1. And Educational Systems
prepared & presented by: sharonfgeroquia

2. ∗ Wikipedia defines lifelong learning this way:
∗ Lifelong learning is the concept that "It's never too soon
or too late for learning“
∗ The World Bank Group states that . . .
∗ A lifelong learning framework encompasses learning
throughout the life cycle, from birth to grave and in
different learning environments, formal, non-formal or
informal.
What is Lifelong Learning?

3. ∗ Lifelong learning is the concept that "It's never too
soon or too late for learning", a philosophy that has
taken root in a whole host of different organizations.
Lifelong learning is attitudinal; that one can and
should be open to new ideas, decisions, skills or
behaviors. Lifelong learning throws the axiom "You
can't teach an old dog new tricks" out the door.
Lifelong learning sees citizens provided with learning
opportunities at all ages and in numerous contexts: at
work, at home and through leisure activities, not just
through formal channels such as school and higher
education.
What is Lifelong Learning?

4. ∗ According to the definition, life long learning is “the
activity of seeking out new knowledge or developing
a skill, and participating in educational activities over
the course of a person’s entire life” (Anon March 9,
2004,
∗ In other words, life long learning is the process of one
educating itself from his/her early childhood till
his/her late senior years.
What is Lifelong Learning?

5. ∗ Lifelong learning has been defined as “the systematic
acquisition, renewal, upgrading and completion of
knowledge, skills and attitudes made necessary by
the constantly changing conditions in which people
now live” (Candy et al., 1994)
∗ The concept of lifelong learning implies a cycle where
the learner contributes prior learning into a new
learning environment and sees that learning
upgraded (Pitman & Broomhall, 2009)
Lifelong Learning

6. ∗ Our net conclusion is that life is development, and that
developing, growing, is life. Translated into its educational
equivalents, that means
∗ that the educational process has no end beyond itself; it is its
own end; and
∗ that the educational process is one of continual reorganizing,
reconstructing, transforming (Dewey 1916, as cited in Hall,
2010).
Education

7. Why Education is a
lifelong process?
Learning is education.
Learning is a natural and
continuous process of brain,
actively or passively. So for
the life time, brain keeps on
learning, till it is functioning.
When brain stops functioning
(brain death), the process of
learning or education stops.

8. ∗ Lifelong education is a form of pedagogy often accomplished
through distance learning or e-learning, continuing education,
homeschooling or correspondence courses. It also includes
postgraduate programs for those who want to improve their
qualifications, bring their skills up to date or retrain for a new
line of work. Internal corporate training has similar goals, with
the concept of lifelong learning used by organizations to
promote a more dynamic employee base, better able to react
in an agile manner to a rapidly changing climate. In later life,
especially in retirement, continued learning takes diverse
forms, crossing traditional academic bounds and including
recreational activities.
LLL Education

9. LLL Education
Ongoing learning can influence
income, job satisfaction, political
participation and health and well
being. It can also enhance
economic productivity and
competiveness. Wikipedia
explains that Lifelong Learning,
also known as LLL, it is the
"lifelong, voluntary, and self-
motivated" pursuit of knowledge
for either personal or professional
reasons. Easy access to education
through standard methods as well
as new methods such as e-learning
makes it convenient to continue
learning throughout the different
stages of our lives.

10. ∗ More international organizations embrace concept,
i.e. European Council, Organization for Economic
Cooperation & Development, World Bank,
International Labor Office
∗ Main and common principle: education and organized
learning should no longer be limited to a person’s
youth, nor should education be exclusive domain of
educational institutions.
LLL Education

11. ∗ Idea of Lifelong Learning re-emerges in 1990s
∗ Propagated by international organizations
∗ Different rationale: emphasis on it as human capital
∗ Espoused both by governments of Western
industrialized countries and industry
LLL

12. ∗ There are many approaches that are implemented by people
to make their life and organizations better. One of those
successful approaches is Lifelong learning (LLL). Lifelong
Learning is absolutely compulsory for everyone and it
becomes a guider in leading to success for both family and
work life. Related to this, different points of views about
lifelong learning have been appeared. For example, lifelong
learning is defined as the continuous building of skills and
knowledge throughout the life of an individual, and it occurs
through experiences that are encountered in the course of a
lifetime. These experiences could be (1) Formal learning that
is always conducted at schools or arranged places, and
these are included: training, counseling, tutoring,
mentorship, apprenticeship, or higher education and (2)
Informal learning that is related to what we learn from
outside class or society, and these are included: experiences
or situations.

