Renewing learnfare: a new link between lifelong learning and welfare

Author/s Rosangela Lodigiani
Publishing Year 2020 Issue 2020/156
Language Italian Pages 23 P. 73-95 File size 235 KB
DOI 10.3280/SL2020-156004
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

Lifelong learning (LLL) is increasingly considered to be one of the basic rights of citizenship, a lever for inclusion, for economic and social participation. As the Eu-ropean paradigm of active welfare state and its heir (i.e., the Social investment welfare state) affirm, this assumption is even more true in the context of the cur-rent socio-economic transformations and their related impacts on the individual’s life courses. To meet the related challenges, LLL is placed at the very centre of the activation policies, according to the learnfare rationale. However, this strategy reveals to have lights and shadows, which the article investigates on a theoretical level. In the conclusions the article proposes a renewed vision of the learnfare par-adigm, reframing it through the capability approach.

Keywords: Lifelong learning, activation policies, learnfare, capability approach

  1. Accornero A. (2005). Il lavoro tra la rigidità e la flessibilità. E Poi?. Sociologia del lavoro, 100: 9-23.
  2. Alessandrini G. (2014). Generare capacità: educazione e giustizia sociale. In: Id., a cura di, La “pedagogia” di Martha Nussbaum. Milano: FrancoAngeli.
  3. Alessandrini G. (2019). Risorse umane 4.0, paradossi e trend: costruire una visione condivisa di futuro. In: Id., a cura di, Lavorare nelle risorse umane. Competenze e formazione 4.0. Roma: Armando Editore.
  4. Amable B. (2016). Institutional complementarities in the dynamic comparative analysis of capitalism. Journal of Institutional Economics, 12 (1): 79-103.
  5. Antikainen A. (2009). Lifelong learning. A study for the foundation for European Progressive Studies. Brussels: Foundation for European Progressive Studies.
  6. Aspin D.N., Chapman J.D. (2000). Lifelong learning: concepts and conceptions. International Journal of Lifelong Education, 19(1): 2-19.
  7. Bagnall R.G. (1990). Lifelong education: The institutionalisation of an illiberal and regressive ideology?. Educational Philosophy and Theory, 22(1): 1-7.
  8. Barbier J.C. (2004). Activation Policies: A Comparative Perspective. In: Serrano Pascual A., eds., Are Activation Policies Converging in Europe? The European Employment Strategies for Young People. Bruxelles: Etui.
  9. Baumbach S., Michaelis B., Nünning A. (2012). Introducing Travelling Concepts and the Metaphor of Travelling: Risks and Promises of Conceptual Transfers in Literary and Cultural Studies. In: S. Baumbach, B. Michaelis, A. Nünning, eds., Travelling concepts, metaphor and narratives: literary and cultural studies in an age of interdisciplinary research. Trier: WVT, 1-21.
  10. Biesta G. (2006). What’s the point in Lifelong Learning if Lifelong Learning Has No Point? On the Democratic Deficit of Policies for Lifelong Learning. European Educational Research Journal, 5(3-4): 169-180.
  11. Bifulco L., Mozzana C. (2011). La dimensione sociale delle capacità: fattori di conversione, istituzioni e azione pubblica. Rassegna Italiana di Sociologia, 3: 399-441.
  12. Blank R.M. (2010). The New American Model of Work-Conditioned Public Support. In: Alber J., Gilbert N., eds., United in Diversity? Comparing Social Models in Europe and in America. Oxford: Oxford University Press, 176-198.
  13. Bonvin J.M., Farvaque N. (2005). Occupabilità e capability: il ruolo delle agenzie locali nell’attuazione delle politiche sociali. La Rivista delle Politiche Sociali, 2(1): 47-77.
  14. Borghi V. (2006). Tra individualizzazione e attivazione: trasformazioni sociali ai confini tra lavoro, welfare e logiche amministrative. In: V. Borghi, R. Rizza, L’organizzazione sociale del lavoro. Lo statuto del lavoro e le sue trasformazioni. Milano: Mondadori.
  15. Busilacchi G. (2011). Le politiche di emancipazione sociale e promozione delle capacità. In: Paci M., Pugliese E., a cura di, Welfare e promozione delle capacità. Il Mulino, Bologna.
