In contemporary educational discourse, value in relation to lifelong learning can mean a moral/ethical concept, economic or monetary value, or mathematical or numerical value. "Added value" is devoid of ethical/moral meaning; it encourages a view of learning that is purely technical. (SK)

Songs have the capacity to engage learners actively. This engagement can help transform lifelong learning from a vague aspiration into an active process. (Author)

Looks at the changing language of adult education and argues that the social practice of adult education needs to be extracted from the middle of lifelong learning and imbued with the language of social purpose and the common good. (JOW)

Reports a study to map the progression of learning that resulted from participation in University of the Third Age (U3A)activities. Also looks at members' reasons for joining U3A and their participation in non-U3A activities. (JOW)

Interviews with six workers depict experiences of downsizing, outsourcing, and retraining that have changed the concept of career from progression to trajectory. Participants mapped their overall life career by linking work and learning histories with family and social life. (SK)

Discusses the essential characteristics of learning in the four main life stages: childhood, youth, adulthood, and mature adulthood. Itemizes the characteristics of adult learning and stresses the importance of life projects as a motivation for learning. (JOW)

There are potential problems and unanswered questions with the "Learning Society" in which all are called to be permanent learners: (1) what kind of learning? (2) who learns and who benefits? and (3) what are the consequences? Lifelong learning, especially when economic objectives are emphasized, can create more exclusion as well as…

Includes "Learning in a Global Society" (Bourne); "Latin American Bureau" (Moriarty); "Council for Education in World Citizenship" (Rogers); "Development Education Centres"; "REFLECT (Regenerated Freirean Literacy through Empowering Community Techniques" (Archer); "Adapting REFLECT in Oxford" (Norris); "World Music: Education as Festival"…

Employee development programs that encourage learning that is not necessarily work related benefit employers through improved motivation, commitment, and morale, if work-related training is also offered. Less-skilled, less-educated employees have the most to gain. (SK)

The Friday Club provides adult education classes for people over 50 within a further and higher education college in Ipswich. A diverse range of lifelong learning opportunities is fully integrated into the college. (SK)

A project to provide steel workers in North Wales with guidance about learning opportunities and to promote lifelong learning in the workplace focused on the development of basic information technology skills. (JOW)

Although older people are increasing in proportion to the total population, educational gerontology is in its infancy and needs additional funding, research, and dissemination to assist older learners with lifelong learning, reemployment, and advocacy. (SK)

The Ford-sponsored Employee Development and Assistance Program in Great Britain gives Ford employees access to courses on site as well as at local educational institutions. Life Education Advisers coordinate the educational needs and interests of the work force with existing educational provision. (SK)

Explores the different meanings lifelong learning takes on when viewed from the following perspectives: training, personal development, unions, communities, institutions, and individuals. (SK)

A framework for further education in Australia includes eight lifelong-learning goals and four key principles: multiplicity, connectedness, critical intelligence, and transformation. The curriculum-design model outlines educational, learning, recognition, and pathway outcomes. (SK)