Lifelong Learning. The implications for universities in the EU. Final report of project ERB-SOE1-CT98-2043 funded under the Targeted Socio-Economic Research (TSER) programme - Directorate General Science, Research and Development European Commission.

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Autor/inn/en	Jallade, Jean-Pierre; Kehm, Barbara M.; Mora, Jose-Gines; Brandt, Ellen; Kogan, Maurice; Askling, Berit
Sonst. Personen	Tsaousis, D. (Hrsg.); Kokossalakis, N. (Hrsg.)
Institution	Europäische Kommission
Titel	Lifelong Learning. The implications for universities in the EU. Final report of project ERB-SOE1-CT98-2043 funded under the Targeted Socio-Economic Research (TSER) programme - Directorate General Science, Research and Development European Commission. Gefälligkeitsübersetzung: Lebenslanges Lernen. Die Auswirkungen für Hochschulen in der EU.
Quelle	(2001), 103 S.Verfügbarkeit
Reihe	Project report / European Commission
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Wissensgesellschaft; Arbeitsmarkt; Bildungspolitik; Bildungsrecht; Deutschland; Europa; Frankreich; Griechenland; Großbritannien; Norwegen; Spanien; Staat; Curriculumentwicklung; Hochschule; Schweden; Bildungspolitik; Internationaler Vergleich; Lebenslanges Lernen; Tertiärbereich; Konzeption; Bildungsrecht; Europäische Union; Curriculumentwicklung; Staat; Arbeitsmarkt; Tertiärbereich; Hochschule; Lebenslanges Lernen; Internationaler Vergleich; Konzeption; Europäische Union; Deutschland; Europa; Frankreich; Griechenland; Großbritannien; Norwegen; Schweden; Spanien
Abstract	This project has examined how the universities in the EU respond to the concept of lifelong learning (LLL) and has analysed the structural and functional implications which the application of the concept entails for the universities in the, Information society'. The study also investigated and discussed policies and university practices of LLL and raises more general questions concerning strategy and the problems involved in LLL provision at university level. The research took place between November 1988 and November 2000 in England, France, Germany, Greece, Norway, Spain and Sweden and was based on literature surveys and field studies in a sample of four universities from each country (28 in all). Each national study involved documentation and interviews with members of university administration and faculty. The studies were based on a common methodology entailing specific criteria of identification of LLL provision and yielded perceptions of lifelong learning from the perspectives of disciplines at different levels. The study commenced with a review of literature and an analysis of the state of the art of relevant research in each country involved and examined the legal and regulative framework concerning LLL. lt analysed the variety of the actual forms of LLL provision and examined policies and strategies of the institutions concerning LLL and compared them with corresponding national and international policies (EU, OECD, UNESCO). The study further examined the implications of LLL provision for traditional conceptions and forms of knowledge and for power structures and relations within the universities. In addition a link was made between LLL provision and the involvement of the universities with outside partnerships and market relations. The basic findings of the research show that the forms and the volume of LLL provision vary from country to country but on the whole it is still at the margin of university activities. The results also show that there are many definitions of LLL and in some countries the term is hardly used, continuing or adult education being used instead. Indeed, the concept of LLL itself is loaded with ambiguity. There is, however, a common historical pattern of provision in most countries from adult education to continuing education to lifelong learning. On the whole universities seem open and well disposed to LLL but its application on a wide scale would entail a revolution in university education as we have known it. At present there seems to be a substantial gap between national and international policies for LLL and policies and strategies of the universities; the latter being frayed at the edges and unclear. The LLL policy (-ies) reflects the multifariousness of goals and tensions between divergent functions of contemporary higher education (i.e. social goals - economic goals; personal development - competence development: etc, etc). (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2004_(CD)