The document discusses lifelong learning in Scotland. It defines lifelong learning and explains why it is important, such as for economic growth and social inclusion. The Scottish government has adopted lifelong learning strategies to provide skills for students to continue learning throughout adulthood. The key paper discussed analyzes the relationship between lifelong learning and social cohesion in Scotland. It finds that lifelong learning promotes social cohesion by bringing people together through shared educational experiences. However, there are social inequalities in participation, with those who left education early and are from working-class backgrounds being less likely to participate in adult learning.

1. Lifelong learning in
Scotland: cohesion, equity
and participation
Field, J. (2009), Scottish Educational Review, 41 (2), 4-19

2. What is Lifelong Learning?
 Lifelong learning is the ongoing voluntary and self-motivated
pursuit of knowledge for either personal or
professional reasons.
 Continual learning enables people to adapt to the ever
changing world.

3. Why?
 Lifelong learning is important for various reasons such
as:
 A way of fostering economic growth and social inclusion
(Field, J 2009)
 Increases employability
 For personal well-being & fulfillment
 To support children’s learning
 Developing new knowledge and skills in adulthood

4. Lifelong learning
 The idea of lifelong learning has been adopted by the
Scottish Government in recent years
 They have set a strategy to provided students with lifelong
skills in order to allow them to continue learning
throughout their adult life.
 This is a key part of Scotland’s new curriculum; Curriculum
for Excellence (successful leaners).

5. Lifelong learning in Scotland:
cohesion, equity and participation
 Key ideas of John Field’s paper
 The promotion of social cohesion
 Scottish Participation
 Analysis on the relationship between lifelong learning and
social cohesion
 Scotland’s existing lifelong learning system

6. The promotion of social cohesion
 Lifelong brings people together by teaching them to
work together effectively. They have shared the same
learning experience over a long period time.
• “education played a significant role in
social integration, helping to
overcome tensions between the
classes and allowing social mobility”
(Field, J 2009)

7. The promotion of social cohesion
 This idea of bringing all types of people together
through education is a very powerful method especially
in modern society.
 This is shown by the European Commission’s
Memorandum urging governments to promote active
citizenship and a positive tolerance of diversity.

8. The promotion of social cohesion
 Field states that Nordic nations show greater
performance levels since the equality gap is so low. This
is due to the social cohesion that has been formed over
many years of continual lifelong learning.
 The case study of the Nordic nations suggests that there
is a positive relationship between lifelong learning and
social cohesion, which in turn should be implemented in
Bonnie Auld Scotland.

9. Scottish Participation
 In general, lifelong learning participation in Scotland is
just above the UK average.
 80% of Scottish Adults have taken part in learning in the
last three years
 74% have done it for their job
 28% did it for pleasure
(Field, J. Lecture Notes)

10. Scottish Participation
 Studies show that participation in lifelong learning sharply
depreciates with age
 Those people with the highest level of educational
qualification are those most likely to continue to learn
 People in high occupations are also more likely to learn
(Field, J. Lecture Notes)

11. Scottish Participation
 Field helps to break down his argument through the use
of tables and graphs
 These tables and figures help to demonstrate his point
of view
 Providing the paper with more clarity and allowing the
reader to visualise the data sets

12. Social Inequalities in Participation
 “there is a positive association between time spent in
continuous full time initial education and participation
in learning” (Ormston, Dobbie, Cleghorn 2007: 17)
 There are many social inequalities surrounding lifelong
learning

13. Social Inequalities in Participation
 People who left initial education early are less likely to go
on to participate in adult learning
 Those people who come from a working class background
are also less likely to take part in adult education
 People with less educational qualifications are least likely
to continue learning
 There are also links between other social inequalities in
participation such as, age, gender, ethnicity, economic
status.

14. How valid is Field’s argument
 John Field specialises in the study of post secondary
school education thus having an in depth knowledge of
learning in adulthood
 He covers a wide range of valid arguments surrounding
the participation in adult education.

15. How valid is Field’s argument
 Field uses various references and statistics to help back
up his argument. He also illustrates his views with
several graphs and charts which give depth to his thesis
 Through his knowledge and evidence he presents a valid
case on the importance of life long learning for society
in Scotland.

16. A cheeky wee quote
 “Lifelong learning is not a desirable policy goal on its
own, but should provide an overarching framework
within which all education policy should be developed,
with the aim of lifelong learning for all” (Schemmann
2007)

17. To Conclude
A few thought provoking questions to leave on:
 What is your opinion on lifelong learning?
 Do you think you will participate in lifelong learning?
 If so, why? Or why not?