Concepts and Definitions of Lifelong Learning

2020 ◽  
Author(s):  
Paul J. Hager
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Knowledge Creation ◽  
Formal Education ◽  
Lifelong Education ◽  
Education Systems ◽  
Learning Society ◽  
Economic Competitiveness ◽  
Key Concepts ◽  
Key Issues

This chapter introduces key concepts, including lifelong education, lifelong learning, recurrent education, and the learning society, and outlines key issues that have shaped this field. Firstly, the origins and main understandings of lifelong learning and cognate concepts from the 1970s are discussed. Commonalities across these key concepts are highlighted, as are crucial differences that created conflicting understandings. A schema is presented to compare and classify different understandings of the concepts. Secondly, the resurgence of interest in lifelong learning from the 1990s onward is traced, and the reasons for it are discussed. These include economic competitiveness and globalization, as well as the more recent emphases on knowledge creation and the learning society. The rise to pre-eminence of the concept of lifelong learning has put an unprecedented focus on learning itself. However, diverse understandings about the nature of learning have fueled ongoing disagreements about the role and significance of lifelong learning. Some interpretations limit the scope of learning to the kinds characteristic of formal education systems. Others regard lifelong learning as covering all kinds of informal learning. These differing valuations underpin much of the ongoing disputes about lifelong learning. Thirdly, the emerging notion of the learning society is outlined and discussed. Debates around the learning society have produced new variants of four common criticisms leveled earlier at lifelong education and lifelong learning. The conceptual conflicts stimulated by the notion of the learning society continue the now familiar pattern of major disagreements that earlier marked the concepts of lifelong education and lifelong learning.

Concepts and Definitions of Lifelong Learning

2011 ◽  
pp. 11-26 ◽  
Author(s):  
Paul J. Hager
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Knowledge Creation ◽  
Formal Education ◽  
Formal Learning ◽  
Lifelong Education ◽  
Learning Society ◽  
Economic Competitiveness ◽  
Key Concepts ◽  
Key Issues

This chapter introduces key concepts, including lifelong education, lifelong learning and recurrent education, and outlines key issues that have shaped this field. First, the origins and main understandings of lifelong learning and cognate concepts from the 1970s are discussed. Commonalities across these key concepts are highlighted, as are crucial differences that create conflicting understandings. A schema is presented to compare and classify different understandings of the concepts. Second, the resurgence of interest in lifelong learning from the 1990s onward is traced, and the reasons for it, including economic competitiveness, globalization, and the focus on knowledge creation, are discussed. A novel emphasis on learning has resulted from the rise to preeminence of the concept “lifelong learning.” Diverse understandings about learning have fueled ongoing disagreements about the role and significance of lifelong learning. Some interpretations limit the scope of learning to the kinds characteristic of formal education systems. Others regard lifelong learning as covering all kinds of informal learning. These differing valuations of learning underpin much of the ongoing disputes about lifelong learning. The emerging notion of the learning society is also outlined and discussed. It features the same conceptual conflicts that marked the earlier concepts. Third, four common criticisms of lifelong learning are outlined and discussed. All criticisms are shown to make assumptions about learning that favor formal learning, while marginalizing informal learning. Thus, even today, understanding of lifelong learning and its significance is hampered by tendencies to adhere to narrow views of learning that many people develop unreflectively from their experiences of formal education.

Human lifecycle development and the experiential learning foundations of an integrated lifelong education framework

2018 ◽  
Vol 24 (2) ◽  
pp. 250-271 ◽  
Author(s):  
Cameron Richards
Keyword(s):  
Experiential Learning ◽  
Lifelong Learning ◽  
Formal Education ◽  
Life Experience ◽  
Later Life ◽  
Lifelong Education ◽  
Basic Model ◽  
Concrete Experience ◽  
The Face ◽  
Death Narrative

