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Capability Approach for Lifelong Learning Participation
Journal of Lifelong Learning Society
Abbr :
JLLS
2020, 16(2), pp.27-51
DOI :https://doi.org/10.26857/JLLS.2020.5.16.2.27
Publisher : Institute of Distance Education
Research Area : Education
2020, 16(2), pp.27-51
DOI :https://doi.org/10.26857/JLLS.2020.5.16.2.27
Publisher : Institute of Distance Education
Research Area : Education
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Due to the obsolete and polarization of skill by rapid technological progress, the lifelong learning for re-skilling and up-skilling has been focused. In this context, this paper explores demographic and socio-economic factors related to lifelong learning for re- or up-skilling participation capability. It is based on Sen’s capability-focused approach which broadly defines development as a promotion of human freedom rather than narrowly as economic progress. As basic indicator of participation capability, the change of participation rate for lifelong learning is just maintained at around 20% during 2012-18. In addition, a result of the probit analysis for participation shows that less-educated, unemployed, employees for small and medium sized firms who have greater instrumental necessity have significantly lower participation capability. This means that lifelong learning should be viewed not only as instrumental dimension, but as constitutive dimension that itself contributes to the promotion of human freedom. And it also should be viewed as comprehensive outcomes that related with other capabilities. Therefore, in order to increase the lifelong learning capability, it is necessary to simultaneously expand social, economic and political capabilities.
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