Chetan Singai, M. Phil., National Institute of Advanced Studies, Indian Institute of Science Campus Bangalore, India
Dr. Gaia Gioli, University of Florence, Italy
The contemporary era of globalization has and is witnessing an increase in economic competition within and between countries across the globe. Among many sectors, education (lifelong learning/adult education and/or higher education) has and is gaining utmost significance as an instrument for economic growth. Conceptually, such development in many academic and policy circles is attributed to the age of knowledge economy – there is huge demand for knowledge intensive employees (skills and competencies). In the age of knowledge economy, education has received unprecedented focus and pressure to delivery to the need of the economy i.e., the competitive market space. While such a space contributes to economic, social and geographical/regional imbalances
Lifelong learning polices in general aim to create industry-ready individuals. The idea and practice of lifelong learning is highly differentiated but the global context in which it is operating is highly integrated. To unpack such paradox it is interesting academic activity to critically explore and examine the policy and practice of lifelong learning across countries, in a comparative perspective.
During the comparative group work we will focus on the following aspects (focus of country reports):
- Historical trajectory of adult education and/or lifelong learning of each country represented in the group for winter school 2015?
- What does knowledge economy mean in your country; what are the key policy documents/reports proposed and practiced (is any)?
- Brief overview of socio-economic and demographic profile of each of the country in the comparative group.
- Opportunities and challenges in planning and implementing lifelong learning in each of the country under one larger framework