Beruflich Dokumente
Kultur Dokumente
Module 1
Lifelong Learning and Related Concepts
Objectives
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Arinto, P. and Bandalaria, M. (2009). Lifelong Learning. EDDE 211 Course Manual.
University of the Philippines Open University.
The idea that learning takes place throughout human life is not new.
According to Knapper and Cropley (2000), the concept was emphasized
by early European educational theorists like the Norwegian Comenius
and the Englishman Matthew Arnold, and contemporary ideas about
lifelong education emerged after the Second World War.
Page 2 of 10
Arinto, P. and Bandalaria, M. (2009). Lifelong Learning. EDDE 211 Course Manual.
University of the Philippines Open University.
The Delors Report explicitly refers to the shift from the term ‘lifelong
education’ to ‘lifelong learning’ in order “to reconcile three forces:
competition, which provides incentives; co-operation, which gives
strength; and solidarity, which unites” (Delors et al., p. 18). The Delors
Report, which builds on the Faure Report, enumerates four pillars of
education, namely, learning to know, learning to do, learning to live
together, and learning to be (discussed in Module 3).
The year 1996 was also declared the European Year of Lifelong
Learning (EYLL), in response to a 1993 European Union (EU) paper
titled Growth, Competitiveness, Employment which argued for “lifelong
learning for the mass of the population” as “a formative element in the
international economy” (Watson and Taylor, 1998, p. 21).
This brief history mentions only some key events in the lifelong learning
policy discourse. The context(s) of these events and the models of
lifelong learning that emerged from them are discussed in Module 2.
Page 3 of 10
Arinto, P. and Bandalaria, M. (2009). Lifelong Learning. EDDE 211 Course Manual.
University of the Philippines Open University.
Activity 1-1
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Arinto, P. and Bandalaria, M. (2009). Lifelong Learning. EDDE 211 Course Manual.
University of the Philippines Open University.
Lifelong learning is also linked with the idea of a ‘learning society’, which is
“society which will …be so organized as to provi de (maximum) learning
opportunities for each of its members, and also so as to value a broad
range of that learning” (Field and Leicester, 2000, p. xvii). More concrete
representations of learning societies are ‘learningtowns’, ‘learning cities’,
and ‘learning communities’. The latter term, whichencompasses the other
two, is defined by the European Lifelong Learning Initiative thus:
Page 5 of 10
Arinto, P. and Bandalaria, M. (2009). Lifelong Learning. EDDE 211 Course Manual.
University of the Philippines Open University.
Activity 1-2
Page 6 of 10
Arinto, P. and Bandalaria, M. (2009). Lifelong Learning. EDDE 211 Course Manual.
University of the Philippines Open University.
Page 7 of 10
Arinto, P. and Bandalaria, M. (2009). Lifelong Learning. EDDE 211 Course Manual.
University of the Philippines Open University.
Note that formal and nonformal education are different but not oppositional.
Both involve deliberate or intentional and organized learning. But nonformal
education shares a degree of flexibility with nonformal education, especially
in terms of the teaching and learning roles.
Required Reading
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Arinto, P. and Bandalaria, M. (2009). Lifelong Learning. EDDE 211 Course Manual.
University of the Philippines Open University.
References
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Arinto, P. and Bandalaria, M. (2009). Lifelong Learning. EDDE 211 Course Manual.
University of the Philippines Open University.
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