European Union and Greek Lifelong Learning Policy within an Intercultural Context: Preliminary Insights from Research in the Sociology of Law

Autor/in	Koutidou, Evangelia
Titel	European Union and Greek Lifelong Learning Policy within an Intercultural Context: Preliminary Insights from Research in the Sociology of Law
Quelle	In: International Journal of Lifelong Education, 33 (2014) 3, S.309-325 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2014.891889
Schlagwörter	Foreign Countries; Lifelong Learning; Educational Policy; Qualitative Research; Statistical Analysis; Content Analysis; Educational Objectives; Laws; Economic Climate; Educational Legislation; Sociology; Adult Education; European Union; Greece + Suchen Sie Ihr Suchwort? Ausland; Life-long learning; Lebenslanges Lernen; Politics of education; Bildungspolitik; Qualitative Forschung; Statistische Analyse; Inhaltsanalyse; Educational objective; Bildungsziel; Erziehungsziel; Law; Recht; Wirtschaftslage; Bildungsrecht; Schulgesetz; Soziologie; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Griechenland
Abstract	This paper presents preliminary findings of an extensive socio-legal research project, currently in progress, concerning the implementation of the European Union and the Greek institutional framework on lifelong learning (LLL) and exploring the social effectiveness of LLL policy. The main outcomes, based on testing two research hypotheses through quantitative and qualitative content analysis, are presented. Firstly, there are significant differences in the ranking of four LLL objectives (employability/adaptability takes priority over social inclusion, personal fulfilment and active citizenship) as between legal documents of different origin (EU or national) and binding force (hard or soft law). Secondly, the key role of the global recession of 2008 in reinforcing the economic dimension of EU policy in the field is revealed. These data, considered from a socio-legal perspective, provide a basis for further discussion regarding national alignment to the EU's LLL policy and argue for new 'policy syntheses' informed by the views of social actors concerned with policy implementation, in line with a broad humanistic notion of LLL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10