How can lifelong learning contribute to poverty reduction?

Dr. Jittie BrandsmaBrandsma Training & Learning

Research, the Netherlands

Structure of the presentation Definitions of poverty Concepts related to poverty Dominant perspective on combating

poverty Functions of lifelong learning and its

potential contribution to poverty reduction Social and identity capital and lifelong

learning Contribution of lifelong learning to poverty

reduction (from the perspective of social, identity and human capital

Definitions of poverty Multi-dimensional/multi-faceted concept Encompassing: economic, social,

cultural, and political elements Both a ‘relative’ and an ‘absolute’

concept Can be chronic as well as temporary Affecting not only the standard of living,

but also other civil, cultural, economic, political and social rights

Poverty contributes negatively to:

Life chances Educational achievement Gainful employment Health Housing Social cohesion/integration

Poverty and related concepts Inequality: lack of equal access to economic,

socio-cultural, educational and political resources, structures and decision making processes

Social exclusion: the deprivation of aspects of full social participation in different fields

Vulnerability: extent to which people/groups are apt to fall into poverty due to unexpected ‘shocks’ or risks (e.g.: disabled/long-term and chronic sick; single parents; minority (ethnic) groups), elderly people; illegal immigrants and refugees)

Dominant perspective on combating poverty Lack of employment or low-paid

employment as main causes of poverty

Gaining employment perceived as an effective strategy for moving out of poverty

Enabling people to gain and sustain employment as the key element of anti-poverty policies

Limitations of the ‘employment’ strategy

Poverty is not a one-issue problem, but related to various different ‘problems’ that tend to reinforce each other

Poverty often directly related to low educational achievement leaving open only low-paid employment, which does not provide many opportunities to escape poverty

Different functions of lifelong learning

‘employability’ (economic, labour participation)

Active citizenship (democracy, societal participation)

Personal development Social integration/cohesion

Potential contribution of lifelong learning to poverty reduction

Acquisition of skills and qualifications designed to help gain and sustain employment (‘single issue approach’)

Learning as a supportive mechanism for the development of social capital and ‘identity capital’

The ‘learning’ pyramid

Social capital and ‘identity capital’ Social capital is networks together with

shared norms, values and understanding that facilitate cooperation within or among groups (reciprocity, trust, experience of communality and cooperation, participation)

‘Identity capital’: self-assurance, self-consciousness, self-efficacy

Social capital: different forms Bonding: strengthening of ties and

solidarity within a (social) homogeneous group

Bridging: strengthening of ties and relations between different more heterogeneous groups and networks

Linking: links spanning different social strata and the capacity of mobilising resources outside the own community

Lifelong learning, social capital and ‘identity capital’ (1) Non-formal and informal learning in different context

(‘lifewide learning’): learning within different networks, which can help built social capital (networks as a pre-condition for developing social capital but also as an outcome of increased social capital; lifelong learning as a pre-condition for developing social capital, but also as an outcome of increased social capital)

Non-formal learning in networks often consciousnessly planned and on the basis of own initiative

Informal learning often spontaneous and not directed (though implicit direction by professionals or volunteers can enhance informal learning opportunities)

Lifelong learning, social capital and ‘identity capital’ (2) Less positive experiences with formal

learning can result in negative attitudes and behaviours towards non-formal and informal learning, which can impede the forming of social capital

Creating ‘low threshold’ provisions for vulnerable groups as well as a ‘save learning environment’ is of eminent importance for enhancing lifelong learning and the growth of social capital among these groups

Lifelong learning, social capital and ‘identity capital’ (3) Strengthening of social capital contributes

to the development of ‘identity capital’ At the same time, building ‘identity

capital’ is pre-conditional for the (further) development of social capital

Link between social capital and ‘regulative capacities’: the capacity to utilise and mobilise available skills, competences and external resources (in order to achieve one’s goals)

What is the contribution of lifelong learning to poverty reduction? To make LLL more effective we need to:

Achieve a better balance in the use of public resources to support learning of disadvantaged adults; recognition of the need to support development of social and identity capital as well as human capital

Strengthen the role of different infrastructures and partners in enhancing lifelong learning (national and local governments, local communities, volunteer organisations, enployer’s and employee organisations)

LLL contribution to poverty reduction (continued) A comprehensive approach to a family learning

architecture (enhancing the learning of all family members as part of the support to families vulnerable to poverty)

Enhancement of non-formal and informal learning Enhancement of community learning,

participation and change (helping people to access connections, create networks, become social innovators and entrepreneurs, releasing individual and collective action that can achieve real change for individuals, communities and areas)