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It traces the inquiry’s origins and commissioning process, then presents supporting theoretical frameworks including human, social and identity capital, a four-stage lifecourse model, and intergenerational solidarity through transfers across generations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-a-strategic-framework-for-lifelong-learning-insights-from-learning-through-life/589369/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-a-strategic-framework-for-lifelong-learning-insights-from-learning-through-life/589369.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the inquiry discussed in the paper?","Question",{"text":112,"@type":113},"It aims to provide an authoritative and coherent strategic framework for lifelong learning in the UK, connecting public and private investment rationales with policy and practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical frameworks support the strategic approach in the paper?",{"text":117,"@type":113},"The paper highlights interlinked notions of human, social and identity capital, and a four-stage lifecourse model used to explain how resources are allocated across life stages.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the inquiry structure its work across major themes?",{"text":121,"@type":113},"It started with nine main themes, issued calls for evidence, held a day-long seminar, and fused inputs into thematic papers, while also commissioning sector papers and conducting a stocktake of lifelong learning investments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589369,1792211086,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Building a Strategic Framework for Lifelong Learning: insights from‘Learning Through Life’.  \ntom schuller, national institute for adult continuing education (niace), england and wales  \nIntroduction  \n“from the earth of farm labour to the heaven of education  ”  \n(Seamus Heaney)  \nThis paper gives an overview of the work of the recent independent Inquiry into the Future for Lifelong Learning in the UK. I first outline the range of the Inquiry, to give an idea of the overall context; this includes its application in each of the regions within the UK ( England, Scotland, Wales and Northern Ireland.) . I turn then to two sets of theoretical frameworks which underpin thereport: the interlinked notions of human, social and identity capital; and, more originally, the four-stage model of the lifecourse. I outline the way in which resources are allocated across the different stages. I then discuss the notion of intergenerational solidarity, by considering the types of transfers which run between generations. The sections provide only a selection of insights; for a fuller account readers are referred to the main report of the Inquiry, Learning Through Life.  \nStrategic approaches  \nThe Inquiry into the Future for Lifelong Learning (IFLL) was an independent inquiry, sponsored by NIACE, the National Institute of Adult Continuing Education, and carried out from 2007-20096. The origins of the Inquiry lay in the setting up, a decade previously, of the National Advisory Group on Continuing Education and Lifelong Learning. David Blunkett, Secretary of State for Education and Skills for the new Labour Government, gave this advi-  \n6 NIACE’s remit covers England and Wales, but the Inquiry extended to include Scotland and Northern Ireland, in ways Ishall describe below.  \nsory group a wide brief, and himself wrote an inspiring Foreword to the report which resulted, The Learning Age (DfEE 1998). In it he gave full recognition to the need for civic and cultural learning, in addition to more functional dimensions. However over the succeeding years the political focus gradually narrowed, with an increasing emphasis on work-related skills. In 2007, the Chief Executive, Alan Tuckett, -asked the NIACE board to allocate resources to an investigation which was intended to kickstart a fresh debate , and political action, on the broader themes of lifelong learning. NIACE is a medium-sized charity, and this was a very significant commitment on their part. The Inquiry was steered by a body of Commissioners, chaired by Sir David Watson, who were invited to produce their own thoughts and recommendations7. The overall goal of the Inquiry was specified as follows: to offer an authoritative and coherent strategic framework for lifelong learning in the UK. This was understood to involve:  \n• articulating a broad rationale for public and private investment in lifelong learning;  \n• a re-appraisal of the social and cultural value attached to it by policy-makers and the public;  \n• developing new perspectives on policy and practice.  \nAdhering to the goal ofa strategic framework presented some problems. It necessarily entailed adopting a longer-term horizon than generally characterises policy-making; but in doing so it risked distancing itself from the immediate concerns of practitioners in the field. There is a particular difficulty in the case of lifelong learning, since the ‘system’ itself is untidy and diffuse, and not easily amenable to coherent discussion.  \nSecondly, it raised issues to do with the nature of research, evidence and analysis. Developing a strategic framework is an applied exercise. This does not exclude critical thinking, nor theorising; but it means that the main thrust of the arguments is towards a framework which is useful for policy-making and application, at different levels.  \nThirdly, there is a difficulty of language. Discussions and documents which claim to be ‘strategic’ tend to the grandiose or the banal, and often do not invite  \n7 ","cbCaioNaMdvTSmza","https://ap.wps.com/l/cbCaioNaMdvTSmza","pdf",263151,"English","# Introduction\n# Strategic approaches\n# Structure and strands","[{\"question\":\"What is the main purpose of the inquiry discussed in the paper?\",\"answer\":\"It aims to provide an authoritative and coherent strategic framework for lifelong learning in the UK, connecting public and private investment rationales with policy and practice.\"},{\"question\":\"Which theoretical frameworks support the strategic approach in the paper?\",\"answer\":\"The paper highlights interlinked notions of human, social and identity capital, and a four-stage lifecourse model used to explain how resources are allocated across life stages.\"},{\"question\":\"How did the inquiry structure its work across major themes?\",\"answer\":\"It started with nine main themes, issued calls for evidence, held a day-long seminar, and fused inputs into thematic papers, while also commissioning sector papers and conducting a stocktake of lifelong learning investments.\"}]","Building a Strategic Framework for Lifelong Learning: insights from Learning Through Life | PDF",1792067058]