledged his debt to the French U3A, as
well as frankly stating that he was
adopting this language because the
terms were not already tarnished
(Laslett, 1989, 3).
Lasletts approach has been widely
adopted, but it is self-evidently schematic. More recent sociological accounts have radically challenged earlier
assumptions about the rigidity of life
1 | 2012
RESEARCH
RESEARCH
RESEARCH
eer effect of events

has beencounts
used by
to esti- to define
cohort and the sheer effect of events
of economists
transitions tended
pment in adult life;
mate thethem
returns
on education
overfixed social
will shape development in adult life;
in terms
of relatively
ntal theme, such as
time, as roles,
well asorinspecific
preparing
workers
thus a developmental theme, such as
age-based
stages of
be more prominent
for in
particular
transitions,
such age-based
as redependence, may be more prominent in
life. The
most obvious
tranadulthood than indundancy
late sitions
and unemployment
(Meager,
are the moves from
infancyearly
into and middle adulthood than in late
re distinguish between
2009). Itschool,
also predicts,
broadly, into
that work,
the life.
from education
and They therefore distinguish between
what they call normative age-graded
return on
investment
is likely
to be those inrmative age-graded
from
work into
retirement;
greater the
longer
that thefixed
worker
canrolesinfluences
e clearly correlated
that are clearly correlated
volving
relatively
social
inhigher
productivity
that
re- as transipuberty or schoolapply
at- the
with age, such as puberty or school atclude
such
generational
roles
ive history-graded
sults.
ex- While
tion this
intoimplies
marriage,
thatinto
the parenthood,
returns tendance; normative history-graded exwar or recession,are likelyand
to into
be greater
for investments
periences, such as war or recession,
grandparenthood.
Socialisahe population simulin younger
it does
not assume
that affect all of the population simultionworkers,
theory, as
developed
by Durkheim
that there
arethe
nostructural
returns atfunctionalists,
all to inh often with a differand
istaneously
the
(though often with a differdifferent age groups);
vestments
most
for obvious
older workers,
example
and
of in
a model ential
that impact for different age groups);
practice
economists
to assume
havethat
hadtransitions
little dif- were
and non-normative experiences that are
ve experiences that
are tends
assumed
to be
more(for
or less uniindividual but are
ficulty inoften
identifying
such
returns
important for the individual but are
cular life stage, such
examples
see Stenberg
versal,
and tied&toWesterlund,
age, so that theynot
oc-tied to a particular life stage, such
a delayed entry 2008;
to
Zhang
Palameta, 2006).
curred&sequentially
through the lifeas for example a delayed entry to
et al., 1980). As While
two these
insights are helpful in esuniversity (Baltes et al., 1980). As two
course.
rs are unconnected
to
tablishing
change
over time,
are wereof the three factors are unconnected to
In education,
thesethey
notions
Baltes concludes that
severely codified
limited. in some of the discussionsage
of or life stage, Baltes concludes that
ot be divided into sethe life span cannot be divided into sePsychological
models
of transitions
recurrent
education.
In an influential
have
to discussion,
follow a clear
developmental tasks
tended
policy
the sequential
Centre for Eduquenced phases; developmental tasks
pattern. cational
Within developmental
psychol- of
mands for adapting
experienced as demands for adapting
Research and Innovation
present themselves
at writers
and coping can present themselves at
ogy,
such as Piagetfor
and
Erikson Co-opthe Organisation
Economic
r different people.proposed
different times for different people.
a model
the life cycle (OECD)
as a
eration
andofDevelopment
entional psycholoFor many conventional psycholoseries oftalked
stages of
of ahuman
development.
new arrangement
of the life
Piaget
was
primarily
presents a period While
of
course:
moving
fromconcerned
a sequences of
gists, adult life represents a period of
development,
Erikson
ive decline. Whilewith
ac- childrens
stages (full-time
education
into work
protracted cognitive decline. While acand Levinson
proposed atomore
into retirement)
whatextenit called alal account of biologicepting this general account of biologiBaltes argued that
sive periodization,
of the of
lifework,
cal deterioration, Baltes argued that
ternation conceiving
between periods
mechanisms can cycle in learning
terms of and
eightleisure
stagesthrough
extending
other, individual mechanisms can
the life
and moderate the from
im- birth
to death.
Three
of Eriksons
course
(OECD,
1973).
While the spring into play, and moderate the imin adult
life
(young,
midecline. His notionstages
of occur
pact of physical decline. His notion of
OECD
always
present
this
as a policy
ation with compensadle-agedframework,
and older adults),
each
of
selective optimisation with compensadesigned
to promote
lifeby it
different
chal- thetion pointed to the ways in which
he ways in whichthem characterised
long learning,
also influenced
on other resources,
lenges and
outcomes.
summary,
he thought
adults can draw on other resources,
ways
in whichInmany
educators
e and personal qualiportrayed
in terms ofas the
such as experience and personal qualiof young
the lifeadulthood
course, particularly
love (intimacy
versusof
isolation),
middle
to maintain overall
fame spread
the Universit
du tr-ties of resilience, to maintain overall
adulthood
in terms
care (generativity
tes, 1997). Even this
performance (Baltes, 1997). Even this
oisime
age of
movement
(U3A), founded
versus stagnation)
older adulthood
based on the assumpmodel, though, is based on the assumpin Toulouseand
in 1973.
The idea of life
as characterised
wisdom
rough adult life; Baltes
tion of decline through adult life; Baltes
stages asby
a basis
for (ego
socialintegand educahat a negative age
rity versus
despair)
1959). in Peter
himself claimed that a negative age
tional
policy(Erikson,
was popularised
the first foundationLater writers
developed
model
Lasletts
book, Athis
fresh
mapfurof life,correlation was the first foundationview of the life span
ther, andwhich
it reached
a wider
public
au-into four
al principle of my view of the life span
divided
the life
course
tes 1997, 367). dience through
architecture (Baltes 1997, 367).
Gail Sheehys
popular ageing
stages: childhood,
adulthood,
suggests that Baltes
book onand
the decline.
predictable
crises
of adult
Amanda Grenier suggests that Baltes
Laslett
readily
acknowlore have considerably
life (Sheehy,
may therefore have considerably
edged1984).
his debt to the French U3A, model
as
ry power for later-life
Morewell
recent
psychological
as frankly
statingapthat he was greater explanatory power for later-life
ularly those taking
proachesadopting
have challenged
the idea
that thetransitions, particularly those taking
this language
because
fourth age, thanlifes
for challenges
place during the fourth age, than for
andnot
stages
followtarnished
a
terms were
already
s in the life courseclear, predictable
other adult phases in the life course
sequence.
(Laslett, 1989,
3). Different
1).
(Grenier, 2012, 51).
situations and
different
orderings
makewidely
Lasletts
approach
has been
counts have tended
forto
considerable
in adult de- sche- Sociological accounts have tended to
adopted,variations
but it is self-evidently
s as contingent upon
velopment.
TheMore
life span
approach
de- ac-present transitions as contingent upon
matic.
recent
sociological
of social life. Early
the arrangements of social life. Early
veloped counts
by Paulhave
Baltes
and hischallenged
collabo- earlier
radically
gerontological) acsociological (and gerontological) acrators accepts
that age,
generational
assumptions
about
the rigidity of life
10/10/2012 11:26:35 PM

road closed?
Learning
can cause,
not just ease,
transitions.
LL.indd 11
1 | 2012
8
RESEARCH
RESEARCH
RESEARCH
from marriage to the organisation stages,

of
tions
for example
Walther,
du from
Bois- marriage to the o
stages, as well as about the lack of
as
well(see
as about
the lack
of
work to the institutions of education;
Reymond
& affected.
Biggart, 2006).
this to the institution
agency among those affected. Some,
agency among
those
Some, Whilework
and they deploy their learning and such as the
approach
can oftenZygmunt
be limited in itsand
in- they deploy their l
such as the postmodern Zygmunt
postmodern
knowledge in order to negotiate their
knowledge in order to
focusing
as itmodernisadoes on the expeBauman and the reflexive modernisaBaumansights,
and the
reflexive
ways through transfor
riences Beck
of young
people, we
can nevertion theorists Beck and Giddens, have ways through transformations of their
tion theorists
and Giddens,
have
social environment (Field, 2006, 69
social
theless see
similar
processes
in environment (Fi
argued strongly that transition and
argued strongly
that
transition
and at work
77). We can set this insight into thechange
sig- are
77). We can set this in
the now
case routinely
of adults embedded
life transitions.
change are now routinely embedded in
in
From a broadly
postmodern per-nificance of knowledge
nificance of knowledge and reflection
the social relations of contemporary
the social relations
of contemporary
spective,
it hasthat
beenindividuals
argued that theatlife
life. They also suggest that individuals
at the social level alongside the imporlife. They
also suggest
the social level alon
course
hasand
become
increasingly
and groups shape and influence these
shape
influence
these elective
tance of innovation, technological and groups
tance of innovation, te
fragmented.
Thus
Glastra, Hake
processes; Beck (1986) and Giddens
processes;
(1986) and
Giddens
change and organisational reflexivity
in andBeck
change and organisatio
and Schedler
recently
(1991) focus primarily on the role of
(1991) focus
primarily
on the asserted
role of confirecent approaches to competitiveness
recent approaches to c
human knowledge in the radical reflex- and growth in the economy. This ishuman
dently that:in the radical reflex- and growth in the econ
im- knowledge
Astheir
is now
well
established,
portant for our view of transitions ivity
and that, in
ivity that, in their view, now affects all
view,
now
affects allthe portant for our view o
standard biography
has
been replaced
lifelong learning, because such perspeclifelong learning, becau
social institutions and values, generatsocial institutions
and values,
generatelective biography
tives lead us to recognise that learning
tives lead us to recogn
ing risk and uncertainty that require
ing risk by
andthe
uncertainty
that require. . . This
two corollaries.
can help cause transitions, at different
can help cause transiti
constant attention to life planning. For
constantdevelopment
attention to has
life planning.
For One
that in5),
certain
periods
of life,
levels, and is not just a way of respondand is not just a
Bauman (1995, 5), constant choice is
Baumanis(1995,
constant
choice
is many
In contemporary ing
societies,
people face growing
demands
forbe combined. .levels,
different
tasks must
. . passively to change
unavoidable in liquid modernity,
passively to change.
unavoidable
in liquid
modernity,
ing
The second
is that given the
individualand therefore so is responsibility. Howemphasis on knowledge and
re-therefore
so is responsibility.
HowThis emphasis on k
change. One wayflexivity
orThis
another,
transitions and
are
becoming
the tonormal
of lifetends
courses,
coordinationflexivity
of
points to a number of direct
points to a nu
ever, this perspective tends to emphaever, thisization
perspective
emphalife and work
on an aggregate
of the individual
implications for our un
sise the individual dimensions of transi- implications for our understandingsise
dimensions
of transi-social
paper tries tion;
to make
sense
of
thestress (Glastra,
level
becomes
problematic
education and training in contempoeducation and training
tion; both Beck and Giddens stress the
both
Beck
and Giddens
the
& Schedler,
2004, 295).
tendencies towards individualisation
rary societies. From this standpoint,
tendencies
we Hake
towards
individualisation
rary societies. From th
inter-related themes of transition and lifelong
learning
infrom
aexaggeration,
While
this
is an
that, as they see it, arise from the wider can understand individuals in contemthat, as they
see it,
arise
the wider it can understand individ
points
aspects
of nonlinearity
trends that they are considering ( for a
trends that
theytoare
considering
( for a that
porary societies as permanently learnporary societies as pe
number of ways. First, it looks at the ways
in seem
which
social science
be characteristicsee
of also
late moderdiscussion on individualisation, see also ing subjects who are inescapably the
discussion
onto
individualisation,
ing subjects who are
nity.
Institutionalisation
been acKathryns Ecclestones interview in this
Kathryns
Ecclestones
interview has
in this
authors of transitions, for themselves
authors of transitions,
transitions, and
in particular
how
companied
individualisation,
inas
a well as for others, a
issue). While there is much in what
issue). While
there isbymuch
in what
as well as for others, and also the obwiderincontext
where there
are strong
they suggest, in that continuous transthat continuous
transjects of transitions. Recent researchthey
on suggest,
jects of transitions. Re
in a fluid
and
economic
cultural
pressures
fa-the school-to-work tra
the school-to-work transition, for exformation of social relations tends to
formation
of socialand
relations
tends
to
greater
these areample,
ex- has started to e
remove individuals from certain shared ample, has started to emphasise young
remove vouring
individuals
fromflexibility;
certain shared
mobile society. It peoples
then draws
out some implications
for
our theactors
perienced
byexaggerate
a variety of
bonds, they tend to exaggerate the exagency in the transitions procbonds, they
tend to
ex- as peoples agency in the
deeplyall
tendencies,
and
tent to which all transitions are individ- ess. A process that was once relatively
tent to which
transitions are
ess. A process that was
appreciation of the
part that learning formal
andcontradictory
informal
ofindividcan
they increasingly
form the
focus forstandardised
a
ual in character. The sociology of agestandardised for most young people,
ual in character.
The sociology
agefor most
rather heated
publicof
debate
over issues
ing has engaged with much of this literwith clear pathways between school
ing has engaged
with much
this literwith clear pathways be
play and might play in supporting individuals
facing
transitions,
suchfrequently
as retirement
age and
pensions
re-different types of c
ature, while frequently adopting a criti- and different types of career, has beature, while
adopting
a critiand
form
(Kohli,
2003, 536).and
cal stance towards stereotyping and
cal stance
towards
stereotyping
come pluralised and fragmented, showcome pluralised and fr
forward-looking stigmatising
and anticipatory
Inthat
contemporary
Europe,
forfeatures of de-stan
stigmatising that will be familiar to
will be familiar
to policies
ing features of de-standardization and
ing
adult learning
oftenofseek
a partnership
many working in the field of adult
many working
in the field
adult
re-standardization as transition systems
re-standardization as t
strategies towardserode
change.
It concludes with
a few
remarks
oncivil society.erode
individual,
state the
andimporIn and break up, an
learning, and emphasising the imporlearning,ofand
emphasising
and break up, and are replaced
to activate
the citizen or by
or-new systems of trai
tant role of community and macro-level by new systems of training and guidtant roleseeking
of community
and macro-level
and policy.
ganisation,
so thatthe
they
plan aheadance.
for But young peopl
change in understanding the significhange in
understanding
signifiance. But young people are, they argue,
future thriving
andlives
wellbeing,not
andsimply passive obj
cance of transitions in peoples lives
not simply passive objects of these cance oftheir
transitions
in peoples
(Grenier, 2012).
changes; rather, they draw on their(Grenier,
cul- assume
2012).greater responsibility for their
changes; rather, they d
own learning and knowledge accumulatural and social resources, such as nettural and social resour
LIFELONG LEARNING: EFFECT OR
LIFELONG
OR largely
tion,LEARNING:
policies on EFFECT
adult learning
work ties and youth sub-cultures, to
work ties and youth su
CAUSE?
pol- sense of and neg
make sense of and negotiate these CAUSE?reflect the mainstream of Europeanmake
onasthe
future
of welfare
con- icy thinking
Knowledge and skills, as well as the ca- changing systems, and in turn theyKnowledge
and skills,
well
as the
ca- changing systems, and
and
state intervention
(Rosanvallon,
tribute to the reshaping of the institutribute to the reshapin
pacity for reflection and questioning,
pacity for
reflection
and questioning,
When
to lifelong learntions and practices that promote transitions and practices tha
play an important part in understandplay an 1995).
important
partapplied
in understandthese ideas
the individual
in
ing both transitions and learning. Giding bothing,
transitions
andplace
learning.
Gidthetospotlight,
reading
fromand
a script that
dens, and to some
extent
Bauman
and
dens,
and
some
extent
Bauman
John Field
they must
at leastuse
co-author
Beck, argues that people use their
Beck, argues
that people
their themselves,
notknowledge
entirely on in
their
own
learning and knowledge in order to
learningifand
order
to(Edwards,
Those
who
respond will also be
question existing social arrangements,
question2002).
existing
social
arrangements,
engaging in almost permanent transi-
Learn
can ca
not ju
transitions.
1 | 2012
10/10/2012 11:26:35 PM
LL.indd 12
1 | 2012
and actively plan their future lives

(which, in turn, then alters the circumstances of others). If this is so, then
what types of learning will best enable
people to thrive and prosper through
transition, and seize control over their
lives, not just as individuals, but as
members of a wider community? For
Alheit (1994), biographicity is not
something that can be taught; rather, it
is an inherent capability that educators
and trainers should take into account
and support in creative and meaningful
ways. For me, this comes close to what
is currently known as personalisation;
while it may speak to current concerns
for learner voice and consumer-orientation, it is not clear how it can contribute to the wider collective, organisational and community levels of learning and transition. This remains, then,
work in progress.
Glastra, Hake and Schedler offer an
alternative approach in their proposals
for transitional learning. First, they
propose that transitional learning
should incorporate a critical social
analysis of globalization and individualization and their influence on the life
course. Second, they argue for the creation of diverse learning communities,
corresponding to features of cosmopolitanism in urban life. Finally, they suggest that transitional learning will enable people to identify and understand
boundaries, and know how to preserve
some while taking advantage of mobility possibilities in other cases (Glastra,
Hake & Schedler, 2004, 304-5). These
principles, while clearly arguable and
possibly over-politicised, at least have
the merit of recognising the broader social, economic and cultural dimensions
of transitions, and acknowledging that
people may have shared understandings of what transition means for them,
as well as collective interests in promoting or resisting transitions. And
these principles require us to take a
richer, more engaged view of learning
at the individual and social levels.
RESEARCH
RESEARCH
RESEARCH
or learning, or validatheirasfuture
tions in and
theiractively
learningplan
as well
usinglives creditation of prior learning, or validawhich attempts to distion des acquis, which attempts to disin turn,
thencope
alters
the circumlearning(which,
to prepare
for and
with
nd codify the varied,
other transitions.
turn, each
individustances of In
others).
If this
is so, thencipline, regulate and codify the varied,
arning experiences
highly personal learning experiences of
types ofdifferentiated
learning willtrabest enable
al of
faces what
increasingly
ut can only apparently
the candidates, but can only apparently
to their
thrivelives
andresulting
prosper through
jectoriespeople
through
of considerable time,
do so at the cost of considerable time,
seize control
from thetransition,
particularand
constellations
of over their
t (Pouget, 2011). transitions,
lives,and
nottheir
just various
as individuals,
but aseffort and support (Pouget, 2011).
outcomes,
change that disrupts,
members
of a wider
which they
experience.
And community?
these indi- For And as well as change that disrupts,
e that reshapes and
Alheit
(1994), reinforce
biographicity
is not people face change that reshapes and
vidualising
tendencies
the abtures. As Tara Fen-sence ofsomething
creates
new structures. As Tara Fenthatprescribed
can be taught;
it
a completed,
scriptrather,
is of
an the
inherent
capability
studies of professional
wick notes, most studies of professional
for many
transitions;
habitthat
andeducators
trainers
shoulda take
into account
erned with the socialilearning are concerned with the socialiroutine and
no longer
provide
reliable
support in creative and meaningful
decision-making.
reer professionals,guide toand
zation of early career professionals,
ways.
For me, this
the transition from Peoples
trajectories
are comes
partly close to what
particularly with the transition from
as personalisation;
shaped is
bycurrently
their ownknown
capacities
for exto employment; by
higher education to employment; by
it may
to current
concerns
y little has been writcontrast, relatively little has been writercisingwhile
control
overspeak
their lives,
capacifor include
learnerdifferent
voice and
consumer-orig of older professionten on the learning of older professionties which
degrees
of
sitions (Fenwick, reflexivity
als and their transitions (Fenwick,
and levels
capital;
entation,
it is of
nothuman
clear how
it can conshed professionalsbut as well
2012). Yet established professionals
as this
agency,
tra-organitribute
to the
widerpeoples
collective,
transformation injectoriessational
face considerable transformation in
are embedded
in a livedlevels
con- of learnand community
vironment. Rapid text of external
their working environment. Rapid
factors, which
ing and transition.
Thisstructure
remains, then,
expectations and the
at- opportunities
changes in public expectations and atthat people face (Biwork in progress.
ifications of practice
new specifications of practice
Glastra,
Hake
Schedler
an
esta & Tedder,
2006).
Forand
older
work-offertention,
owing internationalistandards, the growing internationaliapproach in in
their
proposals
ers, for alternative
example, participation
learnforarises
transitional
ing often
partly as learning.
a result of First, they
ork, new public mansation of their work, new public manpropose that
transitional learning agement techniques of accountability
similar processes
of standardisation
es of accountability
should incorporate
On a
thecritical
one socialand audit, and changing regulatory
anging regulatoryand destandardisation.
analysis
of globalization
and individuhand, older
workers
experience shared
ll helping to reshape
frameworks are all helping to reshape
pressures
to re-skill
order
to remain
and responsibilities.
roles and responsibilities.
alization
andintheir
influence
on the professional
life
within the
labourSecond,
market;they
these
pres-for the creunderstand transitions
While we can understand transitions
course.
argue
troubles and public
is- can
as both personal troubles and public issures
ariseoffrom
newlearning
technologies,
ation
diverse
communities,
new regulatory
requirery conditions havenew markets,
sues, contemporary conditions have
corresponding
to features
of cosmopolualise them and emtended to individualise them and emments and
a range
of other
that
itanism
in urban
life.factors
Finally,
they sugconfrontgest
whole
of workers
atwill enaduals responsibility
phasise the individuals responsibility
thatcohorts
transitional
learning
more
lesspeople
the same
time. Moreover,
planning. And this
is orble
for their own life planning. And this is
to identify
and understand
workersboundaries,
generally face
general
manarning steps in. From
where lifelong learning steps in. From
andaknow
how
to preserve
o third age pro- gerial demand
career guidance to third age profor continuous
learning,
some while
taking advantage
of mobilearning to learn influenced
in
by wider discourses
the (Glastra,
grammes, from learning to learn in
ity possibilities
in other of
cases
economy
and competitive
MBA, from Mozartknowledge
for Hake
kindergarten to MBA, from Mozart for
& Schedler,
2004, 304-5). These
training, people face
innovation.
a principles, while clearly arguable and
babies to flirting training, people face a
f learning activities Yet the
adaptation
system within
crowded world of learning activities
possibly
over-politicised,
at least have
firms varies
considerably
from workhem through transito help them through transithe merit
of recognising
the broaderdesigned
soplace tocial,
workplace,
with
explosion of adult
tions. The silent explosion of adult
economic
anddiffering
culturalemdimensions
006) that has beenphases
exon
different techniques,
and oflearning (Field, 2006) that has been exof transitions,
and acknowledging
that
ten withpeople
considerable
useshared
of nonformal
y western countries
perienced in many western countries
may have
understandmethodsings
such
coaching,
mentoring,
at might be described
includes much that might be described
of as
what
transition
means for them,
and the interests
re-use ofin pro-as transitional learning (Glastra,
earning (Glastra,guided observation
as well as collective
digital learning
objects,
while
the path-AndHake & Schedler, 2004), or in Alheits
2004), or in Alheits
moting or
resisting
transitions.
different training
and
aphical learning, ways
in through
these principles
require us
to take awords, as biographical learning, in
y to learn for andlearningricher,
options
are engaged
increasingly
which the capacity to learn for and
more
viewpluof learning
fe is an increasingly
ralised and
managed
ifand
at all
levels. from ones own life is an increasingly
at the
individual
social
ce (Alheit, 1994). through ostensibly simplified (but in
significant resource (Alheit, 1994).
AND
CONCLUSIONS So I am arguing that learning itself is
g that learning itself
is DISCUSSION
practice
often complex)
restandardising
e factor, which people
not only a passive factor, which people
mechanisms
unitisation
of the
So far,such
my as
analysis
and argument
have
hange. It also becomes
use to adapt to change. It also becomes
curriculum,
accumulation,
been credit
with economic,
socialand
and psychoof change, which learning
peo- logical
an active enabler of change, which peopassports.
Some oftothe
probapproaches
transitions,
and
beimplications
seen in the example
ac- theoreto anticipate eventslems canthe
ple use in order to anticipate events
of some of
recent
DISCUSSION AND CONCLUSIONS

