TÁRKI is participating in a project entitled Towards a Lifelong Learning Society in Europe: The Contribution of the Education System (LLL 2010). This project is being undertaken to identify the role of education systems in European countries in the implementation of the Lisbon strategy. The project focuses on the part the education system plays in making lifelong learning a reality, and on its role as a potential agency of social integration. The project aims to study the effect of relevant country-specific institutions and educational policies on the participation of adults in, and their access to, lifelong learning. This is the approach that is being taken because the educational system is viewed as being subject to multiple and multilevel influences, and as being part of a country-specific institutional package. Hungarian contact: Péter Róbert
- PRIORITY 7 – Citizens and Governance in a Knowledge-based Society
- PRIORITY 8 – Scientific Support to Policies
- to develop and carry out a joint research agenda for a better understanding of the tensions between the knowledge-based society, lifelong learning and social inclusion in the context of enlargement of the EU and globalisation;
- to provide an analysis of the role played by the education system in the enhancing of lifelong learning and dependency of this role on relevant institutions at micro, meso and macro levels;
- to provide an empirically based analysis of the adequacy of lifelong learning policies in Europe and their implications for different social groups, especially for socially excluded groups;
- to develop relevant policy proposals for lifelong learning strategies to decrease social exclusion on the European and national level and to identify their implications for relevant areas of social and economic policies;
- to strengthen cooperation and infrastructure for international and multidisciplinary comparative research
- in the area of lifelong learning; to develop transnational data sources, i.e. survey of adult learners in schools and universities, in-depth interviews with schools management, employers, analysis of policy documents.
Within the project empirical studies will be carried out with regard to macro, meso and micro levels in order to take into account macro-structural factors and national policies, as well as institutional factors and actors’ motivation and actions, which are all considered to influence the role of educational systems in promoting lifelong learning. Analyses will be based on the data on:
(a) individual learners (a survey of adult learners in schools and universities and data from Eurostat driven Adult Education Survey);
(b) educational institutions (interviews with schools' management and officials from education ministries);
(c) enterprises (interviews with SME management). The project is designed in a way to integrate into a coherent picture the different aspects historical, political, institutional, economic, individual and methodological – related to participation in and access to lifelong learning.
Expected results (expected scientific and policy outcomes)
The project aims
(a) to extend the present knowledge of the relation between lifelong learning, education system, social inclusion and the knowledge-based society by the multidisciplinary development of the conceptual framework; by the development of methodology of comparative research; by the development of a common strategy for analyses of standardized data of the Adult Education Survey: European typology of basic patterns of participation in lifelong learning will be developed and causal factors of cross-country differences will be revealed;
- differences between European countries in the expectations and attitudes towards LLL, obstacles to access and support received will be outlined.
(b) to contribute to social innovation in terms of context-sensitive usage of the best inclusive practices on lifelong learning:
- in all the countries the best practices of educational system’s contributions to promoting lifelong learning will be identified, with special attention for the participation in lifelong learning for groups at risk of being socially and economically excluded;
- the links between these practices and their institutional context will be revealed and preconditions for implementation of best practices in different institutional and political contexts will be explored; context-sensitive European models of best practices in lifelong learning will be offered.