  16. Cefalo R., Kazepov J. (2018). Investing over the life course: The role of lifelong learning in a social investment strategy. Studies in the Education of Adults, 50(2): 203-218.
  17. Colasanto M., Lodigiani R. (2008). Welfare possibili. Tra workfare e learnfare, Milano: Vita e Pensiero.
  18. Commission of the European Communities (CEC) (2000). Memorandum on lifelong learning. SEC (2000) 1832. Brussels: Commission of the European Communities.
  19. Commission of the European Communities (CEC) (2001). Making a European area of lifelong learning a reality- COM (2001) 678 final. Brussels: Commission of the European Communities.
  20. Commissione Europea (CE) (2017). Pilastro europeo dei diritti sociali. COM (2017) 250 final. Brussels.
  21. Costa G. (2012). Il Social Investment Approach nelle politiche di welfare: un’occasione di innovazione?. La Rivista delle Politiche Sociali, 4: 335-353.
  22. Council of European Union (2016). Pathway to up-skilling. New opportunities for adults (2016/C 484/01).
  23. Daniele L. (2017). Discourses on Empowerment in Adult Learning: A View on Renewed Learning. IAFOR-Journal of Education, 5(2): 49-64.
  24. Dehmel A. (2006). Making a European area of lifelong learning a reality? Some critical reflections on the European Union’s lifelong learning policies. Comparative Education, 42(1): 49-62.
  25. Delors J. (1996). Learning: The Treasure Within - Report to UNESCO of the International Commission. Paris: UNESCO.
  26. Desjardins R. (2009). The rise of education as an economic policy tool: some implications for education policy research. In Desjardins R. Rubenson K., eds., Research of vs. Research for Education Policy – In an Era of Transnational Policy-making. Saarbrücken: Verlag Dr. Müller, 18-41.
  27. Dingeldey I. (2007). Between Workfare and Enablement. The Different Paths to Transformation of the Welfare State: A Comparative Analysis of Activating Labour Market Policies. European Journal of Political Research, 46: 823-851.
  28. Dølvik J.E., Martin A., eds. (2015). European Social Models from Crisis to Crisis: Employment and Inequality in the Era of Monetary Integration. Oxford: Oxford University Press.
  29. European Commission (1993). Growth, competitiveness, and employment. The challenges and ways forward into the 21st century. COM (93)700 final. Brussel: Commission of the European Communities.
  30. Faure E. et al. (1972). Learning to be: The world of education today and tomorrow. Paris: Unesco.
  31. Ferrera M., Hemerijck A., Rhodes M. (2000). The Future of Social Europe. Recasting Work and Welfare in the New Economy. Oeiras: Celta Editora.
  32. Gazier B. (2003). Tout “Sublimes”. Vers un nouveau plein-emploi. Paris: Flammarion.
  33. Goglio V., Parigi P. (2019). Resistance to Massive Open Online Courses (MOOCs) in the US Higher Education System. Osservatorio Music Working Paper Series, 1.
  34. Heckman J.J. (2000). Policies to foster human capital. Research in Economics, 54(1): 3-56.
  35. Hemerijck A. (2013). Changing Welfare States. Oxford: Oxford University Press.
  36. Hemerijck A., ed. (2017). The Uses of Social Investment. Oxford: Oxford University Press.
  37. Leccardi C. (2017). Le ambivalenze del nuovo individualismo. Ripensare il legame sociale nell’epoca dell’accelerazione. In: Leccardi C., Volontè P., a cura di, Un nuovo individualismo? Individualizzazione, soggettività e legame sociale. Milano: Egea, 149-192.
  38. Lodigiani R. (2008). Welfare attivo. Apprendimento continuo e nuove politiche del lavoro in Europa. Gardolo (TN): Erickson.
  39. Lodigiani R. (2010). Recalibrating lifelong learning and active citizenship: implications drawn from the capability approach. Italian Journal of Sociology of Education, 3: 59-78.
  40. Lodigiani R. (2011). Il mito delle competenze tra Procuste e Prometeo. Quaderni di sociologia, 55: 139-159.
  41. Lodigiani R., Sarli A. (2017). Migrants’ competence recognition systems: Controversial links between social inclusion aims and unexpected discrimination effects. European Journal for Research on the Education and Learning of Adults, 8(1): 127-144.
  42. Lodigiani R. (2018). Lavoratori e cittadini. Milano: Vita e Pensiero.
  43. Magatti M. (2017). Cambio di paradigma. Uscire dalla crisi pensando il futuro. Milano: Feltrinelli.
