ABSTRACT
Within a contemporary context of continuous technological evolution, the prevalence of neo-liberalism, internationalisation of economies and demographic transformations, the destabilisation of social environments along with increasing inequalities among regions, social groups or individuals have come to the fore. As pointed out by the European Council (Council of the European Union, 2010) in response to the economic crisis, recession has mostly plagued disadvantaged individuals and, at the same time, it has affected the welfare measures targeted for such groups. It is, therefore, suggested by the European Union (EU) that lifelong learning (LLL) policies should be extended, so that all citizens will have the chance to acquire new skills or upgrade existing skills (Commission of the European Communities, 2007a, 2007b). Such an initiative highlights the necessity to implement measures to ensure access to key competences demanded for living and learning within a knowledge society. Political and economic integration of the European Union (EU), in addition to
historical changes having occurred in the late twentieth century in the Balkan region and former Soviet countries, have resulted in massive population movements (Pitkänen, Verma and Kalekin-Fishman, 2002). Hence, demographic, social and cultural changes have taken place within EU countries, whilst socio-economic problems are intensified by a rapidly ageing population. Recent data show that 17.4% of the population are over 65 years old (Eurostat, 2011) and a high percentage are low skilled individuals (14.4% early school leavers [Eurostat, 2011]). Moreover, the present economic crisis has also resulted in the marginalisation of larger groups, while there has been a sudden increase in unemployment percentages (9.5% unemployed [Eurostat, 2011]).
