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While the 1970s still knew 'permanent education' (Council of Europe), 'recurrent education' (OECD) and 'lifelong education' (UNESCO), over the past 20 years, 'lifelong learning' has become the single buzz word and catch-all term for reform in above all (pre-) primary, higher and adult education in both national and international education policy making. Both highly industrialized and less industrialized countries embrace the term, in many cases motivated by international and supranational organizations. Yet, literature and empirical investigation on the concepts, models and strategies those organizations promulgate and pursue remains, at best, scant. The paper first wants to demonstrate the worldwide diffusion of concepts of lifelong learning as found in national education reports and international organizations' statements. It then sheds light on the particular lifelong learning positions in the concepts of the European Union, the World Bank and UNESCO. Additionally, national development agencies' position towards lifelong learning will be assessed since it constitutes one specific type of international policy making. Particular attention will be given to trends of convergence and divergence in international organizations' concepts and implementation strategies of lifelong learning, especially in light of highly different socioeconomic and sociocultural conditions of industrialized and less industrialized countries.

This paper describes and analyzes different financial schemes to promote lifelong learning. Positive effects of financial incentives to pupils are not restricted to high ability pupils, as low ability students also seem to benefit. The evidence regarding the effects of subsidy forms is limited. The most prominent knowledge gaps regarding the effects of various financing schemes related to lifelong learning are the effects of vouchers; financial aid schemes for students; and entitlements and individual learning accounts. (DIPF/Orig.)

This article describes how the language learning strategies that learners prefer in learning professional language at tertiary level can be used for lifelong education. It is well known that in language learning students use various learning strategies, but not all learners are equally successful in their studies. This research is based on the analysis of data obtained from two different surveys of learners' preferred language learning strategies. Respondents spread over two levels of English proficiency and their learning strategies are compared. Self-assessment and reflections on learning outcomes reveal how important or unimportant various learning strategies are and which might be relevant to lifelong learning. The study found that students' preferred individual strategies can be an effective way to foster their motivation for self-development and, in the long run, for the lifelong learning. ; Straipsnyje nagrinėjamas studentų pasirinktų anglų kalbos mokymosi strategijų universitetinėse studijose panaudojimas mokymosi visą gyvenimą ugdymui. Mokymosi visą gyvenimą filosofija yra ta, kad mokytis niekada nėra vėlu. Gerai žinoma, kad nors mokydamiesi kalbų studentai naudoja įvairias strategijas, bet ne visiems mokytis sekasi sėkmingai. Labai svarbu yra išmokti, kaip reikia mokytis. Vienas iš kalbos kurso tikslų yra išmokyti studentus toliau savarankiškai mokytis kalbos kursui pasibaigus. Antras svarbus veiksnys yra studentų kritinio mąstymo sugebėjimas realiai įvertinti savo užsienio kalbos žinias. Trečias svarbus veiksnys, glaudžiai susijęs su efektyviu kalbos mokymusi, yra sugebėjimas naudotis šiuolaikinėmis informacinėmis-komunikacinėmis technologijomis. Šiame tyrime dalyvavo 90 Mykolo Romerio universiteto Socialinės politikos fakulteto skirtingų studijų programų studentai, studijuojantys specialybės anglų kalbą. Respondentai daugiausia buvo moterys, jų amžius svyravo nuo 19 iki 21 metų. Mokymas truko 4 semestrus po 4 akademines valandas per savaitę. Tyrinėjimas paremtas duomenų, gautų atlikus dvi skirtingas apklausas dėl studentų pasirinktos kalbos mokymosi strategijos, analize. Pagal anglų kalbos įgudžius respondentai pasiskirstė į du lygius. Buvo palygintos jų mokymosi strategijos. Gauti apklausos atsakymai buvo apdoroti SPSS (Statistical Package for Social Sciences) programiniupaketu. Veiklos rūšys, kurių reikšmingumo lygis p didesnis, yra neabejotinai naudingiausios.Savianalizė ir studentų mokymosi rezultatų refleksinis apmąstymas atskleidė įvairių mokymosi strategijų svarbą ir parodė, kurios iš jų gali būti tinkamos mokymosi visą gyvenimą ugdymui. Tyrinėjimo rezultatai leidžia padaryti išvadą, kad lingvistinis studentų tobulėjimas priklauso nuo jų aktyvaus dalyvavimo asmeniškai planuojant mokymąsi, analizuojant mokymosi rezultatus ir numatant kalbos įgūdžių tobulinimo būdus. Studentų individuliai pasirinktos strategijos gali būti efektyvus būdas, skatinantis jų motyvaciją savišvietai, o ilgalaikėje perspektyvoje ir mokymąsi visą gyvenimą.

Palestine's universities are recognised as being involved in outstanding work in the difficult conditions of a belligerent occupation. Internal travel restrictions and over 600 checkpoints and barriers have unsuccessfully tried to atomise higher education. Lifelong Learning in Palestine (LLIP) is a Tempus project that sees universities as central influences in broader societal change. LLIP works on cooperating in formal and informal education and training that give the organic connections of a future learning society. This paper outlines the aims and objectives of the LLIP project that began in 2011 and runs up to October 2013. LLIP is exploring new student-centred pedagogies that create a learning culture that sees Palestinians determining their own future as any other people around the world and participating in the creation of a global knowledge based society.

