ERIC ED466764: Unlocking People's Creative Forces: A Transnational Study of Adult Learning Policies.

289 Pages·2000·3.3 MB·English

by  ERIC

DOCUMENT RESUME
CE 083 400
ED 466 764
Belanger, Paul; Federighi, Paolo
AUTHOR
Unlocking People's Creative Forces: A Transnational Study of
TITLE
Adult Learning Policies.
United Nations Educational, Scientific, and Cultural
INSTITUTION
Organization, Hamburg (Germany). Inst. for Education.
ISBN-92-820-1104-6
ISBN
2000-00-00
PUB DATE
287p.; Also available in French under the title: "La
NOTE
liberation difficile des forces creatrices: Analyse
transnationale des politiques d'education et de formation des
adultes." For full text:
http://www.unesco.org/education/uie/pdf/PaulFra.pdf.
UNESCO Institute for Education, Feldbrunnenstr. 58/20148
AVAILABLE FROM
Hamburg, Germany ($14). Tel: [phone]; Fax: 49 40
4107723; e-mail: [email protected]; Web site:
http://www.unesco.org/education/uie/index.shtml. For full
text: http://www.unesco.org/education/uie/pdf/PaulEng.pdf.
Evaluative (142)
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PUB TYPE
EDRS Price MF01/PC12 Plus Postage.
EDRS PRICE
*Adult Basic Education; *Adult Education; *Adult Learning;
DESCRIPTORS
Adult Students; Andragogy; Comparative Education; Creativity;
Cultural Influences; Educational Change; Educational Demand;
*Educational Policy; *Educational Trends; Epistemology;
Foreign Countries; Futures (of Society); *Government Role;
Government School Relationship; High School Equivalency
Programs; Policy Formation; Public Policy; School
Administration; Socioeconomic Influences
ABSTRACT
Based on 5 years of empirical research conducted in 24
countries from every region of the world, this book examines the content and
dynamics of adult learning policies and strategies, including the measures to
promote the expression of learning demand and the new role of the state and
other institutions. After presenting a reconstructed and expanded view of
current adult learning in the various regions of the world in Chapter 1,
Chapters 2 and 3 identify several trends in the process of developing and
implementing policy and outlines the subject and functions of adult learning
policy today. Chapters 4 and 5 deal with the changing socioeconomic and
cultural dynamics that are reflected, sometimes explicitly, sometimes
contradictorily, in today's adult learning policies. Chapters 6 and 7 cover
the expression and management of learning demand and policies to promote the
expression and synergy of learning demand. Chapter 8 is on learning
continuities and discontinuities. Chapter 9 examines changes in the role of
the state and other institutions and the rise of new organizational models of
adult learning. Chapter 10 takes a closer look at the impact of these
epistemological and policy changes by presenting and analyzing the basic
trends in the field of adult basic education. The conclusion sums up the
discussion and raises questions about possible future orientations. Three
appendixes include adult learning policy frameworks, tables about policy
documents by country, and a list of participating researchers. Four
bibliographies list 122 policy documents, 20 country studies, 32 other policy
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1
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Unlocking people's
creative forces
3
UNLOCKING PEOPLE'S
CREATIVE FORCES
A Transnational Study of Adult Learning Policies
Paolo Federighi
Paul Belanger
UNESCO Institute for Education
The UNESCO Institute for Education, Hamburg, is
a legally independent
entity. While the Institute's
programmes are established along the lines
laid down by the General Conference of UNESCO, the publications of
the Institute are issued under its sole responsibility; UNESCO is
not
responsible for their contents.
The points of view, selection of facts, and opinions expressed
are those of
the authors and do not necessarily coincide with official positions of the
UNESCO Institute for Education, Hamburg.
The designations employed and the presentation of the material in this
publication do not imply the expression of
any opinion whatsoever on the
part of the UNESCO Secretariat concerning the legal status of
any coun-
try or territory, or its authorities, or concerning the delimitations of the
frontiers of any country or territory.
Cover Illustration: "La Reflexion" by Enrique Hojman
First Edition 2000
ISBN: 92 820 1104-6
© UNESCO Institute for Education
All Rights Reserved
Production: Lithotec Oltmanns, Hamburg
Printing & Binding: Robert Seemann GmbH, Hamburg
Printed in Germany
To
Alessandra
Anouk
Louis
Sophie
Contents
Introduction
1
Chapter 1: Reconstructing the Fragmented World of
26
Adult Learning
