Lifelong learning policy in two national contexts

Abstract

This article describes and discusses the development of lifelong learning policy in two EU member states, Denmark and Portugal. The purpose is to show how different societal and historical contexts shape the development and implementation of lifelong learning policies, even though these policies have significant common elements. As a basis for the discussion an inventory of policy elements is presented. Denmark and Portugal have been chosen as examples of smaller EU member states with different historical, social and cultural characteristics. Developments and policies in the two countries, including the links with EU education policy, are described. The discussion includes comparison drawing on the inventory of policy elements. A main conclusion is that the different historical trajectories of the two countries remain very important for present-day education and for the advancement of lifelong learning policy. Early development of public primary education and popular adult education has provided a strong foundation for lifelong learning policy in Denmark while in Portugal not only institutional provision but also popular demand for lifelong learning has had to be built up relatively recently. EU education policy has had much more impact on lifelong learning policy in Portugal than in Denmark, because Portugal has had to depend much more on economic support from the EU social fund.

Keywords:

• policy
• lifelong learning
• Denmark
• Portugal
• European Union

Notes

1. A word of warning: I am a Danish national and do not read or speak Portuguese, so this paper draws on sources available in English. I am grateful for comments from four Portuguese colleagues, António M. Magalhães, Marcelo Marques, Alexandre Pais and Henrique Vaz.

Additional information

Notes on contributors

Palle Rasmussen

Palle Rasmussen is a professor of education and learning research in the Department of Learning and Philosophy, Aalborg University, where he directs the Centre for Education Policy and Evaluation Research. His research areas include education policy, lifelong learning and evaluation methodology and he has published extensively in these fields.