Many educators interested in notions of ‘learning through or from experience’ are influenced by Kolb’s basic model of experiential learning. Yet as a set of stages, the model involves a dilemma acknowledged by Kolb himself that it can proceed from either concrete experience or abstract conceptualisation. The paper builds on Kolb’s insights about a possible solution to this dilemma in terms of how experiential learning is in some respects synonymous with but otherwise a more specific version of Alan Rogers’ concept of informal lifelong education. On this basis, it adapts a ‘lifecycle’ perspective on how the direct or micro ‘here and now’ opportunities for constructive experiential learning ever potentially inform the larger or macro concept of lifelong learning – one also linked to the different formal modes as well as stages of education from schooling for youth through to adult education and later life learning. The paper further links various related lifelong learning challenges of harnessing direct life experience to the larger challenge of a typical knowledge-experience disconnect in modern formal education as well as society. Such a disconnect is exemplified by how lifelong informal learning often seems futile (and a lifetime of experience increasingly meaningless) in the face of the modern ‘work-retirement-death’ narrative still influential in a fast-changing and uncertain world.

University Continuing Education for Lifelong Learning in Korea

2008 ◽  
Vol 14 (2) ◽  
pp. 190-202
Author(s):  
Haejoo Lee
Keyword(s):  
Quality Of Life ◽  
Higher Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Current Status ◽  
Lifelong Education ◽  
Learning Society ◽  
University Continuing Education ◽  
Critical Overview

Lifelong education achieves its goals when it improves people's quality of life and when it brings social cohesion and development. University continuing education (UCE) has contributed to the expansion of higher education opportunities in terms of its quantity. However, we have to look further than sheer volume of activity. Original ideals of lifelong education are declining these days due to changes in society and in learners, and because of the commercialisation of UCE. Furthermore, UCE has some problems in actualising lifelong learning society. This paper offers a critical overview of Korean university continuing education. To analyse this system, the characteristics of participants, factors that influence participation in UCE and their effects on learning given the current status of UCE in Korea are examined.

Adapting Librarians’ Professional Competences to Current Requirements through Initial Education and Lifelong Education

2016 ◽  
Vol 6 (2) ◽  
pp. 161
Author(s):  
Elena Tîrziman ◽  
Maria Micle
Keyword(s):  
Lifelong Learning ◽  
Formal Education ◽  
Information Science ◽  
Lifelong Education ◽  
National Agency ◽  
Beneficial Effects ◽  
Multicultural Environment ◽  
Professional Profile ◽  
Professional Field ◽  
Occupational Standards

The alert pace of technological, information and social development of contemporary society prevent academic programmes of initial education (bachelor, master) in the field of Library and Information Science (LIS) from supplying graduates with enough knowledge and competences to meet the employers’ requirements: this makes lifelong learning indispensable. The initial education and lifelong education options for graduate professional librarians in Romania as stipulated by the specific legislation are bachelor in LIS, bachelor in another professional field plus a master in LIS, bachelor in another field plus competence acquired otherwise than through formal education and assessed based on Occupational Standards as acknowledged by the National Agency for Qualifications. The beneficial effects of lifelong learning are blurred in Romania by the propagation of a traditional, outdated professional profile strongly marked by negative stereotyping and that still keep youth away from a career in the info-documentary field. To well adapt the profession of librarian to the requirements of our society (information technology and globalisation), lifelong learning programmes need to pay attention not only to specific professional competences but also to competences and activities related to institutional internationalisation and adaptation to the multicultural environment, educating the public in the spirit of information literacy, and revitalising the didactics and promotion of reading.

scholarly journals PENGALAMAN PUSAT KEGIATAN BELAJAR MASYARAKAT (PKBM) DALAM MEMFASILITASI MASYARAKAT BELAJAR SEPANJANG HAYAT

2015 ◽  
Vol 10 (2) ◽  
pp. 67-76
Author(s):  
Mita Septiani
Keyword(s):  
Alternative Education ◽  
Lifelong Learning ◽  
Learning Community ◽  
Formal Education ◽  
Learning Society ◽  
Policy Makers ◽  
Community Needs ◽  
Management Learning ◽  
Depth Interview ◽  
And Function

