LIFELONG LEARNING: EXPLORING THE ISSUES IN AN AREA OF SOCIAL DEPRIVATION IN SCOTLAND

This article explores ways in which the Scottish Executive’s policy of lifelong learning is played out in an area of social deprivation in Scotland. It draws on data produced as part of research which investigated barriers and motivations to learning in Greater Govan, Glasgow. Our work took place at a time when notions of lifelong learning and widening access to educational opportunities to those traditionally excluded from post-compulsory education were high on the political agenda. We present lifelong learning as a contested concept, an idea which frames our work. The article provides an overview of barriers and motivations to accessing learning opportunities, from the perspective of local residents and stakeholders. In analysing the data, the concepts of human and social capital emerged as useful tools in understanding the relevance of lifelong learning for local people. We argue that the dominance of the development of human capital within current policy discourses is misplaced. INTRODUCTION AND BACKGROUND The empirical data which we draw on for this article was produced as part of a piec