The worldwide norm of lifelong learning. A study of global policy development.

Autor/in	Jakobi, Anja
Titel	The worldwide norm of lifelong learning. A study of global policy development.
Quelle	Bielefeld: Univ. (2006), XV, 172 Bl.Verfügbarkeit Bielefeld, Univ., Diss., 2006.
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Interview; Wissensgesellschaft; Bildungspolitik; Bildungsreform; Bildungsangebot; Vorschulerziehung; Norm; Internationalisierung; Weltgesellschaft; Globalisierung; Marktorientierung; Hochschulbildung; Erwachsenenbildung; Lebenslanges Lernen; Internationaler Vergleich; Einflussfaktor; Fallbeispiel; Hochschulschrift; Internationale Arbeitsorganisation; Internationale Organisation; Nichtregierungsorganisation; OECD (Organisation für wirtschaftliche Zusammenarbeit und Entwicklung); Europäische Union; UNESCO (Organisation der Vereinten Nationen für Bildung, Wissenschaft, Kultur und Kommunikation); Weltbank; China; Deutschland; Großbritannien; Nigeria
Abstract	Why is lifelong learning currently a prominent element of education policy all over the world? In recent years, the idea of lifelong learning has seen a remarkable come-back in the international education policy community, and its spread exceeds by far the EU or OECD-world. Based on a new institutionalist framework, this study explains the wide ranging support of lifelong learning with activities of [International Organisations] IOs such as UNESCO, OECD or EU. Increasingly from the mid-1990s onwards they have promoted lifelong learning widely and continuously, thereby defining it as a central means for national progress in a knowledge society. As a consequence, very different states react to this policy idea and start mentioning the idea or begin to implement reforms - a 'large-n policy development" towards lifelong learning can be observed. After introducing a theoretical framework that serves as a heuristic model for the worldwide spread, the study is structured along four main questions: Firstly, a chapter deals with examining which activities take place on the global level that could diffuse lifelong learning to the countries. The following chapter is dedicated to explore the countries positions on the issue. A further part assesses whether the countries' policies on lifelong learning are caused by IO activities. The final part of the inquiry is concerned with exploring why lifelong learning is currently successful, but was not in the 1970s, when IOs promoted it for the first time. The study's main contributions are the empirical assessment of the spread of lifelong learning and the processes involved. Theoretically, the study contributes to questions of policy and norm diffusion and elaborates on questions of timing and change. A mixed method-design is applied, including e.g. regression analysis, interviews and document analysis. In a large-n analysis it has been explored whether and how countries react to the global lifelong learning activities. By linking IO activities and national education policy reports of 99 countries, the influence of IOs should be traced in a new and original way. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/4