Lifelong learning, family learning and equity

This chapter begins by interpreting lifelong learning as a normative, triadic concept that embraces vocational training, personal development and citizenship education. The author endorses the importance of lifelong learning and widening participation in post-school education and highlights some UK government funded family-learning projects that are aimed at widening participation in education. She then draws on various criticisms of the UK government policy and her own experience to ‘re-identify’ the following four principles for widening participation in lifelong learning: (1) the need for consultation and liaison with communities about their learning needs and interests; (2) attention to how programs for poorer students and communities are to be funded; (3) the use of community and voluntary networks and partnerships in the development and delivery of such programs; and (4) the development of appropriate adult-centred curricula and pedagogy. She suggests that these principles are more likely to succeed if those involved recognise the normative and triadic requirements of ‘lifelong learning’ and the complex variety of families in today’s society.

The monograph from which this chapter was taken is indexed at TD/IRD 88.429; selected chapters are indexed from TD/TNC 89.54 to TD/TNC 89.67.

This chapter begins by interpreting lifelong learning as a normative, triadic concept that embraces vocational training, personal development and citizenship education. The author endorses the importance of lifelong learning and widening participation in post-school education and highlights some UK government funded family-learning projects that are aimed at widening participation in education. She then draws on various criticisms of the UK government policy and her own experience to ‘re-identify’ the following four principles for widening participation in lifelong learning: (1) the ...  [+] Show more