So far, my analysis and argument have
been with economic, social and psychological approaches to transitions, and
the implications of some recent theoret-
1 | 2012
10/10/2012 11:26:35 PM
1 | 2012
10
RESEARCH

road closed?
10
LL.indd 13
Research
on adult life
transitions is
under-developed.
sitions as an emancipation, freeinglong learning. This can

long learning. This can be seen as part
obliof a wider set of developments in social them from established bonds and of
a wider set of develop
gations, and allowing them to imagine
science research into adult learning.
science research into ad
and redesign their lives anew (see First,
for the wider biograp
First, the wider biographical turn in
instance Merrill, 2009). Not all transiadult education research has focussed
adult education research
tions are unwanted, and not all adult
attention on the interplay of learning
attention on the interpla
learners areofvulnerable
in other spheres of ad
with other spheres of adults lives,ical
as understandings
ical understandings of transition for
transitionand
for fragilewith
their approach
to transitions.
these processes work out across the
our perspective on lifelong learning.
ourlife
perspective
on lifelong
learning. For these processes work ou
problem
be toocourse (West, Alheit, An
course (West, Alheit, Andersen &This
Mer-has some,
This has led me to side with those who
led methe
to side
with may
thosenot
who
much
change
too little.
rill, 2007). Second, from a rather emphasise
difrill, 2007). Second, from
emphasise the fluid and multi-directhe fluid
andbut
multi-direcbrings me finally
to the imporferent methodological perspective,tional
the natureThis
ferent methodological p
tional nature of transitions in contemof transitions
in contemtance ofwhich
understanding
transitions
at of transitions has
study of transitions has also been porary
enstudy
porary societies, which encourages us
societies,
encourages
us
the wider
Of course itcouraged
is
couraged by the application of new
by the applica
then to explore the role of education,
then to explore
the social
role oflevel.
education,
important
to understand
the learner
as
quantitative techniques to longitudinal
quantitative
techniques
training and non-formal learning in
training and
non-formal
learning in
a person,
all the private
to
data sets, which enable
promoting change, and enabling people data sets, which enable researchers
promoting
change,facing
and enabling
people troubles
come
with
adultaslife
oncontrolthat
trace the wider impact o
to control their lives, as well as in help- trace the wider impact of changesto
their
lives,
as well
in and
help-learning.
turn in adult
peoples lives over time. This working
is people
at The
peoples lives over time.
ing people to adjust to transitions that
to individual
adjust to transitions
thateducation
has
had
a numberthe
of potentially
posia relatively early stage, however, and
a relatively early stage, h
confront them throughout
the
life
confront
them
throughout
life
In contemporary while
societies,
people face growing
demands
for
tiveat
results,
bothI in
practice
it has shed considerable light
on And
while it has shed consid
course. And at this stage I should note
course.
this stage
should
notethrough
associated
developments
in terms some
of of the wider benefi
some of the wider benefits of adult
that those who support
adult
learners
that
those
who
support
adult
learners
change. One waylearning
or another,
transitions are becoming
the normal
personalised
learning,
flexible learning
(Field, 2011; Schuller et al.,
learning (Field, 2011; Sc
are doubly caught up in this process:
are doubly
caught up in
this process:
and
self-learning,
inthe
research,
2004), it has yet to be applied system2004), it has yet to be a
not only do they condition.
too experience the
re- introductory
do they
too experience
reThis
paper triesnot
toonly
make
sense
of and
the
through
a renewed
focus on the learnatically to adults experiences of learnatically to adults experi
quirement to adapt and to anticipate
quirement
to adapt
and to anticipate
ers abilitybut
to they
construct
meaning
and
ing transitions. There is considerable
ing transitions. There is
change creatively,inter-related
but they must alsothemes
change
creatively,
must
also
of transition and lifelongnarratives.
learning
in ashould not come
But thisand
at
for new studie
then develop the resources and capabil- potential for new studies, using adthen develop the resources
capabil- potential
the costtheir
of building
resilience
andvanced
unvanced statistical methods, that draw
statistical metho
ities to support their
learners.
This
has
ities
to
support
learners.
This
has
number of ways. on
First,
inderstanding
which social
science
inand
dealing
with transforpanel data which allow for an implications
exon panel data which allo
implications for policy and practice,
for policy
practice,
mation
as part of wider processesploration
of
ploration of particular types of transiof particular t
but also for research.
but
also
for
research.
has sought to understand transitions, and in particular
how and political
cultural,
When it comes to adult life, research tion and their learning aspects; as some
When social,
it comes
to adulteconomic
life, research tion and their learning a
change.
requires underan ability topanel
un- surveys take place
panel surveys take place at a European
on transitions is still
relatively underon transitions
relatively
researchers
have tried
inis still
aThis
fluid
and
derstand
influence change and,
level, this suggests opportunities for
level,inthis suggests oppo
developed. There is a comparatively
developed.
There isand
a comparatively
European
societies,
the
studies, allowing us to
ex- literature
comparative
studies, all
mature literaturemobile
on transitions
among It comparative
mature
onfor
transitions
among
society.
then draws
ourof developing
capabilities
of behaving
amine the effects of different instituamine the effects of diff
young people, and particularly on the
young people,
and particularly
onand
thebelonging
an open,
democratic
participational systems and policy frameworks.
tional systems and polic
transition from youth
to adulthood and
from
youth
to adulthood
and
appreciation
of the
part that learning transition
formalin
and
informal
andcan
torytomanner.
As commissioner
When it comes to practice, the from
adult school
from school to work, but this has yet
work, but
this has yet An- When it comes to pra
Vassiliou
reminded
us in her
education literature often paints transieducation literature ofte
to make a significant
impact
studies play
to make adroulla
significant
impact
on studies
play
andonmight
in supporting individuals
facing
transitions,
speech on the
tions as difficult, troubling, even untions as difficult, troubli
of adult transitions; and this work has
of adult transitions;
andEuropean
this workagenda
has for
adult learning,
just as a modern pleasant.
econpleasant. The dominant view is that
The dominant
not yet stretched as
out well
to encompass
not
yet
stretched
out
to
encompass
as in producing
omy
needs thethrough
participation
people must set out to remedy deficits,
people must set out to r
continuing transitions through the life
continuing
transitions
the lifeof everyso does
a democratic
Eu-as poor literacy ski
as poor literacy skills, weak course.
such
course. In so far as
there is a developed
so
far
as
there
is a developed
strategies
towardssuch
change.
It concludes emwith Inaone,
few
remarks
on society.
rope stands
at a cross-roads,
but imployability, or a lack of
body of research on transitions in adult ployability, or a lack of cultural capital.
body of research
on transitions
in adult
though
the decisions
They are travellers in a strange land,
They are travellers in a
life, it has tendedpossibilities
to concentrate onand
a
it hasportant
tended
to policy.
concentrate
on a of today
prospects
for research, life,
practice
and
may be,
we need
to takeinvolvthe long poorly
view equipped to und
nenarrow range of shifts, typically involv- poorly equipped to understand ornarrow
range
of shifts,
typically
lifelong
learning
in,offor
and about
gotiate the various barri
ing entry into particular types of educa- gotiate the various barriers that deny
ing entry of
into
particular
types
educatransitions,
oflanthem inconthem access to learning opportunities,
them access to learning
tion and training. In the English lantion and the
training.
In the many
English
ceivable
that body
we will
thethen navigate the m
and then navigate the middle classguage,
val- there
guage, there is an enormous body of
is an today,
enormous
of face inand
ahead.
ues and procedures of the providing
in- on years
ues and procedures of th
work on entrance to higher education
work
entrance
to higher education
stitution and its staff. Even once they
stitution and its staff. Ev
by adult returners; even within this
by adult returners; even within this
E F is
ER
E N C Elittle
S interhave joined a learning programme,
have joined a learning p
sub-field, there is relatively little intersub-field,Rthere
relatively
Alheit, P. (1994). The biographicalpeople need access to em
people need access to emotional supest in how adult returners experience
est in how adult returners experience
question as a challenge to adultport in the form of coun
port in the form of counselling and
the transition within higher education,
theintransition
within higher
education,
education.
International
Review of
formational support in t
nor how they fare in the transition into formational support in the form of
nor how they
fare
in
the
transition
Education 40, 283298. into
guidance,
to
help
them
make
sense
of
the graduate labour
market.
the
graduate
labour
market.
Baltes, P. B., Reese, H. & Lipsett, L.guidance, to help them m
John Field
the confusing and alien world that they
(1980).
Lifespan
developmental the confusing and alien
Nevertheless, there is an emerging
Nevertheless,
there
is an emerging
in-of research
psychology.
Annual Review
body of research on transitions in adult have entered (Ecclestone, 2004). Yet
body
on transitions
in adultof have entered (Ecclestone
Psychology
31: a65110.
life that promises to make a major con- terviews with adult learners also show
life that promises
to make
major con- terviews with adult lear
P. B. (1997). On the incomplete
many examples of people who seetribution
tran- Baltes,
many examples of peop
tribution to our understanding of lifeto our understanding of lifeRESEARCH
RESEARCH
Research
on adult life
transitions is
under-developed.
1 | 2012
10/10/2012 11:26:35 PM
Press.
life and social capital, London:
Eurostat CONTACT
(2012). Key data on education
Routledge.
Schultz, T. (1963). The economic value of
). The economic value in
ofEurope
John 2012.
Field Brussels: Education,
Audiovisual
and Adult
Culture
Executive
w York: Columbia
Room B29,
Learning
and Teaching, education. New York: Columbia
Agency.
University Press.
ss.
Pathfoot
Fenwick, T. (2012). Learning among
Sheehy, G. (1984). Passages: Predictable
). Passages: Predictable
School of Education
older professional workers: knowledge
crises of adult life. New York: Bantam.
life. New York: Bantam.
University
of Stirling orientations.
and knowledge
Stenberg, A. & Westerlund, O. (2008).
Westerlund, O. (2008). strategies
Stirling
Vocations
and Learning, Online First.
Does comprehensive education work
hensive education work
Scotland
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28 February 2012 from
for the long-term unemployed?
rm unemployed?
Labour Economics, 15, 1, 5467.
mics, 15, 1, 5467. http://www.springerlink.com/content/
FK9 4LA, the UK
an18776646311864/fulltext.pdf
Tinto, V. (1987). Leaving College:
Leaving College:
Tel: + 44 (0) 1786 466145
Field, J. (2006).
Lifelong learning and the
Rethinking the causes and cures of
e causes and cures of
Email:john.field@stir.ac.uk
student attrition. Chicago: University
on. Chicago: Universitynew educational order. Stoke:
Trentham.
of Chicago Press.
ess.
Field, J. (2011). Researching the benefits
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006). Participation in of learning: the persuasive power of
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otivation of young adults
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learning and working.of Education, 2011, 9, 3, 28392.
Frankfurt-am-Main: Peter Lang.
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P., Andersen, A. S. & identity: Self and society in the late
modern age Cambridge: Polity.
Merrill, B. (2007). Using Biographical
07). Using Biographical
Glastra, F., Hake, B. & Schedler, P.
and Life History Approaches in the
ry Approaches in the
study of adult and lifelong learning.
and lifelong learning. (2004). Lifelong Learning as
Transitional Learning. Adult
Main: Peter Lang.
Education Quarterly 54, 291307.
Zhang, X. & B. Palameta (2006).
Palameta (2006).
Grenier, A. (2012). Transitions and the
Participation in Adult Schooling and
n Adult Schooling and
life course: Challenging the
its Earnings Impact in Canada.
mpact in Canada.
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Kohli, M. (2003). Der institutionalisierte
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Opladen: Leske & Budrich.
e & Budrich.
Selection, optimization and
Laslett, P. (1989). A fresh map of life: the
. A fresh map of life: the
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52 (4), 36680.
Weidenfeld.
Bauman, Z. (1995). Life in fragments:
Meager, N. (2009). The role of training
9). The role of training
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market policies. International Journal
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Change? The role of identity and
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Main: Peter Lang.
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strategy for lifelong learning. Paris:
elong learning. Paris: Chicago Press
Biesta, G & Tedder, M. (2007). Agency
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Pouget, M. (2011). The VAE, or the need
1). The VAE, or the need
JOHN in
FIELD
Towards
ecological
perspective.
n impossible quest? An
JohnanField
is a professor
in the School of for ordering: an impossible quest? An
Studies
in
the
Education
of
Adults
39,
resentation and
Education, University of Stirling,
where analysis of representation and
132149.
translation processes in the Validation
ocesses in the Validation
he specialises in adult skills and lifelong
Ecclestone, K. (2004). Learning or
des Acquis de lExprience in a French
lExprience in a French
learning.
previously worked
at the University, Doctoral thesis, University
Therapy?
The He
demoralisation
of
octoral thesis, University
University of Ulster and University of of Stirling, available at https://dspace.
education.
ailable at https://dspace.
Warwick,
where he took
his doctorate
British Journal
of Educational
Studies
52,
stir.ac.uk/handle/1893/3586.
dle/1893/3586.
Rosanvallon, P. (1995). La nouvelle
in 1979. He is also active in the National
1995). La nouvelle 11237.
R. (2002).
Mobilising
lifelong
le: repenser tat- Edwards,Institute
of Adult
Continuing
Education. question sociale: repenser tatgovernmentality
in
aris: Editions du Seuil. learning:
His work on social capital has appeared inprovidence. Paris: Editions du Seuil.
practices. Journal of
Schuller, T., Preston, J., Hammond, C.,
on, J., Hammond, C., educational
many languages; he is currently writing a
Brassett-Grundy, A. & Bynner, J.
dy, A. & Bynner, J. Education Policy, 17 (3), 35365.
history
of masculinity, identity and the body
E. H. Identity and the life cycle:
(2004). The Benefits of Learning: the
enefits of Learning:Erikson,
the
in work
camp systems
before 1939.
New York:
International
Universities
impact of education on health, family
cation on health, family
1 | 2012
11
JOHN FIELD
John Field is a professor in the School of
Education, University of Stirling, where
he specialises in adult skills and lifelong
learning. He previously worked at the
University of Ulster and University of
Warwick, where he took his doctorate
in 1979. He is also active in the National
Institute of Adult Continuing Education.
His work on social capital has appeared in
many languages; he is currently writing a
history of masculinity, identity and the body
in work camp systems before 1939.
CONTACT
John Field
Room B29, Adult Learning and Teaching,
Pathfoot
School of Education
University of Stirling
Stirling
Scotland
FK9 4LA, the UK
Tel: + 44 (0) 1786 466145
Email:john.field@stir.ac.uk
1 | 2012
11
10/10/2012 11:26:35 PM
RESEARCH
MUSEUMS AND LIBRARIES AS LEARNING ENVIRONMENTS

Overcoming
boredom,
Overcoming
dust
learning:
signposts,
pathways,
decay
and decay
roadand
closed?
Turning post-Soviet Turning po
museums into lifelong
museums int
people face growing demands
for
learning
spaces
learning
spa
number of ways.
First,
it looks
at the waysseeks
in which
social
sciencein
The EU
project
A-MUSE-ALL
to turn
museums
The EU project A
has sought to
particularand
how
theunderstand
post-Soviettransitions,
countries ofand
theinCaucasus,
in Russia,
the post-Soviet co
researchers into
havegenuine
tried tospaces
understand
transitions
in a fluid
for lifelong
learning.
Manyand
museums
into genuine spac
mobile society.
It then
draws
some from
implications
for ourand littlein the region have
in the
region
haveout
suffered
poor funding
appreciationcontact
of the with
part that
learning
formal
andproject
informal
can
potential
audiences.
The
aims
to contact with pote
play and might

playthis
in supporting
facing
change
by training individuals
museum staff
and transitions,
facilitating change this by tra
as well as incooperation
producing forward-looking
anticipatory
among museumsand
in the
area. In the contextcooperation amon
strategies towards
change.
concludes
with
a few
remarks
of political
and It
ethnic
tension
in the
area,
this on
of political and et
possibilitiescooperation
and prospects
for research,
practicebetween
and policy.
is also
a bridge-builder
nations and
cooperation is als
ethnic groups.
M aJ o
r ihkna FKi ee rl de s e l i d z e
58
LL.indd 15
L I F E L O N G LEARNING IN EUROPE
2 | 2011
ethnic groups.
Marika Kereselidze
58
2 | 2011
10/10/2012 11:26:35 PM
58
59
LL.indd 16
2 | 2011
59
balization and multicultural challenges

of the social structures of societies and
nations. There is a lot of political tension especially in the Caucasus region
and with Russia. It is enough to mention the tensions between Georgia and
Russia especially after the war in August 2008 and the Karabakh-problem
between Armenia and Azerbaijan.
The very nature of museums, offering formal and non-formal education
through their collections and knowledge, gives a unique opportunity to address this issue. Museums offer more
insight and reflection than most other
media, which tend to offer their digested opinions to the public. The museum
is often in competition with these other
media for the favor of the public. But
here it is important for museums to
have the media and politicians recognize the museums potential and attribute the right support and role to
them when addressing and fostering
cultural understanding. The specific potential that museums have to contribute to participative and democratic
learning of societies is demonstrated by
many examples throughout Europe.
If we talk about adult informal
learning, museums can be most appropriate places to provide leisure atmosphere, untapped information and communication opportunities with companions at the same time (compare:
Museums and informal education,
CMS Bulletin Vol. 1 No. 1, 1993, Dr.
Chandler Screven: Informal settings
such as museums offer untapped potential for communicating social, cultural
and scientific information, correcting
misconceptions and improving attitudes and cognitive skills. Learning is
voluntary and self-directed in such informal settings. It is driven by curiosity,
discovery, free exploration and the
sharing of experiences with companions. Learning in museums, in its
broadest sense, is a by-product of the
free interaction of leisure oriented visitors with exhibitions and their surroundings.)
2 | 2011

RESEARCH
lenges
balization
e target regions in-PROJECT
Partners in the target regions inBASICS and multicultural challenges
and
of
the
social
structures
of
societies
and
nesAssociation
of Museclude:
Armenian Association of MuseCultural policy in the Soviet Union was
nations.
There
is
a
lot
of
political
tendl tenFriends (AMWF),part
Ar- of the
um
Workers
and Friends (AMWF), Arideological policy of the
egion
especially
in
the
Caucasus
region
c and Educational Communist
Cen- sion Party.
menian
Scientific
and Educational CenMuseum systems in
menand
with
Russia.
It
is
enough
to
menDevelopment (SECtre
for
National
Development
(SECthe post-Soviet countries were highly
and
tion
the
tensions
between
Georgia
and
naNational
Committee
ND),
Azerbaijan
National
Committee
developed. However, after the collapse
Au-Council of MuseRussia
especially
after in
thethe
war in Aunal
of the International Council of Museof the Soviet
Union,
museums
blem
gust
2008
and
the
Karabakh-problem
he
State Museum of
ums (ICOM), The State Museum of
post-Soviet countries were faced with
n. and Applied Art,
between
Armenia
and
Azerbaijan.
pet
Azerbaijan Carpet and Applied Art,
great financial problems, challenges of
offerThe
very
nature
of
museums,
offernal
Museum Friends
Georgian National Museum Friends
a market economy and the necessity to
ation Adult Educaing
formal
and
non-formal
education
NMFA),
Association (GNMFA), Adult Educareposition themselves as institutions.
owlthrough growing
their collections
and
knowlof Georgia (AEAG), Furthermore,
tion Association of Georgia (AEAG),
socio-ecoto ad-Culture (Tosno,
edge,
gives
a
unique
opportunity
to
ad- of Traditional Culture (Tosno,
ional
nomic problems in recent years, includ- Centre
more
dress
this
issue.
Museums
offer
more
Karelian Centre ofing
CulRussia)
and the Karelian Centre of Culthe global economic crisis, are acotherRussia).
insight
and
reflection
than
most
other
dsk,
ture
(Petrozavodsk,
Russia).
companied by increasing political tendigestmedia,
which
tend
to
offer
their
digestmain aim is to support
The
projects
main
aim is to support
sions and rising intercultural and inuseum
ed
opinions
to
the
public.
The
museum
g of staff of cultural
capacity
building
of
staff
of cultural
terethnic problems throughout the
etitutions
other in the Caucais
often
in
competition
with
these
other
and
learning
institutions
in
the Caucaformer Soviet Union. Independent ex. But in order to perts agree
media
for
the
favor
of
the
public.
But
Russia
sus
Region
and
Russia
in
order
to
that relationships between
to
here
it
is
important
for
museums
to
museums into active
transfer
existing
museums
into
active
direct border neighbors are more than
have the
media
and politicians
gcoglearning. The project
spaces of lifelong learning. The project
just complex
due
to historical,
eco- recogce
and social
strives to enhance professionalism and
at-professionalism nomic,
nize the
museums
potential
and
atand political problems
mpetence
of museums
intercultural competence of museums
e to
tribute
the
right
support
and
role
to
and conflicts searching for joint soluore
and to foster more active engagement
ingactive engagement
them
when
addressing
and
fostering
tions will require a lot of time.
ocial
learning and in-The role
ofpomuseums in social learning and inific
pocultural
understanding.
The
specific
of culture and especially
ntribtential
that
museums
have
to
contribs.
clusion
processes.
museums as strong tools for solving sotic
ute
to
participative
and
democratic
cio-economic and interethnic problems
EMSby
IN THE POST-has beenlearning
PROBLEMS IN THE POSTated
of societies
demonstrated
by
underestimated.
In is
this
critical SHARED
SOVIET
SPACE
pe.
many
examples
throughout
Europe.
time the project A-MUSE-ALL has
al
adult
are some differences
be- out If
turned
towe
be talk
veryabout
helpful.
Theinformal Although there are some differences beapprolearning, Boredom,
museums can
most approipating countries inproject Beyond
tween the participating countries in
Dustbeand
tmospriate
places
to
provide
leisure
atmospolitical and economic
terms of current political and economic
Decay - Museums as Life Long Learndare
comphere,
untapped
information
and
comunited by shared
processes, they are united by shared
ing Spaces for Intercultural Dialogue
ommunication
opportunities
with
come rapidly changing (A-MUSE-ALL)
challenges of the rapidly changing
was launched in
re:enhance mobility
panions
at
the
same
time
(compare:
to
world, the need to enhance mobility
2009 under the auspices of the proMuseums
and
informal
education,
en,similar
and to overcome similar
gram of the European Commission
,answer
Dr. to these chalCMS
Bulletin
Vol.
1
No.
1,
1993,
Dr.
difficulties.
One answer to these chalInvesting in People: Access to local
Chandler
Screven:
Informal
tings
settings
troduction of the lifelenges
is
the
introduction of the lifeculture, protection and promotion of
poten-in these countries
such
as
museums
offer
untapped
potenncept
long
learning
concept
in these countries
cultural diversity. This regional
tial
for
communicating
social,
cultural
llltural
as to clarify the role
in
general
as
well
as
to
clarify the role
project operates in Armenia, Azerbaicting
and
scientific
information,
correcting
nstitutions in this reof
the
cultural
institutions
in this rejan, Georgia and in the Russian Federatti- exchange and joint
misconceptions
and
improving
attinal
gard.
International
exchange
and joint
tion over a period of 30 months. Impleng isa close connection
tudes
and
cognitive
skills.
Learning
is
with
projects
along
with
a
close
connection
mented by the Institute for Internationch
in-the EuropeanalUnvoluntary
andGerman
self-directed
in- the activities of the European Unes of
Cooperation
of the
Adultin suchwith
riosity,
formal
settings.
It
is
driven
by
curiosity,
are
making a usefulEducation
ion
in this field are making a useful
Association (dvv internahe
discovery,
free
exploration
and
the
the development oftional) and
contribution
to the development of
following eight partners
panof
experiences
with
companustainable strategyfrom
for thesharing
long-term
and
sustainable strategy for
target regions, the project is
sd educational activities.
ions.
Learning
in
museums,
in
its
joint
cultural
and
educational activities.
co-funded by the European Commisf the
broadest
sense,
is
a
by-product
of
the
derstanding
is imporCultural
understanding
is imporsion and the German Ministry for Ecod visi- tension, glofree
interaction
of
leisure
oriented
visiconflict,
tant
in
times
of
conflict,
tension,
glonomic Cooperation and Development
urtors
with
exhibitions
and
their
sur(BMZ).
roundings.)
59
10/10/2012 11:26:36 PM
RESEARCH

learning: signposts,
pathways,
Museums
insight
road closed? offers
free of pre-
Museu
offers
free of
digested opin
other media.
strument,
in fact the
of the culture
Looking at the situation of museums
Looking
at the situation
of role
museums
Loo
in bringing
different
groups closin the Caucasus countries and the Rusin the Caucasus
countries
andethnic
the Rusin the C
er, removing
barriers,common
deploying cresian Federation the following common
sian Federation
the following
sian Fe
ative potential
of people
specific problems of museums can be
specific problems
of museums
canand
be contributspecific
to of
general
education
and developidentified: lack of government financidentified:ing
lack
government
financidentifi
ment can
be underestimated.
Aing, sponsoring or donation and
ing, sponsoring
or not
donation
and
ing, sp
MUSE-ALL
has demonstrated
knowledge about fundraising, lack of
knowledge
about fundraising,
lack of this with
knowle
its
positive,
partly
unforeseen
effects.
practical habits and skills of managepractical
habits
and
skills
of
managepractic
with society at all levels - from state to
with society at all
level
It
showed
us,
that
it
is
necessary
to
ment in a market economy, inadequate
ment
in
a
market
economy,
inadequate
ment in
individual.
individual.
lobby technologies,
for the role ofunattracmuseums andThe
cul-role of lifelong
use of modern technologies, unattracuse of modern
use lear
of
The role of lifelong learning is invalutural
on aespecialpolitical level.
A
tiveness to new audiences and especial- able in this dialogue - a concept that
tiveness to
newinstitutions
audiences and
tivenes
able in this dialogue - a
of one of the
in
ly young people, no reach-out proly young
people, no reach-out
pro-study visits
ly youn
adequately reflects the current trends
of participant
adequately
reflects
the
contemporary
societies,
people
face
growing
demands
for
the
framework
of
the
project
wrote:
grammes, lack ofIn
motivation
of musegrammes,
lack
of
motivation
of
musegramm
development of society. Traditional
development of society.
Fivea countries
areof
involved
in theforms of education
um staff and a general lack of dialogue
um staff and
general lack
dialogue
umand
sta
forms of education and cultural activiOne
orwithin
another,
transitions
are
becoming
the
normal
project
and
two
couples
have
serious
with the public. change.
These general
prob-way ties
with
the
public.
These
general
probwith
th
cultural institutions, such as
ties within cultural inst
political
problems
with
each
other.
But
lems have led to a lack of cooperation
lems
have
led
to
a
lack
of
cooperation
lems
h
lectures, concerts, art exhibitions and
lectures, concerts, art e
condition.
This
paper tries between
to make
sense
of the
here we
discovered
that we
can work
between museums,
culture centers
and introductory
museums,
culture
centers
and
creative meetings with artists, partly
creative meetingsbetwee
with
very
well
with
each
other.
entities and, accordingly, had a negaentities
and,
accordingly,
had
a
negaentities
fulfill this function. However, contemfulfill this function.
Ho
inter-related
themes
of transition and lifelong
learning
in ina theThis
The
activities
framework
of
tive impact on their
activities. This has
tive impact
on their
activities.
has
tivetoim
porary approaches to a vibrant cultural
porary
approaches
a
the project
were conducted
also deprived the museums of this realso deprived
the museums
of this re-on different
also
de
life presuppose an active participation
life presuppose an
activ
number
of ways.
First,
in fronts.
which One
social
thescience
most
important
gion of representation
in various
intergion
inofvarious
intergion of
of the museum visitor, i.e. a person
en-of representation
of the museum visitor,
fronts
was
the
capacity
building
of
munational projects and events. People
national
projects
and
events.
People
nation
tering into an active dialogue with the
tering into an active
dia
sought
to understand
transitions,
and
in
particular
how
seum
workers.
have lost interesthas
in visiting
museums,
have
lost
interest
in
visiting
museums,
have lo
object, with a museum, with the past
object, with a museum,
because most of them have also been in and the present. This seems a point
because
most of them have also been in and the present. becaus
of
This se
researchers
have tried
to
understand
transitions
incondition.
a fluid
and STAFF mutual enrichment
TRAINING
THE MUSEUM
a bad physical condition.
Museums
a
bad
physical
Museums
a bad
mutual enrichment for adult education
for p
have turned into spaces of Boredom,
have
turned
into
spaces
of
Boredom,
have
tu
The
educational
program
for
the
museand the museum as the cultural instituand the museum as the
thenwhere
draws
out
some
implications
for
our
Dust and Decay.mobile society. It tion,
Dust
and
Decay.
Dust
um
staff
of
the
participating
countries
education can draw on the
tion, where education ac
digested opinions of
other media.
INERTIA,
OVERCOMING appreciation
OVERCOMING BARRIERS
has been elaborated on the basis of

