Transitions From Sectors of Adult Education to Lifelong Learning Ecosystems: Comparative Analysis of Policies From Denmark, Portugal, and Nigeria

The call for the right to Lifelong Learning for all at CONFINTEA VII, backed by several international organisations, indicates a major transition from sector-specific education systems towards Lifelong Learning Ecosystems. In the context of Adult Learning, this indicates weakening or diminishing Adult Education sectors and a move towards Adult Learning within the framework of Lifelong Learning. However, the reality of such a transition is evident from the extent of changes in national policies. This paper analyses and compares the policies of three states: Denmark, Portugal, and Nigeria, to identify the extent of the aforesaid transition. The paper uses the currently implemented policies in all three states as sources for research. It shows that these states reflect different levels of transitions based on political will and futuristic policies that promote or limit equality, social mobility, and the existence or lack of a thoughtful attitude to ensure a sustainable future for everyone. Further, it argues that disadvantaged learners pay the price of a lack of transition or imbalances in transition. The paper highlights the need for a balanced transition towards lifelong learning ecosystems.