Abstracts

The phenomenon of marginalization and social exclusion which affects individuals, groups and the whole communities is found to be a major social problem, and is perceived as such in the European Union. Intellectual and material resources of numerous institutions are involved in finding the solution to the problem, and academic centers seek to develop conceptions, strategies and the so-called good practices which would enable effective prevention of such undesirable social phenomena. One of the suggested solutions is the conception and practice of lifelong learning, which has recently become an important instrument in the inclusion policy applied by the European Union, the instrument (too optimistically perhaps) thought as the remedy for marginalization and social exclusion. Analyzing the effects of inclusion policies supported with the conception of lifelong learning applied in the sphere of social practice  in rural areas it can be noticed that efficiency of the actions for the benefit of  social inclusion of the excluded persons  in rural areas is low. However, a low level of efficiency and numerous problems facing the inclusion policy in rural areas do not mean that there are  rational premises to challenge legitimacy of a lifelong learning conception  as an instrument of social interventions. A promising offer for the inclusion practice in which the conception of lifelong learning is applied are qualifications which seem to be crucial to reducing poverty, improving the quality of life, and promoting sustainable development of rural areas as well as a consequence of building and stimulating the resilience of rural social systems. Also  a promising offer for the inclusion practice in which the conception of lifelong learning is applied is Integrated Qualifications System and it’s crucial tool –  Integrated Qualifications Register.  Namely raising and confirming qualifications contributes to increasing the competences of individuals and reduces the risk of social exclusion. Qualifications obtained in non-formal and informal ways,  the process of acquiring, accumulating and confirming qualifications enable rural residents to function more efficiently and to find themselves in in the social space.

The presentation will be based on the analysis of polish experience in implementing of the Integrated Qualifications Register as a suport for the practical implementation of lifelong learning policies in rural areas.