a
resources and cultural treasures, and
resources
and cultural t
of the
part
that
learning
formal
and
informal
can
INERTIA,
OVERCOMING
OVERC
training
needs
assessment
that
was
conmuseums can actively and creatively
museums can actively
a
OVERCOMING
OVERC
ducted BARRIERS
at the first stage of the project.
exploit the potential of adult educaexploit the potential
of
play and might play
in
supporting
individuals
facing
transitions,
The
results
of
the
study
showed
a
high
Though the participants of the project
Though
the
participants
of
the
project
Thoug
tion.
tion.
motivation
and of
demand
for further The work of the
realized the urgent need of introducing
realized the
urgent need
introducing
realize
The work of the dvv internationals
dvv
forward-looking
and
anticipatory
qualification
of
the
museum
workers.
the lifelong learning concept in musethe
lifelong
learning
concept
in
muselife
representation in Caucasus (dating
representation inthe
Cauca
As
a
result
many
training
events
took
ums, creating target-group-oriented
ums,
creating
target-group-oriented
ums,
c
to 2001, with distinct offices in
back to 2001, with dist
strategies towardsback
change.
It
concludes
with
a
few
remarks
on
place
within
the
project,
giving
the
muprograms and an attractive environprograms
and
an
attractive
environprogra
Armenia, Azerbaijan and Georgia since
Armenia, Azerbaijan an
workers
the opportunity
up- focused atment
ment for visitors, they were not able to
visitors,
they were
not able to to 2005)
f
2005) focused at the first stage of ment
its for seum
the fir
for
research,
practice
and
policy.
date
their
knowledge
with
valuable
inimplement these due to certain reasons
implement
these
due
to
certain
reasons
implem
activities on the field of the Vocational
activities on the field of
formation
experience
from Euro(financial problems, insufficient compe- Education and Training (VET) due
(financial
problems,and
insufficient
compe(financ
to
Education and Training
pean
countries.
tences, low motivation etc.). On the
tences,
low
motivation
etc.).
On
the
tences,
the grim economic situation of the
the grim economic
situ
good
number
of training
other hand, the workers of small coun- countries. However, the field of adult
other hand, Athe
workers
of small
coun- events
otherthe
h
countries. However,
tookwere
placenot
in the
project
countries,
in
try museums were not familiar with the education, as we know, is very broad
try museums
familiar
with
the education,
try
mu
as we know,
addition to those
organized
modern development trends of musemodern development
trends
of muse-abroad.
moder
and comprehensive. It can imply generand comprehensive.
It c
Study
visits
were
made
to
Germany
ums, so these museums slowly decayed
ums,
so
these
museums
slowly
decayed
ums,
al adult education, vocational educaal adult education,
vocso
and chance
Denmark,
giving the
without any chance of success. The Aany
of success.
Theparticipants
Ation and training, civic education,without
intion and training,withou
civic
the
opportunity
to
make
important
MUSE-ALL project turned out to be
MUSE-ALL
project
turned
out
to
be
MUSE
formal education, including such forms
formal education,
inclu
contacts
g. with the Grundtvigof
projvery timely in this regard.
in this(e.
regard.
very tim
of learning like distance learning, very timely
learning like distanc
ectinstitutions
as well as with
the
Cultural institutions need to expand
needthe
to Institute
expand ofblended
Cul
blended learning, training on the jobCultural
learning, traini
John Field
Museum
Research
in
Berlin,
etc.)
and
the range of their work, along with the
the
range
of
their
work,
along
with
the
the
ran
and so forth.
so forth.
gain
valuable
experience,
which
they
traditional offering of new ways of
traditional
offering
of
new
ways
of
traditio
Cultural education is very often unCultural education i
then
were ableactive
to share
with theirdeservingly
colworking that promote active dialogue
working
that promote
dialogue
workin
deservingly considered a secondary
inconsidered
60
LL.indd 17
L I F E LONG LEARNING IN EUROPE
2 | 2 011
60
LIFELONG LEARNING IN E U RO P E
2 | 2011
10/10/2012 11:26:36 PM
60
A-MUSE-ALL project
Not only international experts but

experts from partner countries were invited to Georgia. One example is the
training Museums and Adult Education - a step forward to each other,
which was held by the Russian expert
of the dvv international for the museum workers of Georgia.
ook
Specialists from Russia who took
T)
part in a Training of Trainers (ToT)
ing
course in Bonn developed a training
on the
module. The module was based on the
experience gained in Bonn.
g tool
In Russia a very useful learning tool
ation
for active methods of adult education
by
in museums has been developed by
in the
project experts and disseminated in the
ble on
project countries. It is also available on
the web portal of the project www.
w.
d in
amuse-all.net , which was created in
the framework of the project.
were
The capacity building courses were
precivery successful, well-liked and apprecim.
Staff training under way at the Georgian National Museum.
ants
ated by the participants. Participants
ways
showed great motivation and always
Fruitful training
sessions
were
course
topThe
of ca- focused on leagues.
expressed
their need
in such
kind of
ca-2-day-long course focused on toparrangedpacity
in thebuilding.
project countries, with
educational programs
ics as diverse as: educational programs
invited international experts.
oving expertise of mufor adults, improving expertise of muon topics
of Museums
and seum workers, strengthening of interG
CREATING
LIFELONG
LEARNING
trengthening
of inter-Trainings
Museums Management and museum relations, the prospects of imSTRATEGIES
ns, the prospects ofEducation,
imMuseums
Visitors
projects, Club ofMarketing,
he
OneStudy
of theofproject
outputs
was theplementing joint projects, Club of
Circle, Interactive
Training
Methods
in
s
Museum Friends and a network of
ia-and a network of
elaboration
of the LLLand mediaMuseums,
Intercultural
Dialogue
etc. to transrbaijan.
museums in Azerbaijan.
transstrategies
of museums,
aiming
took place
in different
in Ar-spaces Experts of the Georgian National
eaces
Georgian National
form
museumsmuseums
into attractive
menia. Afor
lecture
on Media
a series of publicaMuseum created a series of publicatforms
the broad
public Technoloand into platforms
gy in theofcontext
of museums
presenta- tions (three electronic books) on the
ronic books) on the
intercultural
dialogue.
st
st
tions and exhibition
design
was also team
ms
topics
amof
re-the 21 century
The project
implementation
reof Museums of the 21 century
held, which
aroused
great interest.
Long Learning and
ge and
alized
the necessity
of broadening as
andSpaces for Life Long Learning and
Over 45 activating
persons attended
the lecture;
alogue.
Intercultural Dialogue. These publicaircles. These publicathe museums
friends circles.
they included
university
mueful
tions are very useful guides for museum
ncesguides for museum
Such circles
helpstudents,
draw new
audiences
and other
interested
parties. seum
Mu- specialists,
and all interested parties. Muminterested
and
to museums,
connect
the museum workers
and
groups. the public and sustain educationalseum
om
5 different regions
al
and
and workers from 5 different regions
Seriesexhibition
of trainingactivities
sessions of
and
musecipated
in the training
of Georgia participated in the training
m.
the
museum.
um consultations
took place
in outreach
Azerd on the basis of these
program, created on the basis of these
proThey organize
various
probaijan.
good (exhibitions,
example is the
regional public
k Lifelong Learning
in Agrams
guides. The book Lifelong Learning in
public
workshops,
on Museum Network
in events, art
ropean
Handbooktraining
edMuseums. A European Handbook edart
lectures/talks,
community
realities
Gibbs,
Sani
ited by Kirsten Gibbs, Margherita Sani
ublic Margherita Azerbaijan:
festivals
etc.)and
thatperspectives,
help to build public
(Azerbaijan),
where
the
pson
and Jane Thompson was translated
and was translatedheld in Guba
interest
in museums
collections
and
regions museum
civil so- from
o Armenian
and elecon
of
promote professionals,
learning and appreciation
of English into Armenian and elecciety representatives,
local businessmen tronically delivered to all beneficiaries
red to all beneficiaries
the collections.
and the media were among attendees.
ocal experts and uni(museum staff, local experts and uni.
versity students).
61
LL.indd 18
2 | 2011
61
Not only international experts but

experts from partner countries were invited to Georgia. One example is the
training Museums and Adult Education - a step forward to each other,
which was held by the Russian expert
of the dvv international for the museum workers of Georgia.
Specialists from Russia who took
part in a Training of Trainers (ToT)
course in Bonn developed a training
module. The module was based on the
experience gained in Bonn.
In Russia a very useful learning tool
for active methods of adult education
in museums has been developed by
project experts and disseminated in the
project countries. It is also available on
the web portal of the project www.
amuse-all.net , which was created in
the framework of the project.
The capacity building courses were
very successful, well-liked and appreciated by the participants. Participants
showed great motivation and always
expressed their need in such kind of capacity building.

RESEARCH
but
ere inthe
ducaer,
xpert
muse-
CREATING LIFELONG LEARNING

STRATEGIES
One of the project outputs was the
elaboration of the LLL- and mediastrategies of museums, aiming to transform museums into attractive spaces
for the broad public and into platforms
of intercultural dialogue.
The project implementation team realized the necessity of broadening and
activating the museums friends circles.
Such circles help draw new audiences
to museums, connect the museum and
the public and sustain educational and
exhibition activities of the museum.
They organize various outreach programs (exhibitions, workshops, public
lectures/talks, community events, art
festivals etc.) that help to build public
interest in museums collections and
promote learning and appreciation of
the collections.
2 | 2011
61
10/10/2012 11:26:36 PM
Besides
theinitial
in-country
and lectures on the
public lectures on the arts and culture
public
a
There were different initial situaThere were
different
situa-contacts
The
initialcountries
cooperation
thatregard.
dvv internaby exof their respectivetions
counin
tions in project countries in this regard. of their respective countries heldtions
in project
in this
tional
supported
between the museums
perts from each project partner counperts from each project
In Armenia and Georgia Museums
In Armenia
and Georgia
Museums
In Arm
within the countries,
dvv international
try. These lectures were held in the
folk Associations
try. These lectures
were
Friends Associations existed already
Friends
existed already
Friend
communication
high schools of 15 cities of Germany.
high schools of 15
citie
before the project had started: it rebefore thefacilitated
project had
started: it re- and cooperbefore
museums
of neighbourThe exhibition contained picturesmained
from theation
The exhibition containe
mained the task of the project to suptaskbetween
of the project
to supmained
ing countries
as well. Armenians
met
Armenia, Azerbaijan, Georgia and
RusArmenia,
Azerbaijan,
G
port and activate these associations. In
port
and activate
these associations.
In
port an
Azerbaijanian
people onsia.
neusia. The exhibition was also organized
The exhibition
was
addition to the Armenian Association
addition towith
the the
Armenian
Association
additio
territories
Germany,
in Vanadzor Museum of Fine Artofinmuseum
Ar- tral
in Vanadzor Museum
o
of museum workers and Friends, each
workers
and (Georgia,
Friends, each
of mus
and Turkey)
and Russians
menia.
menia.
of the ten project partner museums
of the ten Denmark,
project partner
museums
of the
met with
It is worth menwere equipped with newly established
were equipped
withGeorgians.
newly established
were e
TENDING TO COMMUNITY Circles of tioning
TENDING TO COMMU
despitepublicity
a strained political
Circles of Friends, including publicity
Friends,that
including
Circles
contemporary
societies,
demands
RELATIONS people face growing
RELATIONS
situation
between
Georgia and Russia,
materials and inIn
some
cases formal
materials and
in some
casesfor
formal
materi
a Russian
projectwere
representative
The
a ties betweenstatute
statutes. Circles of Friends were also
statutes. Circles
of Friends
also
The ties between museums and society
museu
change.
way or
another, transitionsactiviare becoming
thetonormal
trainer
arrived
Georgia and were
con- expanded through
established in ten
ArmenianOne
museums
in ten Armenian
museums
establi
were expanded through cultural established
trainings
to Georgian
afterinvolved in the project. These Circles
involved inducted
the project.
These
Circles andties
ties in the frame of the project. Festiin the frame involve
of the
condition.
Thisasintroductory
paper tries literato make
sense
of the
wards
Armenian
and Azerbaijanian
were equipped by
publicity materials
equipped
bytopublicity
materials
as vals, master classes,
weremu
e
vals, master classes, musical and were
well. Some of them have already devel- ture events, public lectures and exhibiwell. Somecolleagues.
of them have already devel- ture events, public
well.
S
lectu
inter-related
themes
of transition and lifelong
a covered
The project
has
of implemented
oped their charters.
In Georgia a new
opedoftheirlearning
charters.
In in
Georgia
a newgroups
oped
t
tions implemented in the framework
tions
in th
people
who had never
concept for the cooperation with the
concept
the cooperation
withbeen
the to musethe project won a lot of new friends
to for
the project won aconcep
lot of
number
of ways.
First,
inofwhich
social
science
ums
before.
That
means
that museums
friends of the Georgian
National
Mufriends
the Georgian
National
Mumuseums. At the same time, particimuseums. At thefriends
same
gonepackage
and contacted
different
seg- in these events
seum and a benefit package has been
seum and have
a benefit
has been
seumhaa
pants in these events had the opportupants
has sought
to understand
transitions, and
in particular
how
ments
of society
including
elaborated. In Azerbaijan
and Russia
In Azerbaijan
and
Russia different
elabor
nity to become familiar with the elaborated.
culnity to become familiar
school
children,
structures had to be built more or less
structures ethnic
had togroups
be builtlike
more
or less
structu
ture, habits and art of different ethnic
ture, habits and art
of d
in
a fluid
teachers,
parents
of
from scratch in researchers
this regard. In thehave
part- tried
from scratch
in this
regard.and
In the
the school
part- children,
groups and make parallels to everygroups and makefrom
parals
university
studentsconsiderand professors,
eld-that brings ner
ner countries of the project, considercountries
of the project,
cou
thing that brings people closer toner
each
thing
people
forveterans
our
erly people,
very
ing the present mobile
situation, itsociety.
was very It then
ing the present
situation,
it wasand
verydisabled
ing the
other.
other.
effectively.
has consolidatimportant not only to get acquainted
not only toThe
get project
acquainted
import
Dvv international assisted the important
museDvv international
as
appreciation
of theums
part
that learning formal
and
can
ed
very informal
effectively
theway
information
with the European
best practices but
with the European
best practices
but
with et
th
in working with ethnic minorities
ums in working with
about
museums
reaches
also to share local experience with each in all target countries.
also to share
local
experience
withthese
each target
also to
in all target countries.
play and might playIninGeorgia
supporting
individuals
facing
groups. transitions,
other.
other.
other.
different training proIn Georgia different
The project provided a platform
for and public lectur
grams and public lectures have been
grams
forward-lookingA and
anticipatory
EXHIBITION
A VIRTUAL EXHIBITION
VIRTUAL
VIRT
interaction
for Azeris and Armenians,
conducted on the topics of intercultural
conducted on theAtopics
years
of severed contacts.
The
redialogue, ethnic diversity of the Geordialogue,
ethnic diversi
In addition to the comprehensive web
In additionafter
to the
comprehensive
web
In add
strategies towardsgian
change.
It concludes with
a few
remarks
onnet-the frames
cooperation
within
of
population, the role of museums
gian population,
the ro
portal, the project used the social netportal, thegional
project
used the social
portal,
the project information
encouraged aand
start ofand
the diand cultural institutions in socialwork
inclu-to disseminate
cultural institution
work to disseminate information and
work t
for research, materials
practice
andbetween
policy.
alogue
the
conflict
In and dialogue.
sion and dialogue. A very good examsion
A ve
materials to the interested public. A
to
the interested
public.
A states.
materi
the words
ofinformed
a participant:
ple was the public lecture on Georgianple was the public
lectu
project facebook page informed interproject facebook
page
inter-We are
project
we are
to discussOssetian
some Relations,
Ossetian Relations, accompaniedested
by anusershappy
accu
ested users about project and museum
aboutthat
project
andable
museum
ested
issuesmuseums
and sharecreated
some experiences.
electronic publication with a number
of Partner
electronic publication
w
events. Partner museums created their
events.
their
events.
we used
to meet
archive photographs and valuable
in- pagesHowever,
archive photographs
own pages on facebook sharing their
own
on facebook
sharing
their on neutral
ownan
p
formation from the museum. These
formation from the
muw
news with friends: indeed they still
news withterritories.
friends: indeed they still
news
The overall results were more programs
than
programs were offered to different
agedoing so.
were offered
keep doing so.
keep
keep d
positive.
A hugeone
number
and ethnic groups in the whole of The web
and ethnic groups inThe
th
The web portal hosted one of the
portal hosted
of theof unplanned
events and
trainings,
the
Georgia,
helping most
themrt
most remarkable outputs of the project Georgia, helping them to get acquaintmost remarkable
outputs
of theorganized
project by
dvvExhibition,
international
offices the
in cooperation
ed with each others culture and tradied with each others
the Virtual Exhibition, in which the
the Virtual
in which
thecuV
with local
partnerdifferent
institutions, took
tions and to initiate dialogue between
tions and to initiate
dia
project countries presented different
project countries
presented
project
John Field
place
bigof
interest
and demand
of ethnic groups
different
photographs on the topic of Everyday different ethnic groups living in Georphotographs
ondue
the to
topic
Everyday
photog
theThe
beneficiaries.
Onecollecgood example
is
gia. Such events were very usefulLife
within Art.
gia. Such
events were
v
Life in Art. The photographic collecphotographic
Life in
mobile
exhibition
of the
respect to the tensions
tions have been printed and toured Eu- respect to the tensions between the
tions havethe
been
printed
and toured
Eu-drawings
tions hb
thewas
German
ethnologist
Georgian and Ossetian populations.
Georgian and Ossetian
rope. The tour was complemented by
rope. The of
tour
complemented
byMax Tilke,
rope. T
62
LL.indd 19
RESEARCH

road closed?
L I F ELONG LEARNING IN EUROPE
2 | 2011
62
2 | 2011
10/10/2012 11:26:37 PM
62
63
LL.indd 20
2 | 2011

RESEARCH
presenting diverse costumes of the Caucasian people in the beginning of the

20th century. The exhibition was complemented by an educational program,
created by a Georgian museum expert.
This program has been conducted in
more than 10 different museums and
educational institutions in different regions of Georgia, with great success
and positive feedback.
Museums in Yerevan have participated in the international event Night
of Museums for many years. Inspired
and supported through the A-MUSEELIDZE
ALL project, 10 project beneficiary muze was born in Tbilisi, seums organized the Long Night of
She studied German Museums for the first time. Museums
ature at the Ivane
developed interesting programs and
State University and opened their doors to visitors until late
nic Studies at the
evening. Along with Night of Museniversity of Bamberg inums several other public events, such
009 she is working at the
as concerts, music festivals, perform(Institute for International
ances and such were organized in the
he German Adult
regional towns and villages in Armenia.
tion) Representation
One of the challenges of the project
udying at the faculty was the fact that the participants were
n at the University of museums of different development levels, from small country museums to
huge national museums. Despite the
size differences, the project helped them
e
exchange their knowledge and experience, get connected and enrich each
other.
national Cooperation of Overall, this project demonstrated
Education Associationthe importance of cultural work in ineuli street, GE - 0179 terethnic dialogue, the invaluable role
and potential of museums and other
91 34 75/ 25 17 52 cultural institutions in adult education
@dvv-international.geand lifelong learning, in meeting the
challenges of the 21st century.
It showed how much can be done
and how much still has to be done in
order to transfer the museums into lifelong learning spaces.
MARIKA KERESELIDZE
Mariam Kereselidze was born in Tbilisi,
Georgia in 1979. She studied German
language and Literature at the Ivane
Javakhishvili Tbilisi State University and
German and Slavonic Studies at the
Otto Friedrich University of Bamberg in
Germany. Since 2009 she is working at the
dvv international (Institute for International
Cooperation of the German Adult
Education Association) Representation
in Georgia and studying at the faculty
of Adult Education at the University of
Kaiserslautern.
CONTACT
Marika Kereselidze
Program Assistant
dvv international
Institute for International Cooperation of
the German Adult Education Association
App. 5, #4 Napareuli street, GE - 0179
Tbilisi
Tel./Fax: +995 32 91 34 75/ 25 17 52
Email: kereselidze@dvv-international.ge
63
2 | 2011
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RESEARCH
RESEARCH
The impact and

of lifelong
Transitions
lifelong
learning signposts,
on social pathways,
learning:
inclusion
road
closed?
A significant share of our European population can be considered
at risk of poverty and social exclusion. Adult education can be a
lever for increase of social inclusion among vulnerable adults. To
Indate
contemporary
face growing
demands
for
hardly anysocieties,
evidence people
is available
concerning
the outcome
of
change.
One way or
becoming
theIn
normal
adult education
in another,
terms of transitions
increase of are
social
inclusion.
this
condition.
introductory
paper
tries
to make
senseofofa the
article theThis
authors
present the
most
striking
results
series of
inter-related
themes of
lifelonglearning
learningprograms
in a
studies concerning
thetransition
outcomeand
of lifelong
number
ways. First,
it looks
at theofways
in which
social
science
amongofvulnerable
adults
in terms
increase
of social
inclusion.
has
to understand
transitions,
and in
particular how
It sought
is obvious
that some learners
undergo
a transition
to better
researchers
have tried
understand
transitionsFurthermore,
in a fluid andthe
social inclusion
aftertojoining
these programs.
mobile
society.
It then
drawsthe
outimportance
some implications
for ourtransfer
research
results
underline
of the variable
appreciation
the part that
formalamong
and informal
can
possibilitiesofinfluencing
the learning
learning success
these learners.
play
and might
supporting
individuals
facing transitions,
However,
not play
only in
elements
of the
learning environment
influence
asthe
wellrate
as in
anticipatory
of producing
increase offorward-looking
social inclusion. and
For example,
foreign
strategies
change.
concludes
a few
remarks
on
learners towards
and people
who It
live
together with
without
being
married
possibilities
prospects
forincrease
research,
policy.
experienceand
a higher
rate of
onpractice
several and
variables
of social
inclusion.
M a u r i c e d e G r eef, Mien Segers and Dominique Vert

John Field
LIFELONG LEARNING IN EUROPE 1 | 2 0 1 2

LL.indd 21
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10/10/2012 11:26:37 PM
A significant share of our European population can be considered at risk of poverty and social exclusion. For example
according to Eurostat (2010) 17% of
European citizens are considered at risk
of poverty. According to Bijl et al. (2011)
social inequality is still a difficult problem
in society. Especially the quality of life
between low- and high-skilled people
differs a lot (Bijl et al., 2011). Consequently the European Commission (2010)
included lifting 20 million people out of
social exclusion and poverty in the Europe
2020 Strategy. More concretely, social
inclusion is a multidimensional process
of, among other things, behavioural
change depending on a persons interaction with different situations and with
different environmental conditions (Endler & Magnusson, 1976; Krueger et al.,
2008; Nye & Hargreaves, 2009).
Concerning people at risk of social exclusion we can discern different target groups
(De la Fuente Anuncibay, 2007). As a
result of different socio-demographic
factors or life-circumstances, such as
unemployment, lone parenthood, low
educational qualifications, bad health in
combination with ageing and non EUcitizenship, different sub-groups of people at risk of poverty can be discerned
(Tsakloglou & Papadopoulos, 2002).
First of all still 22 % of the population
of the industrialised countries is illiterate
(UNICEF, 2008), and based on recent
research-findings of PIAAC (Programme
for the International Assessment of Adult
Competencies) we can conclude that 25%
of todays fifteen-year-olds will be inadequately skilled when they are 25 years
old (EARLALL, 2011). Additionally
EARLALL (2011) concludes that the
number of low-skilled workers and people excluded from lifelong learning is still
increasing and that around 50 million
workers do not have a certificate of upper
secondary education. Secondly Dahlstedt
and Bevelander (2010) note that migrants
experience differences in life based on
their cultural backgrounds, linguistic
aspects and the distance between their
country of origin and the new country.
This sub-group can be considered as
people, who risk social exclusion. Furthermore, for a part of the elderly population, who risk health problems, a rate
of poverty or socioeconomic inequality

can be considered a risk for social exclusion (Dannefer, 2003). On the other hand
support for single and young parents is
needed to prevent social exclusion and
exclusion from the labour-market (Bynner
& Londra, 2004). Finally exclusion from
the labour-market is still increasing according to the figures of Eurostat (2012),
which presents a current unemploymentrate of 10.9% (Eurostat, 2012).
The aforementioned characteristics of
people at risk of social exclusion, or
better said vulnerable adults, indicate
the urgency of investment in efforts to
increase social inclusion Therefore transition is needed and particularly a transition from vulnerable adults into
adults who are able to cope with modern
society and its labour-market. Kumpulainen (2010a) states in a previous issue
of LLinE that education systems can play
an important role in supporting individual growth in citizenship among
others increase of social cohesion. Besides
this LLinE refers to the importance of
the pivotal role of education in increasing quality of life (Kumpulainen, 2010b).
Accordingly the OECD (Christian, 1974)
and Nilsson (2010) both indicate that
lifelong learning programs or programs
of adult education can be a lever in order
to increase social inclusion.
More concretely, a transition in life to
reach social inclusion or qualifications
for the labour-market among vulnerable
adults can be reached by using adult
education or programs of lifelong learning. Basic adult education can enhance
transition to a better working life or better life in society especially for the aforementioned sub-group of vulnerable adults.
According to the UNESCO Institute for
Lifelong Learning (2009) the CONFINTEA
VI Conference points out the importance
of the quality of adult education in order
to obtain these aforementioned goals. To
ensure quality and constructive outcome
of adult education insights in its most
important elements is necessary. To date
hardly any evidence is available concerning outcome of adult education in terms
of increase of social inclusion. In this
article we present the most striking results
of a series of studies concerning the outcome of lifelong learning programs among
vulnerable adults in terms of increase of
32
1 | 2012
BACKGROUND
RESEARCH
RESEARCH
5
LL.indd 22
social inclusion and the significant contribution of the key-elements of the learning environment. It aims to present a
comprehensive overview of the results on
increase of social inclusion besides the
influence of the learning environment and
the trainee-characteristics. The results of
each study in the series have been already
discussed in former articles1.
TRANSITION-EFFECTS IN TERMS OF
SOCIAL INCLUSION
Social inclusion should be defined as a
multidimensional process. More concretely it can be described as a process,
in which citizens try to cope with and
control resources and services, have and
connect to social relationships, feel included in the (local) area and take part
in its activities (Van Houten, 2008; Ogg,
2005; Levitas, 2007; The World Bank,
2007). More concretely social inclusion
can be described in terms of two dimensions. On one hand activation and internalisation, participation and connection
on the other hand (Fortuin & Keune,
1997; Guildford, 2000; Mastergeorge,
2001; Vert et al., 2007). Firstly activation
implies the ability of functioning in daily
society as an independent individual to
attain the basic needs of daily life (Movisie, 2010). In practice it means that one
for example can organise his or her own
finances and can use media like TV, radio
and internet (Fortuin & Keune, 1997).
Besides managing basic needs in daily life
one likes to be accepted in society in
order to obtain an appropriate place in
daily life (Guildford, 2000). According
to Mastergeorge (2001) this is a process
of internalisation, in which one can direct
his or her own life in a happy and responsible way and be satisfied with oneself.
Except for being assertive or feeling safe
in and around the house, internalisation
can refer to having courage in making
own choices. As a result these two processes imply a large variety of variables.
These include, to mention a few: national language skills, digital language
skills, international language skills, assertiveness, labour- and upbringing skills,
voluntary-work- and neighbourhood
skills, contact skills and financial skills.
Besides these two processes, which
refer to the increase of social inclusion as
an individual process, social inclusion
10/10/2012 11:26:37 PM

road closed?
RESEARCH
RESEARCH
can also be explained as a relational (for recent review studies, see e.g. Cheng 2. The transfer design: Transferprocess in terms of the relation between & Hampson, 2008; Holton, Chen & climate, learning contents and
the individual and his or her surroundings. Naquin, 2003). In our study, in terms of activities and supervisory support
To illustrate, we firstly can describe social increase in social inclusion contributing Programs of lifelong learning, in which
inclusion as taking part in activities of to transfer of training effects, three groups adults participate, influence their learning
the society or, better said, participation of variables are discerned: (1) trainee processes and their effects in different
(Guildford, 2000), referring to doing characteristics, (2) transfer design features ways. According to Nijman (2004) the
things which one did not undertake before. and (3) the participants environment.
basic elements of the transfer design,
Specifically it refers to visiting activities
comparable with the learning-environment
in the community, going out in the evening 1.Trainee characteristics
of programs of lifelong learning, are the
or taking part in official organisations Social inclusion can be influenced by many transfer climate (including transfer pos(Vert et al., 2007). Secondly increasing variables related to the background of sibilities and direct surroundings) next
interaction with ones surroundings de- people at risk. The pivotal study on social to supervisory support. Recall that by
velops new social interactions or meeting inclusion of Vert et al. (2007), which transfer we mean the application of learned
other people (Vert et al. 2007). In other focusses on elderly, indicates that several skills in daily life.
words social inclusion can be a process background characteristics can enhance
Firstly transfer climate can be explained
of connection (Huisman et al., 2003; or block the increase of social inclusion. as the different factors in the environment
Colley, 1975). More concretely participa- According to Vert et al. (2007) these of the learner, which facilitate or inhibit
tion and connection also imply a large background-characteristics are level of the use of trained skills (Burke & Baldwin
variety of variables, namely: being active schooling, age, number of children, gen- 1999). This transfer climate has been
in associations and neighbourhood, being der, racial background, marital status, evidenced as influencing the transfer of
active in nature and sports, involving in motivation, (un)employment and prior training effects. In our study the transfer
arts and culture, developing intimate diplomas and courses. His research gives climate consists of two variables, namecontacts and preventing loneliness.
the insight that needs of the elderly are ly direct surroundings and transfer
influenced by these socio-demographic possibilities. Although the research of