The objective of this research is to provide a thorough description of the Community Learning Centres (CLC) experiences in facilitating the local communities to implement lifelong learning. This study is a qualitative research with a phenomenology method conducted at North Jakarta in 2015. The data were collected at six CLCs through informan observation using depth interview, observation, document study, and recording as from March through June 2015. The data analysis and interpretation indicated that (1) the implementation of CLC roles and function were categorized in eight themes: (a) indentifying the community needs, (b) promoting the education program, (c) providing potential resources, (d) building cooperation with partners, (e) monitoring and evaluating program,(f) conducting alternative education, (g) providing information and learning centres, (h) conducting community development; (2) analyzing the strengths and weakness of CLCs; and (3) giving recommendation to improve the roles of CLCs in facilitating lifelong learning society at North Jakarta.The findings lead to the recommendation for policy makers, CLC management, learning community, educational technology, and further researchers about how to facilitate learning in non-formal education, especially in CLCs.

Lifelong Learning as Form of Human Resources Development

2014 ◽  
Vol 33 (3) ◽  
pp. 36-51
Author(s):  
Štefan Hečko ◽  
Radim Řihák ◽  
Vojtěch Malátek
Keyword(s):  
Human Resources ◽  
Lifelong Learning ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Secondary Analysis ◽  
Point Of View ◽  
Human Resources Development ◽  
Lifelong Education ◽  
Resources Development

The article deals with the issue of lifelong education from the view point of the develop‑ ment of the personality of an individual. Nowadays development of national economies is not possible without continuous increasing of the level of education of workers – human resources. Lifelong education thus inevitably interferes into the life of every individual, regardless of their age, sex or job position. These are fundamental starting points from which the article comes out. The objective of the paper is to show that in present days lifelong education has a non‑substitutable place in the development of human resources. The partial objective is to analyze the concept of lifelong learning from the concept point of view both theoretically and on the basis of the secondary analysis of the representative research according to the results publicized by the Czech Statistical Office and to empha‑ size the importance of formal, non‑formal and informal education in the development of human resources and employment. The set goal is achieved by means of clarifying the EDUCATION OF ECONOMISTS AND MANAGERS No. 3 (33) 2014_Rihak_Malatek_Hecko 36 Radim Řihák, Vojtěch Malátek, Štefan Hečko term lifelong education, understood as interconnection of the possibility of educating in formal (school) and non‑formal (out‑of school) sector in one unit, concurrently there are used national (Czech) and international documents, dealing with lifelong learning and passages between education and employment. The necessity of the conceptual intercon‑ nection of the educational system is the prerequisite for enabling acquiring qualifications in various ways, and that is in the course of the whole life of an individual. In the first part the article than deals with theoretical basis of lifelong education, which it comes out from the analysis of documents of significant European and world institutions, as from the Memorandum of the EU on lifelong learning, from  documents of the OECD, from the concept of permanent education of the Council of Europe or from the conceptual document Learning to be issued by the organization of the UNESCO. Through analysis of the documents and further literary sources the authors embark on the description of the contemporary concept of lifelong education which has been applied since the 1990s century. The fundamental issue of professional education and preparation to usability in the job life is in this concept. The second part of the article analyses statistical data related to single forms of lifelong education – formal education, non‑formal education and informal education from the point of view of the human resources development. The article presents concrete data on involvement of employees and employers into the process of lifelong learning, whereas its conclusion summarizes the solved issue and reaches the number of interesting pieces of knowledge.

scholarly journals Where Do Lifelong Learning Cities in Korea Stand? – From the Perspective of a Learning Society Orientation

2020 ◽  
Vol 26 (1) ◽  
pp. 15-31
Author(s):  
Sangok Park
Keyword(s):  
Decision Making ◽  
Literature Review ◽  
Lifelong Learning ◽  
Learning Opportunities ◽  
Free Expression ◽  
Quality Of Education ◽  
Lifelong Education ◽  
Learning Society ◽  
Learning Cities

