ABSTRACT
Recent research has shown that there is an important gap between the acceptance of Lifelong Learning (LLL) concepts and their application in policy (Osborne and Thomas 2003) in different European countries. It can be seen that in many countries within Europe, diverse activities have been introduced in different parts of each national education and training system under the umbrella of LLL. Research also has shown that in different national contexts, considerable debate and controversial opinions on LLL issues are evident (Coffield; UNESCO 2001; Medel-Anonuevo 2003a, 2003b). For the purpose of this chapter on LLL, Field’s (2006) distinction between concept, policy and practice will be considered. The analysis in this chapter broadly adopts Field’s differentiated approach and sees LLL not only as an abstract theory or ideology, but draws on the complicated interplay between all its forms by focusing on particular everyday practices of actual people.
