Title: Varieties of capitalism and approaches to lifelong learning
1Varieties of capitalism and approaches to
lifelong learning Contribution to symposium on
Lifelong Learning and Social Justice macro,
micro and meso perspectives British
Educational Research Association Conference,
London Institute of Education, 6-8 September
2007 Sheila Riddell, Elisabet Weedon, Judith
Litjens, Jim Crowther, University of
Edinburgh John Holford, University of Nottingham
2Three worlds of welfare capitalism(Esping-Anderse
n,1989)
- the liberal welfare state - limited social
insurance plan and means tested benefits.
Beneficiaries usually low-income working-class
(e.g. United States and United Kingdom) - the conservative-corporatist regime - aims to
retain existing social hierarchies. Strong
emphasis on social insurance (e.g. Belgium,
Austria) and - the social-democratic regime - aims to promote
equality and provide universal benefits. Has a
universal insurance scheme but uses some
means-testing in provision of benefits (e.g.
Norway).
3Welfare families (Castles)
- English-speaking family (Ireland, UK)
- Nordic family
- Continental Western European group (France,
Germany, Italy, Netherlands) - Southern European group (Greece, Portugal, Spain)
4Variants on new European socioeconomic model
(Aiginger)
- Scandinavian
- Continental
- Anglo-Saxon
- Mediterranean
- Catching-up
5Methods of typology development
- Data gathered on range of indicators e.g.
- GDP spent on education
- Employment rate
- Employment protection, poverty risk, measures to
support disadvantaged - Ed. System characteristics outcome
- Participation in lll
- Policies on lll
6Table 1 Data contributing to typology of lll
7Data sources (see glossary)
- Eurostat
- Euridyce
- EU communications
- National Reports
8Difficulties in typology development
- General problems with welfare state typologies
(welfare states nation states) - Basis for inclusion in particular category
- Including new member states
- Consistency and reliability of data
9Country similarities differences broad
economic social indicators
- Marked divide in GDP between old new member
states - Less variation in GDP spent on education but
richest country (Norway) spends highest ) - Highest employment rates Norway, Scotland
- UK Ireland have least regulated labour markets
- Slovenia Norway have adequate measures for
disadvantaged - Risk of poverty greatest in Ireland UK least
in Norway Slovenia
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11Percentage with at least secondary ed key points
- Most systems comprehensive exceptions Austria
Flanders - Countries grouped closely together but little
variation between old new member states - Flanders - lowest percentage
- Norway highest percentage
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13Percentage in formal lll key points
- UK - high proportion if formal lll, followed by
Slovenia Ireland - flexible HE - Austria - relatively low participation (behind
Estonia Lithuania) - rigid HE system - Lowest participation Bulgaria (also poorest
country)
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15Lll by educational attainment key points
- In all countries, those with higher levels of
educational attainment most likely to be involved
in lll (formal, non-formal, informal) - Austria appears to have highest participation,
but LFS data for 2003 did not include informal
learning for all countries
16Aigingers typology applied to lll (1)
- Scandinavian model Norway - emphasis on human
capital, social capital personal development.
High investment in lll combined with regulated
labour markets - Anglo-Saxon model Ireland, Scotland, England
High participation in lll, low labour market
regulation, high poverty risk - Lll seen as driver of economy means of
combating social exclusion
17Aigingers typology applied to lll (2)
- Continental model Rigid stratified education
system. Emphasis on lll as creator of human
capital, less on social capital Tightly regulated
labour market, but little attention to
disadvantaged - Catching-up model Slovenia has many features in
common with old member states, particularly
emphasis on social inclusion. - Estonia Lithuania some features of Baltic
states? - Hungary Czech Republic reflections of
continental model? - Need for much greater focus on developments in
Central Eastern European countries.