IE - GIFA - Capítulos de Livros
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- Istoria vieţii – probleme şi provocăriPublication . Cavaco, Carmen
- Reconnaissance et validation des acquis de l’expérience en France et au Portugal : des difficultés pour les personnes les moins « qualifiées »Publication . Presse, Marie-Christine; Cavaco, Carmen
- Adult learning and education policies in Germany, Portugal and Sweden: an analysis of national reports of CONFINTEA VIPublication . Lima, Licínio C.; Guimarães, Paula; Thouma, NathalieThe chapter presents a theoretical proposal of three analytical models of Adult Learning and Education (ALE) policies. Some analytical categories ant the corresponding dimensions are organised according to the ALE rationale which is typical of each social policy model. Historical, cultural and educational features are mentioned in connexion with the different policy models and its interpretative capacity to making sense of policies and practices implemented in Germany, Portugal and Sweden. The analysis includes the states of the art and the official representations of ALE produced by the respective national authorities through national reports which were presented to CONFINTEA VI (2009).
- PortugalPublication . Guimarães, Paula; Antunes, Fátima
- Portugal: Policy and Adult EducationPublication . Lima, Licínio C.; Guimarães, Paula
- An inconsistent policy: lifelong learning and adult education policy towards a competitive advantagePublication . Guimarães, Paula; Antunes, FátimaThis chapter focuses on the ways by which EU lifelong learning agenda, specifically the guidelines for basic skills, has been interpreted according to the Portuguese realities, at national and local levels. We suggest that basic skills for all, as intended in the framework of the European area of lifelong learning, have somewhat loose roots on the cultural and civic dimensions of education in a human and social development perspective. Competitiveness and social cohesion, the dual centrality of lifelong education and learning for Europe, stated in Lisbon Strategy, have been interpreted and translated in Portugal through a dynamic imbalanced agenda fed by two major strands: the prosecution of a social right for a long time in debt to adult population and a search for so-called employability and qualification, as a way to tackle Portuguese distance from European educational standards. According to these options that frame the EU agenda, this chapter also stresses the adults’ understandings of adult education which come out from the research findings presented later. The data analysis shows that these understandings are congruent with EU orientations; adults see adult education as a promise of a better life. Thus, given the inconsistency of lifelong learning, fulfilling this promise is a hard task to achieve.
- Education and empowerment in later lifePublication . Veloso, Esmeraldina; Guimarães, Paula