Lifelong Learning and Life-course

Time: 12-23 August 2019

Campus: Joensuu

Duration and credits: 2 weeks, 5 ECTS
Teaching Language: English
Level: Master (and Bachelor)
Max. number of attendees: to be announced
Course coordinator: Juha Kauppila,  
Responsible department: School of Educational Sciences and Psychology
Learning outcomes: Students should

  • master the conceptual dimensions of life-course and its different stages
  • be familiar with the significance of upbringing, education and counselling at different stages of life
  • know the significance of gender and generation in lifelong learning


Being familiar with the concept of life-course and the significance of education on life-course.
Modes of study: The course is taken either 1) as study group or 2) book exam:
1) Study group: Study groups are groups of 3-6 people willing the commit to work in a study group. Study groups meet according to a schedule agreed upon by the students themselves. After the last meeting stu-dents compile introductions of books and records of the discussions into a report. The report is sent for evaluation. The teacher of the course can invite the group for a final discussion, if necessary. Study group 18 h and independent work 117 h.
 2) Book examination: Students have an examination on the chosen literature on a general examination day of the Philosophical Faculty, School of Educational Sciences and Psychology. Exam 4 h, independent work 133 h.
Teaching methods: During the first meeting students should familiarise themselves with study group as a form of instruction for a course (rules of study groups and basics of writing a report). After the first meeting students choose either study group work or book exam.
Study materials: Literature in exam (3 books):

  • Jarvis 2010. Adult education and lifelong learning: Theory and practice (renewed 4. print)
  • Hunt 2016. The Life Course: a Sociological Introduction.
  • Elder & Giele (Eds.) 2009. The Craft of Life Course Research.
  • Antikainen et al. 2005 Transforming a Learning society, The Case of Finland.
  • Sugarman 2004. Counselling and the life course.
  • Heikkinen & Salo 2007. Adult education - liberty, fraternity equality? Nordic views on lifelong lear-ning.
  • Sugarman 2001. Life-span Development: Frameworks, accounts and strategies.

In addition to the aforementioned books, the following books can be used in study groups:

  • Ruspini 2016. A New Youth? Young People, Generations and Family Life.
  • Taipale, Wilska & Gilleard 2017. Digital Technologies and Generational Identity: ICT Usage Across the Life Course.
  • Antikainen et. al 1996. Living in a learning society: life-histories, identities and education
  • Schuller, Preston, Hammond, Basset-Grundy & Bynner 2004. The benefits of learning. The impact of education on health, family life and social capital.
  • Nicoll 2008. Flexibility and lifelong learning. Policy, discourse, politics.
  • Hobson 2002. Making men into fathers. Men, masculinities and the social politics of fatherhood.
  • Hayes & Flannery 2000. Woman as Learners.
  • Dominice 2001. Learning from our lives: Using educational biographies with adults.

Evaluation criteria: Book examination: 0-5. Study group work: 0-5
Teachers: Juha Kauppila (UEF)