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The performance of the sub-Saharan region in the area of lifelong learning is poor and basic education, the foundation of lifelong learning, is on the decline. As two thirds of the educationally deprived young people are girls, the focus of this paper is on the challenges of lifelong learning for girls. It looks at economic, social and cultural obstacles and includes a discussion of what needs to be done to promote lifelong learning among girls.

In this paper, the author begins by stating that lifelong learning in knowledge societies requires the creation of social spaces and institutions in society and in the political system to secure access and flexibility, thereby creating a mutual relationship with societal transformation. The paper then goes on to discuss the term 'knowledge society' and how knowledge should be transferred and interact with local conditions to create an enabling environment of learning. This includes a discussion of the learning society, the civil society as an arena of public debate and learning, local and expert knowledge, the engendering of learning culture, the social and cultural learning regimes, and democratic learning and cultural diversity.

In this paper, the author discusses the role of the information and communication technologies (ICTs) in changing the learning environments within which increasing numbers of people around the world are operating. The paper is presented in three sections: the nature of ICTs; individual and collective access to information and paths to knowledge; and the horizontal structures of the Internet and the implications of learning adventures and ICTs. The main aim of this paper is to consider ways in which ICTs may be considered to transform perspectives on learning in ways that can challenge existing hierarchies.

The focus of this paper on lifelong learning is on how different areas of education need to change in order to contribute to the implementation of the principle of lifelong learning in Germany. It begins by providing a brief overview of the new challenges facing society, then looks at how discourse about education and lifelong learning issues can be initiated and finally, highlights core areas to concentrate on in order to implement the concept of lifelong learning. Included in the discussion is the role of the Education Forum and what it can do to implement lifelong learning.

The focus of this paper is on how women are affecting and have been affected by the changes brought about by globalisation and technological advances. It begins by briefly discussing women's participation in the labour force, based on a comprehensive study of labour statistics in Japan, South Korea, Thailand, Malaysia, Indonesia and India which shows a shift of women workers from the status of unpaid family workers to that of employees. This is followed by a discussion of the impact of technological change on women's employment, their needs and cultural ceilings. It concludes by proposing a number of specific policies that can be formulated to enable women to increase the benefits of globalisation.