Second International Handbook of Lifelong Learning, Part 1
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"The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent.
This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all."
...................................... 547 Judith D. Chapman and Michael T. Buchanan 34 Lifelong Learning as a Reference Framework for Technical and Further Education .................................................... 557 Nicholas Gara 35 Libraries, Literacies and Lifelong Learning: The Practices Within Higher Education Institutions .......................... 581 Tatum McPherson-Crowie 36 Lifelong Learning: How Far Have We Come? ..................................... 597 Ruth Dunkin xvii
version of a ‘learning society’ might thus be stated as Wain sets it out, both below and, though with some reservations, in his recent 2004 publication on The Learning Society: There is no ‘model’ learning society, there are different forms a learning society could take, just as there are different forms the lifelong education program could take. What distinguishes one learning society from the other is precisely the kind of program it institutionalizes within its particular socio-cultural and
N. (1997). The School the Community and Lifelong Learning London: Cassell. Chapman, J. D., Cartwright, P., & McGilp, E. J. (Eds.). (2006). Lifelong learning: Participation and equity. Dordrecht: Springer. Coffield, F., & Williamson, W. (Eds.). (1997). Repositioning higher education. Buckingham/ Bristol: Society for Research into Higher Education and Open University Press. Collins, M. (1991). Adult education vocation. London: Routledge. Commission on Non-Traditional Study. (1973). Diversity by
idea to some extent lessens. In addition, the so-called explosion in knowledge, the rapidity with which our understanding in certain fields advances, equally quickly renders yesterday’s learning obsolete. Development in scientific knowledge is most commonly cited as the example here, but even archaeologists or historians can be left behind if they fail to come to grips with new modes of collecting, sifting and analysing data. That having been said, it is, in our view, possible, and in fact quite
educated extending beyond the traditional the first 21 years or so of a person’s life. At another level, it appears to be harking back to a Victorian, conservative, instrumentalist approach to learning, whereby learning throughout life (i.e. ‘lifelong’) is tightly connected to producing a workforce that will support and develop further the economic productivity and well being of society. It could be argued that this is precisely why UK universities, since 2009, are now no longer represented at