Lifelong learning as a principle and a strategic direction of educational policy

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Lifelong learning" as a principle and a strategic direction of educational policy has arisen about 30 years ago. That time for the first time a number of the largest international organizations: ECD, UNESCO and the Council of Europe, have expressed concern with the formal age restrictions obstructive to continuation of learning.


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 ...
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