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Lifelong learning participation in a changing policy context: An interdisciplinary theory

By Ellen Boeren. Palgrave Macmillan, Houndmills, 2016, 205 pp. ISBN 978-1-137-44182-9 (hbk), ISBN 978-1-137-44183-6 (eBook)

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Notes

  1. Faure, E. et. al (1972). Learning to be: The world of education today and tomorrow. Paris/London: UNESCO/Harrap.

  2. Manninen, J. (2006). Development of participation models. From single predicting elements to modern interpretation. In S. Lattke (Ed.), Participation in adult education: Theory, research, practice (pp. 11–21). Mechelen: ERDI Consortium of European Research and Development Institutes for Adult Education.

  3. The LLL2010 project, entitled “Towards a Lifelong Learning Society in Europe: The Contribution of the Education System”, ran from September 2005 to February 2011. It was coordinated by Tallinn University in Estonia. For more information, see https://cordis.europa.eu/project/rcn/75704_en.html [accessed 16 March 2018].

  4. Kjell Rubenson’s “expectancy-valence-model” is based on a learner’s confidence/expectancy of succeeding in reaching a learning goal and on the value which the learner puts on engaging in a learning activity. See Rubenson, K. (1977). Participation in recurrent education: A research review. Paris: OECD. Patricia Cross’ “chain-of-response model” factors in variables like self-esteem, attitude, goals, life changes, barriers, awareness of learning opportunities and previous learning participation which have an influence on the outcome of engaging in a learning activity. See Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco, CA: Jossey-Bass.

  5. For a similar phenomenon, see Nyqvist, F., Finnäs, F., Jakobsson, G., & Koskinen, S. (2008). The effect of social capital on health: The case of two language groups in Finland. Health & Place, 14(2), 347–360.

  6. Barz, H., & Tippelt, R. (2007). Weiterbildung und soziale Milieus in Deutschland [Further education and social milieus in Germany]. Bielefeld: Bertelsmann.

  7. Barz and Tippelt’s “ten social milieus” are subdivided into four categories. (1) Social core milieus (established people; postmaterialists; modern performers); (2) Traditional milieus (consevatives; those rooted in tradition; those nostalgic for former Eastern Germany); Mainstream milieus (middle-class; consumerist-materialists); and (4) Hedonistic milieus (experientialists; hedonists).

  8. Manninen, J. (2017). Empirical and genealogical analysis of non-vocational adult education in Europe. International Review of Education, 63(3), 319–340.

  9. Micari, M. (2003). Against the norm: Liberal adult education in an age of vocationalism. The Journal of Continuing Higher Education, 51(3), 27–34.

  10. Tough, A. (1978). Major learning efforts: Recent research and future direction. Adult Education, 28(4), 250–263.

  11. Statistics Finland (2015). Six million hours of teaching were given in adult education not leading to a qualification in 2014 [online resource]. Retrieved 16 March 2018 from http://stat.fi/til/oaiop/2014/oaiop_2014_2015-12-10_tie_001_en.html.

  12. Fejes, A., & Nylander, E. (2015). How pluralistic is the research field on adult education? Dominating bibliometrical trends 2005–2012. European Journal for Research on the Education and Learning of Adults, 6(2) 103–124.

  13. Rubenson, K. (2007). Determinants of formal and informal Canadian adult learning. Insights from the adult education and training surveys. Learning Research Series. Report prepared for the Canadian Learning Policy Directorate, Strategic Policy and Research. Gatineau: Ressources humaines et Développement social Canada.

  14. Antikainen, A., & Kauppila, J. (2002). Educational generations and the futures of adult education: A Nordic experience. International Journal of Lifelong Education, 21(3), 209–219.

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  1. University of Eastern Finland, Joensuu, Finland

    Jyri Manninen

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Manninen, J. Lifelong learning participation in a changing policy context: An interdisciplinary theory. Int Rev Educ 64, 679–683 (2018). https://doi.org/10.1007/s11159-018-9712-3

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