Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/44777
Title: Towards new management and governance of lifelong learning policies in the XXIst century
Authors: Ruşitoru, Mihaela-Viorica
Taysum, Alison
Kallioniemi, Arto
First Published: 2019
Publisher: Swiss Society of Research in Education SSRE/SGBF
Citation: Swiss Journal of Educational Research, 2019, In Press
Abstract: Lifelong learning policies are subject of various approaches of educational governance. Linked to that, in this research we formulated the hypothesis that lifelong learning policies are emerging new facets of governance. In order to verify that, Ruşitoru conducted interviews with officials and policy makers from international organisations such as the United Nations Education, Science and Culture Organisation (UNESCO), the Organisation for Economic Cooperation and Development (OECD), the International Labour Organisation (ILO) and the Council of Europe (CoE). The thematic analysis of the discourse revealed that lifelong learning governance is characterised by an “effects spiral” or “interactive governance” – an institutional brewing of international, European and national actors. At the same time, a double issue is highlighted, that is to say the economic difficulties (employability, flexi-security, funding and mobility) and the monitoring process (expertise, comparison, transposition, supervision and control). The investigation brings to light new forms of governance in lifelong learning policies identified by the research interlocutors: “collaborative governance, competitive governance, control governance and thematic governance”. Ruşitoru, Taysum and Kallioniemi partnered to present the originality of the article by bringing international perspectives to the substantive literature and analysis to further enrich Ruşitoru’s depiction of this taxonomy on lifelong learning governance.
DOI Link: TBA
Links: TBA
http://hdl.handle.net/2381/44777
Embargo on file until: 1-Jan-10000
Version: Pre-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the authors, 2019. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Description: The file associated with this record is under embargo until publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.
Appears in Collections:Published Articles, School of Education

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