Search Results

Lifelong learning (LLL) is about learning throughout the life-span. In the early 1970s the concept of lifelong learning took on new importance. What has happened in the interim? Is there a paradigm change associated with more recent efforts virtually to recreate the concept? The report treats important elements of today’s lifelong learning strategies: the ‘foundation skills’ or the necessary platform on which to build one’s learning throughout life, i.e. the ability to ‘learn for life’; the transition from school to work and how certain types of initial training facilitate this better than others; pathways and bridges between various education and training routes which enable the individual to return to formal learning at any time in the life-span; the increasing importance of non-formal learning and how this should be linked to formal systems of accreditation and recognition; upgrading the skills of the workforce and maintaining the employability of those at risk, e.g. low skilled and older workers; increasing access to and motivation to learn, especially among disadvantaged groups; the role of the various actors - governments and public administration, enterprises, educational establishments, individuals, the use of new technologies; and new partnerships and networks. This report concentrates on that period of life from the end of lower secondary education (which corresponds in most Member States to compulsory schooling) and throughout working life.

Published abstract reprinted by permission of the copyright owner.

The volume from which this chapter is taken is indexed at TD/TNC 66.507. Volumes two and three are indexed at TD/TNC 66.508 and TD/TNC 66.509. Individual chapters from the three volume set are indexed from TD/TNC 66.510 to TD/TNC 66.540.

The first background report, published in two volumes, is indexed at TD/IRD 88.38 and TD/INT 58.286. Show less

Following the publication of the European Commission's 'Memorandum on lifelong learning' (indexed at TD/TNC 66.502), Member States of the European Union (EU) were invited to a consultation process to collect together all the views on how best to implement lifelong learning. Cedefop was asked to undertake a review of the consultation reports that were received and this document presents the outcome of that review. It provides an overview of the main trends in the reports as well as thematic analyses for each of the Memorandum's six key messages: (1) new basic skills for all; (2) more investment in human resources; (3) innovation in teaching and learning; (4) valuing learning; (5) rethinking guidance and counselling; and (6) bringing learning closer to home. Show less