The present study, based on a methodological strategy constituted from a contextualisation process and a policy impact analysis circle, begins with a short critical interpretation of the international status quo regarding lifelong education projects and the second chance university, and focuses on definitional and epistemological issues. It provides a historical review of the Greek case. The study mainly focuses on the relationship between the main state policies, the official (and less official) discourses and texts and the actions towards the establishment of a lifelong education network and a ‘second chance university’ in the context of the Greek educational system during the past decade. It attempts to reveal and interpret the ‘politics’, the legitimating strategies, the reactions and the counteractions, the real priorities and the social and economical dimensions of these efforts. It also inquires into the way emerging educational practices and trends (such as consumerist control of education and choice-driven systems, ‘regional experimentalism’, multidisciplinary versus unidisciplinary higher education institutions, total quality management and PCDA circles in educational policy, human resource development) and new prevailing significances and theories (employability, profitability, accountability, efficiency, excellence, public choice, managerial culture, positive discrimination, competitiveness, self-interest survival strategies, individual finalism) affect the existing lifelong education projects and the form/type of the ‘second chance university’ being legislated for. Finally, the study examines the relationship of the above-mentioned planned projects to specific forms of pro-, in- and out-service training and on-the-job training projects, existing in Greek educational, social and economic life.
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