Second International Handbook of Lifelong Learning
The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-g
- PDF / 7,742,326 Bytes
- 1,011 Pages / 439.37 x 666.14 pts Page_size
- 50 Downloads / 226 Views
Springer International Handbooks of Education VOLUME 26
For further volumes: http://www.springer.com/series/6189
David N. Aspin • Judith Chapman Karen Evans • Richard Bagnall Editors
Second International Handbook of Lifelong Learning Part One
Editors David N. Aspin Faculty of Education Monash University Wellington Road, Clayton Campus Building 6 Melbourne, VIC 3800 Australia [email protected] Karen Evans Institute of Education University of London Bedford Way 20 WC1H OAL London United Kingdom [email protected]
Judith D. Chapman Australian Catholic University Victoria Pde 115 Melbourne Fitzroy, VIC 3065 Australia [email protected] Richard G. Bagnall Arts, Education and Law Griffith University Kessels Road 170 Brisbane, QLD 4111 Australia [email protected]
Printed in 2 parts ISBN 978-94-007-2359-7 e-ISBN 978-94-007-2360-3 DOI 10.1007/978-94-007-2360-3 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2011944019 © Springer Science+Business Media B.V. 2012 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
VADE MECUM ghraskw d’a iיּei polla didaskomenoV I am growing old but still learning many things (Solon c630–c555 BC)
To all those Of every age, every country, and every creed Committed to Making Lifelong Learning A Reality for All In the confidence that ‘this world one day will be the type of world we all deserve’ Nelson Mandela
Foreword
International Handbook of Lifelong Learning The past 10 years have witnessed lifelong learning entering a phase of unforeseen strength, but also of weakness. The discussions in the 1990s about the defining issues of lifelong learning were built mainly on positions adopted, from the 1960s and onwards, in international organisations like UNESCO and OECD. UNESCO was the protagonist of a humanitarian and utopian concept of lifelong learning, whereas the OECD forged an economistic view with regard to competitiveness and economic growth. In the 1990s however, the EU-Commission joined with a stand on social cohesion and employability, and all three organisations increasingly approached almost consensus on lifelong learning incorporating employability, social cohesion, personal fulfilment and social inclusion. Within the EU lifelong learning soon became the overarching concept for the national employment plans. So where lifelong learning in the beginning rather was a philosophy, based on visions on learning leading to happiness and personal fulfilment, it soon entered political rhetoric, and from there moved into the area of policies and strategies. Many adult education
Data Loading...
