Abstract
While in the preceding sections I presented policy activities linked to the international sphere, in this chapter I analyze whether national policies are congruent with world societal activities; that is, whether countries’ lifelong learning policy-making corresponds with activities outlined by international organizations. Obviously, a first and very basic need in this context is to assess what a lifelong learning policy actually is. Since education policy-makers and researchers subsume very different learning activities under such a notion — including, for example, informal learning at the workplace, perhaps even by mere observance of what others do — a more restrictive definition is needed to assess policy efforts.1
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© 2009 Anja P. Jakobi
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Jakobi, A.P. (2009). Consequences: National Lifelong Learning Agendas. In: International Organizations and Lifelong Learning. Transformations of the State. Palgrave Macmillan, London. https://doi.org/10.1057/9780230245679_5
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DOI: https://doi.org/10.1057/9780230245679_5
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-36802-0
Online ISBN: 978-0-230-24567-9
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