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Examines who gains access to education in later life, what criteria enable participation, and expected outcomes, using popular education and “bottom-up” knitting circles as the focal case. Frames the analysis through social capital and wellbeing to explain patterns of participation and support structures.",{"@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/lifelong-learning-in-policy-and-practice-the-case-of-sweden/592539/",{"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/lifelong-learning-in-policy-and-practice-the-case-of-sweden/592539.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which Swedish policy documents does the paper reference when discussing lifelong learning?","Question",{"text":112,"@type":113},"It references policy documents from 1994, a 1996 document with general recommendations, and later materials including an official inquiry report from 1997 and the National Curriculum for Compulsory School law based on 1997’s proposals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the central research focus regarding later-life learning?",{"text":117,"@type":113},"The paper asks who receives education and learning in later life, what criteria provide access to these possibilities, and what results can be expected from participation.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are knitting circles included in the study?",{"text":121,"@type":113},"The paper focuses on popular education and “bottom-up” study groups, using the case of knitting circles to illustrate how later-life learning participation can be understood.","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},592539,1792882606,{"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":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Australian Journal of Adult Learning Volume 57, Number 3, November 2017  \nLifelong learning in policy and practice: The case of Sweden  \nAnn-Kristin Boström  \nJönköping University, Sweden  \n7KLVSDSHU GHVFULEHV WKH FKDQJHV LQ OLIHORQJ OHDUQLQJSROLF\\ WK DW KDYH WDNHQSODFH VLQFH WKH 􀀔􀀜􀀜􀀓V LQ 6ZHGHQ􀀑 3ROLF\\ GRFXPHQWV UHJDUGL QJOLIHORQJ OHDUQLQJ LQ 6ZHGHQ KDYH DSSHDUHG VLQFH 􀀔􀀜􀀜􀀗􀀑 7KH ¿UVW RIWKHVH GRFXPHQWV FRQWDLQV JHQHUDO UHFRPPHQGDWLRQV ZLWK UHJDUG WR OLIHORQJOHDUQLQJ􀀏 LQ ERWK D OLIHORQJ DQG D OLIHZLGH SHUVSHFWLYH􀀏 FRQFHUQLQJSUH􀀐VFKRRO DQG FRPSXOVRU\\ VFKRRO WRJHWKHU ZLWK DGXOW HGXFDWLRQ DQG training. Much support for early stages in life can have a tendency to SXW DGXOW HGXFDWLRQ DQG OHDUQLQJ LQ VHFRQG SODFH LQVWHDG RI WKH ZKROH IXQFWLRQLQJ ZHOO WRJHWKHU􀀑 5HJDUGLQJ OLIHORQJ OHDUQLQJ LQ SUDFW LFH􀀏 WKLVSDSHU ZLOOIRFXV RQSRSXODU HGXFDWLRQ DQG VWXG\\ FLUFOHV􀀑 7KH UHFHQWO\\ GHYHORSHG NQLWWLQJ FDIpV ZLOO DOVR EH DFFRXQWHGIRU􀀑 7KH SDSHU DOVR DVNV the question ‘Who is getting education and learning in later life?’‘What DUH WKH FULWHULD WKDW ZLOO JLYH LQGLYLGXDOV DFFHVV WR WKHVHSRVVLELOLWLHV¶ DQG µ:KDW UHVXOWV FDQ EH H[SHFWHG\"¶ 7KH WKHRUHWLFDO SHUVSHFWLYH WDNHQLQ WKLVSDSHU LV WKDW VRFLDO FDSLWDO LV DSDUW RIZHOOEHLQJ􀀏 DQ G WKH SDSHUH[DPLQHV WKH H[WHQW WR ZKLFK WKLV LV FRQQHFWHG WR WKH VRFLDO FR QWH[W􀀑  \nKeywords: OLIHORQJ OHDUQLQJ􀀏 VRFLDO FDSLWDO􀀏 ZHOOEHLQJ􀀏 SRSXODU HGXFDWLRQ􀀏 NQLWWLQJ FDIp􀀑  \nLifelong learning in policy and practice: The case of Sweden 335  \nIntroduction  \nSweden has a long history of involvement in developing lifelong learning policy (Husén, 1968). This paper investigates whether this been positive for adult education