Social inclusion in two worlds: the conceptualization of the social role of lifelong learning in the education policy of Brazil and the UK since the mid 1990s

Abstract

Aspects of post‐16 education, particularly with reference to vocational education and training, have acquired a degree of common presentation in the policy making of many national and international organizations in recent years. This paper compares similarities and differences in the rhetoric and reality of policy implementation in Brazil and the UK in post‐16 education, particularly Technical and Vocational Education and Training. It finds an increasing alignment between these two very different countries at the levels of both discourse and practice. It argues that this reflects the dominance of international and regional agencies on whom both countries draw in developing policy, and the subsequent dissemination of those agencies' particular assumptions about the relationship between education, skills and economic performance.

Keywords:

• Brazil
• Lifelong learning
• Post‐16 education
• Social inclusion

Notes

* Corresponding author: Centro de Ciências da Educação. EED/CED/UFSC Campus Universitário. Florianópolis (SC) Brazil 88.040‐900. Email: [email protected]

In Latin America, the concept of ‘equity’ rather than ‘equality’ is explicitly and repeatedly stressed, particularly in key publications of the Economic Commission for Latin America and Caribbean (CEPAL, 1990, 2000; CEPAL/UNESCO, 1992). Here, too, the connection with citizenship is prominent.

After a dip in the late 1990s, UK expenditure subsequently shows real terms increases over the highest figures achieved prior to the dip in respect of both post‐school non‐higher education and secondary level school education (DfES, 2002).

The second half of the 1990s showed a very large increase in participation in education in Brazil—some 22% up in ‘Ensino Medio’ (age 15+) (MEC/INEP, 2002). Investment in the same period did rise, but only by 11%, so that it was more than offset by the growth in numbers, an effect which was compounded by a decline in the value of the Brazilian Real.

Additional information

Notes on contributors

Eneida Shiroma *

* Corresponding author: Centro de Ciências da Educação. EED/CED/UFSC Campus Universitário. Florianópolis (SC) Brazil 88.040‐900. Email: [email protected]