A new paper from LLAKES assesses how the lifelong learning systems of Nordic countries perform today and how distinctive they remain relative to the systems in other regions and country groups.
The ‘Nordic Model of Lifelong Learning’, which gained international recognition towards the end of the last Millennium, had three distinguishing characteristics: universalistic provision of pre-school education; a comprehensive and relatively egalitarian secondary school system; and high levels of participation in adult learning.
Nordic countries came to be regarded as leading exponents of lifelong learning when this concept was gaining international traction. However, during the last two decades, much has changed with the rise of the ‘neo-liberal’ paradigm in international education policy, and Nordic countries have responded in different ways to the new demands placed on education.
The analysis presented in the paper suggests that, despite substantial policy changes across Nordic countries, and the significant differences between their systems, the common and distinctive characteristics of the Nordic Model have largely survived.
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