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Popular Education in Europe What Does It Really Mean?

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Popular Education in Europe What Does It Really Mean? © Olivier Pezzot/Mollys’Eyes POpular educAtion in Europe whAt dOes it reallY mEan? P. 2 // FINLAND // What do we mean by popular education? In France Greece and the UK stand slightly apart. The as- “Popular education is not at all alone, the definition is not self-evident as there is not sociative sector in Greece is still poorly structured marginal” just one definition. Jean-Claude Richez suggests two despite anti-austerity movements arising from the underlying principles that help define it: giving access financial crisis. In the UK on the contrary, associa- P. 3 // GREECE // to culture to as many people as possible and culture tions are numerous and “professional”. Volunteer Learn and flourish as a condition of exercising citizenship. These two work is widespread but the economic model (in par- invariants have a corollary, which is the implementa- ticular state funding of NGOs) and practices are cur- P. 4 // GERMANY // tion of active teaching. Popular education therefore rently too different to be able to draw comparisons. Widespread volunteering is a means education based on these three principles. Adult education, feminine emancipation, culture for cultural thing all, rights for minorities, social inclusion, fighting There is very little recent literature on the subject. So prejudice, commitment, volunteering etc. all these P. 5 // ITALY // “We need to what does this philosophy, this way of thinking, real- are not strictly popular education yet they definitely build a European network” ly mean around Europe? Does popular education contribute to its definition, with the two invariants really exist? What does popular education mean to mentioned earlier. If we had to stipulate a “French P. 6 // SWEEDEN // a Swede or a Spaniard? We conducted a survey of exception”, it would be in the close links between Reading and writing to defend our European partners to answer that question. The popular education and formal education that exists your rights answer is yes, popular education is still alive and in France. Apart from in Belgium, there are no kicking all around Europe. such close ties with schools elsewhere in Europe. P. 7 // UNITED KINGDOM // Volunteer after 50 We could not conduct an exhaustive review but we The term and the underpinning of popular education were able to pinpoint many similarities throughout are old although the practice is less so and differs P. 8 // BELGIUM // Europe. First, in Scandinavia, in Germanic coun- from country to country depending on the period in Literacy: the gateway to tries, in Italy and in Spain, there is a long tradi- history. How important is it in today’s Europe? The citizenship tion of popular education and cultural activity da- acknowledgement of formal and informal learning as ting from the 19th century. In Finland, Sweden part of lifelong education is one of the major orienta- P. 9 // FRANCE // and Germany, this did not come about in reaction tions of popular education in Europe. There is also Broadening the field of against the church (on the contrary) and in Norway, the desire to cater for the interests of the commu- possibilities Sweden, Denmark and Finland it takes the shape nity as a whole and to address the issue of active of further education for adults. On the other hand, in citizenship in popular education. In this report, all P. 10 // EUROPE // France, Italy, Spain and Belgium, popular educa- stakeholders in civil society demonstrate their com- The shape of popular tion offered by working men’s insurance companies, mitment to organising society so that a European- education across Europe cooperatives and citizen’s bureaus has often been wide civil dialogue can really take place. But that is in opposition to religion and/or conservatism. In all a story for another day. P. 11 // SPAIN // these countries, the aim was the emancipation of A woman, a Romani and the individual within the group. Ariane Ioannides emancipated FINLAND GREECE Kari Anttila1 is former Finnish secretary of state for culture and education and ex secretary general of the Workers’ Educational Association (TSL). With a long history of political activism, Kari explains what lifelong education means in Finland; continuing professional development, but also general education (elementary, secondary or higher education) © DR «Popular education is not at all marginal» Les Idées en mouvement: Until very recently, you were cation centres run by local authorities. Courses are open to secretary of state for culture and education. You have also all. In total, over a million people each year take lessons (out long been a political activist. of a population of 5.3 million). The first folk schools were © Benoît Debuisser founded in 1891, inspired by the philosopher Grundtvig3 KARI ANTTILA: Before becoming secretary general who had a major