Ethical practice in adult lifelong learning: a reflection on its shifting nature and significance for the future

2021 ◽  
pp. 1-16
Author(s):  
Richard G. Bagnall ◽  
Steven Hodge ◽  
Paddy O’Regan
Keyword(s):  
Lifelong Learning ◽  
Ethical Practice ◽  
The Future

Special Focus: Lifelong Learning — The Challenge and Potential for Industry and Higher Education

1995 ◽  
Vol 9 (4) ◽  
pp. 205-216 ◽  
Author(s):  
Norman Longworth
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Special Focus ◽  
Concept Definition ◽  
The World ◽  
The Future ◽  
Introductory Paper ◽  
Global Conference

The papers which follow in this special focus on lifelong learning are based on presentations at the First Global Conference on Lifelong Learning, held in Rome on 30 November–2 December 1994. In this introductory paper, Norman Longworth discusses the concept, definition and practice of lifelong learning and assesses why its importance and significance for the future are increasingly appreciated and stressed. He also sets out and discusses the main themes of the Rome conference, and analyses their implications and challenges specifically for business and higher education. Finally he describes the roles of the European Lifelong Learning Initiative (ELU), which organized the Rome conference, and the World Initiative on Lifelong Learning (WILL), which was established at the conference.

scholarly journals Lifelong Learning as the Future Human Need

2019 ◽  
Vol 22 ◽  
pp. 144-151 ◽  
Author(s):  
Oksana Voitovska ◽  
Svitlana Tolochko
Keyword(s):  
Lifelong Learning ◽  
The Future ◽  
Human Need

Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society

2017 ◽  
Vol 8 (4) ◽  
pp. 38-51
Author(s):  
Suwithida Charungkaittikul ◽  
John A. Henschke
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Academic Discipline ◽  
Lessons Learned ◽  
Practical Application ◽  
Learning Society ◽  
Facilitating Factors ◽  
The World ◽  
The Future

Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance ‘andragogy' as a scientific academic discipline and to expand on the horizon of andragogical assumptions and processes put forth by Malcolm Knowles. The literature on andragogy demonstrates the need to consider the future of andragogy, which may strengthen the theory and allow for the assumptions and processes to further guide this aspect of adult education. While the journey towards a lifelong learning society will continue to evolve, the lessons learned may help to identify key facilitating factors as well as pitfalls to be avoided in formulating more comprehensive lifelong learning society development strategies in the future.

scholarly journals Efficient, Effective, and Ethical Practice in Lifelong Learning

2013 ◽  
Vol 22 (1) ◽  
Author(s):  
Thomas N. Guinsburg
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Goal Setting ◽  
Professional Values ◽  
Ethical Practice ◽  
Education Programs ◽  
University Continuing Education ◽  
University Programs ◽  
The Relationship ◽  
Ethical View

This paper seeks to assess the interaction of--and tensions between--efficiency, effectiveness, and ethics in goal-setting for university continuing education programs. Its thesis is that efficiency, that is, a cost accountant's measure of productivity, is of limited utility unless we articulate thoughtfully and appropriately what we are trying to be efficient at. The goal of effectiveness, which measures the relationship between program results and program objectives, helps us to be wary of those "efficiencies" that subvert essential program objectives. Finally, effectiveness cannot be separated from an ethical view of lifelong learning: beneficial to society, collaborative rather than competitive, and keeping faith with our highest professional values and institutional standards. Only a raison d'être grounded in ethically based effectiveness can ensure the sort of future we want for university programs of lifelong learning.

Lifelong Learning through Labor/Management Cooperation: Building the Workforce of the Future

2011 ◽  
Vol 22 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Constance Alexander ◽  
Marshall Goldberg
Keyword(s):  
Lifelong Learning ◽  
Labor Management ◽  
The Future

European higher education space: where do we go from here?

2004 ◽  
Vol 49 (8) ◽  
pp. 139-143 ◽  
Author(s):  
J. Iza ◽  
P. García Encina
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
European Countries ◽  
University Education ◽  
Continuous Education ◽  
Future Role ◽  
The Future ◽  
European Higher Education ◽  
European University

The Declaration of Bologna and subsequent documents have drastically changed the European university panorama and the future role of universities as providers of continuous education for a lifelong learning. There will be a convergence not only in academic titles, but also in the way we see university education. The previous EEE symposium gave some clues on the approaches taken by different European countries: organization of EE studies, integration of graduates into the market, and interaction with professional bodies. Bologna's outcomes were sold in Spain as a change into an American (USA) model, which, as any other model, has advantages and drawbacks. This paper deals with an open reflection on the future of university studies in Europe.

Lifelong Learning in Social Work Education: A Review of the Literature and Implications for the Future

2014 ◽  
Vol 34 (4) ◽  
pp. 384-400 ◽  
Author(s):  
Laura Nissen ◽  
Kimberly Pendell ◽  
Pauline Jivanjee ◽  
Charlotte Goodluck
Keyword(s):  
Social Work ◽  
Lifelong Learning ◽  
Social Work Education ◽  
Review Of The Literature ◽  
The Future ◽  
Work Education

Lifelong Learning: Bridging the Digital Divide and Planning for the Future

IFLA Journal ◽  
2001 ◽  
Vol 27 (5-6) ◽  
pp. 328-329
Author(s):  
H. Kay Raseroka
Keyword(s):  
Lifelong Learning ◽  
Digital Divide ◽  
The Future
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