Practical measures on ensuring of equality of educational opportunities are formulated and realized in spirit of negotiation of "lifelong inequality". Lets us pay attention to the definition of equality in education, developed by CERI experts: "Equality in education means existence of such educational and training environment, in which individuals can consider variants and make a choice during the life, in view of own abilities and talents, instead of on the basis of stereotypes, prejudices, or discrimination". Achievement of equality in education will allow women and men of all races and ethnic groups to develop skills and to get qualification in order to become freeman and active citizens of society. Such environment will give economic and social opportunities irrespective of gender, ethnicity, race, or social status.
Notwithstanding the long evolution of the concept of "lifelong learning", there is no one general definition of this term. This notion can be defined as realization of purposeful actions on learning, both formal and informal, undertaken continually with the aim to improve own knowledge, skills, and competencies.
According to Edwards, Miller, Small, & Tait (2002), the life-learning concepts advocated today have grown out of the "lifelong education', 'permanent education', and 'recurrent education' plans proposed in key documents several decades ago (Faure et. al., 1972; Husen, 1968 and 1986; OECD, 1973), many of the principles espoused still apply today, even though the contexts and the concepts themselves have changed in certain ways (see e.g. Tuijnman, 1994; Hasan, 1996).
Knowledge, which is requited in
the twenty first century
Nowadays humankind has become a witness and a direct participant of great changes. The development of communication networks, digital technologies and genetics, trade and culture connections, and general globalisation of civilization give everyone the variety of possibilities on the way of self-improvement. People get more and more freedom in choosing their behaviour and the way of life in general, however everyone should understand that such freedom involves certain responsibilities. In such circumstances the distance between those, who do first-rate on the labour market, and those, who have hopelessly fallen, behind become more and more obvious.
All this changes that have been brought by the twenty first century can be presented as transition to the knowledge-based society, or society of information recourses, that is society, where in the basis of economics lays non-material goods and services, and knowledge and skills acquire the primary significance. The information and knowledge-based revolution of the twenty-first century will be built on a very different foundation - investment in the intellect and creativity of people (DFEE, 1998). In such a community all its members become responsible for their own success as they get a possibility to be the master of own life and to become an active citizen of own state.
In twenty first cent