13. ∗ Lifelong learning encompasses learning at all
ages and subsumes formal, non-formal and
informal learning. Two ground-breaking
reports on lifelong learning by UNESCO (Faure
Report, 1972; Delors Report, 1996) articulated
fundamental principles of lifelong learning.
UNESCO

14. ∗ The UNESCO Medium-Term Strategy 2008-2013 has, as one
of its overarching objectives for the Education Sector,
“attaining quality education for all and lifelong learning”.
The United Nations Decade of Education for Sustainable
Development, which UNESCO coordinates, has similarly
stressed the importance of lifelong learning as a key to the
21st century. The Belém Framework for Action now also
affirms the role of lifelong learning in addressing global
educational issues and development challenges.
∗ In recent decades the UNESCO Institute for Lifelong
Learning (UNESCO Institute for Education, UIE, until 2006)
has organized a wide range of activities along strategic areas
of action on advocacy, research, capacity-building and
partnership.
UNESCO

15. ∗ Education conceived as being related to personal
development, democracy and the need of the society
∗ In Delors Report principles as ‘learning to be’ and
‘learning to live together’ central in discussions on
lifelong learning
∗ International conference on adult education
emphasizes social dimension of education,
mentioning a right to education throughout life
UNESCO

16. ∗ LLL is lifelong, voluntary, and self-motivated in pursuit
of knowledge for either personal or professional
reasons and this does not only enhances social
inclusion, active citizenship and personal
development, but also competitiveness and
employability.
∗ According to Jacques Delors, four pillars of education
for lifelong learning and its future have been
conducted:

17. Four Pillars of Education

18. PILLARS OF EDUCATION
∗ It is about Learning to
know: It is related to
mastering learning tools
rather than acquisition of
structured knowledge.
∗ It is about Learning to do:
It concerns with
equipping people for the
types of work needed
now and in the future
including innovation and
adaptation of learning to
future work
environments.
∗ It is about Learning to live
together and with others: It is
about peacefully resolving
conflict, discovering other people
and their cultures, fostering
community capability, individual
competence and capacity,
economic resilience, and social
inclusion.
∗ It is about Learning to be: It is a
kind of education contributing to
a person’s complete development
included mind and body,
intelligence, sensitivity, aesthetic
appreciation and spirituality.

19. ∗ Knowing about: It means knowing the news, events, basics of a
field, or introductory concepts.
∗ Knowing to do: It means knowing how to drive a car, solve a
math problem, code a program, or conduct research.
∗ Knowing to be: It means knowing how to embody knowledge
with humanity, to be a doctor or psychologist, to be an ethical
person, to be compassionate, to relate, or to feel.
∗ Knowing where: It means knowing how to find knowledge
when needed, web search, library, database, an organization, or
knowing who to approach for assistance.
∗ Knowing to transform: It means knowing how to tweak, to
adjust, to recombine, to align with reality, or to innovate.
Lifelong learning is also related to knowledge, and
this knowledge consists of five K’s

20. “In the 21st century, the need
to embed the principles of
lifelong learning in education
and broader development
policies takes on a more
urgent tone than ever before
Lifelong learning principles, if
systematically implemented, will be
able to contribute to more just and
equitable societies”

21. ∗ European Union launched activities in LLL in early 1990s
∗ An economic agenda followed, beginning by green and
white papers in the 1990s, later by the European
Employment Strategy and the Lisbon Strategy
∗ Placed lifelong learning and the importance of
updating skills close to the target of becoming a
competitive knowledge economy, in line with a
neoliberal approach to education (Borg & Mayo, 2005)
European Union

22. ∗ One of the reasons why lifelong education has become so
important is the acceleration of scientific and technological
progress. Despite the increased duration of primary,
secondary and university education (14-18 years depending
on the country), the knowledge and skills acquired there are
usually not sufficient for a professional career spanning
three or four decades. The European Union adopted a
Communication in October 2006 entitled "It's never too late
to learn". This document suggests lifelong learning to be the
core of the ambitious Lisbon 2010-process, in which the
whole of the European Union should become a learning area.
∗ It is never too late to start learning. The benefits are endless
so there is nothing to lose by putting that brain to work.
European Union

23. ∗ Initially included social aspects like personal development, in
line with organization’s emphasis on social objectives in 1970s
∗ Influenced by Sweden, develops concept further, by suggesting
that education beyond compulsory schooling should be
organized in recurrent pattern, alternating with phases of work
and other social activities.
∗ ‘Recurrent Education’ is seen as a strategy for making Lifelong
Learning a reality (OECD, 1973)
∗ Since 1980s, emphasis towards economic concerns
∗ Based on meeting on ‘Lifelong Learning for All’ in 1996, works
on specific elements of lifelong learning, like financing or
qualification frameworks
∗ Mainly conceives lifelong learning as important economic
cornerns stone for knowledge economies (OECD, 1996)
The Organization for Economic Cooperation and
Development

24. ∗ Underlines importance of lifelong learning for
development,
∗ favors private educational investments and provision
beyond
∗ basic education and restricts the state to a
coordinating role.
World Bank

25. ∗ Still pursues a more social democratic agenda,
conceiving lifelong learning as an important means
for the development of worker’s skills, even if its
current approach also acknowledges not only
governmental, but also private and individual
responsibility for continuing learning.
∗ Paid educational leave introduced--Mechanism to
permit workers engage in LLL activities, without
losing jobs and getting paid
∗ ILO passes a convention on paid educational leave in
1974 (Schuetze, 1992)
International Labor Office

26. International Labor Office
∗ Lifelong and recurrent
education concepts
imply extensive
changes in entire
education system, but
also in enterprises,
labor markets, social
insurance and income
transfer policies.

27. ∗ developing a culture of lifelong learning must be
motivated by more than the economic rationale that
currently dominates policy thinking
∗ despite persistent efforts at bridging the differences
between general education and vocational education
and training, the gap remains.
∗ the level of employer involvement in lifelong learning
programs clearly remains inadequate, and
∗ new resources are needed if implementation of
policies for lifelong learning is to become affordable
International Labor Office

28. ∗ Need for restructuring the learning process
∗ Active student participation in learning
∗ Learning experiences building a lifelong habit of library use
∗ Critical use of available information resources
∗ Problem solving and association with real life situations
∗ More specifically:
-knowing when there is a need for information
-identifying information needed to address a given problem or
issue finding needed information and evaluating the information,
organizing the information
-using the information effectively to address the problem or issue
at hand
How can Lifelong Learning become lasting
experience?

29. Both concepts:
∗ Largely self-motivated and self-directed
∗ Self-empowering
∗ Self-actuating (UNESCO Understanding Information
Literacy, 2007)
How are Information Literacy and Lifelong
Learning inter-related?

30. ∗ Within today's information society, the most
important learning outcome for all students is their
being able to function as independent lifelong
learners. The essential enabler to reaching that goal is
information literacy (Breivik, 2000)
Lifelong Learning:
The Bottom Line

31. ∗ The days of obtaining education only until you
become an independent adult are in the past.
Technology has an enormous impact on how we learn
and we need to regularly update our skills and stay
current. With technology like e-learning / distance
learning, Cloud Storage (such as Google Drive),
network file sharing, family technology, and of course
the internet in general, it’s never been easier to
maintain and update our knowledge and skills.
Education is a continuing endeavor as people can
freely choose learning opportunities beyond
continuing education and at any time during their
lives.

32. ∗ “Information literacy forms the basis for lifelong
learning. It is common to all disciplines, to all learning
environments, and to all levels of education. It
enables learners to master content and extend their
investigations, become more self-directed, and
assume greater control over their own learning”
(ACRL, 2000)
Information Literacy

33. Information-literate individual able to:
∗determine the nature and extent of the information needed
∗access needed information effectively and efficiently
∗evaluate information and its sources critically
∗incorporate selected information into their knowledge base
∗use information effectively to accomplish a specific purpose
∗understand the economic, legal and social issues surrounding
the use of information, and
∗use information ethically and legally (ACRL, 2000)
Information Literacy

34. Ultimately, information literate people are those who
have learned how to learn
∗They know how to learn because they know how
knowledge is organized, how to find information, and
how to use information in such a way that others can
learn from them
∗They are people prepared for lifelong learning,
because they can always find the information needed
for any task or decision at hand (American Library
Association, 1989)
Information Literacy

36. ∗ Undergraduate education potential link in lifelong
learning experiences for each individual
∗ Development of capacity for lifelong learning should
be core for all programs in every discipline for coping
with various learning opportunities
∗ Access to and critical use of information absolutely
vital to lifelong learning; no person regarded
educated unless “information literate”
∗ Many practices militate against development for
lifelong learning attributes in graduates
LLL Undergraduate Education

37. Courses enhancing lifelong learning have following
characteristics:
∗provide systematic framework for viewing field of study
∗offer comparative framework for viewing field of study
∗seek to broaden the student and provide generic skills
∗offer freedom of choice and flexibility in structure
∗provide for incremental development of self-directed
learning
LLL Undergraduate Education

38. Teaching methods have following characteristics:
∗make use of peer-assisted and self-directed learning
∗include experiential and real world learning
∗make use of resource based and problem based teaching
∗encourage development of reflective practice and critical
self-awareness
∗make use of open learning and alternative delivery
mechanisms
Assessment evaluates “what” has been learnt
LLL Undergraduate Education

39. ∗ Today, more than ever before in the history of economics, the
world is becoming more and more globalized. Also the growth
of the knowledge-based economy in all developed and
developing societies, pose some very serious economic and
technological challenges to the education systems worldwide.
The economic importance of knowledge and innovation is
increasing, along with reliance on technology and demand for
both, traditional skills and new competencies. People therefore
need access to learning on an on-going, continuous, and lifelong
basis, which in turn requires a stronger and better
harmonization of educational institutions and policies to create
high performance, and learner-driven systems. How developing
countries respond to these challenges will greatly affect their
economic growth, human capital development, and social unity.
The Economic Implications of Lifelong
Learning

40. ∗ It is very important to identify policies needed for education
and training systems to respond to the needs of a knowledge
economy, and create the essential requirements, and to
promote lifelong learning in as many of today’s societies as
possible. The knowledge economy relies primarily on the use
of ideas instead of physical abilities, and on the application of
technologies available. Lifelong learning covers learning over
the entire life of individuals, from their early childhood trough
retirement on to their older senior years. It also covers all
learning systems, that is, formal, non-formal, and informal.
Lifelong learning is increasingly important in the globally
changing economy.
Economic Implications

41. ∗ the more people apply LLL philosophy the
larger portion of the societal population will
prosper, making the society to increase in
wealth as a whole. We also know that people,
who have a secure financial status, usually
tend to be more tolerant and giving, further
decreasing the number of the poor in the
society.
The Advantages of Life-Long
Learning for the Society

42. ∗ The reason why it is important to conduct
studies throughout one’s life is that usually the
better educated a person is, the more civilized
way he/she behaves and talks and in a manner
that is much more acceptable to the society
and the members of that group. This is because
he/she usually knows the ethics, and what is
polite better.
Psychological Impacts of Life-Long Learning
on Members of the Society

43. There are many issues of the ecological impacts that are affected
by a LLL
∗First of all, the absence of knowledge about what is good and
bad for the ecology and the environment often results in the
unintentional destruction of it, or part of it. For instance, let us
suppose that we are given a forest. A man wants to help the
environment and expand the forest. He/she starts to plant some
trees at the edge of the forest. Although his intentions were
good, he planted trees that actually took away some minerals
from the soil, thus hurting and in extreme cases, he/she might
also have destroyed the trees surrounding his/her new
plantations. The reason why this is life long learning is that these
knowledge and skills could be mastered at any stage of life.
Ecological Impacts of Life-Long Learning

44. ∗ In education, discrimination, and non-equal opportunity
treatment of the individuals, besides the mere humane side of
the issue, is also bad for how the society as a whole gets along
and progresses. People, who have been closed out of the
educational system, often do not work or carry out very lowly
jobs only. There are primarily two basic reason for why they do
not do any work; their free will, or because they are unable to
find any jobs. These people are obviously very expensive for
the society as a whole and the members of the society who do
some work of some kind. The governments have to pay aids to
these non-working members of the society, which comes from
taxes of the working people. Another drawback of this type of
dealing with the education system is that.
LLL Equal Opportunity in Educational Systems

45. ∗ There are many distinct advantages to adopting this system.
Unlike years ago when a person continued to perform the same
tasks in the same or at least similar position of employment
their entire life, the future will require us to adapt to constant
change as the demands of a job can change continuously. Life
Long learning will be critical in order to meet the demands of
these fast paced careers.
∗ In the technology sector especially, change and advancement
of invention is rapid. To be a competitive contributor as an
employee in this line of work certifications, upgrade training,
research and dedication to keeping up-to-date is already
necessary. With the trends of new positions being created and
other jobs becoming obsolete, a commitment to lifelong
learning can help to ensure better job security within
technology driven companies and the IT sector as a whole.
Why Should We Participate in Lifelong Learning?

46. ∗ A wider participation in lifelong learning can be
expected to enable people to become more aware
and knowledgeable about environmental issues and
the ways in which they might lead a more sustainable
lifestyle. Increased levels of knowledge and skills are
the means of developing innovative solutions to the
problems of sustainable development. In particular,
this strategy is relevant to sustainable development
indicator on people as a resource in the workplace.
Why Should We Participate in
Lifelong Learning?

47. ∗ Investment in quality-assured learning offers benefits to the
individual, to the economy and to wider society as a whole. The
knowledge, skills, competencies and other attributes people
acquire through learning, contribute to economic activity
prosperity, and growth. Their economic behavior, especially in
the way their accumulation of knowledge and skills enables
them to improve their position in the labor market, increases
productivity and earnings, and collectively enhances the society
in which they live. Investment in knowledge skills and education
at any stage of one’s life cycle, brings direct economic returns
to individuals and collective economic returns to the whole of
the society as well.
The Importance of Investing in Life-Long Learning

48. ∗ But people are not solely and only interested in their potential
for earning. We live in a society where diversity of
background, culture, knowledge and skills should be valued
and nurtured, and acknowledged. We want a society where
people actively engage in their communities, both on a local
and a national level, and learning can enable people to do
that. Lifelong learning contributes to the development of
society through the achievement of other social goals such as
civic participation, sustainable development, improved health
and wellbeing, reduced crime and greater social cohesion. We
need to ensure that whatever learning a person takes is of the
highest quality, relevant to their needs and abilities and offers
value for money. The risk otherwise is de-motivation and a
waste of the individuals' and the organizations' time and
money.

49. ∗ The issue of financing life long learning is of great importance,
as an educational system that integrates learning into all ages
of individuals is a very expensive one both to create and to
maintain it in a proper manner. There can be three major ways
in which life long learning could be financed, publicly, privately,
and a combination of the previous two. There are, again, three
types of public financing of such a type of educational system
could be paid for. The first way is a centralized way of funding,
where the government deals with all types of educational
institutions. This is a bit extreme, because it is usually the
strictest totalitarian governments that choose and apply this
method, such as communist ones, who does not permit private
ownership.
Financing Life-Long Learning

50. ∗ The second type of public financing is through local authorities.
Here the central government distributes the pool of fund that
town councils require and the councils spread them among the
individual institutions, according to their needs. Some public
funding systems are a mixture of the previous, above two. For
instance, the financial matters of large institutions, such as
universities and colleges are dealt with by the central
governments, whereas the network of the smaller, lower level
institutions are left for the local authorities. The third major
type of educational system financing involves the private sector
only. Within this method there are also subsystems, in this case
too, three, profit and non-profit oriented organizational
funding, and a combination of these two.
Financing LLL

51. ∗ Sometimes a combination of profit- and non-profit
oriented organizations are the maintainers of the life
long learning educational system. This is done when
profit oriented businesses operate institutions and
educational service providers at the better located
sites, and at sites, institutions disfunction for any
other reason, are maintained by non-profit
organizations, for profit oriented businesses would
not deal with loss making institutions.
Financing LLL

52. ∗ In spite of this wide range of choices for financing life
long learning educational systems, however, the most
popular form is the involvement of both the public
and the private sector. Usually major universities are
financed by the central governments. Elementary-,
middle-, and high schools most often are financed by
local authorities. Along with these are some privately
owned colleges, elementary-, middle-, and high
schools that are maintained either by profit, or non-
profit oriented businesses. There are also some
course providers who specialized in a few, limited
number of areas, selling their services at a certain
profit.
Financing LLL

53. As it could be seen lifelong learning has a very important role in our societies today, as it has an effect
on all the largest aspects impacting modern countries and nations and the communities making them
up. Policy makers should all turn their attentions to it and decide what would be the ideal means to have
it integrated in the societies, both on a national and on an international basis. A better educational
system that involves all age groups and all types of people of their different background should be
implemented in order to not only improve, but also the mere maintenance of societal growth,
prosperity, and maturity.

54. Highly Effective Habits of
Successful Lifelong Learners

55. 1. Lifelong Learning is Essential
∗ People who are
successful lifelong
learners start with a
belief that their
participation in lifelong
learning is an essential
ingredient to living a
fulfilled life.

56. 2. Begin with the End in Mind
∗ Successful lifelong
learners know where
they are going. They
have a goal and plan
steps for how to
achieve the goal.

57. 3. Accept Responsibility for Learning
∗ Successful lifelong
learners accept that
they are responsible for
their own learning. They
do not expect or wait
for others to provide
learning experiences.
They seek out learning.

58. 4. View Problems as Challenges
∗ Successful lifelong
learners expect that
there will be hurdles and
problems to face. They
see these problems as
challenges and
opportunities for
growth.

59. 5. Confidence in Oneself as a Learner
∗ Successful lifelong
learners know that they
can learn and be
effective, competent
learners. The realization
that the key to learning
comes from within
themselves fosters this
confidence.

60. 6. Create a Learning Toolbox
∗ Successful lifelong
learners know that they
will need many tools to
help them with their
learning. These learners
organize and categorize
tools for easy retrieval
when needed.

61. 7. Keep a Sense of Humor
∗ Laughter enables us to
reframe our worries and
it has great capacity to
help us reestablish a
positive and healthy
perspective. Successful
lifelong learners know
how to laugh at
themselves.

62. 8. Accept Failure As A Way To Learn
∗ Successful lifelong
learners are not afraid
to fail. They realize that
failure’s role is to teach
us. We learn more from
our failures than we do
our successes.

63. 9. Use Technology to an
Advantage
∗ Successful lifelong
learners realize they can
leverage technology tools
to help them stay in touch
with a personal learning
network that will help
them grow by both giving
and receiving information
and ideas.

64. 10. Teach/Mentor Others
∗ Some common
education statistics
discuss the fact that we
retain 90% of what we
teach to others.
Successful lifelong
learners mentor/teach
others and, in turn,
learn more deeply the
concepts taught.

65. 11. Play
∗ Successful lifelong
learners are not afraid
to take risks and revel in
the opportunity to play
with a new concept or
tool.

66. ∗ Adult education and development
∗ Adult education quarterly
∗ Adult learning
∗ International journal of lifelong education
∗ International review of education
∗ Journal of continuing higher education
∗ New directions for adult & continuing education
∗ Studies in continuing education
Journals-Lifelong Learning

67. “The goal of education is to enrich the lives of
students while producing articulate, expressive
thinkers and lifelong learners that are socially
responsible, resilient, and active citizens of the
world. Education is about teaching students,
not subjects.”
– Dave Truss
http://www.dailymail.co.uk

68. Education is what remains after
one has forgotten everything he
learned in school” – Albert
Einstein
http://www.taranakicareers.co.nz

69. “Anyone who
stops learning is
old, whether at
twenty or eighty.
Anyone who
keeps learning
stays young.”
― Henry Ford

70. MAED- Educational Management
Current Trends and Innovations in Education
Olivarez College Graduate School
Sharon F. Geroquia