Why Learning Not Education?—Analysis of Transnational Education Policies in the Age of Globalization

The profound influence of globalization seems helping outshine the concept of “education ” with the more flexible notion of “learning ” in the education policies of major transnational organizations. With considerable differences in concepts, all of them are promoting “learning”, more specifically LLL (lifelong learning) through their policies. However, there are considerable levels of resistance to that as well. Why then LLL is being projected by the transnational organizations as a part (sometimes ubiquitous) of the solution and a way forward? This multidimensional and ambiguous nature of “learning ” in transnational policy arena seeks an analysis and asks: How are different worldviews of “learning ” and LLL changes and modifies themselves in the age of globalization? Why is there a paradigm shift form “education ” to “learning ” within the global policy arena? The purpose of this paper is to explore the changes inside the UNESCO (United Nations Educational, Scientific and Cultural Organization), th