THE ROLE OF ADULT EDUCATION
characteristics.
is conducted
number of ways. First, it looks at the ways in Nijman
which(2004)
social
science during a
FOR INCREASING PARTICIPANTS
Secondly self-directedness in learning working-environment our study addressSOCIAL INCLUSION
can be seen astransitions,
an important factor
relates the daily life-circumstances
as direct
and
in particular
how
Programs of adult education or lifelong ing trainee characteristics during learning surroundings. The direct surroundings
(McGivney,
1992; Raemdonck,
2006). of ain
learning are effective
if participants
ex- tried
learner
can block
or stimulate transresearchers
have
to understand
transitions
a fluid
and
perience a change in their daily life by Besides Knowles (1975) Mezirow (1997) fer, but besides that the learner also needs
the importance
of self-diusing the insights,
new skills
and newIt underlines
to have thefor
possibilities
mobile
society.
then draws
out some
implications
our in realising transattitudes they have learned in the program. rected learning among learners in order fer.
This is often referred
to as the transferof
of the
to influence
the outcome
of alearning
Secondly
instructional
appreciation
part that
learning
formal and
informal
approaches
can used
training effect. This concept has been process. More specifically, Raemdonck by the teacher have an impact on what
widely studied in
the field
Human play
(2006)
self-directedindividuals
learning as a students
Many authors have argued
play
andofmight
indefines
supporting
facinglearn.
transitions,
Resource Development (HRD) in order process in which a learner can influence upon the relevance of instructional apto get insight into
outcome
of adult
his or herforward-looking
own learning in order to and
han- anticipatory
proaches grounded with constructivist
asthewell
as in
producing
education (e.g. Holton, Chen & Naquin, dle his or her own life situation. Moreo- learning theories. More precisely Tenen2003; Cheng & Hampson,
2008).
Most- ver
her study It
shows
that the learning
al. (2001) refer
strategies
towards
change.
concludes
with abaum
fewetremarks
onto the following
ly these studies refer to the positive rela- process of low-skilled employees will be instructional activities: (1) arguments,
influenced by for
the rate
of self-directness
tionship betweenpossibilities
outcome of adultand
edu- prospects
discussions,
debates among learners, (2)
research,
practice
and policy.
cation and the possibility of transfer among low-qualified learners. More con- conceptual conflicts and dilemmas, (3)
(Baldwin & Ford, 1988; Nijhuis, Segers cretely she developed two scales concern- sharing ideas with others, (4) the use of
& Gijselaers, 2005; Cheng & Hampson, ing the level of self-directness in learning materials and measures targeted toward
2008; Holton, Chen and Naquin, 2003; and career processes on the one hand and solutions, (5) enhancing learners reflecThijssen, 2001; Nijman, 2004). Accord- the influence of contextual and individ- tions and concept investigation, (6) meeting to adult education (or programs of ual conditions on self-directness on the ing the learners learning needs and (7)
lifelong learning) transfer refers to the other. According to Raemdonck, then, making meaning by addressing real-life
implementation of learned attitude, skills both individual and contextual factors examples during the instructional unit.
and knowledge in daily life. In terms of influence the self-directness during learnThirdly in adult education the teacher
training effects, HRD-studies mainly ing especially among low-qualified learn- plays an important role (Pratt, 1999).
describe the outcome
J o hafter
n Fjoining
i e l dtrain- ers. Thus the rate of self-directedness of According to Pratt (1999) adults need to
ing in terms of organisational payoffs, a learner can be defined as an important have a supportive coach, who supports
professional development of the partici- background-variable influencing the out- them, stimulates them in using the learned
pants and increase of job performance come of learning.
competencies and help them in coping

LL.indd 23
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10/10/2012 11:26:38 PM
RESEARCH
RESEARCH
with possible resistance in daily life. During learning on the job a supervisor plays
an important role. In programs of adult
education different key-figures play a role,
including the teacher. The role of the
teacher is diverse and can include being
a trainer (Simons & Bolhuis, 2004), a
consultant (Van Lakerveld, et al., 2000),
a supervisor (Holton, Chen & Naquin,
2003), or a guide (Van der Vlerk, 2005)
in order to increase social inclusion.
3. The participants environment

Many studies on transfer of training talk
about the work environment of the trainees having a significant contribution in
improving the transfer effects of training.
On the contrary, in our study we address
adult education or lifelong learning programs aiming to increase social inclusion.
Therefore instead of the work environment, the life circumstances can be seen
as the environment of the learners. Accordingly Liu (1974) and Andrews and
Withey (1974) underline the importance
of the life environment based on the life
circumstances of the learners. More concretely, these life circumstances refer to
the learners circumstances in which they
experience life, for example their familylife (Andrews and Withey, 1974). Furthermore the life-environment of the
learners also includes how they deal with
work, raise children and care. This can
be explained as how learners cope with
challenges as functioning in a paid job,
taking care for a relative or a friend and
raising children (Andrews and Withey,
1974). According to Andrews and Withey (1974) these kinds of life circumstances can enhance or block the increase
of social inclusion among vulnerable
adults. Additionally McGivney (1992)
describes barriers in daily life circumstances such as feeling too old or having
mobility-problems, which possibly block
transfer.
RESEARCH-QUESTIONS ON THE
OUTCOME OF LIFELONG LEARNING
PROGRAMS AIMING AT SOCIAL
INCLUSION
Due to the fact that hardly any evidence
concerning outcomes and inclusion impact
of adult education programs is available,
three research questions should be answered. These research questions aim to
34
LL.indd 24
There is little
research on
the impact of
adult education on
inclusion.
gain insight in the outcome of adult education programs enhancing increase of

social inclusion among vulnerable
adults:
1:What are the qualitative different
ways in which participants of adult education programs for social inclusion experience social inclusion?
2:What is the specific outcome in
terms of social inclusion among vulnerable adults after joining an adult education program and are there differences
between subgroups of participants?
3:What is the relationship with and
possible influence of the learning-environment on increase of social inclusion among
vulnerable adults?
SETTING
The sample of learners is mostly lowqualified adult learners joining lifelong
learning programs in centres of adult
education. More concretely the learners
are stratified at random by several adult
education centres in the Netherlands. In
order to answer research question 1 and
to find out in which way vulnerable adults
experience social inclusion after joining
adult education, 32 learners were interviewed by using a semi-structured questionnaire. These interviewees were taking
courses concerning basic skills and literacy at two regional education centres
in the Netherlands.
Secondly 787 learners joining language
courses, basic skills courses and courses
concerning digital competencies at 31
regional education centres (in 39 locations) filled in a questionnaire at the
beginning and 515 learners at the end of
the course in order to answer researchquestion 2 and 3.
INSTRUMENTS
During our research two instruments
have been used. For the phenomenographic study concerning research question 1 a semi-structured questionnaire
has been developed. The questionnaire
consists of six prepared questions in

order to explore the different conceptions
of (change in) social inclusion. Next to
the prepared questions a few probing
questions have been made for a more
in-depth interrogation of the experience
of the adult learner.
Secondly, the SIT-instrument (Social
Inclusion after Transfer) has been used
(De Greef, Segers & Vert, 2010) in order
to answer research questions 2 and 3 and
to gain insights in the specific meaning
and relevance of the perceived increase
of social inclusion (divided in activation
and internalisation on one hand and
participation and connection on the
other hand). In order to determine the
specific scales of the SIT-instrument, a
Principal Component Analysis with a
Direct Oblimin Rotation by using SPSS
15.0 was conducted besides a Confirmatory Analysis by using EQS 6.1. Eventually the instrument consists of the scales:
self-directed learning, training-design,
life-circumstances, activation and internalisation and participation and connection (see table 1).
Furthermore all the items of the factors
(confirming the hypothetical factors)
provide a good fit to the data with C2 of
408.40 or more by N = 787, CFI between
0.8840.937, RMSEA varying 0.065
0.079 and St RMR between 0.039 0.069
(see table 2).
DATA ANALYSIS AND STATISTICAL
ANALYSIS
Firstly a phenomenographic approach is
used in order to gain insights in the phenomenon concerning increase of social
inclusion after adult education and to
answer research question 1. Regarding
Marton and Booth (1997) a phenomenographic approach can be useful in revealing different ways of experiencing a
phenomenon among participants. More
concrete the phenomenographic approach
is based on a clinical interview in order
to explore participants perceptions of a
phenomenon (Marton et al., 1997). Regarding research question 1, the researchers wish to explore the experiences among
adult learners with programs of lifelong
learning in adult education centres. As a
result the experienced outcome on one
hand, and the possible influence of education and its environment on the other will
1 | 2012
10/10/2012 11:26:38 PM
Table 1: Questionnaires used in this study, scales, example

items per scale and reliability coefficients (N=308)
Questionnaires
Scales
N of
items
Example of items per

scale
Cronbachs
Alpha
1. Self-directed
learning
Self-directed learning
14
Taking initiative to learn
0.899
2.Transfer-design
Teacher support
Appreciation of learner
0.911
Learning contents and activities
Practical demonstrations
of problem solving
0.809
Direct surroundings
Support of surroundings
0.636
Transfer possibilities
Increase of confidence
0.772
Personal life circumstances
12
Happiness
0.928
3. Life
circumstances
Barriers
4 growing
Feeling too
old to learn
In contemporary
societies, people face
demands
for
RESEARCH
RESEARCH

road closed?
0.754
Upbringing and work
Raising own children
0.553
Care
Taking care of disabled
0.592
Being able to read
0.921
Being able to use the
0.936

condition. This introductory paper tries to persons
make sense of the
4. Activation &
National language skills
inter-related themes of
Internalisation
Digital skills
transition and lifelong learning in a
number of ways. First, it looks at the wayscomputer

in which social science
International language skills
3
Speaking different
has sought
to understand transitions,
and in
particular how
languages
0.889
Assertiveness
Being able
researchers
have tried to understand5 transitions
intoasolve
fluid and0.894
problems
mobile
society. It then draws out some
implications
for our
Labour- and upbringing skills
4
Being able to solve
problems
0.815

Voluntary-work and neighbourhood skills
Working as a volunteer
0.673
play and
might play in supporting individuals
facing transitions,
Contact skills
7
Respecting others
0.881
as &well
as inandproducing
forward-looking
and
anticipatory
5. Participation
Meeting
attempting
4
Meeting
people
Connection
Meetingtowards
intimate contacts
4
Visiting
family
strategies
change. It concludes
with
a few
remarks
0.819
on0.873
Attempting associations in neighbourhood
Organising activities in
0.847
Being active in nature and sports
Enjoying sport activities
0.613
Involvement in arts and culture
Enjoying the arts
0.696
Getting a membership
Member of a sports club
0.572*
Preventing loneliness
11
Example feeling empty
0.800*
possibilities and prospects for research, practice

and policy.
neighbourhood
Note: * Means that the items have different scale, namely nominal and ordinal.
So this number reflects a Spearman Correlation.
John Field

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RESEARCH
RESEARCH
Table 2: Fit indices and correlations factors SIT-model

Factors n
C2/df
ST.
RMR
CFI
RMSEA
A
(PCA)
Self-directed
learning
408.40
0.039
0.937
0.074
0.899
Transfer Design
700.34
0.069
0.900
0.079
0.906
Life circumstances
578.82
0.056
0.900
0.065
0.783
Activation &
Internalisation
1820.70
0.052
0.912
0.079
0.954
Participation &
Connection
1956.50
0.063
0.884
0.069
0.901
Dependent factors
Independent factors
be analysed. Thus an analysis is made of

the phenomenon concerning the impact
of joining adult education on the participants rate of social inclusion.
In order to explore the different ways
of experiencing social inclusion after
joining adult education programs firstly
the 32 interviews were taped and transcribed. Furthermore an investigator
triangulation is realised by an analysis of
each member of the research team (n=6)
of a selection of the transcripts in order
to pool the perceptions of the interviewees into categories of descriptions (pool
of meaning). After the investigator triangulation an expert in social inclusion
also read all transcripts and pooled the
perceptions of the interviewees into categories with the same meaning, which
resulted in the outcome space of the
phenomenon.
Secondly by using the SIT-instrument,
descriptives of change-variables (scores
on post-test minus scores on pre-test) of
each variable of social inclusion have
been conducted in order to gain insights
in the rate of learners experiencing increase
of social inclusion after joining adult
education and to answer the first part of
research question 2. A next step (in order
to find more answers on research-question
2) is to describe the differences between
the groups experiencing an increase of
social inclusion after joining lifelong
learning programs. Therefore a nonparametric analysis is conducted. Firstly,
patterns of multiple role occupancy among
36
LL.indd 26
trainee-characteristics and the increase

on social inclusion were analysed using
bivariate analysis. The bivariate analysis
of data, depending on the variables, was
performed by means of Mann-Whitney
and Kruskal-Wallis tests.
Finally in order to answer research
question 3 and to determine the predictors
of the learning-environment, a non-parametric correlation analysis (more precisely a crosstab analysis) and a logistical
regression have been conducted.
RESULTS
Research question 1
Our findings of the phenomenographic
study indicate that learners experience an
increase on four conceptions of social inclusion mentioned in the beginning of the
article: activation, internalisation, participation and connection (see table 3).
Concretely, the results indicate that
the increase of mastery (referring to activation) is a reachable goal for most
interviewees in our study next to the
increase of the feeling of having a stronger identity (referring to internalisation).
For example like this learner, who explained that she bought something by
herself:
I did this by myself. I surfed to www.
marktplaats.nl and sought for a dishwasher. I saw an advertisement, made a
phone call (by myself) and bought a
dishwasher for 75 Euro.
Or another learner, who felt more
secure after learning:
Before I came here, I felt uncertain

about myself. I didnt dare to talk and
therefore I felt uncertain. (...) Now Im
going to school and I learn with other
people, as I dont want to be the same
pathetic person. But it helped very well,
very well.
On the contrary, less learners experience an increase of social mobility (referring to participation) and an increase of
or improvement in relationships (referring to connection), illustrated by this
learner:
Yes, you meet more and more people.
I came here at the same time with J. and
that was the beginning of a friendship.
From the very first day. If hes not here I
call him asking whats the matter. Its just
a kind of a friendship.
In other words the results indicate
that the learners more often perceive an
increase of social inclusion on the individual level than on the collective components of social inclusion.
Furthermore the results indicate that
especially teacher support is an important
influence on the increase of social inclusion. More concretely the teacher encourages the learners to join learning or apply
the learned competencies by stimulating
transfer (see table 3). Likewise a learner
says:
She just explained it to me and she
appreciated me. I would have sometimes
said: Fool, I already explained that.
She didnt and thats why I appreciate
that woman so much.
Less learners indicate the influence of
learning contents and activities (based on
a constructive perspective) in order to
increase social inclusion as important as
well as the influence of the life circumstances (which supports them in managing daily life, raising awareness of the
progression and need of learning and
doing things on their own initiative), illustrated by the learner who says:
My parents and girlfriend noticed a
lot of progress. (...) They told me that
they used to help me, but that it is not
necessary anymore.
Finally the self-directedness of the
learner herself is only important to attain
social inclusion for a few of the learners.
A learner underlines this by saying:
But look, if you want, you will succeed.
That is really true. If you intend to go for
1 | 2012
10/10/2012 11:26:38 PM
Table 3: Conceptions of social inclusion, described in terms of

themes of the learning environment
Themes
RESEARCH
RESEARCH

road closed?
Conceptions
1
Mastery
(Activation)
Identity
(Internalisation)
Social Mobility
(Participation)
Relationships
(Connection)
Life
circumstances
Managing daily life

25 Adult Learners
Awareness
24 Adult Learners
Ones own initiative

11 Adult Learners
Ones own initiative

16 Adult Learners
Teacher support
Encourage to learn
30 Adult Learners
Encourage to learn
29 Adult Learners
Increase transfer
12 Adult Learners
Increase transfer
18 Adult Learners
Learning
contents and
activities
Constructivist
perspective
23 Adult Learners
Constructivist
perspective
23 Adult Learners
Constructivist
perspective
8 Adult Learners
Constructivist
perspective
13 Adult Learners
In contemporary
societies, people face growing demands for
Intrinsic motivation Intrinsic motivation Extrinsic motivation Extrinsic motivation
Self-directedness
11 Adult
Adult Learners
4 Adult are
Learners
4 Adult
Learners
change.
OneLearners
way or 11
another,
transitions
becoming
the
normal
This introductory
paper
to make
sense
of the
Furthermore it became
cleartries
that groups
it and you go forcondition.
it one hundred percent
Research
question
3
then it will succeed. (...) you have to give with different ethnic backgrounds exhib- Finally the results of the logistical regresinter-related themes
of transition
and lifelong
learning
in a
yourself completely.
ited different
patterns towards
increase sion
give insights into the influence of the
According to table 3 this self-directed- of social inclusion. Foreign learners show elements of the learning environment on
First,
it looks
at thenational
ways inthe
which
social science
increase
on the variables
ness of learning isnumber
based on theof
oneways.
hand more
increase of the different variables of
on an intrinsic motivation and willingness language skills (U (417) = 9422.5; p = social inclusion. According to table 5A
has
sought
toandunderstand
transitions,
and (U
in particular
how
0.028), meeting
and attempting
to direct ones own
learning
process
it becomes clear that on the scale of
on the other hand on an extrinsic motiva- (407) = 8695; p = 0.021) and meeting activation and internalisation transfer
researchers
tried to
understand
in a fluid
and
contacts
(U (415) = transitions
9222.5; p possibilities
tion and willingness
to direct oneshave
own intimate
seems to be a significant
= 0.018) than autochthone learners. predictor for most variables, namely:
learning process.
mobile society. ItBesides
thenthis
draws
out
some
for assertiveness,
our
the Dutch
learners
showimplications
more digital skills,
labourResearch question 2
increase on involving into arts and and upbringing skills, voluntary-work
of the
part(U that
formal
and
informal can
culture
(370) =learning
8065; p = 0.039)
than and
Next step of thisappreciation
study is to determine
neighbourhood-skills. In other
foreign
learners.
the rate of increase of social inclusion
words, if one has enough possibilities to
play
and
might
in supporting
facing
transitions,
Finally
our study showsindividuals
that learners apply
among learners, who
joined
adult
educa- play
the learned knowledge, skills or
with
a
different
marital
status
also
show
tion programs or programs of lifelong
attitudes, ones digital skills, assertiveness,
astowell
in next
producing
forward-looking
different patterns
towards increaseand
of anticipatory
learning. According
table 4as
on the
labour- and upbringing skills, voluntary
page a significant share of the learners social inclusion. People who are living work and neighbourhood skills will be
strategies
towardstogether
change.
Itnot
concludes
with apositively
few remarks
on
(and are
married) experience
experience an increase
of social inclusion
influenced. These 4 elements
more
increase
on
national
language
on the defined variables, varying from
seem to be a significant predictor for just
and prospects
for= research,
practice
and policy.
skills (H (3,416)
19.568, p = 0.000),
21.8 % (getting apossibilities
membership) till 54.7
one or two variables of the scale of acdigital
language
skills
(H
(3,405)
=
% (digital language skills). More contivation and internalisation, namely:
cretely the 5 variables digital language 10.754, p = 0.013), assertiveness (H barriers on international language
skills, international language skills, (3,404) = 18.266, p = 0.000), labour- skills, care on attempting in assopreventing loneliness, being active in and upbringing skills (H (3,321) = 7.925, ciations and neighbourhood, upbringassociations and neighbourhood and p = 0.048), contact skills (H (3,393) = ing and work on labour- and upbringassertiveness signal an increase of social 18.328, p = 0.000), meeting and at- ing skills and voluntary-work and
inclusion among 40 % or more of the tempting (H (3,406) = 9.451, p = 0.024), neighbourhood-skills and learning
learners. Besides this, the increase of meeting intimate contacts (H (3,414) contents and activities on contact
social inclusion on activation and inter- = 9.978, p = 0.019) and on the scale skills (see table 5A). That is, if one exnalisation seems to be true for 46.3 % activation and internalisation (H (3,430) periences barriers, the increase of ones
J o hhigher
n Fthan
i e l the
d 41 = 12.665, p = 0.005) than people who international language skills can be blocked.
of the learners, being
% of the learners, who experience an are married, unmarried or widowed.
Furthermore, if one has to take care for
increase on participation and connection (see table 4).
a relative or a friend, ones involvement

in associations and the social circles of
LL.indd 27
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1 | 20 1 2
37
5
10/10/2012 11:26:39 PM
RESEARCH
RESEARCH
the neighbourhood can be influenced.

Furthermore if one has a job or has to
raise children his or her labour- and
upbringing skills will be influenced next
to ones voluntary-work- and neighbourhood skills. Finally ones contact skills
will be influenced if the learning contents
and activities are based on a constructive
perspective during the learning process.
Furthermore the variable transfer
possibilities seems to be the only variable influencing the scale participation
and connection and more concretely the
variables attempting in associations and
neighbourhood, involving into arts and
culture and getting a membership (see
table 5B). This means that the possibilities
to apply learned knowledge, skills or
attitudes influence ones involvement in
Learners
experience
individual
social inclusion rather
than collective.
associations and the neighbourhood,

besides ones participation in activities of
arts and culture and if one becomes a
member of an association.
IMPLICATIONS FOR PRACTICE:
TRANSITION TO SOCIAL
INCLUSION BY LIFELONG
LEARNING
Regarding our study it is obvious that
some learners undergo a transition to
better social inclusion after joining programs of lifelong learning. This is true
especially for four dimensions of social
inclusion, namely activation, internalisation, participation and connection. On
some variables of social inclusion (belonging to these four processes of social inclusion) our results show an increase for 40
% of the learners or more. Besides an
increase of social inclusion among 46.3
% of the learners on the scale activation
and internalisation we can report an
increase for 41 % of the learners on the
scale participation and connection.
But maybe even more important are
the insights regarding ensuring the quality of adult education, which seems one
of the most important conclusions at the
CONFINTEA VI Conference according
Table 4: Means and standard deviation of change in social inclusion variables

for increase of social inclusion
Dependent variables of social
Inclusion
Mean
T0
SD T0
Mean
T1
SD T1
Mean of
change
SD of
change
% of
population
experiencing
increase
Activation and internalisation
6.83
1.37
7.60
1.24
0.77
0.88
46.3
National language skills
7.15
1.42
8.22
1.23
1.08
1.02
34.5
Digital skills
5.03
2.23
7.55
1.98
2.52
2.01
54.7
International language skills
4.70
2.58
6.73
2.35
2.03
1.53
45.2
Assertiveness
6.70
1.67
7.99
1.38
1.29
1.29
40.9
Labour- and upbringing skills
5.99
2.14
7.78
1.86
1.78
1.35
29.7
Voluntary-work- and
neighbourhood skills
3.81
2.22
6.32
2.05
2.50
1.65
35.4
Contact skills
7.12
1.73
8.30
1.34
1.18
1.18
35.3
Financial skills
6.00
2.36
7.98
2.01
1.98
1.35
23.9
Participation and Connection
4.03
1.00
4.30
1.14
0.64
0.61
41.0
Activity in associations and

neighbourhood
3.06
2.06
4.77
2.34
1.71
1.25
41.4
Being active in nature and

sports
5.41
1.79
6.94
1.58
1.53
1.32
30.9
Involving into arts and culture
3.98
2.06
6.60
1.82
2.63
1.68
29.3
Getting a membership
1.23
0.26
1.60
0.30
0.36
0.22
21.8
Meeting and attempting
5.91
1.90
7.66
1.60
1.75
1.58
32.4
Meeting intimate contacts
7.24
1.36
8.27
1.16
1.02
1.06
36.4
Preventing loneliness
2.25
0.52
2.62
0.39
0.37
0.36
44.3
38
LL.indd 28
1 | 2012
10/10/2012 11:26:39 PM
John Field
0.034 0.052 0.515
BS.E.
p
coefficient
-2.44 0.936 0.009
researchers have tried to understand transitions in a fluid and

**
58.4
0.027
66.1
0.064
0.003 7.842
(1)
0.075
60.8
0.005 21.159
(4)
0.000
0.098
61.8
0.000
0.137
69.7
30.197
(5)
0.000
0.143
66.3
33.231
(5)
0.000
0.063 0.004**
-0.058 0.089 0.511
0.063 0.097
0.050 0.012**
0.124
0.104
0.122 0.022
0.279
BS.E. p
coefficient
-4.250 0.962 0.000
BS.E. p
coefficient
-2.573 0.589 0.000
0.068
66.6
19.527
(3)
0.361 0.112 0.001**
0.033
74.9
8.313
(2)
0.016
0.084 0.057 0.142
-0.128 0.098 0.191 0.130 0.084 0.120
0.104 0.092 0.260
BS.E. p
coefficient
-3.299 0.835 0.000
VoluntaryContact skills Financial

work- and
skills
neighbourhood
skills
29.081
(3)
18.261
(5)
0.051 0.098 0.601
0.059 0.066 0.376
0.161 0.058 0.006
0.021 0.133 0.872
BS.E. p
coefficient
-3.798 1.047 0.000
Labour- and
upbringing
skills

0.158 0.050 0.002** 0.161 0.064 0.011** 0.183
0.125 0.106 0.237
0.075 0.103 0.466
BS.E. p
coefficient
-2.801 0.587 0.000
-0.225 0.088 0.011**
0.010 0.099 0.923
0.153 0.102 0.133
BS.E. p
coefficient
-0.224 0.863 0.795
International Assertiveness
language skills
0.015 0.052 0.780 0.116 0.042 0.006** 0.042 0.050 0.410
-0.077 0.087 0.375
0.173 0.110 0.116
BS.E. p
coefficient
-0.498 0.272 0.067
* Correlation is significant at the 0.05 level (2-tailed).

