| |
Lifelong learning is the new catchword for education and training policies in the twenty-first century. It permeates contemporary policy developments in a growing number of countries. Many international organizations (e.g. OECD, G8, the ILO and UNESCO) and regional organizations (e.g. APEC, the European Union) are developing policies and programmes to make lifelong learning a reality. The lifelong learning framework emphasizes that learning occurs during the entire course of an individual’s life. Formal education and training contribute to learning, as do non-formal and informal learning taking place in the home, the workplace, the community and society at large.
Its key features are the following:
- the centrality of the learner, catering to a diversity of learner needs
- emphasis on the motivation to learn, e.g. through self-paced, self-directed and increasingly ICT-assisted learning
- the multiplicity of educational and training policy objectives and the recognition that an individual’s learning objectives may change over the course of his or her lifetime
- that all kinds of learning – formal, non-formal and informal – should be recognized and made visible.
|
|
|