in practice. Policy documents regarding lifelong OHDUQLQJ LQ 6ZHGHQ KDYH DSSHDUHG VLQFH 􀀔􀀜􀀜􀀗􀀑 7KH ¿UVW RIWKHVH SROLF\\ documents from 1994 was called Grunden för ett livslångt lärande in Swedish (in English, the Foundation for lifelong learning) (SOU, 1994) . The second from 1996 contains general recommendations with regard to lifelong learning, from both a lifelong and lifewide perspective, and includes recommendations concerning pre-school and compulsory school together with adult education and training (Government Enquiry Report, 1996/1997). Subsequently, a policy for the introduction and implementation of rules and regulations for establishing a system of early childhood care and education in Sweden was introduced based on lifelong and lifewide perspectives. The policy was expounded in an 2I¿FLDO (QTXLU\\ 5HSRUW HQWLWOHG Växa i lärande (SOU, 1997), in English *URZLQJ LQ OHDUQLQJ, that proposed a new curriculum for children aged between six and 16 years. The initial terms of reference for this Commission required it to carry out its deliberations on childhood education in recognition that this was a constituent part of lifelong learning, with the intention of eventually establishing equivalent conditions for pre-school, primary school and after-school care. The subsequent law based on this report whose English title was 7KH National Curriculum for Compulsory School covered children from one WR ¿YH \\HDUV RI DJH LQ GD\\ FDUH FHQWUHV DQG FHQWUHV IRU DIWHU VFKRRO FDUH (Utbildningsdepartementet, 1998) .  \nIn the proceedings of an International Symposium titled ‘Lifelong Learning Policy and Research’(Tuijnman & Schuller, 1999) organised in Sweden, the importance of a lifewide and lifelong learning perspective was stressed and explained like this:  \nLifelong learning could be seen as presenting an inclusive IUDPHZRUN IRU WKH RUJDQLVDWLRQ RI HGXFDWLRQDO UHVHDUFK􀀏 EULGJLQJ UHVHDUFK RQ WKH OHDUQLQJ RIYHU\\ \\RXQJ FKLOGUHQ ZLWKWKDW RI \\RXQJ DGXOWV DQG VHQLRU FLWL]HQV 􀀋OLIHORQJ􀀌 DQG VSDQQLQ J several dimensions of living experiences distributed in time DQG VSDFH 􀀋OLIH􀀐ZLGH􀀌􀀑 6XFK DQ LQFOXVLYHIUDPHZRUN ZRXOG have implications for structuring educational research and its UHODWLRQVKLSV ZLWK RWKHU ¿HOGV RI VWXG\\􀀑 􀀋7XLMQPDQ􀀏 􀀔􀀜􀀜􀀜􀀝􀀛􀀌  \n336 Ann-Kristin Boström  \nMuch support for education in the early stages in life can have the","cbCaipohhqKO0KLV","https://ap.wps.com/l/cbCaipohhqKO0KLV","pdf",328543,17,"English","# Introduction\n## Lifelong learning and social economy","[{\"question\":\"Which Swedish policy documents does the paper reference when discussing lifelong learning?\",\"answer\":\"It references policy documents from 1994, a 1996 document with general recommendations, and later materials including an official inquiry report from 1997 and the National Curriculum for Compulsory School law based on 1997’s proposals.\"},{\"question\":\"What is the central research focus regarding later-life learning?\",\"answer\":\"The paper asks who receives education and learning in later life, what criteria provide access to these possibilities, and what results can be expected from participation.\"},{\"question\":\"Why are knitting circles included in the study?\",\"answer\":\"The paper focuses on popular education and “bottom-up” study groups, using the case of knitting circles to illustrate how later-life learning participation can be understood.\"}]","Lifelong learning in policy and practice - The case of Sweden | PDF",1792074788,43]