Conceptual and Methodological problems of Lifelong- Learning Education Reforms Empirical problems of lifelong learning As the concept of lifelong learning is used in comparative study of the policy convergences of education reforms in the context of globalization, we must take into consideration of wWhitty's caution that we may decontextualize the cases under study from their particular national economic, political, social and cultural situations and forcing "false universalism"onto them Whitty et al, 1998, p. 32)
Conceptual and Methodological problems of Lifelong-Learning Education Reforms Empirical problems of lifelong learning As the concept of lifelong learning is used in comparative study of the policy convergences of education reforms in the context of globalization, we must take into consideration of Whitty’s caution that we may decontextualize the cases under study from their particular national economic, political, social and cultural situations and forcing "false universalism" onto them (Whitty et al., 1998, p.32)
Conceptual and Methodological problems of Lifelong- Learning Education Reforms Stephen J. Ball's methodological specification of convergence of lifelong-learning education reforms Ball, 1999) Simple convergence Paradigm convergence
Conceptual and Methodological problems of Lifelong-Learning Education Reforms Stephen J. Ball’s methodological specification of convergence of lifelong-learning education reforms (Ball, 1999) Simple convergence Paradigm convergence