  44. Margiotta U. (2012). Educazione e formazione dopo la crisi del welfare. In: Baldacci M., Frabboni F., Margiotta U., Longlife/Longwide Learning: Per un Trattato Europeo della Formazione. Milano: Bruno Mondadori.
  45. Milana M. (2012). Political globalization and the shift from adult education to lifelong learning. European Journal for Research on the Education and Learning of Adults, 3(2):103-117.
  46. Nicaise I. (2002). The active welfare state: the response to social exclusion?. Bruges: Vives Lecture, 23 April.
  47. Nussbaum M.C. (2002). Giustizia sociale e dignità umana: da individui a persone. Bologna: Il Mulino.
  48. OECD (1989). Education and the Economy in a Changing Society. Paris: OECD Publishing.
  49. OECD (2001). The Well-being of Nations: The Role of Human and Social Capital. Paris: OECD Publishing.
  50. OECD (2018). The future of education and skills. Framework Education 2030. Paris: OECD Publishing.
  51. OECD (2019). Getting Skills Right: Engaging low-skilled adults in learning. Paris: OECD Publishing.
  52. Rasmussen P., Larson A., Cort P. (2019). The vocational turn of adult education in Denmark – an analysis of adult education policy from the late 1990s. International Journal of Lifelong Education, 38(3): 254-267. DOI: 10.1080/02601370.2019.1586778
  53. Rizza R., Scarano G. (2019). Nuovi modelli di politica del lavoro. Milano: Egea.
  54. Robeyns I. (2006). Three models of education: Rights, capabilities and human capital. Theory and Research in Education, 4(1): 69-84.
  55. Robeyns I. (2016). The Capability Approach. In: Zalta E.N., ed., The Stanford Encyclopedia of Philosophy (Winter Edition); --
  56. Rubenson K. (2006). The Nordic model of lifelong learning. Compare, 36(3): 327-341.
  57. Rubenson K. (2009). Lifelong learning: between humanism and global capitalism. In: P. Jarvis, ed., The Routledge International Handbook of Lifelong Learning. London and New York: Routledge Taylor & Francis Group, 411-422.
  58. Ruffino M. (2006). Crediti e competenze: dilemmi della messa in valore degli apprendimenti lungo il corso della vita. La Rivista delle Politiche Sociali, 4: 219-232.
  59. Sen A.K. (1994). La disuguaglianza. Bologna: il Mulino.
  60. Sen A.K. (1997). Editorial: Human capital and Human Capability. World development, 25(12): 1959-1961.
  61. Sen A.K. (2000). Lo sviluppo è libertà. Perché non c’è crescita senza democrazia. Milano: Mondadori.
  62. Špolar V., Holford J. (2014). Adult Learning: From the Margins to the Mainstream. In: Milana M., Holford J., eds., Adult education policy and the European Union: Theoretical and methodological perspectives (35-52). Rotterdam, Boston, Taipei: Sense Publishers.
  63. Streeck W. (2000). Il modello sociale europeo: dalla redistribuzione alla solidarietà competitiva. Stato e mercato, 58: 3-24.
  64. UNESCO (2015). Rethinking Education. Towards a Global Common Good? Paris: UNESCO.
  65. Van Berkel R. (2005). La diffusione degli approcci individuali nelle politiche europee d’attivazione. Alcune conclusioni. La Rivista delle Politiche Sociali, 2(1): 233-256.
  66. Vandenbroucke F. (1999). The Active Welfare State. A European ambition, Lecture Den Uyl, Amsterdam, 13 December.
  67. Wain K. (1985). Lifelong education and philosophy of education. International Journal of Lifelong Education, 4(2): 107-117.
  68. Wain K. et al. (2001). Lifelong learning: small adjustment or paradigm shift?. In: Aspin D.N., eds., International Handbook of Lifelong Learning. London: Springer, 183-198.
  69. Walker M., et al. (2012). Egalitarian policy formulation in lifelong learning: two models of lifelong education and social justice for young people in Europe. In: Aspin D.N., eds., Second International Handbook of Lifelong Learning. London: Springer, 181-193.

  • “The contribution of MOOCs to upskilling the labor force” Valentina Goglio, Sonia Bertolini, in Journal of Workplace Learning /2021 pp.561
    DOI: 10.1108/JWL-10-2020-0159

Rosangela Lodigiani, Attualizzare il learnfare: un nuovo legame tra lifelong learning e welfare in "SOCIOLOGIA DEL LAVORO " 156/2020, pp 73-95, DOI: 10.3280/SL2020-156004