Talk:Lifelong learning

Asteur (talk) 16:52, 26 October 2013 (UTC)

To the editors

This article needs to be broken into at least four components:

1. Home schooling (applies to children; is not lifelong learning);
2. Adult education (for adults who are looking to finish/add to interrupted education, plus some enrichment/personal development);
3. Continuing education (used by professionals to maintain their credentials);
4. Lifelong learning (not-for-credit classes taken by older adults who wish to keep their minds active.)

Until these split-offs have been made/authorized, this is very daunting as it stands because it demands many different areas of expertise. --clhowson (talk) 23:19, 14 July 2008 (UTC)

Very soon there will be a new article, Lifelong learning institutes, which takes care of the 4th "#" above and links to the similar organizations outside the USA which use the term University of the Third Age. I have added a minimal amount of material where it belongs to connect to the new Lifelong learning institutes article and have deleted no present content.

Because this article starts with educational theory and then adds a random collection of topics under "In Practice" which do not trace back to that educational theory (in fact, many trace back to University of the Third Age organizations), the "In Practice" section in my opinion does not belong in this article. A more encyclopedic article might instead show how the stated theory has been applied. I will not be attempting to make such changes but am adding my opinion for the benefit of more experienced editors who wish to tackle what Clhowson suggests above.LM6407 (talk) 05:37, 9 August 2019 (UTC)

Removal of unreferenced text

Have removed the following:

These policies and associated government publications reached their height in the 1990s.

and

Extended response by academics pointed out the many flaws in this analysis, but more importantly that this shallow analysis by policy writers provided little real direction.

If anyone can provide references for them, please do so and return 'em to the article.--Technopat (talk) 15:52, 2 April 2009 (UTC)

to the experts: is LLL only about intellectual effort? what about the body, physical education, somatic education like in the feldenkrais method? isn^t that equally or even more important than pure book knowledge? 58.41.159.27 (talk) 15:51, 11 July 2010 (UTC)

Copyright problem

This article is a copyright problem at this writing as it contains extensive content copied in 2010 ([1]) from this 2003 PDF.

Other content added by that contributor is also of concern. See, for example, this pdf. One example:

There are four key features of the lifelong learning approach, as conceived by the OECD. First, it offers a systemic view of learning, since it examines the demand for, and the supply of, learning opportunities, as part of a connected system covering the whole lifecycle and comprising all forms of formal and informal learning. Secondly, it emphasises the centrality of the learner and the need for initiatives that cater for the diversity of learner needs. This represents a shift of attention from the supply of learning to the demand side. Thirdly, the approach emphasises the motivation to learn, and draws attention to self-paced and selfdirected learning. Fourthly, it stresses the multiple objectives of education policy, which include economic, social or cultural outcomes; personal development, and citizenship. The lifelong learning approach also recognises that, for the individual, the priorities among these objectives can change over the lifecycle; and that each objective has to be taken into consideration in policy development.

He added this:

There are four key features of the lifelong learning approach, as conceived by the OECD. First, it offers a systemic view of learning, since it examines the demand for, and the supply of, learning opportunities, as part of a connected system covering the whole lifecycle and comprising all forms of formal and informal learning. Secondly, it emphasises the centrality of the learner and the need for initiatives that cater for the diversity of learner needs. This represents a shift of attention from the supply of learning to the demand side. Thirdly, the approach emphasises the motivation to learn, and draws attention to self-paced and selfdirected learning. Fourthly, it stresses the multiple objectives of education policy, which include economic, social or cultural outcomes; personal development, and citizenship. Thelifelong learning approach also recognises that, for the individual, the priorities among these objectives can change over the lifecycle; and that each objective has to be taken into consideration in policy development.

Unless the content is rewritten in accordance with the directions on the article's face, the article may be restored to this point. --Moonriddengirl ^(talk) 19:06, 1 April 2012 (UTC)

Shifting Knowledge

I am taking a course from University of Manitoba CACE 98908 Introduction to Emerging Technologies and the term Shifting Knowledge was introduced. I can not find a direct reference to Shifting Knowledge within Wikipedia - it could be cross-referenced. At this point, I would research the topic to determine whether a new page should be added to Wikipedia, whether the link should remain, or other futher actions. Comments requested. Asteur --User:Asteur ^(talk) 12:06, 26 October 2013 (UTC)

Lifelong learning institutes

I have added a minimal amount of material where it belongs to connect to a new Lifelong learning institutes article without deleting any content from the present article. The sentence on Allen Tough was moved down 3 paragraphs to a more appropriate location. Lifelong learning institutes were added to lists in Contexts and See Also. I added Continuing Education to See Also. (That is incidental cleanup that is not connected to lifelong learning institutes.) Please look above to the "To The Editor" section for some additional opinions.LM6407 (talk) 05:59, 9 August 2019 (UTC)

"Implications for an aging society" section seems to be written in opinionated journalism style

In my opinion, non-compliant with Wikipedia style. To quote a few bits,

> According to the Alzheimer's Society, it is estimated that worldwide cases of Alzheimer's diseases will jump from 47.5 million as of 2014 to 75.6 million by 2030. "Exercising the brain may preserve it, forestalling mental decline" (Grady, 2012).

