If you are experiencing problems downloading PDF or HTML fulltext, our helpdesk recommend clearing your browser cache and trying again. If you need help in clearing your cache, please click here . Still need help? Email firstname.lastname@example.org
This article examines the continuities and discontinuities in the international problematisation of education across the lifespan as an education policy, currently conceptualised as lifelong learning. Through the critical examination of international organisations' policy documents, this paper demonstrates that while on the one hand there is a pattern in the way the problematisaton has been carried out (the continuities), on the other hand the translation of the problematisaton into policy has been punctuated by major discontinuities. Lifelong learning as a policy concept has introduced strong discontinuities that have ensured its acceptance worldwide: a policy with a small degree of political operationalisation that simultaneous discursively combines different political orientations.