First Semester

Copenhagen

First semester: 

  • The Sociology of Lifelong Learning (15 ECTS)
  • The Learning Individual in a Lifelong Perspective: Theories and Practices (15 ECTS).

The Sociology of Lifelong Learning (15 ECTS)

Module Coordinator: Associate Professor Stavros Moutsios

This module will explore lifelong learning from the perspective of sociology of education. Lifelong learning, which encompasses all types of learning (formal, non-formal and informal) takes places in the society – in a given society. The learner is a social individual; he/she is part of a network of human relations and member of a society with particular culture, institutions, directions and projects, which he/she is expected to internalise. In other words, the learner, as any individual, is part of a society and this society is part of him/her. The module, therefore, will place the learning individual within their social, and more precisely, in the socio-historical context in which learning happens, be it a ‘pre-modern’, a ‘modern’ or a ‘post-modern’ society.

For this purpose, the module will employ accounts from socialisation and social reproduction theories and will examine the emergence and diffusion of major currents of pedagogic ideas from the perspective of the specific societal conditions which gave rise to them.

At another part, the module will adopt a policy sociology approach by looking into lifelong learning in the framework of the ‘knowledge society’ debate. Students will have the opportunity to investigate the theoretical underpinnings of this and other related concepts and to analyse policy initiatives at national, regional and global levels.

Reference will be made to main international policy making entities which have placed lifelong learning at the core of their research agendas and policy recommendations. The students will also have opportunity to go through the recent intensive debates and research with regard to the relationship between lifelong learning and citizenship as well as the new regimes of knowledge production, transmission and certification in higher education.

The Learning Individual in a Lifelong Perspective: Theories and Practices (15 ECTS)

Module Coordinator: Professor Venka Simoska

The module will present a variation of theories relevant to the study of learning in a lifespan perspective and will offer the students the possibility to examine a variety of practices as well as explore the relation between theory and practice.

Students will gain insight into social, cultural and psychological factors influencing theories and practices in different traditions.

Critical assessment of existing learning activities combined with empirical studies in the form of observational or field studies, as well as development of proposals for innovative learning activities drawing on, for instance, use of new media, will be an important element in the module.

London

- Autumn Term: 

  • Comparative Education: Theories and Methods (15 ECTS)
  • Lifelong Learning: Theories and Perspectives (15 ECTS)


Comparative Education: Theories and Methods (15 ECTS)

This module will introduce participants to the theory and practise of comparative education. It will review the historical development of the field and its relations with policy-making and other areas of comparative study; explore key concepts and theoretical frameworks used by comparativists; and develop understanding of the main methodological approaches to systematic comparative research.

The use of comparative evidence by policy-makers and the process of policy-borrowing will be critically examined and the module will explore, through a range of case studies, how comparative analysis has contributed to the understanding of educational process and the relations between education and its social contexts.


Lifelong Learning: Theories and Perspectives (15 ECTS)

This module is designed to provide an overview of the development of the concept of lifelong learning theoretically and comparatively. Students will investigate the emergence of the concept of lifelong learning from its origins in adult education and its subsequent contested history; its contemporary manifestation in models of lifelong learning systems and its incorporation into national and transnational education and training policy; its economic, social and cultural ramifications, including race and gender.

Students will also consider the conceptions of learning, knowledge, social justice and citizenship that underpin and inform the concept of lifelong learning in national and transnational policy discourses, and critically appraise how far those conceptions result in a view of lifelong learning as a form of 'social control' or 'critical practice'. Moreover the module will provide a variety of conceptual tools to problematise the concept of lifelong learning epistemologically, pedagogically and ideologically in order for students to re-think the meaning of lifelong learning in their own personal and/or professional contexts.

The second semester in the UK allows specialization as regards policy in areas such as HE, further education, etc., The second semester in Denmark allows specialization as regards "the learning individual" and human resource development in the workplace.

Bilbao

MALLL Annual Seminar at Deusto University in November

MALLL Consortium holds an Annual Seminar at Deusto University in every November to gather the two cohorts of MALLL students who are at their first year and second year of studies. The aims of this seminar are:

›Two cohorts of students meet to share experience and create a sense of community;

›All students can participate in lectures of MALLL visiting scholars;

›The first year students have a chance to know the university of Deusto, meet staff, learn about the city of Bilbao;

›The second year students present thesis topics in parallel workshops to seek comments from peers, viting scholars and teachers;

›The students discuss with national coordinators to find the most suitable possible supervisors at each universities for their thesis topics;

›Associated partner organisations present internship/future career opportunities;

›Student representatives from both cohorts participate in the MALLL Consortium Steering Committee Meeting.