Adult Education and lifelong learning in Southern European societies

Abstract

In a context of generalization of education and centralization of knowledge in today's societies, followed by the «intragenerationality» (Fernández Enguita, 2007) of change, individuals were required to be actively and continuously involved in new stages of education and learning. The right -and the duty -to a relationship with education has been affirmed -beyond initial education and school -which must take place throughout and wide life.The current «cosmopolitanization» of societies (Beck, 2016), underlines the importance of a transnational analysis, for the understanding of social phenomena. Recognizing the importance of a comparing analysis of adult education in Southern European countries, this article aims for the share of regularities and differences that are found in adult education, training and learning [ALE] systems and in the relationship that adults in each of these countries have with lifelong education.Because we can only understand the adult's relation with Lifelong Learning [LLL] by previously analysing his social structure [ALE], firstly it will be presented the result of a documental analysis which compares adult education systems in Southern European countries [their history, educational contexts, public policies, provision and promotors]. Subsequently, and through secondary analysis of data from the Adult Education Survey (2016), the relationship with lifelong learning in each of these countries, through participation and its main barriers, will be compared. These comparisons will allow improvement in the effectiveness by reaching the generalization of LLL in the so-called Southern European countries, allowing them to learn with each other's, benchmarking good practices.

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“…No caso específico de Portugal, a educação e formação de adultos, e dessa forma a própria ALV, tem sido marcada pela falta de consenso político e por estar demasiado dependente de fundos europeus, o que tem resultado numa forte intermitência das políticas públicas (Araújo, 2015;Canário, 2013;Capucha, 2018;Carvalho da Silva, 2022;Guimarães, 2012).…”

“…A missão da educação e formação de adultos seria esbater essa diferença, focando as suas iniciativas nos adultos mais velhos e menos qualificados. O que estes dados revelam é que as diferentes iniciativas que resultaram das políticas públicas nacionais de educação e formação de adultos, ainda demasiado dependentes de fundos europeus e, por isso, extremamente voláteis e descontínuas na sua forma e duração, não têm conseguido alcançar o público estratégico, demonstrando, por isso, a sua ineficácia e falhando na sua missão (Carvalho da Silva, 2022;CE, 2019). Complementando a análise realizada, seguindo pistas deixadas por análises sobre a existência de uma correlação entre a escolaridade dos indivíduos e os níveis de escolaridade dos seus pais (INE, 2013(INE, , 2017, procurou-se concretizar um olhar extensivo sobre as origens sociais deste segmento.…”