Abstract
School to Work Transition, Labour Market Flexibility and Lifelong Learning in the Swedish Context
The purpose of this paper is to discuss Swedish policies and practices in lifelong learning in the context of labour market flexibility and employability. The paper starts with some observations regarding the changing notions of school to work transitions. New skill demands and their connection to the concept of lifelong learning and the increasing flexibility of the labour market are outlined. Current Swedish research shows, however, that skill requirements do not increase at the level and speed as being reflected in contemporary lifelong learning policies. Nowadays, the concept of flexibility is being more commonly used both in education and labour market policies. The development of flexible learning environments in education, in everyday life and at work has to be analysed in more detail.
In addition to these theoretical and conceptual issues, the paper aims at providing an overview of current Swedish polices with regard to lifelong learning. The main section of the paper presents some current Swedish initiatives on enhancing lifelong learning at various levels of the learning society; for example, the reform of adult education in the 1990s (Adult Education Initiative; Kunskapslyftet ), the idea of individual learning accounts, workplace learning as part of industrial relations, current reforms of upper secondary education, and attempts to validate and recognise the educational background and vocational skills of immigrants. Finally, issues for further research and policy development are discussed.
The purpose of this paper is to discuss Swedish policies and practices in lifelong learning in the context of labour market flexibility and employability. The paper starts with some observations regarding the changing notions of school to work transitions. New skill demands and their connection to the concept of lifelong learning and the increasing flexibility of the labour market are outlined. Current Swedish research shows, however, that skill requirements do not increase at the level and speed as being reflected in contemporary lifelong learning policies. Nowadays, the concept of flexibility is being more commonly used both in education and labour market policies. The development of flexible learning environments in education, in everyday life and at work has to be analysed in more detail.
In addition to these theoretical and conceptual issues, the paper aims at providing an overview of current Swedish polices with regard to lifelong learning. The main section of the paper presents some current Swedish initiatives on enhancing lifelong learning at various levels of the learning society; for example, the reform of adult education in the 1990s (Adult Education Initiative; Kunskapslyftet ), the idea of individual learning accounts, workplace learning as part of industrial relations, current reforms of upper secondary education, and attempts to validate and recognise the educational background and vocational skills of immigrants. Finally, issues for further research and policy development are discussed.