LIFELONG LEARNING AND THE KNOWLEDGE SOCIETY: A RESEARCH - PowerPoint Presentation

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 LIFELONG LEARNING AND THE KNOWLEDGE SOCIETY: A RESEARCH ON THE DEVELOPMENT OF THE CONCEPTUAL FRAMEWORK AND THEIR IMPACT ON SOCIETY

M. Christodoulidou1, D. Vlachopoulos21 Open University of Cyprus (CYPRUS)2 European University of Cyprus (CYPRUS)marialenachristodoulidou@hotmail.com , d.vlachopoulos@euc.ac.cySlide2

INTRODUCTION

A lot of discussion on: “lifelong learning” “continuing education” and their part in making the “society of knowledge” in the last decades.The reason:international organizations believe it is urgent to prepare citizens to face the constant changes in global economy and society in order to create the “knowledge society”.

This paper is the result of a literature review made in order to understand the terms of "lifelong learning" and "knowledge society“, their conceptual framework and the impact they had in society.

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PREVAILING TERMS IN THE FIELD OF “LIFELONG LEARNING”

How worldwide changes, persons or organizations define: “Continuing Education”“Adult Education”“Lifelong Learning” “Knowledge society”3Slide4

WHY THE IMPORTANCE OF LEARNING AND KNOWLEDGE INCREASES IN MODERN SOCIETIES

Because of:population changesthe technological progress

trade globalization

new needs in the economical-technological and in the social-cultural level (some professions are outdated and new businesses have emerged)

[1].

the rising of young people's unemployment, the number of pensioners, and the ageing of workforce

[2].

changes at people’s way of life, work and communication

[3].

“inadequate” education (nowadays people are required to prepare themselves again and again)

[4].

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THE MAIN PHASES OF “ADULT EDUCATION” AND “LIFELONG LEARNING” EVOLUTION SINCE THE 1960s - CRITICAL ANALYSIS

1st phase (In the end of the 1960s and the beginning of 1970s ) “Lifelong learning” is the most important guiding principle of education[5]. It is promoted by three international organizations: UNESCO, OECD, and the Council of Europe. 2nd phase (In the end of the 1980s and the beginnings of 1990S)

The term is given a significant place in public politics, on a daily basis, with two differences: a) The European Commission is reinforced and is now a considerable factor in policy forming and, b) 1996 is declared the “European Year of Lifelong Learning” and the concept enters the agenda of the political discussions in a national level.

The role of the market is a central issue in this period, whereas the role of the state is diminished and civil society is no longer taken into account[5].

3

rd

phase

The year of 2000 starts the third phase of its conceptual development, which emphasizes: a) on what the aims of active citizenship are and, b) on employability[5].

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In March 2000, in Lisbon, the European Council set as its goal to make the European Union “the most competitive and dynamic economy of knowledge, able for a sustainable economic growth, with better and more job opportunities and with more social cohesion”.

The term is now used to describe activities that people undertake in order to improve their knowledge, skills and abilities, driven by their personal, social or professional motives[6],[7],[8].The combination of learning for work and learning for active citizenship is the modern approach of “lifelong learning”[9].Organizations such as UNESCO, the Council of Europe, the OECD and the European Union stress that “Lifelong learning” is important both for a person's personal development through the acquisition of new knowledge and the use of technologies, but also for the development of active citizens within the context of democratic functions.6Slide7

CONSEQUENCES FROM THE DIFFUSION OF THE IDEA OF "LIFELONG LEARNING" - OPPORTUNITIES AND RISKS The diffusion of the idea of “lifelong learning” affects:

people (micro-level), educational institutions (meso-level), and societies (macro-level). The “modern” context of the concept of “lifelong learning” maximizes the opportunities for learning, the economic competitiveness increases and we are near making “knowledge society” a reality [10],[11]. The literature review has shown that although in the past years the national strategies of “lifelong learning” have been implemented, the diffusion of “lifelong learning” involves both opportunities and certain risks.

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CONSEQUENCES FROM THE DIFFUSION OF THE IDEA OF "LIFELONG LEARNING" - OPPORTUNITIES AND RISKS In participating in “lifelong learning”, trainees are exclusively responsible for their own education, while the welfare state waives responsibility for educating the citizens, thus minimizing its intervention in the sector of education [12].

In the last decade, despite the promotion of “lifelong learning” in Greece, education still suffers from inequalities and poverty [13]. The International Bank foresees that a wider gap will be created between the states. In one side there will be the states that -due to their economic capability- will benefit from the internet revolution and on the other side those that will fail in it [14]. Biesta states that there are issues regarding the motives that lead to lifelong learning. He supports that although lifelong learning is a personal matter, the learning agenda is defined by others [15].In order to keep up with the needs of times the educational institutions must constantly offer new educational or training programs and the educators must renew their knowledge.

Formal education risks to being marginalized.

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CONCLUSIONSLearning will accompany a person throughout his/her life and that it is associated with the quality of life and civic participation.

Education has become a way of life, offering many choices through “lifelong learning”.“Lifelong learning” is the main strategy that nations apply to cope with all these changes, by investing on human resources.“Lifelong learning” is not the magic recipe that will solve the problems of the world [16].The risk of creating states of different speed, depending on their abilities to develop the conditions to implement lifelong learning is very real. We have to find the golden ratio between the offered lifelong learning and social needs in order for people to seek education based on their actual needs and not their economic interests [17].

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REFERENCES

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[8] Griffin, C. (1999). Lifelong learning and social democracy. International Journal of Lifelong Education, 18 (5), pp. 329-342.

[9] Rogers, A.(2006).Escaping the slums or changing the slums? Lifelong learning and social transformation, International Journal of Lifelong Education, 25(2),pp.125-137. [10] Field, J., & Leicester, M. (ed) (2003). Lifelong Learning or Permanent Schooling? In Lifelong Learning Education Across the Lifespan. London: Routledge Falmer.[11] Aspin, D. N., & Chapman, J. (2001). Lifelong Learning: concepts , theories and values. Paper presented at SCUTREA, 31th Annual Conference

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[14] World Bank, (1999).

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(3/4), pp.169-180.[16] Nicoll, K., & Edwards, R. (2000). Reading policy texts : lifelong learning as metaphor, Int. J. of Lifelong Education, 19 (5), pp. 459-469.[17] Fotopoulos, N. (2009, October 12). Το χάος με την πιστοποίηση. Ελευθεροτυπία. Retrieved on the 25th of November 2011from: http://www.enet.gr/?i=news.el.article&id=91230

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