influence in our country. There are now 87 of TSL, I spent 15 years as a consultant and trainer for of them offering free, long and short courses. We also have local authorities. I did a lot of work with NGOs and the pu- twenty or so summer schools that are open to all. Further blic sector. I was also very involved in youth movements, education is a longstanding tradition and was especially especially Allianssi ry which coordinates youth and edu- important when many workers had no formal education. cation associations in Finland. I have been a trainer for The Lutheran church also addresses that problem and we people working with children and youths (club leaders etc.), Learn are not at all opposed to their ideas on that matter. Today, member of ecological and social democratic organisations, things have changed. Our education system is much better etc. I am driven by the organisation of civil society, it’s what than it used to be and we attract a different audience. makes me tick and it’s how I can actively contribute to ma- king the world a better place. What is your target audience nowadays? 4 and flourish What do you understand by “popular education” in The results of the PIAAC survey of adult skills reveal Finland and what role does it play in society? a need for lifelong education, particularly for seniors The adult training organisation DAPHNI KEK was founded in 1996 by a group of Greek university who have to deal with the challenges of our informa- In Finland it is largely focussed on adult education2. It’s a tion society and who lack the relevant skills. Immigrants, sort of second chance to get an education, in a good way. professors to combat unemployment. Today, Vassiliki Tsekoura and her husband remain at the helm and who need language training and information about the We believe that everyone should have the chance to start local culture and job-seekers are also part of our tar- 1 over. It’s an important principle of our educational system. are still convinced that lifelong training is essential in Greece . get audience. At the moment, the atmosphere surroun- In Finland we have several “sources of education” and ding these categories of the population is tense. There adult education is one of them. Second, we are convinced is finger-pointing in Finland and all over Europe and in- that motivation can increase and strengthen skills. Finally, Based in Patras in the village of Elaiochorion (Peloponnese) built a trusting relationship between trainers and Romani creasingly they are victims of hate speech. Our biggest 2 the third characteristic is that in our country, associations the association offers a wide range of courses: ICT, agri- women. Vassiliki says that “trainers have learnt as much challenges are therefore social inclusion and minority and NGOs play a major role in civil society. At TSL we train culture, artistic and cultural education for vulnerable per- as the women”. Thanks to this very human approach, rights, to build a society in which everyone has a place. people who want to be ac- sons such as immigrants and job-seekers. DAPHNI KEK has forged a reputation in the area and Politically, we are going to have to come to terms with tive in local councils for exa- has built up a local network of training professionals and TSL, SECOND CHANCE EDUCATION a more conservative government5 that has a preference mple. To sum up, Finnish “We are convinced of the necessity and appropriateness stable European partnerships. for formal qualifications. adult education is based on of our project” declared Vassiliki Tsekoura, cofounder of TSL (Työväen Sivistysliitto), the workers’ educatio- the idea that people have to DAPHNI KEK and trainer. Within the economic, financial The EU is a necessity for DAPHNI KEK, from a political nal association, is one of the largest educative asso- Several studies show the Finnish education system to be believe in their own poten- and social crisis currently underway in Greece, DAPHNI and a financial point of view. A member of the European ciations in Finland. It was founded in 1919 and runs one of the best among OCDE countries. How does adult tial to play an active role in KEK has to deal with political and financial instability association for adult education, DAPHNI KEK contributes several adult education centres. Aside from general education tie in with school? society. So, in Finland, what and is therefore very adaptable. The organisation is cur- its expertise and works alongside other associations such knowledge and language courses, TSL offers consul- you call “popular education” We work alongside each other. Adult education is quite rently carrying out outstanding work for Romani groups. as the Ligue de l’enseignement for the acknowledgement tancy (for education), publishes research, trains tu- and what we call “adult edu- independent. However, it is involved in foundation pro- Between 2012 and 2014 it conducted a social entrepre- of informal adult education.
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