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A National Strategy for Lifelong Learning. INSTITUTION Newcastle Upon Tyne Univ DOCUMENT RESUME ED 419 878 UD 032 355 AUTHOR Coffield, Frank, Ed. TITLE A National Strategy for Lifelong Learning. INSTITUTION Newcastle upon Tyne Univ. (England). Dept. of Education. ISBN ISBN-0-7017-0076-9 PUB DATE 1996-11-00 NOTE 201p.; Papers presented at a conference titled "Research on Lifelong Learning: Implications for Policy and Practice" (Newcastle, England, November 25-27, 1996). PUB TYPE Collected Works - Proceedings (021) Reports Evaluative (142) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Adult Education; Continuing Education; *Educational Policy; Foreign Countries; *International Education; *Lifelong Learning IDENTIFIERS United Kingdom ABSTRACT The first paper of this set of 12 conference papers, "Nine Learning Fallacies and Their Replacement by a National Strategy for Lifelong Learning," by Frank Coffield, synthesizes the opinions of other participants, and goes beyond them to set forth an outline of a strategy for lifelong learning in the United Kingdom. Following this introductory discussion, the following papers are included: (1) "Lifelong Learning and Learning Organizations: Twin Pillars of the Learning Society" (Lynne Chisholm); (2) "Lifelong Learning for All: International Experience and Comparisons" (Thomas Healy); (3) "The Policy of UK Government on Lifelong Learning" (Nick Stuart); (4) "A Tale of Three Little Pigs: Building the Learning Society with Straw" (Frank Coffield); (5) "The European Union and the Learning Society: Contested Sovereignty in an Age of Globalization" (John Field); (6) "Relations between Human and Social Capital" (Tom Schuller); (7) "Adult Par-icipation in Learning: Can We Change the Pattern?" (Veronica McGivney); (8) "Employee Development Schemes: Panacea or Passing Fancy?" (Malcolm Maguire); (9) "Adult Guidance and the Learning Society: The Marketization of Guidance Services in the UK, France, and Germany" (Teresa Rees, Will Bartlett, and A. G. Watts); (10) "Employability versus Employment: The Individual and Organizational Challenge" (Brian Cooper); and (11) "Japan as a Learning Society: An Overall View by a European Sociologist" (Paolo Trivellato). Attachments provide notes on contributors and a list of conference participants. Each paper contains references. (Contains three tables and seven figures.) (SLD) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** A NAT_ONAIL SrTRATI tiGY FOR 4"LONG LEARN_NG PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as received from the person or organization rrooK... CoCtieid originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this 1 document do not necessarily represent official OERI position or policy. BEST COPY AU BLE e-, A NATIONAL STRATEGY FOR LIFELONG LEARNING EDITED BY FRANK COFt aLD Papers presented at Close House, Universityof Newcastle 25 - 27 November, 1996 3 Newcastle upon Tyne, September, 1997 Published by the Department of Education, University of Newcastle with the financial assistance of the conference sponsors ISBN 0 7017 0076 9 4 CONTENTS INTRODUCTIONNine Learning Fallacies and their Replacement by a National Strategy for Lifelong Learning Frank Coffield 1- 35 CHAPTER 1 Lifelong Learning and Learning Organisations: Twin Pillars of the Learning Society Lynne Chisholm37 - 52 CHAPTER 2 Lifelong Learning for All: International Experience and Comparisons Thomas Healy53 - 64 CHAPTER 3 The Policy of UK Government on Lifelong Learning Nick Stuart 65 - 75 CHAPTER 4 A Tale of Three Little Pigs: Building the Learning Society with Straw Frank Coffield77 - 93 CHAPTER 5 The European Union and the Learning Society Contested Sovereignty in an Age of Globalisation John Field 95 - 111 CHAPTER 6 Relations between Human and Social Capital Tom Schuller113 - 125 CHAPTER 7 Adult Participation in Learning: Can We Change the Pattern? Veronica McGivney 127 141 CHAPTER 8 Employee Development Schemes: Panacea or Passing Fancy? Malcolm Maguire 143157 CHAPTER 9 Adult Guidance and the Learning Society: The Marketisation of Guidance Services in the UK, France and Germany Teresa Rees, Will Bartlett and A G Watts 159 - 176 CHAPTER 10 Employability Versus Employment: The Individual and Organisational Challenge Brian Cooper177 183 CHAPTER 11 Japan as a Learning Society An Overall View by a European Sociologist Paolo Trivellato 185 206 ANNEX 1 Notes on Contributors 207 208 ANNEX 2 List of Participants 209 213 5 INTRODUCTION NINE LEARNING FALLACIES AND THEIRREPLACEMENT BY A NATIONAL STRATEGY FOR LIFELONGLEARNING Frank Coffield University of