European Union and Greek lifelong learning policy within an intercultural context: preliminary insights from research in the Sociology of Law

Abstract

This paper presents preliminary findings of an extensive socio-legal research project, currently in progress, concerning the implementation of the European Union and the Greek institutional framework on lifelong learning (LLL) and exploring the social effectiveness of LLL policy. The main outcomes, based on testing two research hypotheses through quantitative and qualitative content analysis, are presented. Firstly, there are significant differences in the ranking of four LLL objectives (employability/adaptability takes priority over social inclusion, personal fulfilment and active citizenship) as between legal documents of different origin (EU or national) and binding force (hard or soft law). Secondly, the key role of the global recession of 2008 in reinforcing the economic dimension of EU policy in the field is revealed. These data, considered from a socio-legal perspective, provide a basis for further discussion regarding national alignment to the EU’s LLL policy and argue for new ‘policy syntheses’ informed by the views of social actors concerned with policy implementation, in line with a broad humanistic notion of LLL.

Keywords:

• European Union
• lifelong learning policy
• soft law
• educational goals
• socio-legal perspective

Notes

1. The term ‘lifelong learning’ was chosen in the present study as being more inclusive compared to ‘adult education’, since it was considered to correspond suitably to the current terminology which dominates in the various fields of either EU or Greek education policy, given the major changes occurred to adult education over the four past decades (for elaboration on definitional clarifications, see: 2010, Adult education or adult learning: a conceptual and practical problem, International Journal of Lifelong Education, 29(1), pp. 1–2, along with ‘the political project on Lifelong Learning’, as it is being presented in the international discourse (Rubenson, 2006, pp. 3–5). Also see: first, ‘the twofold equivalent poles of non-formal adult education’ as described under “Greek lifelong learning policy dimensions” and, secondly, ‘the criterion of title’ of the legal documents, referring to sample issues of the research conducted, as mentioned under ‘Issues of method in brief’). Moreover, for further discussion on the ‘definitional problem’, see: Billett, S. (2010). The perils of confusing lifelong learning with lifelong education, International Journal of Lifelong Education, 29(4), pp. 401–413 and Billett, S. (2010). Lifelong learning and self: work, subjectivity and learning, Studies in Continuing Education, 32(1), pp. 1–16.

2. Former Ministry of Employment and Social Security (YPAKP).

3. Former Ministry of National Education, Lifelong Learning and Religious Affairs (YPDBMTH) and Ministry of National Education, Religious Affairs, Culture and Sports (YPAITHPA).

4. The former executive subsidiary of the GGDBM was the Institute for the Continuous Education of Adults (IDEKE).

5. Former National Centre for Accreditation (EKEPIS).

6. The figure rises to 82% when ‘space’ (rather than ‘frequency’) is measured: both frequency and space were employed in the coding process to generate a fuller understanding of the ‘theme’.

Additional information

Notes on contributors

Evangelia Koutidou

Evangelia Koutidou obtained her bachelor's degrees in law and classical philology. After having studied education as well as history, philosophy and sociology of law in her Master's degrees, she received her doctorate on sociology of adult education law at the Aristotle University School of Law in Thessaloniki, Greece. Her areas of interest are sociology of law, EU law, adult and intercultural education, educational policy, school leadership and management. She has published peer reviewed papers and presented her work in international meetings and conferences. She currently works as a head teacher in upper secondary public education in Greece.