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What Is Lifelong Learning

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440 views3 pages

What Is Lifelong Learning

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api-243108736
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© © All Rights Reserved
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WHAT IS LIFELONG LEARNING?

Lifelong learning may be broadly defined as learning that is pursued throughout life:
learning that is flexible, diverse and available at different times and in different places.
Lifelong learning crosses sectors, promoting learning beyond traditional schooling and
throughout adult life (ie post-compulsory education). This definition is based on Delors
(1996) four pillars of education for the future.
Learning to know - mastering learning tools rather than acquisition of structured
knowledge.
Learning to do equipping people for the types of work needed now and in the
future including innovation and adaptation of learning to future work environments.
Learning to live together, and with others peacefully resolving conflict, discovering
other people and their cultures, fostering community capability, individual
competence and capacity, economic resilience, and social inclusion.
Learning to be education contributing to a persons complete development: mind
and body, intelligence, sensitivity, aesthetic appreciation and spirituality.
This is underpinned by "Learning to Learn".

Lifelong learning can instil creativity, initiative and responsiveness in people thereby
enabling them to show adaptability in post-industrial society through enhancing skills to:
manage uncertainty,
communicate across and within cultures, sub-cultures, families and communities,
negotiate conflicts.
The emphasis is on learning to learn and the ability to keep learning for a lifetime.

The European Commission (2001: 9) found that lifelong learning has Four broad and
mutually supporting objectives: personal fulfilment, active citizenship, social inclusion and
employability/adaptability. In this regard, lifelong learning has lifewide dimensions that
transcend narrow economic and vocational aspects.

The European Lifelong Learning Initiative defines lifelong learning as
a continuously supportive process which stimulates and empowers individuals to acquire
all the knowledge, values, skills and understanding they will require throughout their
lifetimes and to apply them with confidence, creativity and enjoyment, in all roles
circumstances, and environments. (Watson 2003: 3)

In Sweden, the National Agency for Education has put forward a conceptual framework for
both lifelong learning and life-wide learning (Skolverket, 2000). Lifelong learning is seen as a
holistic view of education and recognises learning from different environments. As shown
in Figure 1, it consists of two dimensions (Skolverket, 2000: 19):
1. lifelong learning recognising that individuals learn throughout a lifetime,and
2. life-wide learning recognising the formal, non-formal and informal settings.
Figure 1: Dimensions of lifelong learning

The lifelong dimension is relatively non-problematic, as it simply comprises what an
individual learns throughout life. It is widely accepted that as knowledge and skills become
obsolete, individuals continuously update their competencies in a process of continuous
learning.
The life-wide dimension is more complex, as it embraces an extensive range of learning
settings and contexts, such as set out in Table 1.
Table 1: Formal, non-formal and informal learning
Formal Non-formal Informal
ACE institutions Labour market programs Clubs
Universities Professional associations Libraries
VET providers On-the-job training Museums
High schools Work experience programs Art galleries
Primary schools Volunteer organisations Playgrounds
Pre-schools Childcare centres Families
U3As Learning circles Elder care

The distinction between formal and non-formal learning environments is about where
learning takes place. Formal learning occurs within institutions established primarily to
deliver education and training, often leading to recognised outcomes and qualifications.
Non-formal learning has intended education and training outcomes, however, the setting is
outside dedicated learning institutions, most often in places where learning is not the
primary business.
Informal learning is distinguishable by intent. It can occur almost anywhere, but as a by-
product of other activities. It is often unplanned and without explicit emphasis on learning,
yet may still lead to the acquisition of valuable skills, knowledge and attitudes.
This analysis of lifelong learning differs from that postulated by the OECD which classifies
formal learning as a program of study that is recognised through a qualification; non-formal
learning as a program of study that is not recognised through a qualification, and informal
learning as that which is achieved outside an organised program (Watson 2003: 2).
References
Delors, J. (1996) Learning: The treasure within Report to UNESCO of the International
Commission on Education for the Twenty-first Century, UNESCO
European Commission (2001) Making a European area of lifelong learning a reality,
Brussels, COM(2001) 428final
Skolverket (2000) Lifelong Learning and Lifewide Learning, Stockholm, The National Agency
for Education
Watson, L. (2003) Lifelong Learning in Australia, Canberra, Department of Education,
Science and Training

Source of the article:
http://www.llcq.org.au/01_cms/details.asp?ID=12

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