Newcastle 16 A NINE LEARNING FALLACIES I survived the European Year of Lifelong Learning, but only just. Themodern via dolorosa for anyone interested in the reform of education is to attend a series ofconferences on Lifelong Learning where the modern lay preachers, equipped with slides which toooften are all colour and no content, produce each year a new set of fashionable notions,uncritically presented and devoid of empirical evidence. In this way complex issues aretreated superficially and empty clichés, mischievous half-truths and lazy catchphrasesreplace the struggle to address old, intractable problems like the inequalities created byclass, gender and race. In Alfred Jarry's phrase,"clichés are the armature of the absolute". Let me give an example. On a number of occasions at conferences tocelebrate the European Year of Lifelong Learning in 1996 I was told (without anyevidence being offered) that "in future, because of structural changes in the world of work, all employees must act asthough they were self-employed". A moment's reflection suggests, however,that any employee who decided unilaterally to change his or her hours or conditions of workwould soon be looking for another job. What is conveniently forgotten by the grey-suited gurusof the platform is the conflict of interests between employers and employees over suchissues as pay, qualifications and flexibility. British employers are likely to ask of any newtraining scheme: will it improve the performance of workers on the job but will it also make iteasier for them to leave the firm and take their skills to a rival? And managers who are themselvespoorly educated and trained (of whom the UK has her fair share) may worry in casefurther training for workers upsets time-honoured hierarchies and privileges. Employees, on the otherhand, are more interested in having training courses certificated and want their qualifications tobe as portable as possible to help them cope with managements whodownsize, delayer and contract out work. If companies are to become learning organizations, someresolution will have to be found between the management's need to have all employees committed tothe goals of the firm and the employees' need to maintain and enhance theiremployability. The rhetoric surrounding Lifelong Learning has also created anentirely new profession - the "learning philosophers", as they are called by Longworthand Davies (1996, p8). These are the new evangelists of learning who expatiate on the nine"learning beatitudes which might be emblazoned on the walls of every classroom, common roomand workplace" (ibid., p24). These "beatitudes" are a set of worthy propositionswhich claim that "learning pays", "learning empowers" and "learning civilises" etc ...It is the safe, middle-class view of learning, propounded by those who have succeeded in our formerlyelite system of education and whose learning has indeed paid off handsomely for them. But theytend to know nothing, for instance, of the 100,000 unemployed people who arestudying on benefit in Further Education colleges (Kennedy, 1997), a fifth of whom are forcedeach year to withdraw from their course to take short-term unskilledjobs'. In order to come to a more balanced view of the taskof creating a Learning Society in the UK, the nine "learning beatitudes" need to be offsetby what I shall call the nine "learning fallacies" which have been distilled from a large number ofspeeches at conferences during 1996 and which are briefly described below. Theidentity of the original authors of the quotations which introduce each fallacy will not berevealed to spare the blushes of the perpetrators: 7 3 1. "The most important form of capital in the global market is human capital". In some formulations this becomes "The only form of capital which is important now is human capital". This inflated claim is the conventional wisdom of the educational and business lecturing circuit. As was said twenty years ago about I.Q., there is no idea so stupid that most people will reject it provided that enough powerful people around them are promoting the same stupid idea. But the continuing attraction of the theory of human capital lies in its comforting ideology which deflects attention away from the structural causes of poverty onto individuals. Yet twenty years ago Karabel and Halsey detailed the theoretical and empirical shortcomings of human capital (e.g. simple input-output models ignore the critical intervening activities of teaching and learning) and concluded that it did not "provide an adequate framework for understanding the
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