** Correlation is significant at the 0.01 level (2-tailed).
Learning
contents- and
activities
Direct
surroundings
Transfer
possibilities
Self-directed
learning
Chi-square
(df)
% correct
predicted
Nagelkerke
pseudo R2
Teacher support 0.095 0.107 0.376
Upbringing and
work
Care
Constant
Personal lifecircumstances
Barriers
Independent
variables of
training-design n
National
Digital skills
language skills

RESEARCH
RESEARCH
LL.indd 29
Dependent
scales of social
Inclusion m
Table 5A: Logistic regression results with social inclusion variables of Activation & Internalisation as dependent variables

road closed?
39
10/10/2012 11:26:39 PM
LL.indd 30
40
0.114
0.102
0.60
0.027
0.048
-0.031
0.155
Teacher support
Learning contentsand activities

Direct
surroundings
Transfer
possibilities
Self-directed
learning
Chi-square
(df)
0.041
0.082
-2.359
Bcoefficient
0.000
0.027
6.726
(1)
0.127
-1.626
Bcoefficient
0.041
0.011
0.051
0.710
0.451
0.000
69.9
0.054
0.110
0.109
0.610
S.E.
0.050
0.338
S.E.
0.010
0.011*
0.000
Involvement in
arts and culture
68.7
11.074
(3)
0.010** 0.105
0.764
0.670
0.816
0.024
0.192
7.404
Being active
in nature and
sports
*: Correlation is significant at the 0.05 level (2-tailed).

**: Correlation is significant at the 0.01 level (2-tailed).
63.1
% correct
predicted
Nagelkerke pseudo 0.134
R2
32.246 (6)
0.059
0.134
0.118
0.047
1.033
S.E.
0.061
-2.812
Bcoef-ficient
Attempting in
associations and
neighbourhood
Upbringing and
work
Care
Personal lifecircumstances
Barriers
Constant
Independent
variables of
training-design n
Dependent
scales of social
Inclusionm
0.031
78.4
4.666
(1)
0.118
-2.011
Bcoefficient
0.056
0.377
S.E.
Getting a
membership
0.035
0.000
0.042
67.8
11.665
(4)
0.253
0.033
0.120
0.055
-3.256
Bcoefficient
0.170
0.100
0.099
0.052
0.842
S.E.
Meeting and
attempting
0.020
0.136
0.742
0.225
0.285
0.000
0.033
62.7
9.735
(3)
0.067
0.099
0.050
-2.022
Bcoefficient
0.048
0.101
0.100
0.556
S.E.
0.021
0.163
0.329
0.618
0.000
Meeting
intimate contacts
0.031
60.1
9.559
(2)
0.150
0.050
-1.745
Bcoefficient
0.090
0.087
0.518
S.E.
Preventing
loneliness
Table 5B: Logistic regression results with social inclusion variables of Participation & Connection as dependent variables
0.008
0.095
0.564
0.001
RESEARCH
RESEARCH
1 | 2012
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Thirdly the teacher has to support the stimulate professionals and researchers
learners in encouraging them to learn and of lifelong learning into improving the
apply their learned knowledge, skills and learning environment of lifelong learning
attitude. More concretely the teacher in adult education centres in order to
becomes a facilitator in order to develop ensure a transition to social inclusion for
a safe learning-environment for vulner- those who are at risk of social excluable adults, in which they would like to sion.
to the UNESCO Institute for Lifelong reflect on their current knowledge and
Learning (2009). The variable transfer skills in order to improve their situation A C K N O W L E D G E M E N T S
possibilities seems to influence most in daily life. Besides this the teacher gives The content of this article is based on the
variables of social inclusion. In other examples and explains possibilities for inspiration of Prof. Dr. Max van der
words the possibilities for transfer of transfer. More concretely he or she stim- Kamp. The authors wish to dedicate this
learned knowledge, skills and attitudes ulates the learner (for example with ex- article to him, because of his efforts on
(facilitated by the learning-environment) ercises) in using the new competencies in this specific educational content and
scientific field.
seems to influence the rate of increase of daily life.
Besides this the authors wish to thank
Finally this implies a new structure of
social inclusion. Thus if managers and
Dr.
Liesbeth de Donder for her support
teachers in adult education desire to lifelong learning programs of adult eduduring
the statistical analysis.
centres. Concerning these programs
optimise their learning
programs in order cation
In contemporary
societies,
people
face
growing
demands
for
to increase the learning success, a focus more focus on orientation of the needs
the learner and coaching in daily life R E F E R E N C E S
on transfer possibilities
during
learning
change.
One
wayof
or
another, transitions are becoming
normal
Andrews, F. M.the
& Withey,
S. B. (1974).
is needed. This means that lifelong learn- afterwards is needed. Teaching in the class
Developing measures of perceived life
room will not be sufficient for reaching
ing programs of adult
education centres
quality:
Results
condition.
This introductory
paper tries to make
sense
of from
the several national
should include time and support in order learning success.
surveys. Social Indicators Research,
to our results an increase
to gain possibilities
to apply used knowl1974 (1), 26.
inter-related
themesAccording
of transition
and lifelong learning
in a
edge, skills and a new attitude in daily of social inclusion after joining lifelong Baldwin, T. T. & Ford, K. J. (1988).
Transfer of training: A review and
per group of
life. For some lifelong
learningof
programs
number
ways. learning
First, programs
it looksdiffers
at the
ways in which
social
science
directions
for future
research.
this means a restructuring of goals, in- learners. For example foreign learners
Personnel
Psychology,
1988 (41), 43.
and learners who are not married, but
structional approaches
and design
has sought
to of
understand
transitions,
and
in
particular
how
Bijl,
R.,
Boelhouwer,
J.,
Clon,
M. &
learning contents and activities. Regard- live together will be successful in other
Pommer, E. (2011). De sociale staat
elements of social inclusion than autoching the results of our
study, professionals
researchers
have tried
to understand transitionsvan
inNederland
a fluid2011.
andDen Haag:
in adult education can rearrange their thone learners or learners who are married.
Sociaal Cultureel Planbureau.
lifelong learning programs need Burke, L.A., & Baldwin, T.T. (1999).
lifelong learningmobile
programs society.
in order to It Therefore
then draws
for our
to be tailor-made and need to discern
Workforce training transfer: A study
optimise the learning-success.
of the effect of relapse prevention
several designs for several groups. ConFirstly one has
to develop learning
appreciation
of the
part
that
learning
formal
and
informal
canHuman
training
and transfer climate.
programs which combine non-formal and sequently the learning success and rate
Resource Management, 38 (3), 227
of social inclusion will increase.
formal learning. Besides
formalmight
learning play
play and
in
supporting
individuals
facing
transitions,
242.
Besides this study more research is
in for example a class-room the adult
Bynner, J. & Londra, M. (2004). The
needed in order to cross-validate our
learner needs toas
undergo
impact of government policy on social
well non-formal
as in producing
learning in daily life. For example he or predictive model and to optimise its
exclusion among young people.
predictive value in order to explore the
London: The Office of the Deputy
she needs to havestrategies
the opportunity
to
join
towards change. It concludes with a few
remarks on
Prime Minister.
a conversation at work or in a private rate of and possible influences on learning
success after lifelong learning for vulner- Cascallar, E. C. & Musso, M. (2008).
life to practice hispossibilities
or her language skills
and prospects
for research, practiceClassificatory
and policy.
Stream Analysis in the
or needs to join activities in the neigh- able adults. According to Cascallar and
Prediction of Expected Reading
bourhood to apply a new attitude for Musso (2008), for example neural netReadiness: Understanding Student
works can be considered to be a good
co-operating with others.
Performance. International Journal of
Secondly programs of lifelong learning statistical model in prediction of complex
Psychology, XXIX International
Congress of Psychology ICP 2008, 43,
should use examples from daily life in phenomena. This research method can
(3/4): 231.
order to optimise the learning-process. be used to define elements of the learning
Especially for our target group of vulner- environment, which can ensure a positive Cheng, E. W. L. & Hampson, I. (2008).
Transfer of training: A review and new
able adults, who possibly can experience outcome in terms of social inclusion. Our
insights. International Journal of
barriers during learning, it seems to be current study is still a first step in describManagement Reviews 10 (4), 15.
necessary to provide insights into the ing the outcome and effects of adult edu- Christian, D. E. (1974). International
cation programs (or better said lifelong
possibilities of using
Social Indicators: The OECD
J otheir
h nlearned
F i e lknowld
Experience. Social
edge and skills in daily life. With provid- learning programs) aiming at an increase
ing daily life examples during the learn- of social inclusion among vulnerable Indicators Research 1 (2), 169.
ing-process, vulnerable adults can under- adults. Future research and the use of Colley, D. G. (1975). A social change
index an objective means to discern
stand the possible surplus value of learn- insights of the results of our study can

road closed?
RESEARCH
RESEARCH
Transfer
possibilities
influence most
variables of social
inclusion.
ing new knowledge or skills.

LL.indd 31
41
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RESEARCH
5
LL.indd 32
and measure the relative current social

condition of cities, towns, and their
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leren: Het ontwerpen
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uitdagende leeromgeving. Bussum:
Uitgeverij Coutinho.
Van Lakerveld, J., Van den Berg, J., De
Brabander, C., has
& Kessels,
J. (2000).
sought
to understand transitions, and in particular how
The corporate curriculum: a workinglearning environment. In Proc. Annual
researchers
to understand
Academy of Human
Resource have tried
DRS. MAURICE
DE GREEF transitions in a fluid and
Development Conference: Expanding
Maurice de Greef is master in educational
society. It science
thenand
draws
out some implications for our
the Horizons ofmobile
Human Resource
studies the outcome of
Development. Raleigh-Durham NC.
adult education. He is project manager
Vert, D., De Witte,
N. & De Donder, of
L. the part that learning formal and informal can
appreciation
and trainer in local, regional and
(2007). Schaakmat of aan zet?
European projects in innovative learning
Monitor voor lokaal
in play
playouderenbeleid
and might
in supporting individuals facing transitions,
environments, strategic policy making in
Vlaanderen. Brugge: Uitgeverij Van
adult education and developing strategies
den Broele.
for approaching (vulnerable) learners.
ENDNOTES
strategies
towards change. It concludes with aPROF.
fewDR.
remarks
on VERT
DOMINIQUE
1 The aforementioned
articles are:
Dominique Vert, of the Vrije Universiteit
(2011). The Impact
of Education on
possibilities
and prospects for research, practice
and
policy.
Brussel,
obtained
his MBA in social and
Social Inclusion Among Vulnerable
medical sciences, specialising in gerontology.
Adults: An Approach for Future
His research is focussed on the needs of
Research. Andragogical Studies:
elderly people. He teaches agogics of the third
Journal for the Study of Adult
age and social policy, is fulltime professor and
Education and Learning. Belgrade:
has a lot of expertise on quantitative and
University of Belgrade, Faculty of
Philosophy.
qualitative needs-analysis on elderly.
(2010). Development of the SIT, an
CONTACT
instrument to evaluate the transfer
Drs. Maurice de Greef (Artduc)
effects of adult education programs for
Vughterstraat 20A
social inclusion. Studies in Educational
John Field
5211 GH s-Hertogenbosch (NoordEvaluation (36), p. 4261.
Brabant)
The Netherlands
(2012). Evaluation of the outcome of
lifelong learning programmes for
Tel.:0031 617 13 06 99
E-mail:info@arteduc.nl
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GRLCEHA R N I N G A N D W E L L B E I N G
Learning through life:

in and beyond the UK
The Inquiry into the Future for Lifelong Learning was

set up in the United Kingdom in 2007 as an independent
Inquiry sponsored by the National Institute of Adult
Continuing Education (NIACE). During the Inquiry,
experts from government, business, academia, trade
unions, public services providers, the third sector, and
learners have come together with the Inquirys ten
expert Commissioners to identify a consensus for the
future of lifelong learning in the UK, informed by over
250 evidence submissions.
Learning Through Life is the main report from the
Inquiry. In this article, Professor Sir David Watson,
chairman of the Inquiry, presents the findings of this
report with the reasoning behind it, drawing
conclusions for both the UK and beyond.
D a v i d Wa t s o n
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individual. One of the mantras in

has risen to pre-election levels. In the
compulsory
education
at
the
moUnited States an emphatically different
This paper is about Learning Through
ment
is
around
personalisation
type of administration has taken office,
Life, as we understand it in the United
(framing
the
educational
experience
and in the wider world significant interKingdom and what might be the signifso
that
it
is
just
right
and
just
in
national tensions seem to have inicance of that analysis more widely.
time
for
the
individual
learner).
Of
creased while very few have lessened.
The independent Inquiry into the Fucourse
this
can
work
well,
but
there
More parochially, in the UK 2008
ture for Lifelong Learning completed
is
a
danger
in
suppressing
the
shared
was
a year of educational reviews: on
its formal deliberations after almost
understanding
that
comes
from
childhood
(led by Richard Layard on
two years of work in September 2009.
th
learning
together.
behalf
of
the
Childrens Society), on priOn 17 of September
we published our societies, people face growing demands
In contemporary
for
Some
learning
requires
formal
recmary
education
(twice, by Robin Alexreport in book form, as Learning
(as in accreditation) before
ander and Jim Rose), on Education of
Through Life, bychange.
Tom Schuller
(our way
diOne
orognition
another,
the normal
it
is
of
value;
other
learning
will
reages 1419 (by Richard Pring and Gerector) and myself (Schuller and
main not only personal but also prioff Hayward supported by the Nuffield
Watson, 2009: all
page numbers This
below introductory
condition.
paper tries to make
sense of the
vate.
Foundation), on informal adult educarefer to this).
Often learning is joyful; sometimes tion (leading to the government paper
Between September
2007 and Sepinter-related
themes of
transition and lifelong learning in a
it
requires pain, and especially enon The Learning Revolution), on higher
tember 2009 the ten commissioners of
durance.
You
sometimes
have
to
the Department for Innothe Inquiry werenumber
engaged in listening,
of ways. First, it looks at the ways in education
which (by
social
science
frighten
yourself
into
learning
what
vation
Science
and Universities, and Detalking, researching, thinking and writit is you have to learn.
partment for Business, Innovation and
ing in collaboration
a wide range
haswith
sought
to understand
transitions, and in particular
how
Above
all
learning
is
about
an
atSkills leading to a new framework paof interested parties and in a variety of
titude of mind, a propensity, or a cu- per, Higher Ambitions) and on access
formal and informal
settings. Thehave tried
researchers
to understand transitions in a fluid and
riosity. Learning isnt just about sub- to the professions (by a panel led by
charge to the Commission was to offer
ject knowledge, nor is it just about
Alan Milburn MP). Legislation was
an authoritative mobile
and coherent
strategic It then
society.
for our
practical
skills.
It
is
also
about
deplaced before Parliament confirming the
framework for lifelong learning in the
the judgement needed to
for the dismantling of the
UK, in particular
by: articulating a of the veloping
appreciation
part that
learning formalarrangements
and informal
can
put
these
two
together.
Many
peoLearning
and
Skills
Council (LSC) and
broad rationale for public and private
ple refer to this as learning how to
split into two of the Qualifications
investment; reappraising
the social
and play
play and
might
in supporting individualsthe
facing
transitions,
learn.
and
Curriculum Authority (QCA). The
cultural value attached to it by policy A final paradox: some learning is
Qualification and Skills (QSF) framemakers; and developing
newas
perspecas well
in producing
instrumental
or
routine;
other
learnwork was being published, and the detives on policy and practice.
ing is liberating or transformative.
about Level 2 and Level 3 diplostrategies towards change. It concludes with abate
few
remarks on
We learn to earn, but we also learn
mas continued to rage.
THE COMPLEXITY OF LEARNING
to live. To quote the sociologist
what could the IFLL say that
possibilities
and prospects
for research, practiceSoand
policy.
In response, we went
back to first prinA.H. Halsey: the primary purpose
could be helpful and distinctive, as it
ciples. We were very conscious that
of education should not be the living jostled for space amongst all these?
learning is a complex and often parathat students will earn, but the life
doxical proposition.
CENTRAL IDEAS AND QUESTIONS
they will lead.
v Some of learning takes place in inWe set ourselves quite a difficult task.
stitutional settings: in schools of all
CHANGING CONTEXT
In my life as a historian of ideas I spent
levels and types; in colleges and uninearly a decade working on the papers
Of
course,
a
lot
changed
during
the
versities; in places of worship; as
of Hannah Arendt. One of her most facourse
of
our
work
programme,
both
well as in clubs and societies. A lot
mous (and least satisfactory) books is
inside
and
outside
the
world
of
educaof it does not; for example, the
The Origins of Totalitarianism (1951)
tion
and
training.
The
national
and
inworkplace is both a significant site
for which the working title was the
ternational
economies
have
gone
into
a
J o ahplatform
n F i efor
ld
for learning, and
Burden of Our Times. In the introducfree-fall,
which
may
or
may
not
have
learning elsewhere.
tion she writes about peoples views osbeen
arrested.
In
the
UK,
at
the
time
of
Sometimes learning has to be colcillating widely between desperate
writing,
the
party-political
temperature
lective; sometimes it is profoundly
INTRODUCTION

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OENAGRLCEHA R N I N G A N D W E L L B E I N G
hope (the utopian search for a universal fix) and desperate fear (a sense of
powerlessness). I dont think it is an
exaggeration to say that that is where
much contemporary discourse about
educational policy and practice in the
UK resides.
We wanted to raise our eyes a little
more towards the horizon. The central
idea was that the right to learn
throughout life is a human right and
the vision of a
a society in which learning plays its full role in personal
growth, prosperity, solidarity and local
and global responsibility (pp. 89).
What are the problems that we have
to work together to solve in order to
have a genuinely learning society; in
which learning is natural as well as
functional; is a source of personal and
collective satisfaction as well as of productivity and prosperity; and is selfmotivated and voluntary rather than
simply prescribed or even punitive?
WEAKNESSES OF THE UK SYSTEM
In the UK, we do not have a broken
system, but it does have serious weaknesses.
Initial education does not serve as
a secure foundation for lifelong
learning.
There is a signicant demographic
challenge: the balance of opportunity and support for learning across
the life course is wrong.
The system does not recognise the
increasingly diverse transitions into
and from employment.
Educational inequalities accumulate over the life course to an unacceptable extent.
For all the rhetoric, a high-skilled
economy is not what we have in
prospect at present.
Finding a way through the system
is complex, opaque and de-motivating for many.
56
LL.indd 36
The governance of the system is

over-centralised (especially in England), insufficiently stable, and does
not trust its professionals enough.
Much of the infrastructure is inadequate: buildings, technologies and
services are not well integrated
Our system is not sufciently intelligent, i.e. it does not create and
use information as well as it might.
Most seriously, putting all of this together confirms the validity of what social scientists (following Marx) would
call an iron law about the connection
between education and socio-economic
life-chances. In particular we face the
wicked question of how to advantage
the disadvantaged without further advantaging the advantaged.
AGENDA FOR THE NEXT
QUARTER-CENTURY
As a group the Commission began
from the premise that the right to
learn is a human right, connected with
personal growth and emancipation,
prosperity, group and community solidarity, as well as global responsibility.
What we have not done is to propose
a rigid blueprint. Our instincts were
against compulsion and fixed formulae. Above all we do not want learning to be used as a weapon to impose
uniformity, or a narrow view of individual, social or economic development. In so far as our Report sets out
a framework, it is a framework of opportunity, structured around investment, incentives and capabilities. Our
goal is to set an agenda for lifelong
learning that will make sense for the
next quarter-century. Overall, we are
struck by how much of the current dialogue and interventions in learning
are dominated by analysis of deficit
and its remediation. One priority is to
move much of the language of the debate beyond dismissal and condescension. A related goal is to assist our so-
ciety in moving past fixing things (often with unintended consequences) to

realising the genuine personal, social
and economic benefits of lifelong
learning.
We believe we have offered some
radical ideas and revived some traditional ones in order to achieve this.
These ideas are about how to conceptualise and organise the learning lifecourse; about how to bring together
personal, employer and state investment in learning; about how to restore
control of learning goals and achievements to individuals and communities;
about how to create the best infrastructure for learning in current and
possible future circumstances. We
have compiled new evidence about
how learning is funded and accessed,
and about how it links to both individual and group life-chances. The
ambiguity in our title Learning
Through Life is deliberate: we believe
in both learning through life experience and throughout the life-course.
LEARNING THROUGH LIFE
In summary, Learning Through Life asserts that access to learning throughout
life that enriches and strengthens individuals and societies is a human right.
To secure this right, it makes proposals
on ten major fronts.
1. The first is to base lifelong learning
policy on a new model of the educational life course, with four key age
stages (up to 25, 2550, 5075, 75+).
Our approach to lifelong learning
should deal far more positively with
two major trends: an ageing society and
changing patterns of paid and unpaid
activity.
Lets look at these revised stages in
turn:
our rst perception is that the transition through and beyond compulsory
2 | 2010
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road closed?
education and into young adulthood is
taking longer. There used to be an asFigure 1. Average life satisfaction
sumption that this occurred around 16,
score
then 18. Now its not until around 25
5.6
that directions appear to be set. In the
5.5
UK in 2006 58% of men and 39% of
5.4
women aged 2024 were living with
5.3
their parents. Young people are grow5.2
ing up both faster and more slowly: cul5.1
tural independence is juxtaposed with
5.0
economic dependence.
4.9
then there is the heartland experience
1520 2130
3140 4150are
5160
6170
change. One way or another,
transitions
becoming
the normal
of work, family and other responsibilAge group
ity, and (it seems) temporarily declining
satisfaction (these are the time pressure years) (figure 1).
inter-related themes of
transition
and lifelong
learning
Figure
2. Participation
in voluntary
andin a
community activities.
%
it looks at the ways in which social science
45
thirdly, the assumption that the phase
40
described above has
continues
until
we
sought to understand
transitions, and in particular how
simply fall into official retirement at
35
Formal volunteeering
60 or 65 seems to
be receding. Wehave tried
30 to understand transitions in a fluid and
researchers
Informal volunteering
found evidence of an increased negotia25
tion of types of work
and responsibility
mobile
society. It then
draws out some implications for our
20
from the mid-50s onwards (figure 2);
15
appreciation of the10part that learning formal and informal can
5
play and might play0 in supporting individuals facing transitions,
5064
6574
75+
strategies towards change.

with
a few aremarks on
FigureIt
3.concludes
Older people
reporting
and why should that be the end (gpossibilities and
ure 3)? We drew on the substantial evidence that continued learning can reduce dependency.
limiting long-term illness.
prospects
80
60
Male
Female
40
20
0
John Field
5054
5559
6064
6574
7584 85 and over

LL.indd 37
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2. In response, we propose rebalancing

resources fairly and sensibly across the
different life stages.
Public and private resources invested
in lifelong learning amount to over 55
billion (about 3.9% of GDP and going up to something like 93 billion, if
we add in opportunity costs); their distribution should reflect a coherent view
of our changing economic and social
context.
That substantial pie (which does
not look quite so large after the
funds we have invested in rescuing
banks) is made up of some complex
slices (figure 4).
Figure 4
Expenditure by self-employed people

on their own business-related
development (3.90bn)
Public expenditure on national

performance (12.90bn)
Public expenditure on public
programmes (1.20bn)
Public expenditure on public sector
employee development (7.70bn)
VCS espenditure on national

performance and public programmes
(0.63bn)
Expenditure on employee
development by VCS organisations
(3.15bn)
Tax relief (3.70bn)

Expenditure on employee
development by private for-profit
organisations (16.20bn)
Individual expenditure on learning

(5.50bn)
Figure 5 sets out how we currently

invest it across the life course.
Figure 5. Balance of
expenditure by 4 life
stages
100
90
80
70
60
50
40
30
20
10
0
58
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1824 2549 5074 75+
Figure 6. Proposed re-balancing of

expenditure
100
90
80
70
60
50
40
30
20
10
0
And gure 6 shows how

we propose that it is modestly re-distributed by
2020 the ratio moves
from 86:11:2.5:0.5 to
80:15:4:1.
1824
2549
5074
75+
% of current population
% of current population
Projected % of population by 2020
% of current expenditure
% of current expenditure
Proposed % of expenditure by 2020
2 | 2010
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4. At the same time we need to engi3. Thirdly, we should build a set of

neer exibility: a system of credit and
learning entitlements.
encouraging part-timers.
A clear framework of entitlements,
Much faster progress is needed to
or rights, to learning will be a key factor in strengthening choice and motiva- implement a credit-based system, making learning more exible and accessition to learn.
ble with funding matched to it.
We have picked up on some clever
v We have had some agonies in the
ideas that are already in the eld
Figure 7
UK about accreditation, credit accu(not always successfully) and looked
mulation and transfer. Crudely, we
at how they may be revived. These
In contemporary societies, people face growing demands
for
have the systems, but we are very reinclude learning accounts, a Myluctant to use them.
Folder, and staging posts.
change. One way orFutures
another,
the normal
We feel that adopting approaches
Some of these are around funding,
funding that are agnostic as to
others about recording progress and
paper tries to maketosense
of the
mode, across the whole array of
yet others about recognising key life
post-compulsory education is vital
inter-related themeschanges.
of transition and lifelong learning
in a
to unlock this potential.
Structurally, we feel that some entitlements should be universal, innumber of ways. First,
it looks at the ways in which social science
cluding basic skills at all ages and a
1824 2549 5074 75+
threshold or platform to step off
transitions, and in particular how
into lifelong learning, from the
projected % change in
equivalent of high school graduation
population
in each life stage
researchers
have tried
to understand transitions in a fluid and
and university matriculation, as well
between 2008 and 2020
as access to IT. Above all lifelong
draws out some implications for our
learning should foster not a crude
% change in propoised
meritocracy (as in Michael
expenditure
on each life stage
appreciation
of the selective
part that
learning formal and informal can
Youngs satire) but recurrent opporbetween 2008 and 2020
play and might playtunity.
in supporting individuals facing transitions,
Other entitlements should relate to
working life. Learning Leave is a
strong notion here, possible to be
funded by redeploying the 3.7b of
strategies towards change.
It concludes with a few remarks on
corporation tax relief now granted
for training.
Yet others could support voluntary
and involuntary transitions (such as
a welcome entitlement for those
crossing boundaries, or leaving institutions such as prisons or care).
If we manage this process well, we

can achieve a signicant dividend: the
revised funding will match rather than
cut against inevitable demographic
changes (see gure 7).
100
80
60
40
20
0
-20
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road closed?
John Field

