Research and Policy in Lifelong Learning

Autor/in	Griffin, Colin
Titel	Research and Policy in Lifelong Learning
Quelle	In: International Journal of Lifelong Education, 25 (2006) 6, S.561-574 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Lifelong Learning; Foreign Countries; Adult Educators; Educational Policy; Relationship; Educational Research; Politics of Education; Government School Relationship; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Ausland; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Wechselbeziehung; Bildungsforschung; Pädagogische Forschung; Educational policy
Abstract	It has long been acknowledged that adult and lifelong educators have exercised little influence over national education policies. This article addresses the issue, with particular reference to the research elements of policy advocacy. Researchers and policy-makers are distinguished and related as communities of practice and intellectual categories of social function. It is argued that the concept "policy-maker" is too ambiguous to be of either theoretical or practical use, especially since the focus has shifted over the years away from the "advocacy" of adult education to the "implementation" of lifelong learning. Also, the concepts of both "policy" and "research" have undergone significant shifts of meaning, so that traditional ideas of the relation between research and policy are now outdated. We live in an age of public scepticism about the political uses to which research is put, and this also needs to be taken into account in the case of lifelong learning. Thus, the relation between research and the policy process needs to be reconceptualised in a future beyond lifelong learning in order to be meaningful, with the focus much more upon process than outcome. Only in this way could adult and lifelong educators expect to have any influence upon national policies. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10