Vocational Lifelong Learners?

Autor/inn/en	Crossouard, Barbara M.; Aynsley, Sarah
Titel	Vocational Lifelong Learners?
Quelle	In: International Journal of Lifelong Education, 29 (2010) 6, S.679-692 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Foreign Countries; Lifelong Learning; Career Choice; Life Style; Individual Development; Role of Education; Vocational Education; Educational Policy; Educational Assessment; Context Effect; Self Concept; Economic Climate; Educational Attitudes; Higher Education; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Life-long learning; Lebenslanges Lernen; Lebensstil; Individuelle Entwicklung; Bildungsauftrag; Ausbildung; Berufsbildung; Politics of education; Bildungspolitik; Education; assessment; Bewertungssystem; Selbstkonzept; Wirtschaftslage; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Großbritannien
Abstract	The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draws upon a recent small-scale mixed-method study of different vocational learners' transition from Level 3 courses to consider how these policy discourses are being mediated by "learners" who were qualified to enter higher education, but decided instead on alternative life courses. The analysis suggests that policy constructions of participation in higher education sit at a disjuncture with respondents' longer-term experiences of institutionalised education processes. In other ways, lifelong learning seemed to be willingly embraced in respondents' different commitments to learning and self-development, although higher education institutions were not often seen as a source of this learning. The article aims all the same to allow this interpretation of respondents' voices to speak back and disrupt policy mantras. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10