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5. Above all, we have to use learning to

improve the quality of work.
The debate on skills has been too
dominated by an emphasis on increasing the volume of skills. There should
be a stronger focus on how skills are
actually used .
As we say in the report, theres currently a nave belief that upgrading
qualifications for the population as a
whole will produce all of the benefits
%
40
We need more of elements such as

accreditation, and notably of what
have been identified by Lorna Unwin and others as expansive rather
than restricted environments.
And there is an equity issue here
too, as set out in figure 8. Access to
training diminishes down the status
ladder.
which are only accrued by the subset of

people who currently have those qualifications (p. 31).
Going back to the life-stages, we
need to understand what is happening not just in the middle, but across
all three of the latter stages. Our
suggestion is that economic activity
should be recognised up to 75 (and
not 6065 as at present).
Figure 8. Participation in job-related training
Percentage of respondents
35
30
25
20
15
10
5
0
Higher
Lower
managerial and managerial and
professional
professional
LL.indd 40
Intermediate
occupations
Lower
supervisory
and technical
6. In terms of content, we propose constructing a curriculum framework for

citizens capabilities.
A common framework should be
created of learning opportunities,
which should be available in any given
area, giving people control over their
own lives.
By capabilities, we mean the concept
developed by Amartya Sen of the capacity to achieve well-being. There
should be a common core of provision:
of content (initially around digital,

health, financial and civic capabilities the downsides of lacking these are all
too clear), of local and contextual customisation, of quality assurance, and of
support for teachers and other key intermediaries (examples are Citizens
Advice Bureau advisers, probation officers and health visitors).
60
2 | 2010
7. This leads on to broadening and

strengthening the capacity of the lifelong learning workforce.
Semi-routine
occupations
Routine
occupations
Stronger support should be available

for all those involved in delivering education and training (including these intermediaries).
8. The next two points flow together:
first, revive local responsibility.
The current system in England has
become over-centralised, and insufficiently linked to local and regional
needs. We should restore life and power to local levels.
10/10/2012 11:26:41 PM
sum up the goals of lifelong learning in

universal challenges. These seem to
This could be achieved by:
a single phrase, it would be that it
apply across the three basic interna stronger local strategy-making, by
should enable people to take control of
tional models of social policy the
local authorities;
greater autonomy for Further Edu- Anglo-Saxon neo-liberal, the Continen- their lives (p.6). This is probably our
most fundamental objective.
cation colleges, as institutional back- tal European social market, and the
Nordic welfare regimes - and to cohere
bone of local lifelong learning;
Note: our website contains all of the
especially around demography, citizen stronger local employer networks;
significant papers and reports, and will
ship and organisation.
a major role for cultural institucontinue to be updated for at least a
We need to be thinking about the
tions; and
evolving shape of society in modern de- year (see: www.lifelonglearninginquiry.
local Learning Exchanges: for
connecting up teachers and learners, veloped economies, including what this org.uk).
for relationships between the
providing a single information
change. One way means
or another,
the normal
REFERENCES
generations.
point, social learning spaces, and an
Furlong, A., Cartmel, F., Biggart, A.,
We need also to be thinking about
entitlement bank.
paper tries to make
sense of the
Sweeting, H., & West P. (2003).
how these societies relate to each other
All of these propositions (especially
Youth Transitions: patterns of
in a world of almost instantaneous
those related to the responsibilities of
inter-related themes
of transition and lifelong learning
in a
vulnerability and processes of social
local authorities and Further Education communication. In our view this means
inclusion. Edinburgh: Scottish
that citizenship should not be a defenColleges) are with the grain of what
it looks at the ways in which
social science
Executive.
sive and exclusionary concept. It needs
Ann Hodgson and Ken Spours call loto be genuinely cosmopolitan and clos- Oswald. A., & Powdthavee, N.,
cal learning ecologies. We are also
how
authors calculations based on
suggesting a level of specication of na- er to soft than to hard power.
British Household Panel Study.
And nally we need to cover a
tional initiatives to be determined loresearchers have tried
in a fluid and
Ofce of National Statistics (ONS).
cally at about 20% of the related fund- number of practical, nuts and bolts
(2005). Focus on Older People.
Who should be responsible
ing.
mobile society. It questions.
then draws
for our
Basingstoke: Palgrave.
for what in a contemporary system of
of National Statistics. (ONS).
lifelong learning?
9. within national frameworks.
appreciation of the
part that learning formalOfce
and
informal can
(2008). Labour Force Survey.
All of this raises generic (or univerThere should be effective machinery
London: HMSO.
for creating a coherent lifelong learning sal) questions about what constitutes
play and might play in supporting individualsSchuller
facing
transitions,
T., & Watson, D. (2009).
an intelligent system. The analysis in
strategy across the UK, and within the
Learning Through Life: Inquiry into
Learning Through Life suggests that
UKs four nations. We need to have a
the Future of Lifelong Learning.
any other national system embarking
single department with lead authority,
Leicester: NIACE.
and another body to check on progress. on a similar exercise would need to fostrategies towards change. It concludes with a few
remarks on
cus on the following:
research, in the sense of self10. And nally, we have to make the
knowledge (as in the suggestion in
system intelligent.
the report about a State of LearnThe system will only flourish with
ing Report),
consistent information and evaluation,
resources (in particularly how they
and open debate about the implicaare garnered and applied, as well as
tions. It is in this context that we have
redeployed), and
proposed a triennial State of Learning
responsibility, at all levels from the
report.
individual up to Departments of
INTERNATIONAL RESONANCE
State.
This
is with a view to delivering not
I began by reecting on some peculiar
only
flexibility,
but also fairness, and a
stresses and strains
J oinhthe
n UK
F i esystem.
ld
sense
that
the
participants
are able to
Some of these are clearly exceptional
use
learning
to
achieve
greater
personal
and culturally specic, others not so.
and
collective
agency.
If
we
were
to
I would like to nish by raising some

LL.indd 41
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DAVID WATSON
David Watson is an historian and Professor
of Higher Education Management at
the Institute of Education, University of
London. He was Vice-Chancellor of the
University of Brighton between 1990 and
2005. His most recent books are Managing
Civic and Community Engagement (2007),
The Dearing Report: ten years on (2007),
and The Question of Morale: managing
happiness and unhappiness in university life
(2009). In October 2010 he will take up his
new post as Principal of Green Templeton
College, Oxford.
He has contributed widely to developments
in UK higher education, including as a
member of the Council for National
Academic Awards (19771993), the
Polytechnics and Colleges Funding Council
(1988-92), and the Higher Education
Funding Council for England (1992-96).
He was a member of the Paul Hamlyn
Foundations National Commission on
Education (whose report Learning to
Succeed was published in 1993), and
the National Committee of Inquiry into
Higher Education chaired by Sir Ron
Dearing (whose report Higher Education
in the Learning Society was published in
1997). He was the elected chair of the
Universities Association for Continuing
Education between 1994 and 1998, and
chaired the Longer Term Strategy Group
of Universities UK between 1999 and
62
LL.indd 42
2005. He is President of the Society for

Research into Higher Education, a Trustee
of the Nuffield Foundation, a Companion
of the Institute of Management, and a
National Teaching Fellow (2008). He chaired
the national Inquiry into the Future for
Lifelong Learning, and co-authored its
report Learning Through Life (2009). He
was knighted in 1998 for services to higher
education. In 2009 he received the Times
Higher Education Lifetime Achievement
Award.
CONTACT
Professor Sir David Watson
Institute of Education, University of
London
20 Bedford Way
London
WC1H 0AL
The United Kingdom
2 | 2010
10/10/2012 11:26:41 PM
L I TR
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RSAECAYR C H

Literacy
and womens
learning:
signposts,
pathways,
empowerment
road closed?
1
Adult
female
illiteracy
persistingfor
problem
In contemporary
societies,
people
face remains
growingademands
particularly
poor countries
and among
change. One way
or another,intransitions
are becoming
thesocially
normal
groups.
While
literacy
levelofhas
condition. This excluded
introductory
paper
triesthe
to make
sense
theimproved
globally,
gender disparity
remains
a continuing
of transition
and lifelong
learning
in a
challenge,
with women
accounting
two-thirds
number of ways.
First, it looks
at the ways
in whichfor
social
scienceof all
adult illiterates.
There and
is growing
evidence
transitions,
in particular
howshowing the
of literacy
on theinlives
of women,
researchers havepositive
tried toimpact
understand
transitions
a fluid
and
children
and communities.
Literacy enhances
mobile society. It
then draws
for our womens
strengthens
participation
in decisionappreciation of mobility,
the part that
learningtheir
formal
and informal
can
ensures a better
command
over
their own lives
play and might making,
play in supporting
individuals
facing
transitions,
and reduces
their vulnerability
to abuse and violence.
forward-looking
and anticipatory
Stories
of women
show the
faced on
by illiterate
strategies towards
change.
It concludes
withdifficulties
a few remarks
andfor
theresearch,
empowering
impact
alternative
possibilities andwomen
prospects
practice
andof
policy.
education and literacy programmes.
John Field
R e n e R a y a , C e cilia Soriano and Ma. Luz Anigan

LL.indd 43
3 | 2011
1 | 20 1 2
145
5
10/10/2012 11:26:41 PM
146
LL.indd 44
ASPBAE members
meet in Manila, in
August, 2010.
The Asian South
Pacific Association
for Basic and Adult
Education
(ASPBAE) is a
regional NGO
working towards
poverty alleviation
through adult
education.
Heribert Hinzen
L I TR
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RSAECAYR C H
The World Education Forum organized

by the United Nations Educational, Scientific and Cultural Organization
(UNESCO) in Dakar, Senegal in April
2000 adopted the Dakar Framework
for Action for Education for All (EFA)
which consists of six goals to be
achieved by 2015. EFA Goal 4 aims to
achieve, by 2015, a 50 percent improvement in levels of adult literacy, especially for women. While literacy levels have improved globally through the
years, the number of adult illiterates remains high at 796 million, two-thirds
of which are in the Asia-Pacific region.
South Asia, the sub-region with the
biggest concentration of adult illiterates
housing about half of the worlds total,
has the lowest literacy rates and the
highest gender disparities in adult literacy (UNESCO, EFA Global Monitoring Report [GMR], 2011).
Overall, illiteracy rates are highest
among the poorest countries and population groups, a link observed even
down to the household level. The Education Watch studies2 undertaken by
the Asia South Pacific Association for
Basic and Adult Education (ASPBAE)
showed that within countries, wide disparities in literacy levels remain across
gender, age groups, income levels, locations and family backgrounds. Individuals who are poor, older and residing
in rural areas are more likely to be illiterate than the non-poor, younger and
urban residents.
Two-thirds of the worlds adult illiterates are women. This situation has
not changed in the last 40 years and
the latest projection indicates that this
ratio will remain at this level by 2015.
That means that the world will miss
out on a critical target on gender parity
which has been highlighted by both the
Education for All (EFA) and the Millennium Development Goals (MDG).
Women are being denied access to a
powerful tool that could enable them
to meaningfully and effectively participate in defining the development course
that guarantees gender justice and give
women the power to transform their
lives. Literacy is crucial for promoting
womens rights and achieving empowerment. It is a critical first step for lifelong learning to build capacities, reduce
vulnerabilities and improve the quality

of life.
There is growing evidence culled
from different country experiences
showing the positive impact of literacy
on the lives of women, children and
communities. In particular, the studies
done by Oxenham (2005, 2008),
Burchfield et. al. (2002, 2000a) and
Carr-Hill (2001) among others discussed the positive outcomes of female
literacy programmes implemented in
developing countries of Asia, Africa
and Latin America. Literacy improves
human capabilities, enhances productivity, broadens earning opportunities
and develops personal well-being. It
contributes to engendering a healthy,
equitable, gender-aware and democratic environment.
Oxenham (2008) argued that literacy education is a sound investment,
noting that estimated social returns are
generally higher compared with that
derived from primary education. He asserted that literacy education supports
the achievement of the MDGs, specifically the improvement in livelihood
and productivity which helps to reduce
poverty. Literacy education contributes
towards improving knowledge, attitude, and practices on personal and
family health. In addition, literacy education programs tend to promote
stronger and more confident social and
political participation by poor, unschooled people, particularly poor
women.
Studies done by Burchfield et. al.
(2002) on the impact of literacy pro-
grams among women in Nepal and Bolivia yielded similar findings. Women
who participated in literacy programmes exhibited improvements in
terms of income-earning activities, reproductive and overall health, political
participation, community involvement
and greater role in decision-making at
home. Nepalese women gained confidence as skills and knowledge increased. They became more aware of
family planning and sexually transmitted infections, including awareness of
ways of preventing HIV/AIDS. Similarly, Bolivian women learners were found
to be more active in accessing medical
services such as seeking immunization
for children and family planning assistance. They exercised greater influence
in important household decisions concerning health and education spending,
allocation of self-earned income, family-planning methods and domestic violence.
In Uganda, a World Bank study
(Carr-Hill, 2001) showed that literacy
improves family health care as indicated by proper nutrition for children and
disease prevention through immunization of children. Those who attended
more literacy classes tend to be more
likely to send their children to school
Social returns
of literacy
education are
higher than those of
primary education.
3 | 2011
10/10/2012 11:26:41 PM

road closed?
ability to read and write, with understanding, a simple short statement related to his/her everyday life. The
Global Campaign for Education (GCE)
broadened the definition, stating that:
Literacy is about the acquisition and
use of reading, writing
J o h nandFnumeracy
ield
skills, and thereby the development of
active citizenship, improved health and
livelihoods and gender equality. For
purposes of this study and to be con-
BASIC PROFILE OF LITERATE AND

ILLITERATE WOMEN
A. On Vulnerabilities of women to
being controlled
Gender disparities in literacy to the disadvantage of women remain widespread in the Asia Pacific region, particularly in countries where illiteracy is
highest. The GMR 2010 noted that for
the period 20002007, literacy rate
among women in South and West Asia
remains low at 53%, accounting for
Literacy empowers women, enabling

their mobility, enhancing decision making and ensuring better command over
their own lives
National surveys conducted in India
and Cambodia among women aged 15
to 49 reveal that illiterate females are
more susceptible to controls imposed

LL.indd 45
3 | 2011
1 | 20 1 2
L I TR
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sistent with the survey instruments and 63% of all adult illiterates. Literacy figand assist the latter in their schoolmethodology used, the basic and simwork. Empowerment of women learnures for East Asia and the Pacific is
ers is likewise expressed in better inmuch higher but disparity by gender is
ple definition by UNESCO is adopted.
come from economic activities, shared
greater, with women accounting for
This study classifies literacy into three
decision making at the household level
70% of all adult illiterates.
levels based on the respondents rating
and increased mobility because they
As can be seen in table 1, India hosts
on the simple literacy test taken during
can already read instructions, labels,
the biggest concentration of adult illitthe surveys:
street signs and signages.
Literate refers to those individuals
erates, 65% of whom are women. In
In Bangladesh, tracer studies done on
contrast, Bangladesh has virtually elimwho can easily read and write a
a World Bank assisted project on literastatement in any language.
inated gender disparity, although adult
cy designed for neo-literates indicated
Semi-literate refers to those who
illiteracy remains a major development
that gains were achieved in empowering
challenge. Cambodias adult literacy
can read and write only a part of a
women by improving livelihood and farate at 76% is among the lowest in the
statement in any language or those
cilitating employment which resulted to
region with women accounting for
who can read and write a statement
significant increases in household insome 72% of total adult illiterates. The
with difficulty.
Philippines has long achieved gender
Illiterate refers to those who cancomes. With higher incomes, female
parity in adult literacy and educational
learners gained confidence in getting innot read and write at all.
achievement, but the social status of
volved in family decision-making parLiteracy is acquired largely through
people face growing
demands for
and economic opportunities open to
ticularly for household budgeting, famformal and non-formal education. It
ily hygiene, childrens education and
also be acquired or upgraded from Filipino women remain low and limited
change. One way may
or another,
transitions are becoming the normal
participation in community activities.
informal learning through the mass me- compared to men.
are found everydia and through social interaction such
paper tries to makeIlliterate
sensewomen
of the
SHORT NOTE ON METHODOLOGY
as involvement in community affairs or where - in both rural and urban setand across geographic regions
economic activities. Though limited in
ASPBAE complemented
these studies
inter-related
themes
of transition and lifelong tings,
learning
in a
within the four countries covered in
coverage, adult literacy programmes
by using nationally representative surstudy. However, a larger proporhave been implemented in several
veys to establishnumber
a clear linkage
of beways. First,
it looks at the ways in this
which
social science
countries to address illiteracy. For purtion of illiterate women reside in rural
tween literacy and womens developareas. Illiterate women are distributed
poses of this paper, no distinction or
ment. This article
draws
from theto
findhas
sought
understand
how
disaggregation is made on how literacy across all age groups, although, on avings of this study. In particular, the De3
erage, they tend to be older by 4 to 6
is acquired.
mographic and Health
Surveys (DHS)
researchers
have tried
in a fluid and
years compared to literate women. A
This study also drew from the reconducted in a number of Asian counlarge majority of illiterate women have
search on women literacy done by the
tries in the last seven
years generated
mobile
society. It then
for our
had none or very little formal educaCivil Society Network for Education
internationally comparable data on litReforms or E-Net Philippines. The sto- tion and belong to the poorest houseeracy and its association
with other of
so- the
appreciation
part that learning formalholds.
andIninformal
can
comparison, most literate
cial indicators. ASPBAE referred partic- ries of women are presented in this
study to concretize the difficulties faced women have gone beyond primary eduularly to data generated
from might
the na- play
play and
in supporting individuals cation.
facing
transitions,
A much smaller percentage of
by illiterate women and their struggles
tional surveys conducted in India
literate women belong to the poorest
to access alternative education. These
(2006) with 124,385
femaleas
respondas well
in producing
section of the population. Illiterate
stories were culled from a series of foents aged 1549 years old; Bangladesh
tend to get married at a youngcused group discussions with women
(2004) with 11,440
female
respondents
strategies towardsfrom
change.
It concludes with awomen
few remarks
on
urban poor communities in Metro er age and have, on average, 1 to 2
aged 1349 years old; Cambodia
Manila, from indigenous peoples com- more children compared to literate
(2005) with16,823
female respondents
possibilities
and prospects
and policy.
women.
munities in the provinces of Zambales
aged 1549 years old; and the Philip(Central Luzon) and North Cotabato
pines (2003) with 13,633 female re(Central Mindanao), and from Muslim LITERACY AND WOMENS
spondents aged 1549 years old.4
EMPOWERMENT
communities in Central Mindanao.
UNESCO defines literacy as the
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Table 1. Adult literacy rate (15 and over) 20002007*

Literacy Rate (%)
Total
Male
Female
Total
Illiterates
(000)
%
Female
Bangladesh
53
59
48
48,541
55
India
66
77
54
269,816
65
Cambodia
76
86
68
2,195
72
Philippines
93
93
94
3,746
48
East Asia &

Pacific
93
96
91
107 875
70
South &
West Asia
64
75
53
391,379
63
*Data are for the most recent year available during the period specified.
Source: EFA Global Monitoring Report 2010
by their husbands, affecting their family and social relations, mobility and
self-esteem. In India, nearly half
(48.0%) of the female respondents admitted to having at least one control issue imposed by the husband. Among
literate females, the percentage is significantly lower at 36.6%.5
In the case of Cambodia, women
who lack literacy skills tend to hold on
more strongly to traditional beliefs

concerning the role of women compared to literate respondents. A significantly higher percentage among illiterate women respondents agreed that
family decisions should be made by
men; that married women should not
be allowed to work; and that it is better to educate the son rather than the
daughter.
In the case of Bangladesh, women

who lack literacy skills are less likely to
go outside the village/town alone. Similarly, these women are less likely to say
that they can go to a health centre or
hospital alone. More Illiterate males,
on the other hand, tend to think that it
is not acceptable for the wife to work
outside the home while literate men
tend to be more open to this idea.
B. On the capacity to make decisions

Literacy strengthens womens participation in making decisions about themselves and their families
In India and Bangladesh, literate
women are likely to participate more in
decisions about their own health, large
household purchases and making family visits, compared to illiterate women.
Women who lack literacy skills tend to
inhibit themselves from making important decisions concerning their own
health and concerning household purchases. Instead, they rely more on the
husband/partner or others to make
such decisions.6
In the case of the Philippines and
Cambodia, the response pattern is quite
different a higher proportion of wom-
Table 2. Background of Women Respondents by Literacy Level

Urban
Rural
Age
No
education
Primary
Poorest
20%
Poorer
2nd 20%
Age at
first
marriage*
No. of
Children*
Literate
29.2%
70.8%
26.2
0.1%
17.9%
5.2%
11.6%
15.8
4.3
Illiterate
18.1%
81.9%
32.7
75.9%
23.7%
30.6%
25.5%
14.0
5.4
Literate
46.2%
53.8%
26.7
0.6%
10.3%
5.1%
10.8%
19.2
2.9
Illiterate
18.4%
81.6%
31.6
88.9%
11.1%
31.7%
27.7%
16.2
4.6
Literate
21.6%
78.4%
27.8
0.9%
53.9%
9.8%
13.7%
20.3
4.5
Illiterate
11.0%
89.0%
32.3
59.3%
40.7%
32.4%
27.2%
20.2
5.4
Literate
59.9%
40.1%
29.6
0.0%
18.1%
13.0%
17.2%
22.1
4.2
Illiterate
28.1%
71.9%
33.6
40.7%
59.3%
64.5%
19.6%
19.7
5.8
Bangladesh
India
Cambodia
Philippines
* Filtered for female respondents aged 4049 years old

148
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Source: Generated by the authors from DHS databases
3 | 2011
10/10/2012 11:26:42 PM
countries. Literacy among males and

females is associated with decreasing
tolerance to wife beating.
Literacy
reduces
womens
vulnerability to
violence.

road closed?
D. On domestic violence
A set of questions were asked of married women aged 1549 on whether

they have ever experienced specific acts lence occurs everywhere among couC. Attitude towards wife beating
of violence. In the case of Bangladesh,
ples who are literate and illiterate;
a similar set of questions (limited to
Literacy reduces womens vulnerability
among the poorly educated and the
physical and sexual abuse) were admin- highly educated; in rich and poor
to abuse and violence
National surveys conducted in India,
istered to currently married male rehouseholds; in urban and rural areas.
Cambodia and Bangladesh assessed the spondents aged 1554. The male reThe data clearly articulates that literacy,
attitude of respondents towards wife
spondents were asked if they commiteducation and wealth are no guarantees
beating and inquired about actual incited specific acts of violence against
from experiencing abuse and domestic
their wife or partner.
dence of domestic violence involving
violence. The data clearly shows that
It is alarming to note the prevalence
emotional, physical and sexual abuses
abuses occur in a variety of situations,
of
domestic violence
committed
committed by theIn
husband
or partner.
cutting
across classes
contemporary
societies,
people
face against
growing
demands
forand education
Tolerance level to wife beating varies women. Two of five women respondlevels and across national areas.
across countries and
across cultures.
India and nearly
one of fourare
in becoming
While literacy
a guarantee to
change.
One wayents
or inanother,
transitions
theis not
normal
About half of women respondents in
Cambodia experienced at least one
eradicate domestic violence, illiteracy is
India (48.6%) and
over half in Cambotype of violence - emotional,
physical
another
handicap
condition.
This introductory
paper tries
to make
sense
of among
the women that
and sexual. Three of four male redia (58.6%) responded affirmatively
further adds to their vulnerabilities. The
(that wife beatinginter-related
is justified) to at least
spondents
in Bangladesh,and
likewise,
addata
shows a consistent
themes
of transition
lifelong
learning
in a pattern that ilone of the hypothetical situations premitted to having committed acts of vio- literate women are more vulnerable to
against
their wife
partner.
sented. In the case
of the Philippines,
In the
case of science
India, illiterate
number
of ways. lence
First,
it looks
atorthe
ways in abuse.
which
social
At the outset, it must be stressed
only a fourth of the respondents did so.
women are nearly twice more likely to
that violence transitions,
against women cannot
Analyzing the responses
for varying
be abused compared
has sought
to understand
andbein particular
howto literate women.
justified under any circumstance or
levels of literacy, a consistent pattern is
In the case of Bangladesh, nearly 80%
context.to
There
can be no excuse
or jus- of illiterate
readily observed researchers
across the three counand semi-literate
have tried
understand
transitions
in a fluid
and males adtification for such actions. Second, it
tries, showing that tolerance or acceptmitted having committed at least one
emphasized
thatsome
domestic
vioability of wife beating
decreases
as
act of violence
mobile
society.
It must
thenbe draws
out
implications
for against
our their wife.
women become more literate. A similar
response pattern appreciation
is observed among of the part that learning formal and informal can
male respondents in the survey conTable 3. Attitude towards wife beating
ducted in Bangladesh,
a higher play in supporting individuals facing transitions,
playshowing
and might
percentage of illiterate males respondIndia Philippines Cambodia Bangladesh
ing affirmatively as
to one
of the
well
asquesin producing forward-looking and
anticipatory
Female
Male
tions on wife beating. In other words,
more illiterate males
believe
that
wife
strategies towards Agreement
change. It concludes with a few remarks on
beating is justified under certain situawith at least
tions.
one reason for research, practice and policy.
48.6% 25.4%
58.6%
31.2%
Among all the reasons presented in
presented to
the survey, neglecting the children is the
justify wife
most likely reason in which women rebeating*
spondents agree that wife beating is
Illiterate
55.6%
38.3%
64.2%
37.5%
justified. This response pattern is observed across India, Philippines and
Semi-Literate
52.1%
33.4%
58.5%
35.9%
Cambodia. Going out without telling
Literate
40.0%
24.4%
54.8%
21.8%
the husband was also considered a major reason that justifies wife beating in
India, Cambodia and Bangladesh.
*Situations or reasons presented to respondents to obtain attitude as to whether
Finally, it is important
to
note
that
wife beating is justified: 1) if wife goes out without telling the husband; 2) if she
John Field
in all the reasons cited, there is a conneglects the children; 3) if she argues with him; 4) if she refuses to have sex with
sistent pattern in the responses across
him; and 5) if she burns the food/fails to provide food on time.
different levels of literacy in all four
Source: Generated by the authors from DHS databases

LL.indd 47
L I TR
EE
RSAECAYR C H
en decide by themselves when it concerns their own health or when making

household purchases for daily needs.
But when it comes to large household
purchases and family visits, the preference is to decide jointly with the husband/partner or with some other people.
149
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Table 4. Incidence of Domestic Violence

Cambodia
(Female)
India
(Female)
18.34%
15.79%
Illiterate/Semi-literate
19.05%
19.11%
Literate
17.55%
11.30%
11.90%
34.55%
67.8%
14.70%
42.86%
75.0%
Literate
9.00%
23.32%
55.7%
6.10%
20.35%
20.6%
6.70%
26.64%
25.0%
Literate
5.40%
11.84%
13.4%
2.90%
9.98%
27.0%
3.70%
12.12%
27.4%
Literate
2.10%
7.09%
26.3%
22.30%
39.72%
73.6%
24.00%
48.08%
79.5%
Literate
20.00%
28.43%
63.6%
Experienced any emotional violence

(Humiliating, threatening or insulting wife)
Experienced any less severe violence

(Pushing, shaking, throwing something, slapping or
twisting of arm)
Experienced any severe violence

(Punching, kicking, dragging, strangling, burning, or
threatening/attacking with knife/ gun/ other weapon)
Experienced any sexual violence

(Forcing sexual intercourse or sexual acts not
wanted)
Experienced any emotional, physical and

sexual abuse
STORIES OF POOR AND ILLITERATE

WOMEN FROM THE PHILIPPINES
Paz, from an urban poor

community in Metro Manila
Paz, now 40 years old, just finished
grade 2 and had for the most part
of her life shied away from people
because she was often referred to
as the one who is No Read No
Write.
Paz is the 6th in a brood of 12
siblings. She had always envied her
elder siblings who were able to finish primary schooling because she
did not. Her mother had made her
stay at home to help out with taking
150
LL.indd 48
care of her 6 other younger siblings

while her Nanay(mother) would
do the laundry down by the riverside, fetch drinking water from the
upper part of the river, pick out
some vegetables on her way home,
and cook dinner for the family. Her
father worked the rice fields from
sunrise to sundown. Her nanay
promised to send her to school
someday. When it was her time to
go to school, her nanay got sick and
so did her father which drained their
remaining resources and she eventually became an orphan at an early
age. Her aunt, a teacher, took her in.
Paz, hoping this could be her opportunity to go back to school, eagerly
Bangladesh
Male
Source:
Generated by
the authors from
DHS databases
went but she became the all-around

household help, which was the only
thing she knew how to do then doing the laundry, cleaning the house
inside and out while barely having
time for herself except sleep. Paz
grew into her teens and twenties but
unlike the others, Paz would always
hide behind the curtains when visitors came. She was too shy to meet
people because she said, oftentimes,
she could not understand what they
were talking about.
Married life heightened her feelings of self-pity. She has four children but she felt frustrated when she
could not assist them in their homework because she just did not know
3 | 2011
10/10/2012 11:26:42 PM

road closed?

