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Second International Handbook of Lifelong Learning

  • David N. Aspin
  • Judith Chapman
  • Karen Evans
  • Richard Bagnall

Part of the Springer International Handbooks of Education book series (SIHE, volume 26)

Table of contents

  1. Front Matter
    Pages i-lxxxiv
  2. History, Theory, and Philosophy

    1. Front Matter
      Pages 1-1
    2. David N. Aspin, Judith D. Chapman
      Pages 3-35
    3. Robin St. C. Barrow, Patrick Keeney
      Pages 37-50
    4. Peter Jarvis
      Pages 103-111
    5. Ivan A. Snook
      Pages 139-149
    6. Richard Edwards
      Pages 151-162
  3. The Policy Challenge

    1. Front Matter
      Pages 243-243
    2. Karen Evans, Ingrid Schoon, Martin Weale
      Pages 245-267
    3. Moses Otieno Oketch
      Pages 375-397
  4. Programmes and Practices

    1. Front Matter
      Pages 469-469
    2. Phillip McKenzie
      Pages 539-545
    3. Ruth Dunkin
      Pages 597-611
    4. Sandra R. Daffron, Iris Metzgen-Ohlswager, Shari Skinner, Loretta Saarinen
      Pages 613-627
    5. Alexandra Withnall
      Pages 649-664
  5. A Critical Stocktaking

About this book

Introduction

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-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent.

This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all. 

Keywords

analysis communal learning community development comparative competitiveness concepts concepts curriculum studies curriculum studies economic advancement economic advancement economic changes economic changes economic development economic development educating institutions education and training educational change educational policy educational research educational theory global learning globalisation individual development individual learning inequalities information technology knowledge technology learning society life-course lifelong learning policies lifespan personal growth philosophy of education policy and practice professional learning school school inclusion social mobility social responsibility teacher education theories values vocational education work workplace learning

Editors and affiliations

  • David N. Aspin
    • 1
  • Judith Chapman
    • 2
  • Karen Evans
    • 3
  • Richard Bagnall
    • 4
  1. 1., Faculty of EducationMonash UniversityMelbourneAustralia
  2. 2.Australian Catholic UniversityFitzroyAustralia
  3. 3.University of LondonInstitute of EducationLondonUnited Kingdom
  4. 4., Arts, Education and LawGriffith UniversityBrisbaneAustralia

Bibliographic information

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