This text outlines the future roles of schools, business and industry, higher and adult education. Using examples of learning communities that are adapting for the future, the author describes the conditions which lifelong learning can accelerate as an agent for change.

Taking a broader view of transition outcomes than many previous comparative studies, this study reveals the complex and many-faceted national institutional arrangements that can result in successful transitions to working life.

This book looks beyond the current rhetoric about lifelong learning and asks long overdue questions on the motives of institutions, employers and the Government in promoting it, and who says what is or is not lifelong learning.

The main focus of this volume is to increase our understanding of the "learning turn" referring, in this book, to the frequent occurrence and usage of terms in the last few decades where the word "learning" is the premodifier, such as "learning city" and "learning organization".

Creating and Promoting Lifelong Learning in Public Libraries: Tools and Tips For Practitioners is the sequel to Lifelong Learning in Public Libraries: Principles, Programs, and People. On the one hand, Lifelong Learning in Public Libraries focuses on the information needs and the developmental and psychological characteristics of diverse library users of all ages. It endorses the use of ILI to promote lifelong learning in public libraries, both by borrowing techniques from academic and school libraries and by building on existing public library traditions of programming and outreach. This book also compares lifelong learning in public libraries to informal and nonformal education in museums, community organizations and agencies, places of worship, and other organizations. In addition, Lifelong Learnng in Public Libraries describes basic steps that librarians can execute in order to get started. On the other hand, Creating and Promoting Lifelong Learning in Public Libraries focuses much more on how public librarians can specifically plan and implement their instruction with chapters on planning for instruction, using teaching methodologies, teaching with and about technology, and bringing ILI together with more traditional public library services, programming, and activities, such as reference and Readers’ Advisory services, bibliotherapy, and cultural and literacy programming. Changes in ILI standards and comparisons of ILI with basic reading, media, digital, and cultural literacies are also described. Both books together should act as basic manuals for public librarians who promote lifelong learning. Creating and Promoting Lifelong Learning in Public Libraries also have helpful teaching hints for all librarians and other professionals who teach in a variety of settings.

Lifelong Learning is now central to the Hong Kong education reform agenda. As a recent Education Commission Report put it, 'lifelong learning is the key to Hong Kong's success'. This book focuses on the post-secondary, continuing and professional education (CPE) sector. It includes contributions from Hong Kong practitioners in the field as well as from eminent international scholars who are well acquainted with CPE in Hong Kong. The book is in three parts. The first part traces recent developments in CPE in Hong Kong and offers an up-to-date account of policy, programmes and provision. A profile of lifelong learners, drawing on recent research findings, is also provided. In the second part, practitioners from a diverse range of subject disciplines offer their perspectives on the issues. This part of the book contains a wealth of ideas and examples illustrating the practice of lifelong learning in Hong Kong. The third part examines the forces shaping post-secondary education in Hong Kong and explores emergent issues. Topics discussed include: the convergence of higher and continuing education, work-based learning, cross-border collaborations with mainland China, Hong Kong vocational education and training policy, and the legal challenges posed by on-line learning. Written primarily for academic managers and teachers in the adult and continuing education sector, this book will also be of interest to (postgraduate) students of lifelong learning, comparative education researchers, CPE policy-makers, employers and human resources managers. It is a timely contribution to the current debate on the future shape of education in Hong Kong. The two Editors' combined experience in tertiary sector teaching and administration totals 57 years. They are now both working in the School of Professional and Continuing Education, The University of Hong Kong (HKU SPACE). John Cribbin is the School Secretary and Registrar; a graduate of University College London and Leicester University, he has previously worked at King's College London and the UK Open University. Peter Kennedy is a Senior Programme Director responsible for programmes in the fields of human resource management and training, as well as in English and theatre studies.

Since the concept of lifelong learning came to prominence much excellent work has been undertaken but, as Professor Longworth's new book shows, major change in some areas is still needed if the concept of learning from cradle to grave is to become a true reality. Using his unique vantage point from consulting with schools, universities, local, governmental and global authorities, Professor Longworth brings the development of lifelong learning bang up-to-date with a complete survey of the principles of lifelong learning including examples from around the world and crucial information on the impact of lifelong learning on 21st century schools.

This book illustrates the meaning and scope of lifelong learning and different types of poverty reduction programs prevalent generally in the African context and particularly in selected communities in Botswana. Lifelong learning is important for all stakeholders in poverty reduction to develop a better understanding of the scope and extent of poverty so that they can make informed decisions on best ways of tackling poverty. The book succinctly showcases community development and engagement initiatives and experiences from selected African universities and how the interaction of the universities and their respective communities resulted in a major transformation in the lives of poor families through exposure to some engagement strategies that effectively gave them a better future in their fight against poverty. This book develops in the reader a better understanding of the dynamics and dilemma of poverty and its negative effects on individuals and communities. But it answers the plight of the poor by equipping them with effective and practical tools to transform their lives and take full control of their destiny. · Provides a conceptual understanding of lifelong learning · Describes practical aspects and indicators of poverty and how it requires tackling through a multi-sectoral approach · Focuses on poverty reduction in all fronts, including development of an entrepreneurship mind-set

Lifelong learning has developed enormously as a distinct area of study within education in recent years not least because numerous governments and educational strategists have become very vocal supporters of new ways of learning throughout all stages of life. This guide to the topic brings together new writing from some of the leading thinkers in the field to offer a broad ranging and detailed snapshot of the position to date. The book provides a critical summary of current developments in understanding adult learning and the social context in which they are located. This provides a background for the framing of issues and the problems that emerge in institutional and non-formal contexts of lifelong learning. Students undertaking courses of study in this area as well as a wide range of undergraduate and postgraduate students in a variety of professional areas will find the material essential reading.