LL.indd 49
3 | 2011
1 | 20 1 2
L I TR
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RSAECAYR C H
class schedules to accommodate

child, the absence of schools within
how. She also wanted to vote, but
more women Aetas and providing
the community and Aetas as object
her husband discouraged her saying
day care support to babies and chilof ridicule of the lowlanders are
how can she vote when she cannot
dren whose mothers are attending
among the barriers to education
even read nor write her own name.
literacy classes.
faced by minority groups in the PhilTo augment their family income, she
Like Zeny and other women Aeippines. Usually, it takes half a day
tried to put up a small retail store in
tas who married and got pregnant in
of walking to reach the town centre.
front of their house, but rumors
their early teens, the women from
Like many other Aetas, Zeny
spread fast around the neighbourother indigenous groups live under
wanted a way out of poverty. At the
hood that she did not know how to
similar situations and experience the
young age of 13, she crossed boundlist down the items bought from her
same barriers as a result of poverty,
aries to look for work as house help
nor to compute how much change
neglect and cultural practices. Arin the urban town centres. But she
she should give back to her customranged marriages are still common
could not make sense of the signers. Some neighbours took advanpractice not only among indigenous
boards on the buses because she
tage and got more than they should.
groups, but also among Muslim
cannot read so she found herself
She was always the object of ridicule
families in southern Philippines. The
heading back home by asking for diin the neighbourhood.
practice is also seen as a way out of
rections. Back home, she blamed
Her life changed when a friend
poverty,
especially
her parents for
not sending
to
introduced herIn
to acontemporary
local Non-Govsocieties,
people
facehergrowing
demands
forif the prospective
husband has the means to raise a
school and for her inability to read.
ernment Organization (NGO) in the
family. Young
couples
tend to raise
Heranother,
parents whotransitions
also never wentare
to becoming
nearby village change.
which facilitated
Oneliterway or
the
normal
big families which burden the womschool had told her that with or
acy classes. She attended the class
an and
eventually
force her to enwithout education
we cantries
eat. to make
every day, raincondition.
or shine, even ifThis
she introductory
paper
sense
of the
gage in livelihood work to augment
Zeny could not find any paying
had to walk 2 kilometers just to save
family income.
jobof
in Zambales
and ended
geton transportation
money. Today, themes
inter-related
transition
and uplifelong
learning
in All
a these make it virtually impossible for the young
ting married at a young age. She was
Paz is no longer the shy, ridiculed, ilmother to
return to
school or aclucky enough
to have
husband
literate womannumber
that she used
be.
oftoways.
First,
it looks
at athe
ways in which
social
science
quire literacy and life skills through
who already had a job. Like many
She now looks forward to a new bealternative delivery
other women
Aetas, Zeny gotand
mar- in particular
ginning with hope
enthusiasm
hasand
sought
to understand
transitions,
how mode. Muslim
women see the need for innovative
ried and gave birth at fourteen years
for more learning. She excitedly
approaches
to delivering
old and
lived most of her
life in
awaits the coming
elections to exerresearchers
have tried
tohad
understand
transitions
in a fluid
and education
given their particular situation and
the mountains. She gave birth to 12
cise her right to vote for the first
the prevailing
cultural practices in
children
but only
seven
survived.
Altime. She evenmobile
spoke in asociety.
youth
It then
draws
out
some
implications
for our
the community.
though she wanted to have a say on
congress on the out-of-school where
number
of children
she thought
she told her story
of how disempowappreciation
of thethe
part
that
learning
formal and informal can
Violy and Gina,
they should have, her husband mostering illiteracy is and how her new
ly made
the decision. individuals facing
learnings helped
in building
a new
play
and might
play
in supporting
transitions,
migrating
from the province
Eventually, Zeny separated from
life for herself and her family. The
to the big city
her husband.
She struggled to send
story of Paz is as
just well
one among
many
as in
producing
forward-looking
and anticipatory
Violy, the eldest child in a family of
her children to school. However, of
testifying to the fact that literacy
6 children,
did not on
complete primary
her seven children,
only one reached
and education strategies
can broaden options
towards change.
It concludes
with a few
remarks
school
and
reached
only up to grade
high school, four made it to primary
and change the course of lives.
5.
She
is
a
migrant
from
the provlevel, while the
two did
forremaining
research,
practice and policy.
ince
of
Albay
in
Southern
Luzon
not attend school. Her hard earned
Zeny, from the Aetas in
who
eventually
settled
in
Pasig
City,
money from planting cogon grass
Zambales
Metro
Manila.
As
the
eldest
in
the
was just not enough to send all of
family,
she
had
to
help
her
parents
The Aetas are one of the groups of
them to school.
take care of her younger siblings.
Indigenous peoples living in the in
Today at 70, Zeny still plants coBut when her younger brother bethe mountains of Zambales, one of
gon to put food on the table. But
came ill, she had to stop schooling
the Philippine provinces located in
something has changed. Zeny was
altogether not only to take care of
Central Luzon. Zeny is one among
able to join basic literacy classes faher brother but also because the
many Aetas who have always wantcilitated by NGOs in their village.
family could no longer afford to
ed to go to school but never did. She
She gained self-confidence and besend her to school. She tried to find
can write onlyJher
o hname
n Fbuti ecannot
ld
came involved in community affairs.
ways to augment the family income
read. Poverty, early marriage, engagShe actively advocated for support
even as she strived to find the means
ing in economic activity even as a
to women Aetas attending basic litto go back to school.
eracy classes by offering different
151
5
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Ville Miettinen
L I TR
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RSAECAYR C H
CONCLUDING NOTE
A group of children enjoy a game of basketball in Intramuros, Manila.

Metro Manila draws people from all regions of the country in search of a better
life. Manila is the most densely populated city in the world.
She stayed with her aunt in a

nearby city and worked as a waitress in a small eatery, sending her
earnings back home. Another aunt
took her in and promised to send
her to school. But she was first made
to serve as the house help. One day,
when her aunt was away, her uncle
attempted to sexually assault her.
She escaped by running away and
never returned to that house again.
She never expected that people who
are close to her and whom she trusted could take advantage and attempt
to abuse her.
Violy did not go back to the province and, instead, went to Manila.
According to her, life in the province
is difficult - choices are limited and
livelihood activities centered solely
on farming. In the big city, she believed one can be a saleslady, a waitress, or a hairdresser. But Violy never became any of these because the
shops and restaurants were looking
for someone who completed secondary school. Eventually, Violy just
decided to get married to have a
place to stay. She rarely sent money
back to her family because she was
totally dependent on her husband.
The story of Violy is the same as
the story of Gina who also had very
152
LL.indd 50
little education and also the eldest in

a brood of 12. She also migrated to
Manila thinking that she would find
more opportunities for work as well
as be able to go back to school to
complete secondary education. But
like Violy, Ginas Godfather attempted to rape her. She ran away
but could not find a job and eventually ended up getting married at 16
years old and raising 4 children. Gina felt handicapped everytime her
children asked her assistance in doing their homework. She gave all
sorts of excuses, saying she had to
cook dinner, wash the dishes, clean
the house, and so on. Eventually, she
ran out of excuses.
Both Violy and Gina are now
looking forward to a second chance
at education after enlisting in a newly opened livelihood and literacy
class for women. They are lucky
enough to avail of these services in
the community where they currently
reside because there are so many
women in similar situations who are
not afforded the same opportunity.
They showed that even married
women with families are still eager
and able to finish a basic course to
improve their lives and livelihood.
The studies done previously on the topic

of women literacy presented an analysis
of the impact of literacy programmes on
the lives of women as culled from evaluation reports and longitudinal studies.
While in-depth and comprehensive, the
findings and conclusions drawn from
these studies are specific to the particular programmes, communities and population groups covered by the research.
This article built on these reports and
generalized the key findings through
quantitative analysis using nationally
representative samples that are internationally comparable. In addition, life
stories of women were used to highlight
and substantiate the key findings of the
study. Their stories are consistent with
and validate the survey findings and the
earlier studies done on the impact of literacy on women.
Poor and illiterate women, especially
those coming from socially excluded
groups face multiple barriers that impact negatively on womens lives. Illiterate women tend to marry younger,
get pregnant in their teens, bear more
children and have little knowledge of
reproductive health. They tend to be
less mobile, participate less in decisionmaking, and are more susceptible to
impositions from their husbands or
partners. Illiterate women are also
more vulnerable to abuse and violence
committed by their husbands or partners.
While literacy is no guarantee for
achieving gender equality, it is an important and powerful tool that contributes to womens empowerment by
building awareness and capacity, facilitating mobility, increasing community
involvement and enhancing participation in decision-making. Literacy
broadens the options of women in
managing their personal lives, their
families and their livelihood.
While there is increasing recognition
about the imperatives of literacy for
womens development and empowerment, the policies and programmes to
address the literacy gaps are grossly inadequate. It is for this reason that ASPBAE seeks to heighten the advocacy initiative to address female illiteracy.
3 | 2011
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Literacy
Transitions
and lifelong
programmes
should be
customized
for
learning:
signposts, pathways,
females.
road closed?

LL.indd 51
3 | 2011
1 | 20 1 2
L I TR
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Burchfield, S.A., Hua, H., Baral, D. &

ENDNOTES
1
Rocha, V. (2002). A longitudinal study
This article drew from the studies done
of the effect of integrated literacy and
by ASPBAE and E-Net Philippines as
basic education programs on the
part of the European Union-supported
participation of women in social and
project on Innovative Advocacy
economic development in Nepal.
Approaches in Promoting Adult
Boston, MA: World Education/
Female Literacy.
2
Washington, DC: United States Agency
ASPBAE Education Watch Reports on
for International Development Office in
the Philippines, Solomon Islands,
Women are being left behind in all
Women in Development.
Papua New Guinea and Indonesia.
aspects of life as indicated by their low
Campaign for Popular Education
The reports can be found at the
(CAMPE).(2007). Financing Primary
participation in education and learning
ASPBAE website: http://www.aspbae.
and Secondary Education in
org/index.php?option=com_phocadow
activities and in decision-making procBangladesh. Philippines: ASPBAE.
nload&view=category&id=6:edwatchesses. These impact most especially on
Carr-Hill R. (Ed.); Oketch, A.; Katahoire,
booklets&Itemid=54
livelihood, education of children, child
3
A.R.; Kakooza, T.; Ndidde, A.N.;
The Demographic and Health Surveys
health and nutrition, gender equity and
Oxenham, J. (2001). Adult literacy
(DHS) are nationally representative
reproductive health. It is imperative,
programs in Uganda. (Region Human
household surveys that provide data
therefore, to provide women with adult
Development Series). Washington, DC;
for a wide range of monitoring and
education and literacy programmes
World Bank Africa.
impact evaluation indicators in the
contemporary
societies,
people
face
demands
forfor Education
Civil
Society Network
areas of population,
health,
andgrowing
that are flexible, In
participatory
and apReforms
(E-Net
Philippines). (2007).
nutrition.
These
data
can
be
analyzed
propriate to improve their life skills, reSurvey
of
Education
Experience.
according
to
background
change.
One
way
or
another,
transitions
are
becoming
the
normal
productive health and livelihood;
Philippines: ASPBAE
characteristics of respondents
which strengthen their participation
Coalition on Education Solomon Islands
including their education and literacy
This introductory
paper tries to make
sense of the
and leadership incondition.
the public sphere;
(COESI). (2007). Educational
levels. These surveys have been
and ensure gender justice through
Experience Survey: Education,
conducted in cooperation with official
inter-related
of transition
and lifelong learning
inLiteracy
a
equal access to adult
education and themesgovernment
Language and
Experience.
authorities.
4
Philippines:
ASPBAE.
The
survey
datasets
are
available
upon
lifelong learning processes.
Justice Indonesia
requestitatlooks
http://www.measuredhs.
number
of ways.
at the ways in Education
which Network
socialforscience
Along these lines,
the following
poli- First,
(E-NET
for
Justice).
(2007).
Indonesia
com/accesssurveys/
cy measures are urgently proposed:
5
Monitoring Research.
Philippines:
Control Issues:
1) whether the and
husband
has
sought
to
understand
transitions,
in
particular
how
Fast track female literacy camASPBAE.
is jealous if she talks with other men;
paign to achieve EFA Goal 4 and the
International Institute for Population
2) whether the husband accuses her of
to understand transitionsSciences
in a fluid
and
key MDG targets.
(IIPS) and
Macro
unfaithfulness; 3) whether the husband
Customize literacy programmes
International. (2007). National Family
does not permit her to meet her
mobile
society.
draws
out some
implications
for our
Health Survey
(NFHS-3), 200506:
for adult females
to suit their
partic- It then
girlfriends;
4) whether
the husband
India:
Volume
I. Mumbai: IIPS.
tries
to
limit
her
contact
with
family;
ular context, vulnerabilities and
National
Institute
of Population
5)
whether
the
husband
insists
on
appreciation
of
the
part
that
learning
formal
and
informal
canResearch
needs.
and Training (NIPORT), Mitra and
knowing
where
she
is;
and
6)
whether
Develop appropriate strategies and
Associates, and ORC Macro. (2005).
does not trust
her with
play andtomight
playthe
inhusband
supporting
individuals
facing
transitions,
institutional mechanisms
reach
Bangladesh Demographic and Health
money. Statistics cited in this section
out to adult female illiterates, particSurvey 2004. Dhaka, Bangladesh and
are generated by the authors from
as well
as in
ularly disadvantaged
women
in producing
Calverton, Maryland [USA]: National
DHS databases.
6
poor, remote, ethnic, disaster-prone
Institute of Population Research and
Data presented in this section are based
strategies
It concludes
with a few
remarks
Training,
Mitra andon
Associates, and
on statistics generated
by the authors
and conflict-affected
areas. towards change.
ORC
Macro.
from
DHS
databases.
Consider additional premium alloNational
of Public Health,
possibilities
and prospects for research, practice
andInstitute
policy.
cation for literacy
programmes that
National Institute of Statistics
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www.unesco.org/en/efareport/
reports/2010-marginalization/
UNESCO. (n.d.) Literacy Assessment and
Monitoring Programme (LAMP).
Retrieved from
http://www.uis.unesco.org/ev.
php?URL_ID=6409&URL_DO=DO_
TOPIC&URL_SECTION=201
RENE RAYA
MA. LUZ ANIGAN
Rene Raya is lead policy analyst of Asia

South Pacific Association for Basic and
Adult Education(ASPBAE) and coordinates
the EU-supported project on women
literacy. He is also co-convenor of
Social Watch Philippines and sits in the
Management Collective of Action for
Economic Reforms.
Ma. Luz Anigan is senior research associate

of Action for Economic Reforms and
participated in the development of research
and advocacy tools for the ASPBAE project
on women literacy.
CONTACT
Email: luz.anigan@gmail.com
CONTACT
Email: rraya@gmail.com
CECILIA SORIANO
Cecilia Soriano is the national coordinator
of the Civil Society Network for Education
Reforms (E-Net Philippines) and leads the
advocacy component of the EU-supported
project on women literacy. She coordinated
the study on women and literacy in the
Philippines.
CONTACT
Email: cecilia.enetphil@gmail.com
154
3 | 2011
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ES
L I TR
ER
AE
CA
YR C H

Germany
strengthens
learning:
signposts,
pathways,
literacy through research
road closed?

Seven
and a half
million people
of working
age are
change. One way
or another,
transitions
are becoming
the normal
in the
heart sense
of Europe,
condition. This functionally
introductoryilliterate
paper tries
to make
of the
Germany.
This figure
beenlearning
confirmed
of transition
and has
lifelong
in ain a
study
first
article
number of ways.nationwide
First, it looks
at for
the the
ways
in time.
whichThis
social
science
describes current
developments
in the area
transitions,
and in particular
howof literacy
basic
education in
Germany,invisiting
researchers haveand
tried
to understand
transitions
a fluidalso
and literacy
education
for out
immigrants.
The magnitude
mobile society. It
then draws
some implications
for ourof
illiteracy
in Germany
is creating
appreciation of functional
the part that
learning
formal and
informalthe
can
to take action
in the area
of educational
play and might impetus
play in supporting
individuals
facing
transitions,
policy. The
Ministry of Education
is promoting an
forward-looking
and anticipatory
area
of research
within the
of the World
strategies towards
change.
It concludes
withcontext
a few remarks
on
Decade
that is setting
many
possibilities andLiteracy
prospects
for research,
practice
and things
policy. in
motion.
John Field
M o n i k a Tr s t e r

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A WROERSLEDA R
OC
F HL I F E L O N G L E A R N I N G : A S I A
Cooperation and Exchange

in Adult Education:
The Case of dvv
international in South and
Southeast Asia
dvv international is the Institute for International
Cooperation of the German Adult Education
Association (DVV). The organization pursues the aim of
global sustainable development through learning. Coeditor for this issue, Heribert Hinzen, heads the
organizations Regional Office of South and Southeast
Asia. In this article he offers a glimpse into the work of
dvv international and its partners. At the same time the
article charts the characteristics and challenges of
lifelong learning in Southeast Asia.
Heribert Hinzen
198
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4 | 2 010
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since then through the Global Monitor- of its members and of the 1000 or so
ing Reports that are published yearly.
VHS at federal, European and internaAdult education and learning is a very
The
2006
one
was
on
Literacy
for
Life,
tional level.
personal affair and an obligation of soand
for
2012
there
will
be
one
on
skills
The historical roots of the VHS go
ciety as well. It is part of the education
(EFA
GMR,
2005).
Or
one
would
try
back
to the beginnings of the workers
sector, and it requires all the support
to
understand
better
all
the
different
and
popular
education movement in
and regulations as other subsectors. Inth
forms
of
bilateral
cooperation
which
the
late
19
century.
Today, the VHS
ternational cooperation helps in undercan
be
cross-border,
South
to
South,
are
the
central
public
continuing adult
standing the world, and contributes to
North
to
South,
or
as
development
aid
education
centres
maintained
by the lolearning from each other. dvv internapackages
in
the
form
of
bi-lateral
govcal
authorities;
they
operate
nationally
tional is the Institute for International
throughout Germany within easy acCooperation of the German Adult Edu- ernment to government, or via nongovernmental
organisations
(NGO)
cess of everyone, are open to all citizens
cation Association (DVV), operates nawith
a
diversity
of
backgrounds
and provide a wide range of general,
tionally and internationally, and is sup(GRALE, 2009).
vocational and cultural continuing eduported since 1969 by the German GoThis article people
looks at a special
case of cation
and training.
In contemporary
societies,
face growing
demands
forEach year, they atvernment in the non-formal
education
a specialised institution which in the
tract some 10 million participants.
sector for development cooperation. It
celebrated
40 years of work
The Institute
for normal
International Cochange.
One wayyear
or 2009
another,
transitions
are becoming
the
pursues the aim of
global sustainable
development, in which priority is given (Hinzen, 2009). It is called dvv interna- operation is not the only subsidiary of
tional, and it is thepaper
Institutetries
for Interthe DVV.
There
the TELC which decondition.
This introductory
to make
sense
ofis the
to combating poverty,
securing peace
national Cooperation of the German
velops and markets The European Lanand achieving fairer globalization in
Adultof
Education
Association
It guage
Certificates;
inter-related
themes
transition
and(DVV).
lifelong
learning
in ait is a subsidiary
one world. The programs,
projects and
company of the DVV. AGI is a media
initiatives dvv international conducts in serves national, European and international
functionsat
and
practice.
A in institute
presents
the Adolf
First,goals,
it looks
the
ways
whichwhich
social
science
cooperation withnumber
its partnersof
are ways.
fopart of its activities are run in Asia, and Grimme Prize and the Grimme Online
cused on and involved in literacy and
there are quite
a number of new
develAward; the DVV
is its founder and
sought
to understand
transitions,
and
in particular
how
basic education, has
non-formal
vocational
principal shareholder. DVV is funded
training, environmental education, ma- opments and changes ahead on which
this article
concentrate. transitions
by different
ministries
have tried
to will
understand
in a fluid
andin Germany, esterials and mediaresearchers
development, training
The international work of DVV has
pecially the Federal Ministry for Eduof adult educators and capacity devethe German
cation andfor
Research.
mobile
society.
thensupported
drawsbyout
someFederal
implications
our
lopment. A larger
part of the
work is It been
Ministry for Economic Cooperation
done in South- and Southeast Asia for
BEGINNINGS
OF THE can
andpart
Development
(BMZ) sincetheformal
late
of the
that learning
and informal
quite some time.appreciation
Many partners in seINTERNATIONAL ORIENTATION
1960s. Even today, the funding for its
veral countries are involved in this coWORK
project
comes largelyindividuals
from grants AND
play
and might
play
inwork
supporting
facing
transitions,
operation, and the
experiences
are
In the 1950s, shortly after the war, rechighly recognized. Recent changes have from the BMZ and the Foreign Office
as well as from the Euroasofwell
in producing
forward-looking
and anticipatory
onciliation and understanding between
led to the opening
a new as
regional
ofin Germany,
pean Union (EU), member countries of
peoples were major goals of internafice, which is creating challenges and
EU, and other
donors of public
towardsthechange.
It concludes
with ational
fewcontacts
remarks
on
and partnerships.
In the
opportunities forstrategies
further developments.
funds. dvv international sees itself as a
1960s development-oriented adult eduThere are many forms of internaprofessional partner
working in youth
possibilities
and prospects
for research,
practice
and
cation
was policy.
a component of the educational cooperation
in the field of adult
and adult education for development
tional aid provided to support decoloeducation in Asia. You could look at
nization. Contacts were quickly made,
UNESCO and their CONFINTEA con- through cooperation, and contributing
its experience and resources to joint
and experience exchanged with partferences. The last pre-conference that
projects and constantly learning from
ners in Africa and Latin America, leadtook place in Korea provided an excelits partners.
ing the DVV to establish a Department
lent forum for information and exINTRODUCTION
change (Manzoor, 2008). One could

concentrate on the processes of Education for All (EFA)(see glossary box on
page 221), the perspectives of the
World Forum on Education which met
J o h n Fin i1999,
eld
first in Jomtien, Thailand,
with an even broader mission coming
from the meeting in Dakar, Senegal in
2000, and study the developments
THE DVV AND THE

VOLKSHOCHSCHULEN
The DVV (Deutscher VolkshochschulVerband e.V.), founded in 1953, is the
federal association of the 16 regional
associations of community adult education centres (Volkshochschulen, VHS)
in Germany. It represents the interests
for Adult Education in Developing

Countries in 1969, its name being
changed in 1975 to the Department for
International Cooperation. And on a
global level: DVV was a co-founder of
the International Council for Adult Education (ICAE) in 1973.
Interest in international exchanges
of experience increased in the 1970s, in

LL.indd 55
A WROERSLEDA R
OC

road closed?
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A WROERSLEDA R
OC
response to the growing importance accorded to development cooperation,

which led to greater commitments being made to partners in Africa and Latin America, and its extension into Asia.
The changes in Central, Eastern and
Southeastern Europe in the late 1980s,
and the process of European integration in the 1990s, created new demands
and challenges, which have been taken
up since by the newly organized Institute for International Cooperation of
the DVV (formerly abbreviated by IIZ/
DVV and now using dvv international )
in numerous initiatives and projects.
(Hinzen, 1994) These included projects
in the areas of intercultural learning,
dialogue between Europe and Islam,
crisis and conflict prevention, the fight
against poverty, and European adult
education beyond the European Union.
ADULT EDUCATION, DEVELOPMENT,
AND COOPERATION
There are some principles, values and
understandings that are guiding the
work of dvv international. The most
interesting document to read in this respect is Youth and Adult Education in
Development Cooperation as a Contribution to Social Structure Assistance.
Strategic Aims and Service Profile of
dvv international (dvv international,
2010). It contains the discussion on
how adult education contributes to
poverty reduction and sustainable development as these aims and issues are
related to the German national budget
vote where dvv internationals work is
mainly funded.
Information leaflets, publications
and the Institutes website have again
and again stressed major aims and values: education is seen as a universal human right. It is a basic need and an essential prerequisite for development.
Adult education plays a key role in the
process of lifelong learning by offering
general, vocational, cultural and academic continuing education. As a result
of globalization, technological change
and the development of knowledge and
information-based societies, there is a
200
LL.indd 56
need for lifelong learning. This is increasingly the case in both developing
countries, countries in transition and
industrialized countries.
Successful education systems, even
more so if they aspire lifelong learning
opportunities, are built on four equal
pillars: school education, vocational
education and training, universities and
adult education; flexible transition between these pillars is essential. Nonformal and out-of-school education
programmes for young people and
adults fulfil complementary functions.
Projects which deliver participation in
social development by broad sections
of the population, especially the poor,
and strengthen partners capacity for
self-help, have a positive impact on the
development of social institutions.
The guidelines of dvv international
emphasise adult education and
vLWVHPDQFLSDWRU\LPSRUWDQFHIRUVR
FLDODQGLQGLYLGXDOGHYHORSPHQW
vDVDQLPSRUWDQWFRPSRQHQWRIOLIH
ORQJOHDUQLQJSURYLGLQJRULHQWDWLRQ
DQGWUDLQLQJOHDGLQJWRTXDOLFDWLRQV
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dvv international pursues the goal of
global sustainable development, in
which priority is given to combating
poverty, securing peace and achieving
fairer globalization in one world. The
organization clearly identifies its work
with the interests of the poorer sections
of the population in its partner countries. In fulfilling its national and international role, the DVV follows the
principles of the promotion of women
and gender equality.
MAIN FOCUS OF OBJECTIVES AND
ACTIVITIES
Before looking into the specific issues
related to the Asia region it may be important to provide some deeper understanding of the global perspective. For
dvv international there can be no doubt
that institutional improvements in the

provision of policy, legislation and
funding, and the professionalization in
theory and practice, are crucial elements of successful projects in development cooperation for the adult education sector. They require cooperation
with ministries, universities, specialist
organizations, voluntary associations
and NGOs. Cooperation in Asia, as
elsewhere, aims at strengthening providers, enlarging their services for
learning activities and skills development. The emphasis in the content of
the work is on basic education and literacy; health education and AIDS prevention; environmental education and
sustainable development; human rights
and democratization; migration and integration; managing conflicts and crisis
prevention.
The vocational focus provides a
bridge between education and employment, aims at integrating people into
work and occupational positions,
works towards improving incomes, and
provides training for working in selfhelp groups and cooperatives.
The programmes, projects and initiatives conducted jointly with our partners
vIRFXVRQLQLWLDODQGLQVHUYLFHWUDLQ
LQJIRUDGXOWHGXFDWRUV
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LQIUDVWUXFWXUH
vRIIHUDGYLFHRQRUJDQL]DWLRQDOGHYHO
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XFDWLRQWKURXJKOREE\LQJDFWLYLWLHV
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JLRQDODQGLQWHUQDWLRQDORUJDQL]DWLRQV
Among the partners are ministries,
government agencies and university institutions, and committed NGOs and
professional associations.
Projects in individual countries are
combined into regional and programme
areas, which are jointly planned, managed and evaluated to establish their
4 | 2010
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A WROERSLEDA R
OC

road closed?

