Lifelong learning has been an evidence-free zone for too long. It has
been under-researched and under-theorised. This volume, the first of
two, is the culmination of years of empirical work undertaken for the
ESRC's Learning Society Programme, a major investment in lifelong
learning research. It explores the ways lifelong learning can contribute
to the development of knowledge and skills for employment, and other
areas of adult life. In this first volume, the contributors address the
challenges to social science researchers to study issues that are
central and directly relevant to the political and policy debate, and to
take into account the reality of people's lives. Each chapter gives an
overview of one project, describing its objectives, methods, main
findings and policy implications. Some of the main themes explored
include the education market post-16, key skills in Higher Education,
adult guidance services, and how knowledge can be developed at work. In
the introduction, these topics are placed by the editor within the broad
context of research and policy on different types of learning societies
and lifelong learning. The evidence provided shows what policies are or
are not working and provides the basis for structural reform. Some of
the conclusions arrived at by the projects challenge fundamental
assumptions of current policy. The contributions demonstrate the value
of independent, critical research in an area which is awash with
unsubstantiated generalities, armchair musings and banalities without
bite. Differing visions of a Learning Society contributes to the public
debate on lifelong learning, and is essential reading for politicians,
policy makers, practitioners, academics and researchers concerned in any
way with lifelong learning.
