Subjectivities of the lifelong learner in ‘humanistic generation’ - Critical policy analysis of lifelong learning policies among discourses of UNESCO, the Council of Europe and the OECD

Figures & data

Table 1. Subjectivities of the lifelong learner.

	Ethical substance: What kind of conception of human lifelong learning is based on and why it is important?	Modes of subjectivation: What kind of competence is important for the individual and society? What kind of obligations does the lifelong learner need?	Ethical Work: What are the practices how the lifelong learner should modify the behaviour of oneself?	Telos of the moral subject: What is the goal of the politics of lifelong learning and mode of the lifelong learner?
UNESCO	Scientific humanism legitimated the principles of lifelong education and conception of human	Emancipation and democratic participation, critical attitude for preventing alienation	Not specifically defined, later psychological measures cognitively well-equipped, highly educable, motivated	Emancipated, self-fulfilling and mature citizens for global democracy
Council of Europe	The moral order of participation, globalisation and equalisation of opportunities legitimated the principles of permanent education and conception of human	Autonomous participation and integration for preventing alienation	Not specifically defined, liberation from outdated education structures	Critical citizen for cultural democratic society
OECD	The needs of labour market legitimated the principles of recurrent education and conception of human	Pragmatic and efficient labour market relevant learning	Not specifically defined, labour market-oriented knowledge executed in education systems	Qualified labour market citizen for the capitalist society

Table 2. Represented problems, objectives and the legitimating knowledge in lifelong learning policies of UNESCO, the Council of Europe and the OECD in the ‘humanistic generation’.

	Represented problems	Objectives	Legitimating knowledge
UNESCO	Vast development of societies and technology, expansion of knowledge	Preventing alienation, encouraging emancipation	Scientific Humanism
COUNCIL OF EUROPE	Social structures (such as school) were alienating people from themselves and from societal participation	Liberation from pressuring structures, direct democracy	Sociocultural Animation
OECD	The structures of the education system were considered inflexible and incapable of answering to needs of labour market	Labour market-relevant education system with permanent study leaves	Human Capital Theory

Table

UNESCO	UNESCO. 1972. Learning to Be: The World of Education Today and Tomorrow. Paris: UNESCO UNESCO. 1976. Foundations of Lifelong Education. Hamburg: UNESCO Institute for Education. UNESCO. 1977. Lifelong Education …a psychological analysis. Hamburg: UNESCO Institute for Education.
OECD	OECD. 1973. Recurrent Education. A Strategy for Lifelong Learning. OECD/CERI. Paris. OECD. 1975. Recurrent Education. Trends and Issues. OECD/CERI. Paris.
Council of Europe	Council of Europe. 1973. Permanent Education: the Basis and Essentials. Strasbourg: Council of Europe. Council of Europe. 1975. Permanent Education – a Framework for Recurrent Education: Theory and Practice. Council of Europe. 1978. Permanent Education: Final Report. Strasbourg: Council of Europe.