Photo: dvv

Participants of the
workshop
Sharing
for Learning in Vientiane
2010, outside
dvv particular
international office
has
sought
to understand
transitions,
and in
how
in Vientiane, Lao PDR
researchers have tried to understand transitions in a fluid and
regional office in Tashkent was opened,

impact. The country and regional offic- mented by better educated and trained
draws
outasome
our move now that
youth and
adults with
lifelong implications
learnand therefor
is a stronger
es of dvv international in Africa, Asia,
ing perspective.
partners from these countries become
Latin America and Europe structure
appreciation of the part that learning formalmembers
and informal
canPacific Asof the Asian
South
the local cooperation with partners.
INTERNATIONAL CONTACTS AND
sociation for Basic and Adult EducaThe international programme Eduplay and might play
in supporting
facing
transitions,
COOPERATION
IN ASIA individuals tion
(ASPBAE).
A most recent confercation for All (EFA), the International
ence
on
Quality
Assessment in Adult
Conferences on Adult Education
Let us start by looking at the very East
forward-looking
and
anticipatory
Education,
organised
by the regional
(CONFINTEA) and the Millennium
and Southeast of Europe, its borders
office in Bukhara, Uzbekistan, provided
Development Goals (MDG)(see glossa- and neighbouring countries in an hisstrategies towards change. It concludes with a few remarks on
ry box on page 221) provide important torical context. When the Soviet Union the chance for representatives of adult
education NGOs in Central Asia to
guidelines for cooperation in joint accollapsed in the early 1990s new oppossibilities and prospects
policy.
meetand
colleagues
from ASPBAE, to
tivities and networking. What is impor- tions of cooperation developed for dvv
deepen
the
ties
for
further cooperation.
tant, and often missing, is the careful
international in the countries which latThese
ties
will
again
be strengthened in
analysis of the linkages between their
er called themselves the CommonNovember
in
Jakarta,
Indonesia, where
goals and agendas (Duke & Hinzen,
wealth of Independent States (CIS).
ASPBAE
hosts
a
workshop
on their
2008). For all those working in youth
There is now a strong cooperation with
quality framework. Participants will
and adult education and learning it was countries of the Southern Caucasus in
come from all over Asia Pacific, and reagain a rather surprising, and of course Armenia, Azerbaijan, and Georgia
meet partners from Central Asia. These
disappointing, reality that in the recent
(Kvatchadze, 2009). These countries
are important new ventures, and they
2010 MDG Summit the whole sector
are members of the Council of Europe,
are complementing efforts despite the
of adult education and learning was
and the adult education partners are
differences when you are looking at deagain kept out of any of the more dimembers of the European Association
John Field
veloping and transformation countries,
rect goals and indicators, leaving the
for the Education of Adults (EAEA).
especially in the area of vocational eduquestion unanswered whether processCooperation with countries like Uzcation and training for youth and
es and activities towards development
bekistan, Kyrgyzstan, and Tajikistan in
adults (Gartenschlger, 2009).
could not be more successfully impleCentral Asia started in 2002 when the
LL.indd 57
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A WROERSLEDA R
OC
Ever since 2002 dvv international is

joining efforts to help develop adult education in Afghanistan, and ever since
its foundation in 2005 ANAFE, the Afghan National Association for Adult
Education, are together running a
project of support to adult education
which is specifically designed as a contribution to stability, security and reconstruction of the country. As can
well be imagined from the more than
difficult situation in most parts of the
country, there is a serious attempt by
Afghan partners, including the Afghan
Women Network, to implement literacy work on several levels, empowerment of women, income generating and
skills training activities, all backed by
close cooperation with the Ministry of
Education and the University. All this
work has been funded by the Foreign
Office in Germany.
EARLY STARTS IN SOUTH AND
SOUTHEAST ASIA
However, the main developments of cooperation with Asia began already in
the middle of the 1970s. ASPBAE
which was founded in 1964 developed
a range of new activities with a series
of regional conferences with a first
kick-off in Chiangmai, Thailand in
1977. This is when the first agreement
between ASPBAE and dvv international
came into implementation (Duke,
2003). This was almost parallel to the
beginnings of work in several Asian
countries:
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&(&ZKLFKXQWLOWRGD\KDVUHPDLQHG
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The World Bank funded large scale
non-formal education projects in Thailand and Indonesia in the late 1970s
where ASPBAE played a very important role to bring inputs as oil to heavy
machinery, and bridging the gap between Governments and their efforts to
develop and strengthen the non-formal
sector. Thailand today is known for
their strong non-formal education
framework, based on non-formal Education Legislation, the provision of finances, their institutionalized system of
non-formal education centres and reading rooms with literacy and skills training opportunities across the country.
v,QGYYLQWHUQDWLRQDOVWDUWHG
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YLFHRQVHWWLQJXSVHOIKHOSJURXSVLQ
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FRRSHUDWLRQZLWK3HUNXPSXODQ
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GDWLRQ'00EDVHGLQ$PERQEH
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children while playing in the forest or
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THE ROLE OF THE NEW REGIONAL

OFFICE
Regional offices of dvv international
serve a multitude of functions. A major
one is to add regional cooperation
components on top of all the in-country collaboration with partners. Apart
from all the management and administrative advantages, the chance to provide technical expertise based on experiences related to adult education in
Germany, in Europe, and indeed from
all the global alliances is crucial.
In the case of the South- and Southeast Asian office the first and foremost
regional cooperation is with ASPBAE,
the major regional organisation for
adult education NGOs. In consultation
with ASPBAE thematic areas and future initiatives for the regional office
204
LL.indd 60
were identified, and collaborative work

on them has started:
1. Policy, legislation and financing
looking at existing frameworks, new
policies within lifelong learning,
laws and regulations, and support
structures.
2. Universities and their training of
adult educators comparing the diversity of approaches and degree
programs, exploring options for cooperation.
3. Non-formal vocational education
and re-training looking at the
world of work, and what skills are
relevant for jobs and life, how to access and acquire them.
4. Environmental education and
training education for sustainable
development in the context of
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Participants of the Philippines dvv international partners meeting in Bohol in
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awareness raising and climate
change training.
For results let us briefly look at the
last example managed by the Centre
for Environmental Concern (CEC)
from the Philippines playing the convenors role. A new network has created
its Statement of Purpose, including the
logo and a name as CLIMATE Asia Pacific (Climate Change Learning Initiative Mobilizing Action for Transforming Environments in Asia Pacific). The
network is just completing a scoping
study on environmental education materials that are available in the countries of the region, the construction of a
digital library with all relevant environmental education documents, which
will be up-loaded on the virtual platform, the preparation of case studies in
4 | 2010
10/10/2012 11:26:44 PM
A second area is formed by the fredvv international is operating natioten countries, and a regional consultaquent chances for cross border, country nally and internationally, at least trying
tion.
Another major joint venture of part- to country, or regional meetings, work- to comply with the global challenges. It
shops or visits. Three could be menmay not be that each village and town
ners (ASPBAE, PRIA and dvv internain Germany that has a VHS as the local
tional) in the region is the development tioned here: A smaller initiative was
taken by the regional office to bring to- adult education centre to provide learof a virtual platform, a space for sharing best practice and the collection and gether partners from Laos and Cambo- ning opportunities and skills training
for youth and adults throughout life is
dissemination of materials (texts, docu- dia as well as ASPBAE in order to inform each other on what works, and
in dire need of access to the global
ments, videos) from all partners in the
world of learning. However, it does not
region, later to include more communi- how help could be provided horizonticaly such as sharing for learning. On
need more than to plug in the compucative forms of exchange as well, and
the occasion of the Shanghai Internater even in the remotest place and you
link all the many websites of partners
tional Forum on Lifelong Learning
are connected to a world of informatifor the development of cooperation,
which took place as an UNESCO event on and learning. And even this is a
and at the same time of policy and
in
the context of
the EXPO
in 2010,
challenge
for the adult
practice of adult In
education.
The platcontemporary
societies,
people
face
growing
demands
for education institravel fellowships were provided for
tutions - or a chance.
form is open to everyone, hosted and
ten colleagues
from different are becoming
One projectthe
of dvv
international
administered by PRIA
as www.adultchange.
One wayabout
or another,
transitions
normal
countries and organisations to contribwhich is being run now for more than
lifelonglearning.org .
ute to the first follow-up
30 years
also isof
what
Two other areas
of regional collabocondition.
This introductory
papermeeting
triestoto make
sense
theis called Global
CONFINTEA VI. And finally, a subLearning at Volkshochschulen. There
ration should be mentioned. One is
stantial
of colleagues
from
Laos, islearning
an attempt to
based on thematic
areas. Let us takethemes
inter-related
ofgroup
transition
and
lifelong
inassist
a younger and olCambodia and other countries of the
der participants of these local commuthe whole issue of skills, be it as life
participate
the Internaadult education
colleges to underskills, livelihood number
skills, or vocational
of ways. region
First,could
it looks
at inthe
ways in nity
which
social science
tional Conference on Languages, Edustand the changes in the world, and
skills, placed in the context of compecation and thetransitions,
MDGs thus getting
a in particular
provide opportunities
tencies and qualification
frameworks,
has sought
to understand
and
how of learning. This
first hand and up-to-date knowledge of includes the global orientation and
especially when defining the inclusion
the current
and practices
in
work
international.
and rightful placeresearchers
for informal or nonhave tried
to policies
understand
transitions
inofadvvfluid
and Several evaluations and materials show that often
formal capacities. In the Asia Pacific re- these extremely important areas.
there is a sense
of surprise that adult
gion there are several
organisations,
mobile
society. It then draws out some implications
for our
STILL A LONG WAY TO GO
education and learning is something
networks and groups that are working
find informal
everywhere inthecan
world. The
on related issues.appreciation
Major stakeholdersof the
learning
formalyouand
No part
doubt, that
the processes
of globalizaphenomenon exists globally, but varies
are ASEAN (Association of Southeast
tion are moving fast and deep. They
regions
and cultures. As we
Asian Nations) or
SEAMEO
play
and(Southeast
might play
supporting
individuals
facing
transitions,
reachin
almost
everywhere, and
touch all across
hear often in this part of Asia same,
Asian Ministers of Education Organisectors of life. Some of them come earsame, but different.
sation) who haveas
gotwell
involved
asininpre-producing
forward-looking
and anticipatory
lier and others
may follow a little later.
paring for regional and national frame- But there seems to be no way to escape,
works. The Asia-Europe
Meeting
is in
E F Eremarks
R E N C E S on
strategies
towards
change.
concludes
with aRfew
and
actually noItreason
to try either.
the background of the ASEM EducaDuke, C. (2003). DVV and ASPBAE
This could be true for globalization in
tion and Research
Hub for Lifelongand prospects
Earlypolicy.
Years. Adult Education
possibilities
for research,
practicetheand
the cultural domain,
including educaLearning which is currently undertakand Development. 60. Bonn: dvv
tion, learning and training.
ing several networks and researches.
international, 83-89.
International cooperation in the field
The regional office of UNESCO in
of adult education and lifelong learning Duke, S. & Hinzen, H. (Eds.). (2008).
Bangkok is supporting End-of-decadeKnowing More, Doing Better.
should also be growing faster and
notes for EFA, and those looking into
Challenges for CONFINTEA VI
deeper. Itt is therefore of utmost imporskills and literacy are of great relevance tance to reflect on where we are, and
from Monitoring EFA in Nonfor dvv international and its partners.
Formal Youth and Adult Education.
therefore exchange on the different and
And some of this work will feed into
International Perspectives in Adult
diverse range of opportunities and exthe EFA GMR 2012 which will be on
Education. 58. Bonn: dvv
periences in respect to adult and lifeskills, hopefully in the broader context
international.
long learning. This is true for develoof life and livelihood
dvv international.(2010). Youth and
J o hskills
n Ffori eyouth
ld
ping countries, so-called developed
and adults, contributing to income gen- countries, or countries in
Adult Education in Development
eration, poverty reduction, and a better transition(World Bank, 2003).
Cooperation as a Contribution to
life in general.
Social Structure Assistance.

LL.indd 61
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A WROERSLEDA R
OC
Strategic Aims and Service Profile of

dvv international. Retrieved
November 2, 2010 from www.dvvinternational.de.
EFA GMR. (2005). Literacy for Life.
Education for All Global
Monitoring Report 2006. Paris:
UNESCO. Retrieved October 30,
2010 from www.unesco.org/en/
efareport.
Gartenschlger, U. (Ed.). (2009).
Training for a Better Life. Projects
on Vocational Education and
Training in Transformation
Countries. International
Perspectives in Adult Education. 62.
Bonn: dvv international.
GRALE. (2009). Global Report on
Adult Learning and Education.
Hamburg: UIL
Hinzen, H. (1994). Our story and
history. 25 Years Institute for
International Cooperation of the
German Adult Education
Association. Adult Education and
Development. 43. Bonn. dvv
international, 966.
Hinzen, H. (Ed.). (2009). 40 Years dvv
international. Adult Education,
Development, Cooperation. Adult
Education and Development. 72.
Bonn: dvv international.
Ivanova, V. & Klingenberg, M. (2010).
Fact finding mission to Phnom Penh
on the possibilities of a dvv
international intervention in the field
of reconciliation and processing
history. Sofia and Bonn. October
2010. pdf. Bonn: dvv international.
Kvatchadze, L. (2009). Adult
Education in the Southern Caucasus
Armenia, Azerbaijan, and Georgia.
In: Gartenschlaeger, U. (Ed.).
European Adult Education outside
the EU. In: International
Perspectives in Adult Education. 63.
Bonn: dvv international, 131150.
Manzoor, A. (2008). Adult Learning
and education. Asia and the Pacific
Synthesis for the Global Report.
CONFINTEA VI Preparatory
Conference for Asia and the Pacific.
Seoul, Republic of Korea, 68
206
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October, 2008. Hamburg: UIL.

Retrieved October 30, 2010 from
www.unesco.org/en/confinteavi.
World Bank. (2003). Lifelong Learning
in the Global Economy. Challenges
for Developing Countries.
Washington: The World Bank.
FOR MORE
I N F O R M AT I O N S E E
www.dvv-international.de
www.dvv-international.la
www.dvv-vhs.de
www.aspbae.org
www.adultlifelonglearning.org
www.eaea.org
www.icae.org.uy
www.sozialstruktur.org
www.telc.net
www.grimme-institut.de
HERIBERT HINZEN
Heribert Hinzen studied at the Universities
of Bonn and Heidelberg, Germany, gaining
a doctorate in comparative studies with
a thesis centering on adult education in
Tanzania. He has been working with dvv
international since 1977 in headquarters
and offices in Sierra Leone and Hungary.
He was Director of the Institute in Bonn
from 1999 to 2009, before starting the new
Regional Office for South- and Southeast
Asia in Vientiane, Lao PDR, as Regional
Director. He is an Honorary Professor
at the Universities of Pecs and Iasi, and
holds an Honorary Doctorate from the
University of Pecs, Hungary. He faced
interesting tasks as Vice-President of the
International Council for Adult Education,
and as Member of the Reference Group
of Experts on Higher and EFA, and the
UN Literacy Expert Group. He serves on
the editorial board of Adult Education and
Development, and as an advisory editor to
the Asia Pacific Education Review.
CONTACT
Prof.(H) Dr. Heribert Hinzen,
dvv international,
Regional Office South and Southeast Asia,
P.O. Box 1215, Watnak Nyai Road,
Thaphalanxay Village, Sisatthanak District,
351/19 Unit,
Vientiane, Lao PDR
Tel. : Phone ++856 21 312511, Mobile
++856 20 4351109
Email: hinzen@international.la, skype:
heribert.hinzen
4 | 2010
10/10/2012 11:26:45 PM
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1 | 20 1 2
10/10/2012 11:26:45 PM
Issue 2| 2012
RESEARCH
Newsletter
Lifelong Learning and Non-formal Education

in Lao PDR and Southeast Asia
:

PUBLISHED BY DVV INTERNATIONAL IN COORPERATION WITH PARTNERS IN
LAO PDR AND CAMBODIA
Editorial
dkoIj;,,n]k;{gpp]t,ao
COOPERATION
LAO PDR
FEDERAL REPUBLIC
OF
GERMANY
| IN THIS ISSUE
Here comes our second issue.
nd
We enjoyed working on it. But
,
a
it has not always been easy.
R

. We have to get adjusted to Mobile Teacher Plan Implemented

PD nby Department of
o
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inviting colleagues to write, or
n
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information on events and pWhat
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resources. But we have tha
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feeling that it will get better
if
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t
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va foField
ainvited
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please
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n
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Siem Reap Province, Cambodia
i
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te a. It via
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Using Mobile Phones for Literacy 3rd Phase Begins

h
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non-formal
u
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,y
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especially
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d
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What can we do for youth and :

pa adults who want to, or even 2015

have to continue learning
911
? throughout

life?
Can UNESCO Regional High-Level Expert Meeting:
Community Learning Centers Towards EFA 2015 and Beyond Bangkok, 9-11 May

?
11 | Page 11
help?

.
We are interested in an

exchange between colleagues
,

from Lao PDR and Cambodia.
13-19
: We therefore present two Reflection on Reflect. Assessing the Literacy and NFE
interesting reports looking at Activities in Nong District, 19-13 May
-
11 | Page 11
developments in the neighbor

country. There was one on

LL.indd 64
10/10/2012 11:26:48 PM
Notes for Contributors
LLinE offers practitioners, researchers and policy makers

in adult education a forum for exchanging ideas and
experiences. The journal introduces practical experiments
and solutions in adult and continuing education
disseminating information and knowledge, practical and
theoretical, useful to policy makers and practitioners, and
presenting cases interesting to researchers.
The editors welcome articles on successful undertakings

in adult and continuing education, future developments
and changes in the field or values guiding adult and
continuing education. Articles can range from training and
development in enterprises to liberal adult education in all
parts of Europe. The style of the text should be clear and
easy to read and have an anchoring to concrete practice.
Our readers are practitioners, researchers and policy

makersIn
in adult
and continuing education
in many people
contemporary
societies,
countries.
E. Pppek (Eds.), Weltwissen Wissenswelt Das globale

Netz von Text und Bild (137145). Kln: DuMont.
Brcke der Gefhle. Unterschiede in Aufbau und Funktion
mnnlicher und weiblicher Gehirne. (1996). Der Spiegel,
19, 122123.
Tuckett, A. (2000). Turning Round the Oil Tanker: Lifelong
learning policy in England. Lifelong Learning in Europe,
4(1), 5560.
Higher Education Funding Council for Wales. (2000).
Evaluation Report on Non Award Bearing Non Vocational
Funding. Cardiff: HEFCW.
Stott, D. H. (1981). The school debate. Unpublished
manuscript.
Montgomery, R. (1980, April) Training for the vital skills.
In C. M. Bhatia (Chair), Education, the great debate.
Symposium conducted at the meeting of the American
Science Congress Association, Washington, DC.
RESEARCH

road closed?
face growing demands for
REFERENCE TO INTERNET SOURCES:
Palmen,are
M. (2009).
The instructions.
October 27,
change. One way or another, transitions
becoming
theRetrieved
normal
Papers can be accepted for publication if they have not

2009, from www.example.com/12345.
been submitted
to
other
publications
in
the
English
condition. This introductory paper tries
to make sense of the
language but Lifelong Learning in Europe.
If a date is not available use (n.d.) after the author/
If author is not available, begin the
inter-related themes of transition andorganization
lifelongname.
learning
in a
LENGTH
reference with the title of the document.
All papers submitted should be between 1000 and 5000
number
ofprefaced,
ways.onFirst,
it sheet,
looks
at theTheways
in which
social
science
words in
length and be
a separate
by an
instructions.
(n.d.) Retrieved
October
27, 2009, from
abstract of no more than 200 words. They must be written
www.example.com/12345
has
soughtshould
to understand
transitions,KVSand
in particular
in English.
Manuscripts
be typed, double spaced,
Foundation.
(2009, Augusthow
21). Further instructions.
including references.
In Fabulous instructions . Retrieved October 27, 2009, from
researchers have tried to understandwww.example.com/12345.
The title page should carry the title, the authors names
and affiliations
and society.
current addresses.
Authors
must supply
Online
journal articles: for our
mobile
It then
draws
out some
implications
telephone numbers and email addresses. Manuscripts
should appreciation
be submitted by email,
a paper
copy that
only bylearning
Palmen,
M. (2009).and
The instructions.
Journal
of Instructions, 5,
ofas the
part
formal
informal
can
request.
117-123. Retrieved October 27, 2009, from www.example.
com/12345.
play and might play in supporting individuals
facing transitions,
Please keep the number of endnotes to a minimum.
Email:
as well as in producing forward-looking
and anticipatory
ADDRESS
Manuscripts should be sent to
M. Palmen (personal communication, December 24,2009)
towards
change. It7-9concludes
with a few remarks on
Markusstrategies
Palmn, KVS Foundation,
Haapaniemenkatu
B,
00530 Helsinki, Finland, markus.palmen@kvs.fi
PHOTOGRAPHS and FIGURES
possibilities and prospects for research,
practice
and policy.
The journal
also publishes
illustrated articles. If the
REFERENCES
character of the text allows or requires photographs, the
Whenever there is a direct quotation, short quotations
author is requested to contact the editorial staff for closer
must be placed in single quotation marks, but long
information. Pictures should be in jpeg or tiff, and the
quotations should form separate, indented paragraphs.
resolution at least 300 dpi.
All quotations should be referenced by author, year of
Figures as requested in the original (excel-file) form, as
publication and page reference, e.g. Antikainen & al. (1996,
well as pillars or other processed forms.
36) write,... or quotation followed by (Antikainen et al.
1996, 36) argues,... or it has been argued... (Antikainen et al.
NOTES ON CONTRIBUTORS
1996, 5054).
Authors should supply brief autobiographical details
(approx 100 words), e.g. background and experience in
BIBLIOGRAPHIC REFERENCE STYLE
adult and continuing education, position when they submit
Joh
F i e l dJ., Kauppila, J., & Huotelin, H.
Antikainen,
A.,n
Houtsonen,
their paper, as well as field of research, and a photo.
(1996). Living in a Learning Society. London: Falmer Press.
Singer, W. (2000). Wissensquellen - Wie kommt das Wissen
REFEREES
in den Kopf? [Sources of Knowledge How does
Texts classified as articles are submitted to the referee
knowledge enter the head?]. In C. Maar, H. U. Obrist, &
system.
LL.indd 65
1 | 20 1 2
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Transitions and lifelong

as well as in producing

LIFELONG LEARNING IN EUROPE | VOL XVII | ISSUE 2 | 2012

Rene David Aeschlimann

Published by the Finnish Lifelong Learning Foundation

Mary Claire Halvorson

LLinE four issues a year:

Single copies of LLinE can be ordered

LLinE is supported by the Finnish Ministry of Education

EURO 52,32 US$ 69 44

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LIFELONG LEARNING IN EUROPE

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