Lifelong learning is distinguished from the concept of continuing education in the sense that it has a broader scope. It is explained not only as the possession of discrete pieces of information or factual knowledge but also as a generalized scheme of making sense of new events, including the use of tactics in order to effectively deal with them. Some authors highlight that lifelong learning is founded on a different conceptualization of knowledge and its acquisition.
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It also entails an emphasis on encouraging people to learn how to learn and to select content, process, and methodologies that pursues self-design and self-perfection. These indicate learning that integrates traditional education proposals and modern learning opportunities. Lifelong learning focuses on holistic education and it has two dimensions, namely, lifelong and broad options for learning. There are programs based on its framework that address the different needs of learners, such as United Nations' Sustainable Development Goal 4 and the UNESCO's Institute for Lifelong Learning, which caters to the needs of the disadvantaged and marginalized learners. However, while the learning process can be applied to learners of all ages, there is a focus on adults who are returning to organized learning.
These environments do not only include schools but also homes, workplaces, and even locations where people pursue leisure activities. Lifelong learning has been described as a process that includes people learning in different contexts. Allen Tough (1979), Canadian educator and researcher, asserts that almost 70% of learning projects are self-planned. It can create and shapeshift into the form of formal learning or informal learning, or self-directed learning.
Instead, learning can be seen as something that takes place on an ongoing basis from our daily interactions with others and with the world around us. Learning can no longer be divided into a place and time to acquire knowledge (school) and a place and time to apply the knowledge acquired (the workplace). ĭuring the last fifty years, constant scientific and technological innovation and change has had profound effects on how learning is understood. See Lifelong learning institutes, or outside the US, University of the Third Age. Later, after similar groups formed across the United States, many chose the name "lifelong learning institute" to be inclusive of nonretired persons in the same age range. The first lifelong learning institute began at The New School for Social Research (now New School University) in 1962 as an experiment in "learning in retirement".
In other contexts, the term "lifelong learning" evolved organically. In some contexts, the term "lifelong learning" evolved from the term "life-long learners", created by Leslie Watkins and used by Professor Clint Taylor (CSULA) and Superintendent for the Temple City Unified School District's mission statement in 1993, the term recognizes that learning is not confined to childhood or the classroom but takes place throughout life and in a range of situations. 8 Delors Report and the four pillars of learning.
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