This book is about questions. The fundamental process through which it was created is an extended and in-depth dialogue. That dialogue took place over a two-year period involving researchers, lifelong learners, educators, and thinkers.  Meer

In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners.  Meer

This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences.  Meer

This book provides an easily accessible, practical yet scholarly source of information about the international concern for the philosophy, theory, categories and concepts of lifelong learning.  Meer

Active citizenship is an objective of schooling in an increasingly complex context, in which social cohesion of the multicultural society is a cause for growing societal concern.  Meer

In many countries, schools, universities and other traditional learning institutions are not providing for the educational needs of all members of the community.  Meer

For too long, theories and practices of learning have been dominated by the requirements of formal learning. Quite simply this book seeks to persuade readers through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal.  Meer

The aim of this book is to provide an easily accessible, practical yet scholarly source of information about the international concern for the nature, theory and practices of the ideas of values education and lifelong learning.  Meer

This work is concerned with appraising the contemporary ethical impact of lifelong learning ideology and advocacy on education, through focusing on trends in educational policy and management that flow from the ideology.  Meer

The concept of individual responsibility has taken on a signi?cance comparable to that of ‘choice’ in the global rise of neo-liberalism of the late 20th and early 21st centuries.  Meer

This book is based on the work of a European partnership, whose members came together from Belgium England Finland Germany Portugal and Greece with the support of funding from the EU Socrates Programme.  Meer

Lifelong learning is a key feature of society today, and is apparently embraced by a wide range of educators and trainers, as well as by governments and employers.  Meer

Why we are the “other women” This book recognizes a reality, our reality, that of the “other women”. Why are we the “other women”? Because we are women who, given the fact that we have not had the chance to obtain an academic education, were silenced and have remained outside of the spaces for public debate about women.  Meer

This work is concerned with appraising the contemporary ethical impact of lifelong learning ideology and advocacy on education, through focusing on trends in educational policy and management that flow from the ideology.  Meer

For too long, theories and practices of learning have been dominated by the requirements of formal learning. Quite simply this book seeks to persuade readers through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal.  Meer

CONCEPTUALISING CHALLENGES AND NEGOTIATIONS FOR WOMEN IN HIGHER EDUCATION 1 2 3 Pamela Cotterill , Sue Jackson and Gayle Letherby 1 2 3 Staffordshire University; Birkeck, University of London; University of Plymouth INTRODUCTION Despite the historical tradition of academia as a male space (Evans, 1995; Abbott et al, 2005; Stanley, 1997; Letherby, 2003) it is possible to argue that the expansion of higher education in the 1980s and 1990s benefited women more than it did men.  Meer

This book explores cross-international experiences in the field of adult English language teaching and learning, using cross-cultural dialogues to hear voices from different countries and different settings – formal, informal and non-formal – discussing how their lifelong learning has or is still in the process of helping them to change their lives.  Meer

This book explores cross-international experiences in the field of adult English language teaching and learning, using cross-cultural dialogues to hear voices from different countries and different settings – formal, informal and non-formal – discussing how their lifelong learning has or is still in the process of helping them to change their lives.  Meer

This open access book sheds light on a range of complex interdependencies between adult education, young adults in vulnerable situations and active citizenship.  Meer

This important book builds on recent publications in lifelong learning which focus on learning and education in later life. This work breaks new ground in international understandings of what constitutes later life learning across diverse cultures in manifold countries or regions across the world.  Meer