Digital systems and digital technologies are globally investigated for their potential to transform learning, teaching and assessment towards offering unique learning experiences to the twenty-first century learners. This Special Issue on "Digital systems supporting cognition and exploratory learning in twenty-first century" aims to…

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? The country…

The general secondary stage in Egypt is a vital educational phase since it plays an essential role in developing students' thinking and learning styles to prepare them for life in general and higher education in particular. Accordingly, it has become urgent and persistent to develop secondary-stage students' critical thinking styles while…

The community platform "Young/Teen English Language Learners" (YELL/ TELL), as mentioned by Bortoluzzi and Marenzi (2014) was "developed to respond to the needs of collaboration and sharing among trainee teachers, school teachers, teacher trainers and researchers in the field of language learning for English [as a Foreign or Second…

This article examines the view that has long been fashionable in related policies and literature that the establishment of the learning society is a necessary response to changing times. This article suggests that the association between the learning society and current change may be defensible but is limited. The justification of the learning…

Every aspect of a community's life and values in indigenous Africa provide the theoretical framework for education. The holistic worldview of the traditional system places a strong emphasis on the centrality of the human element and orature in the symmetrical relationship between life and learning. This article focuses on proverbs and the words…

This article explores the construction of learning to learn that is implicit in the document "Key Competences for Lifelong Learning--European Reference Framework" and related education policy from the European Commission. The authors argue that the hallmark of learning to learn is the development of a fluid sociality rather than the…

This article begins by looking at two reports, commissioned in the second half of the 20th century to investigate the impact of social change on education and to propose strategies for tackling new challenges arising from this. The first report, published in 1972, was the so-called Faure report (named after French lawyer and politician Edgar…

This article explores older students' perceptions of formal, non-formal and informal learning in regional South Australia. Drawing on earlier studies as well as a continuing one, it compares: the study motivations of students aged 55 and older enrolled formally in university undergraduate programs; the learning motivations of University of the…

As part of the European Union, Romania has established strategic goals for the transition to a high quality educational system. In this respect, the efforts to align with standards requested by the European Community became more pregnant. Romanian integration strategy 2007-2013 stipulates, through specific objectives, the requirement, that the…

This article examines the current developments in Japan's lifelong learning policy and practices. I argue that promoting lifelong learning is an action that manages the risks of governance for the neoliberal state. Implementing a new lifelong learning policy involves the employment of a political technique toward integrating the currently divided…

Lately there has been a great deal of discussion about the importance of measuring a college's "return on investment." Is the point of a college education quantifiable results or personal and intellectual growth? In pursuit of answers, "The Chronicle" asked a selection of higher-education leaders. Phyllis M. Wise, Chancellor of…

This article examines the relationship between confidence and risk in relation to the initial education and continuing professional development (CPD) of teachers. The context for this examination is the Lifelong Learning Sector (LLS) in England, which sits between secondary schools and universities, and the discussion is illustrated with data…

As colleges and universities become even more complex organizations, advancement professionals need to have the skills, experience, and academic credentials to succeed in this ever-changing environment. Advancement leaders need competencies that extend beyond fundraising, alumni relations, and communications and marketing. The author encourages…

One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning…