Adult learning has benefited from the visibility and profile of lifelong learning across a range of European policy areas. The overall profile of adult learning benefited enormously from the European Commission's decision to group all its education and training programmes together under the brand of the "Lifelong Learning Programme." The…

As Chief Executive of the National Youth Agency, the author was asked to give her perspective on the lifelong learning prospects for young people. She believes that one's capacity to be a learner and to learn, at whatever stage of life, is directly influenced by every other aspect of one's life, from one's attitudes to one's income. As a young…

The purpose of this brief note is to compare non-formal education in Poland and Canada in terms of accessibility, and it is motivated by the fact that learning is a lifelong process because of rapid advances in technology. The theoretical framework for this commentary is supplied by the general idea that non-formal learning provides a social…

Presents a conceptual framework for understanding the interrelationships among formal, nonformal, and informal education. (MP)

Argues that learning can be divided into three sectors (informal, formal, and nonformal education), asserting that through the harmonious combination of these sectors the principles of a global and integrated lifelong education can be implemented. (Author/MP)

Explores the concept of community and the difficulty of defining the term. Explains how adult education is a vital component of community structure. Suggests that community is best defined as a natural setting for formal, nonformal, and informal adult education, providing the basis for lifelong education. (SK)

This article revisits and reinterprets my previous paper. It is a snapshot of the lifelong learning system building in selected Asian countries, reflected in the mirror of the Asian Financial Crisis in the 1997s and the aftermath of that event. I reconsidered the arguments (1) the economic recession had delivered a global dimension of lifelong…

As life becomes more complex and knowledge more necessary for even the simplest kind of life, young people must have access to and knowledge of the tools that will enable them to function in society. Information is critical, and libraries, as purveyors of that information, need support, critical evaluation, and dedicated, committed staff. The…

The Cooperative Extension Service has a long history of providing community-based lifelong education. Current trends affecting extension programming include new telecommunications technologies, necessity for accountability, and demographic shifts. (SK)

The author brings together the question posed in Kathryn Ecclestone's article in last month's "Adults Learning--"Where's the vision?"--and the letter from Wayne Bennett, General Manager of Dillington House, about the threat to residential colleges. The author brings out some of the connections between them and issues surrounding adult community…

In order to significantly contribute to human resource development, the Philippines must develop an integrated educational system of lifelong learning, with a special emphasis on non-formal education. Despite the value that is placed on formal, or sequential academic schooling, it is non-formal schooling that makes accessible the acquisition of…

Societal changes in late modernity influenced what persons should learn and also influenced how education should change to support these new learning requirements. Particularly, the increasing instrumentalization of our society requires more autonomous and reflective learners. On the one hand this article describes three specific examples of such…

Defines "nonformal education" as encompassing the educational influences of all of society's institutions. Suggests that nonformal education may be the best approach to aid for development in developing nations, as well as to lifelong learning in European and other developed nations. (SV)

Examines the conceptual frameworks and substantive ideas of three authors--Lawrence Cremin, Neil Postman, and Christopher Lasch--all of whom view technologies as educators. Focuses on television as an educator and the relations between television's education and the education of schools, families, and communities. Contains 19 references. (DDR)

Following a brief review of the existing interactive dimensions of three modes of learning--formal, nonformal, and informal--the author comments on policies proposing further integration of modes. (MP)