The conversation in higher education has shifted, moving from a focus on what students know to a focus on whether they know how to think and, more importantly, toward the goal of providing skills needed for living and working in the twenty-first century. In this article, the authors present national evidence regarding the impact of intentional…

Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social…

The importance of the "learner voice" is again a concern throughout the learning and skills sector, and turning the rhetoric into some kind of meaningful reality has become a renewed challenge. The concern to be responsive to "learner and learning experience" can be seen across developments in information, advice and guidance…

Habermas' commitment to deliberative democracy and civil society as the preeminent learning domain can help adult education address the changing world. His view of civil society is a guide to achievement of a learning society that encourages active citizenship, nurtures people-centered work, and fosters commitment to the common good. (SK)

To achieve its objectives, the European Union develops programs on learning for active citizenship and promotes lifelong learning policies that endeavor to move people from "local me" to "global me." (JOW)

The opportunities paradigm assumes that participation in lifelong learning is positive and voluntary, yet discourse analysis reveals pervasive pressure to be permanent learners. Recent research suggests that learners may switch between discourses of compulsion and self-realization, and they may combine participant and nonparticipant identities.…

The literature was studied to investigate some of the significant factors that affect participation of the non-institutionalized older person in lifelong learning programs. Sources were fairly recent (1975-80) abstracts, journals, textbooks, ERIC documents, and SCAN (The Social Gerontology Resource Center). The age-span under consideration was age…

Substantially different meanings are ascribed to the "learning society": (1) an educated society committed to citizenship and democracy; (2) a learning market preparing individuals for the competitive economy; and (3) a learning network supporting a lifelong approach. The learning market currently predominates, but it does not produce a…

A critique of the British model for widening participation in lifelong learning, using research from the United States, Palestine, and Singapore, identified flaws: (1) reliance on single-loop learning; (2) assumptions that blame nonparticipants instead of program inadequacies; (3) mislabeling of target groups; (4) neglect of learning trajectories;…

Discusses various elements of self-directed education for lifelong education: the nature and essence of self-instruction, self-instruction and the development of personality, motivation for self-instruction, forms of self-instruction, and participation in self-instruction activities. (CT)

Considers the role of older adults as advocates in matters of concern to elderly citizens and in issues of general community interest. Examines the relationship of self-education and learning to advocacy in civic affairs. Offers a cross-cultural perspective on senior advocacy. (DMM)

Research shows the elderly retain competence and have potential for development. However, review of low educational participation of Austrian older adults suggests constraints: influence of the social group, instructors' attitudes, and rigid separation of education, work, and retirement that limits postretirement participation. (SK)

Globalization poses a challenge for societies that must adapt to an ever-changing world. The Delors Report to the International Commission on Education for the 21st Century identifies the problems that globalization raises. Education must not be restricted to a narrow utilitarian role related to economic growth but must regain its political and…

In a previous paper (Green, 2002), it was argued that official and semi-official rhetoric related to school sport and PE in recent years has failed to consider adequately, or often acknowledge, trends in sport and physical activity and lifestyle developments among young people and adults. This sequel focuses attention upon the significance of the…

This speech, given in 1965, addresses the concern about low participation in continuing education. It proposes allowing adults one workday per week for voluntary participation in continuing education, either job related or liberal arts oriented. This proposal is based on the belief that the nation's progress depends on a national program of…