Abstract
If our society is to meet the twin challenge of economic regeneration and social cohesion, then it will require a renaissance in learning (ECIFAST 1994, Cooley 1993). A globalising economy, increased flexibility of employment and rapidly changing labour markets will require citizens of the 21st century to continually renew the capabilities that will help them contribute actively throughout their lives. A society facing an increasing dependency ratio will also need to learn how to cultivate and draw upon all its human resources (in 1940 ten working people supported one retired person who lived on average 7 years following retirement; by 2001 the ratios will be 2∶1∶21). Such transformations and exigencies require the boundaries of public policy to be redrawn: e.g. between public and private, work and leisure. Informing these issues are questions about which forms of learning and institutional capability will sustain a more active citizenship for lifelong participation in both work and community.
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Ranson, S., Rikowski, G., Strain, M. (2001). Lifelong Learning for a Learning Democracy. In: Aspin, D., Chapman, J., Hatton, M., Sawano, Y. (eds) International Handbook of Lifelong Learning. Springer International Handbooks of Education, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0916-4_9
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