Lifelong learning and the 'outsider': the case of refugees and asylum seekers in the UK

At a time when UK universities are increasingly courting fee-paying overseas students to help balance the books, this paper will consider the needs and aspirations of refugees in relation to lifelong learning. While international student services in universities grow and invest in supporting and meeting the challenge of the diversity of their students, the doors to Higher Education generally remain firmly closed to refugees, despite the fact that many come to the UK with existing higher level qualifications and aspirations to study. Lifelong learning, the Government claims, is more than about increasing human capital and economic competitiveness, it also has a role in promoting active citizenship and contributing to what is increasingly referred to as social capital. It is suggested that lifelong learning contributes to social cohesion and fosters a sense of belonging, responsibility and identity, and that it helps to build a united society (1998 p. 11 and 10). The language and general ethos of social capital is evident in an increasing number of policy documents. Its development has been hailed as the key to success in creating stronger communities, stronger bonds of trust and cooperation and tackling a host of social problems from low educational attainment, crime, under-employment to poor health. (SEU 2000; SEU 2001). However, it is recognized that social capital has an important downside (E.g. Portes, 1993; Portes & Landholt, 1996; Molyneux, 2002; Blaxter & Hughes, 2000) and can be particularly problematic for marginalised groups. The limitations of the concept will be explored in relation to refugees