The learning city aims for a just learning society, emphasising the subjective participation of citizens and providing them with equal learning opportunities. The purpose of the paper is to examine, through a literature review method, whether Korea’s lifelong learning cities have achieved the formation of a learning society. In Korea learning cities have led to the provision of more learning opportunities for citizens and improved the quality of education programmes. There also exists a movement for citizens to participate in the learning city project as citizen activists. However, it is not yet possible to assess that most learning cities are developed and built by citizens’ engagement. Moreover, there is even a tendency for inequality to be intensified in lifelong education. Therefore, Korea’s learning cities will need to further solidify their citizen-led perspective, including democratic decision-making and the free expression of opinions by citizens, in order to move toward a just learning society.

scholarly journals SEPARATE ISSUES OF LEGAL REGULATION OF THE LABOR RELATIONS OF PERSONS RECEIVING POSTGRADUATE EDUCATION

2019 ◽  
pp. 104-108
Author(s):  
A. O. Parinova
Keyword(s):  
Lifelong Learning ◽  
Social Relations ◽  
Formal Education ◽  
Labor Relations ◽  
Postgraduate Education ◽  
Legal Regulation ◽  
The State ◽  
Lifelong Education ◽  
Learning Approaches ◽  
Labor Legislation

The article is devoted to covering the issues of legal regulation of employment relations of persons receiving postgraduate education. The analysis of the educational and labor legislation on the state of regulation of the exercise of the right to work by the lifelong learners is made. The positions of scientists on defining the concept of education are given, the forms of postgraduate education are indicated. The use of the term "postgraduate education" has not been proven correct, instead it is suggested to use the concept of lifelong education or adult education instead. It is concluded that in modern Ukrainian conditions, both employers and employees, as well as the state and society as a whole, show interest in the effective development of education throughout life, which is a reflection of the global tendency to increase the importance of education as an important factor of socio-economic development. Emphasis is placed on the importance of labor relations in the aspect of the development of lifelong learning. It is argued that lifelong learning should be understood as an important socio-pedagogical phenomenon that, if developed and approved in the state, can overcome such a phenomenon as unemployment. It is stated that the system of national institutes of formal education is a fundamental source of lifelong learning. Approaches of foreign countries to become a lifelong education institute are analyzed. It is proposed to review the approach currently available in the current labor law and in the draft Labor Code to cover education and labor relations. It is noted that educational- labor relations contain a much larger range of legal regulation issues than just “benefits for workers who combine work with training”. It is noted that lifelong learning becomes the link between the dynamic development of information technology, the emergence of new social relations, the emergence of new forms of employment. It focuses on the need to create a sound synthesis of educational and labor relations in order to ensure a decent standard of living for the population in today's market economy.

scholarly journals SOCIOLOGICAL EVALUATION OF THE POSSIBILITIES OF IMPLEMENTING THE CONCEPT “LIFELONG LEARNING” IN MODERN RUSSIA

2020 ◽  
Vol 4 (1) ◽  
pp. 7-19
Author(s):  
V.V. Zyryanov ◽  
A.D. Odinova
Keyword(s):  
Lifelong Learning ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Secondary Data ◽  
Lifelong Education ◽  
Expert Interviews ◽  
Transitional State ◽  
Systemic Problems ◽  
Financial Power

The study is devoted to the analysis of the implementation of the "lifelong learning" concept in Russia. To study the problem, we used both secondary data from surveys conducted by the VTsIOM and HSE University, as well as information obtained by the authors during expert interviews with teachers of higher education, tutors of business education and scholars involved in educational issues. The logic of the study involved a consistent acquaintance with the concept of lifelong education, the presentation of the structure of modern Russian education, and the inclusion of various groups of the population in the lifelong education system. A key part of the study was an analysis of the barriers and opportunities for the population to pursue lifelong learning. The results of the polls and the data of expert interviews allowed us to identify systemic problems in implementing this concept, such as: the transitional state of the educational system, insufficient budget funding for education, low financial power of population, insufficient demand from employers, an unformed system of additional professional education, underdevelopment of support for informal education and its pairing with formal education. The role of the National project “Education” in solving the problems of implementing the concept of lifelong education is noted.

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