> ...and their brains exercised as Grady described, the strain on the health care system and not to mention the families of the elderly would be lessened

notice that the citations aren't the done the proper Wikipedia way. Also sounds like an academic essay.

> to proactively curb potential economic issues as the baby boomers continue to age, we need to look at society through a lifelong learning lens.

While honorable, this is an opinion

> Consider community programs to engage retirees and foster their cognitive health

> Who pays for this? As a society we are living longer—85 years for men and 90 years for women—making cognitive health vitally important.

This is a Wikipedia article, not a call to action piece

Tabdiukov (talk) 10:18, 13 September 2022 (UTC)

Yes, and it's getting worse.

GersonCool, please don't edit war to add material to an article after another editor has made a good-faith objection to it. Please follow the bold, revert, and discuss cycle by opening a discussion instead of immediately reverting back to your preferred version of the article. ElKevbo (talk) 16:17, 15 July 2023 (UTC)

ElKevbo, thanks for the information. I am currently enrolled in a class as a student editor and have been assigned to update this article. I was not aware of "edit wars" and did not know about BRD. I am working to make updates to the last section and have just posted my attempt. As this is my first try at editing on Wikipedia, and am not used to writing with a neutral tone, I expected some criticism. I am looking over my piece now and trying to remove opinions and "call to action" items. While I'm unsure that someone who commented in September 2022 would actually respond to a discussion of this topic, I would appreciate any specific items that you could point to in my contribution that need revision or elimination. Thank you. GersonCool (talk) 16:37, 15 July 2023 (UTC)

Add information

I suggest adding this part to the section "concept"

As more and more people live longer and healthier lives, the ways that education is entangled with life is changing. Educational needs, priorities and modalities change when there are shifts in the balance between youth and the elderly, in the proportion of people in the working-age population, as well as in the kinds of caregiving and care work (waged and unwaged) that is undertaken, by whom, and when. Adult Learning and Education as an Emancipatory Project In recent decades, the principle of lifelong learning has become central in the formulation of educational policies worldwide. SDG4, for example, calls to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” As economies and societies change, adult education will possibly need to extend far beyond lifelong learning for labor market purposes. Opportunities for career change and reskilling connect to a broader reform of all education systems that emphasizes the creation of multiple, flexible pathways. It is commonly acknowledged that jobs and the nature of employment can change dramatically over the span of a single individual’s working life. Therefore, lifelong learning also concerns the idea of participation and inclusion of vulnerable groups who are currently often excluded from educational opportunities. Participation and inclusion go hand-in-hand with emancipatory visions of adult education, which also includes an appreciation of informal learning – the knowledge and capabilities acquired outside formal schooling settings. Strengthening scientific literacy and combating all forms of misinformation are central elements of adult education strategy for the present and the future. The right to education is supported by the right to information and the right to culture. To ensure freedom of opinion and expression people need the ability to seek, receive and impart information and ideas. In our media-saturated contemporary world, rife with fake and misleading news, education plays an essential role in supporting people’s quests for accurate information and enabling their desire to pass it along faithfully, free of manipulation.

Lisa Rechelle (talk) 13:50, 2 May 2023 (UTC)

References

Wiki Education assignment: Information Literacy and Scholarly Discourse

This article was the subject of a Wiki Education Foundation-supported course assignment, between 5 June 2023 and 26 July 2023. Further details are available on the course page. Student editor(s): GersonCool (article contribs). Peer reviewers: Mmuhober, Nrjohns1, Dcclemen.

— Assignment last updated by Bwadleruno (talk) 20:01, 24 July 2023 (UTC)

Enhancing The Lead

As a student, one of the questions we're instructed to ask is "Does the lead include a brief description of the article’s major sections?"

The introductory section gives a concise overview of the subject matter. It references some (but not many) of the article's sections. It would be helpful to see the lead section expounded on a bit more, with a better overview of the sections presented in the article.

GersonCool (talk) 19:04, 8 June 2023 (UTC)