Easing access to higher education (HE) for those engaging in lifelong learning has been a common policy objective across the European Union since the late 1990s. To reach this goal, the transition between vocational and academic routes must be simplified, but European countries are at different developmental stages. This article maps the development in Denmark, Finland, Germany and England using a case study approach deploying data triangulation from a national and institutional perspective. It explores the extent/commonality of structural factors for easing access for students engaging in lifelong learning. The cases are at widely different stages, but the following factors were considered essential in all countries for opening universities: the establishment of transition paths from secondary education and working life into HE and links between HE, businesses and adult education from a national perspective and the recognition of all forms of learning, the flexibilization of study formats and the design of a curriculum that suits all from an institutional perspective.

Lebenslanges Lernen als Trendwort in Wirtschaft, Politik und Gesellschaft, stellt heutzutage nicht nur Unternehmen sondern auch Individuen vor eine große Herausforderung, da die EU bis 2010 zu einem Wirtschaftsraum entwickelt werden soll, in dem Wettbewerbsfähigkeit, Dynamik und Wissen im Fokus der Betrachtungsweisen stehen. In diesem Kontext tritt Lifelong Learning in den Vordergrund und stellt sich als unumgängliche Notwendigkeit für alle Personen heraus, um den sich ständig ändernden wirtschaftlichen, gesellschaftlichen, sozialen, politischen sowie interkulturellen und genderspezifischen Anforderungen gerecht zu werden. Nachdem die in einer Institution beschäftigten Individuen der Kern einer solchen sind, kommt der Betriebspädagogik, in der das Individuum innerhalb des Lernortes Betrieb als das zu entwickelnde und zu bildende Subjekt im Zentrum des betriebspädagogischen Tätigkeitsfeldes steht, eine große Bedeutung zu. Aufgrund dessen bedarf es einer Zusammenführung und einer gegenseitigen Ableitung der beiden wissenschaftlichen Themenblöcke Lifelong Learning und Betriebspädagogik.Die vorliegende Diplomarbeit setzt sich zunächst mit dem theoretischen Grundwissen von Lifelong Learning und den Ursachen und Gründen für die Dringlichkeit von Lifelong Learning für Gesellschaft, Individuum und Organisation auseinander. Im nächsten Schritt wird dann auf die Betriebspädagogik und die Teildisziplinen der Wirtschaftspädagogik im weiteren Sinn eingegangen. Basierend auf den fünf Leitlinien, Lebensphasenorientierung, Lernende in den Mittelpunkt stellen, Life Long Guidance, Kompetenzorientierung und Förderung der Teilnahme an Lifelong Learning, einer kohärenten LLL-Strategie eines ExpertInnenpapieres werden im Anschluss die Anforderungen, die Lifelong Learning an die Betriebspädagogik stellt, aufgezeigt. Abschließend wird der Nutzen für Individuum und Organisation, der sich aus der Förderung bzw. Umsetzung von Lifelong Learning ergibt, abgeleitet. ; Lifelong learning is a very popular term in areas like economy, policy and society. Companies, as well as individuals, meet a big challenge as the European Union should be developed to an economic space where competitiveness, dynamic and knowledge are in the middle of different point of views. In this context lifelong learning comes to the fore and turns out to be a necessity for all people to meet the continually changing requirements regarding economic, society, policy, interculturalism as well as gender-specificity. As employees in employment are the cores of adventures, the pedagogy of company training gains in importance. Within this discipline the individual is the subject to be developed, trained and supported inside the company, which runs as a location of learning. Due to this phenomenon a combination and mutual derivation of the economical topics ? lifelong learning and pedagogic of company training ? is necessary.In this degree dissertation I will firstly illustrate the theoretical basic knowledge of lifelong learning and then point out the causations and reasons for the urgent necessity of lifelong learning for the society, the individual and the organization. In a next step I will go into detail regarding the pedagogic of company training and the partial disciplines of the economic education in broader sense. Based on the five guidelines of a coherent lifelong learning-strategy from a paper of experts ? ?orientation of life?s phases?, ?to put learning people in the middle?, ?lifelong guidance?, ?orientation of competences? and ?advancement of participation in lifelong learning? ? the associated demand for lifelong learning will be discussed. Finally the benefit, which is the result of advancement and implementation of lifelong learning, for the individual and the company is derived. ; Verena Thaler ; Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers ; Graz, Univ., Dipl.-Arb., 2010 ; (VLID)207319

This insightful book is ideal for students, researchers and policy makers wanting a sound overview of the critical issues of gender in lifelong learning. Asking pertinent questions relating to discourses on policy, the authors offer the reader a rare view of lifelong learning from a gender-focused perspective, filling a gap in the literature and moving current debate on into new areas. Questions addressed include: To what extent can the policy discourses and institutional contexts of lifelong learning be seen as masculinised and/or feminised? What are the gender implications of lifelong learning policy? In what ways are learners' identities constructed through lifelong learning? Does lifelong learning provide opportunities to challenge or transgress gender binaries? What are the implications for practice?

The individual's interest in reading, thinking and analyzing to gain information for personal or professional reasons can be called lifelong learning. Learning for an individual begins in the family, develops in school, and continues throughout life. That is why learning is sustainable. To succeed in life, it is essential to be educated. To obtain new information, the individual must have a learning style and develop himself with strategies. In this article, the writer emphasizes the teachers' mission on teaching strategies and why learners need learning strategies in lifelong learning.