[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588401-105":59,"doc-detail-588401-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","lifelong-learning-policies-paradoxes-and-possibilities","Lifelong learning policies, paradoxes and possibilities","","This paper argues that lifelong learning can be conceptualised in many ways and investigates EU and Scottish lifelong learning policies to expose their underlying assumptions. Policy analysis shows that the frameworks rely on inter-related fallacies emphasizing lifelong learning primarily for economic value. Three fallacies are identified: economic success eliminates deprivation and exclusion; failure is the individual’s fault; education access is fair. The paper deconstructs these contradictions to enable more radical educational action.",{"@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-policies-paradoxes-and-possibilities/588401/",{"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-policies-paradoxes-and-possibilities/588401.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper argue about how lifelong learning can be conceptualised?","Question",{"text":112,"@type":113},"The paper argues that there are many ways of conceptualising lifelong learning and that EU and Scottish policies reflect specific underlying assumptions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which fallacies does the paper identify in lifelong learning policy?",{"text":117,"@type":113},"It identifies three fallacies: economic success equals eradication of deprivation and exclusion; failure is the fault of the individual; and access to education is fair.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study examine EU and Scottish policies?",{"text":121,"@type":113},"It analyzes EU and Scottish policy documents from 2000 onwards using critical discourse analysis, focusing on how issues are framed through knowledge, values, norms, rhetoric, metaphor, and ideology.","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},588401,1792209943,{"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":24,"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,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Lifelong learning policies, paradoxes and possibilities lyn tett, university of huddersfield  \nAbstract  \nThis paper argues that there are many ways of conceptualising lifelong learning and examines EU and Scottish lifelong learning policies in order to identify their underlying assumptions. Through an analysis of these policies, it is demonstrated that they draw on a number of inter-related fallacies that prioritise lifelong learning mainly in relation to its economic value. Three fallacies are identified: economic success equals eradication of deprivation and exclusion; failure is the fault of the individual; access to education is fair. These fallacies are then deconstructed in order to suggest ways of interrogating their contradictions so that opportunities for more radical educational action can be found.  \nKey words: (EU and Scottish policy tensions; employability discourse; social inclusion)  \nIntroduction  \nThere are many ways of conceptualising lifelong learning as these two contrasting quotes illustrate:  \nWe should no longer assiduously acquire knowledge once and for all, but learn how to build up a continually evolving body of knowledge all through life –‘learn to be’ (Fauré et al, 1972: vi) .  \nAccording to one estimate, the mismatches between the supply and demand of labour cost the European Union 100 billion Euro each year. Therefore, more needs to be done to implement lifelong learning. We need to raise the levels of investment inhuman resources (Van der Pas, 2001: 12) .  \nIn the first quote, lifelong learning (LL) is seen as an inherent aspect of democratic life and focused on personal growth and there is an explicit reference to education no longer being ‘the privilege of an elite’ (Fauré et al, 1972, p.160) . In the second (from an EU Commissioner), LL is regarded as an investment in those that do not have the skills required by employers in order to ensure economic development.  \nWhat is seen as legitimate in terms of policy and practice, privileges particular interests that embody claims to speak with authority in ways that shut out other possibilities. Ball (1998) suggests that ‘policies are both systems of values and symbolic systems… [so] policies are articulated both to achieve material effects and to manufacture support for those effects’ (124). This means that a particular conception of what the problem is and how it is tobe solved becomes dominant. So, if the problem facing governments is conceptualised as responding to an economic and employment climate that requires the constant updating of knowledge and skills, then learning for work will be prioritised. This approach leads to a discourse that emphasises the formation of human capital and the economic importance of knowledge. This illustrates that, whilst the commitment to LL brings many opportunities for development and fulfilment, it can also serve to reinforce inequalities by providing a narrow conception of education that does not focus on the whole human being.  \nHow are contemporary policies positioned within these discourses? This paper examines lifelong learning through an analysis of EU and Scottish LL policies. The EU has been chosen in order to identify the overarching framework of policies throughout the member countries and Scotland because, since devolution in 1999, its policy rhetoric has been focused on promoting greater social justice for all its citizens (Mooney & Scott, 2012) in ways that ‘reflect the universal values of fairness’ (Salmond, 2012) .  \nMethod  \nIn order to interrogate how lifelong learning is conceptualised EU and Scottish policy documents from 2000 onwards have been examined using critical discourse analysis (CDA). CDA is particularly useful because it combines linguistic analysis with social analysis, where the relationship between policy texts, social practices and institutions is seen as a dialectical one:  \n… that is, discourse is socially constitutive as well as socially conditioned … It is constitutive bot","cbCaibVKHbQb28ZM","https://ap.wps.com/l/cbCaibVKHbQb28ZM","pdf",290988,14,"English","# Abstract\n# Introduction\n# Method\n# EU lifelong learning policies","[{\"question\":\"What does the paper argue about how lifelong learning can be conceptualised?\",\"answer\":\"The paper argues that there are many ways of conceptualising lifelong learning and that EU and Scottish policies reflect specific underlying assumptions.\"},{\"question\":\"Which fallacies does the paper identify in lifelong learning policy?\",\"answer\":\"It identifies three fallacies: economic success equals eradication of deprivation and exclusion; failure is the fault of the individual; and access to education is fair.\"},{\"question\":\"How does the study examine EU and Scottish policies?\",\"answer\":\"It analyzes EU and Scottish policy documents from 2000 onwards using critical discourse analysis, focusing on how issues are framed through knowledge, values, norms, rhetoric, metaphor, and ideology.\"}]","Lifelong learning policies, paradoxes and possibilities | PDF",1792065171,35]