The boom in adult learning demand and its diversity
5
1.1.
The boom in learning demand
5
1.1.1.
9
Official, though unequal, recognition of learning demand
1.1.2.
The dynamic factors behind the rise and recognition
1.1.3.
12
of this general demand
14
The scope and range of responses
1.2.
14
The expansion and fragmentation of activities and players
1.2.1.
National educational scenes: The Ivory Coast;
1.2.2.
17
The United Kingdom; Central and Eastern Europe
The diversification of financial sources and the
1.2.3.
23
expansion of the decision-making environment
Conclusion: The key social role of redefined
1.3.
24
adult learning
Chapter 2: The Process of Developing and Implementing
26
Adult Learning Policies
26
Adult learning policies as processes
2.1.
The historical dimension and context of
2.2.
28
policy-making and implementation
29
Imposition/rejection of adult learning policies
2.2.1.
31
Educational solidarity among adults
2.2.2.
General demands and the formulation of
2.2.3.
32
egalitarian learning policies for adults
33
Steering and changing adult learning policies
2.2.4.
35
The aim of adult learning policy
2.3.
35
Forming the organised political subject
2.3.1.
The regulation of the learning process in daily life
2.3.2.
36
and at work
The appropriation/distribution of the benefits
2.3.3.
37
of learning
The broader mechanisms for steering and managing
2.4.
38
the process
Chapter 3: The Four Functions of Transition Policies
42
Preliminary remarks on general learning conditions
42
3.1.
Support in constructing a collective identity
45
3.2.
A response to the learning demand of the
economic system
47
3.2.1.
The distribution of educational opportunities
48
3.2.2.
The transformation of educational conditions linked
to modes of production
51
3.2.3.
The creation of cultural and educational contexts
in line with economic development
53.
3.3.
Support for policies fostering "social cohesion"
54
3.4.
Consumer policies
57
3.5.
Conclusion
59
Chapter 4: Shifting Perspectives 1
The Development and Liberation of-Adults' Creative
and Productive Capacities
60
4.1.
The transformation of work and the development
and liberation of the productive and creative forces
60
4.1.1.
Economic factors behind the rise in learning demand
60
4.1.2.
Non-work economies
63
4.1.3.
The ignored economies
65
4.2.
The productive forces and social and cultural production
66
4.2.1.
The eye-opening case of ageing populations
69
4.2.2.
The ambiguous question of free time
71
Chapter 5: Shifting Perspectives 2
Productivity and Creativity. Rediscovering the Actor
74
5.1.
Productivity and productivism
74
5.2.
A new historical moment
76
5.3.
The policy response: The real but difficult and
unequal liberation of the creative and productive forces
79
5.3.1.
Adult learning and economic productivity
79
5.3.2.
Adult learning and social and cultural productivity
81
5.4.
The diffusion of the capacity for intiative
84
5.4.1.
The synergistic effect of enhancing the capacity of
actors to act in different sectors
84
5.4.2.
The return of the actor
85
87
Chapter 6: The Expression and Management of Social Demand
Transition to a policy for the synergistic
6.1.
87
expression of deMand
Adult learning as the project, right and
6.1.1.
88
responsibility of the learner
The power of the learner and the power of
6.1.2.
90
transformation: Investors and beneficiaries
92
The growth in learning demand and state policy
6.1.3.
The strategic policy objective: Liberating subjects'
6.2.
94
capacity for initiative
94
An emerging response
6.2.1.
The development of a society with the capacity
6.2.2.
96
for initiative
97
The acknowledgement and refusal of repression
6.2.3.
97
Policies that negate and absorb the capacity for initiative
6.2.4.
100
Conclusion
6.3.
Chapter 7: Policies and Measures Promoting the Expression and
100
Synergy of Learning Demand
102
Accessibility policies and measures
7.1.
102
Time-release measures
7.1.1.
106
Financial support
7.1.2.
Policies promoting the collective action of
7.2.
108
different publics
108
The defence of adults' learning interests
7.2.1.
109
Policies to promote creativity
7.2.2.
Policies to promote the development of forms
7.2.3.
112
of organised social life
116
Support measures for community life
7.2.4.
118
Chapter 8: Learning Continuities and Discontinuities
121
Introduction
Policies on the spatial continuity of educational
8.1.
122
programmes and services
122
Policies to develop educational services
8.1.1.
124
Links between educational programmes and services
8.1.2.
Continuity and discontinuity between general
8.1.3.
126
and work-related education
129
The continuity of learning biographies
8.2.
129
Ensuring adults the right to continue to learn
8.2.1.
Promoting the continuity of learning biographies
131
8.2.2.