Page 27 - Lepičnik Vodopivec Jurka, Mezgec Maja. Ur. 2023. Vseživljenjsko učenje odraslih za trajnostni razvoj in digitalni preboj. Koper: Založba Univerze na Primorskem
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Teoretski modeli in koncepti vseživljenjskega učenja
UNESCO. 2022. Making Lifelong Learning a Reality. Hamburg: UNESCO Institute
for Lifelong Learning.
United Nations. 2015. »Transforming Our World: The 2030 Agenda for Sustaina-
ble Development.« A/RES/70/1. 21. oktober. https://sdgs.un.org/2030agenda.
Wildemeersch, D., in H. S. Olesen. 2012. »Editorial: The Effects of Policies for the
Education and Learning of Adults – From ‘Adult Education’ to ‘Lifelong Le-
arning,’ form ‘Emancipation’ to ‘Empowerment.’« European Journal for Re-
search on the Education and Learning of Adults 3 (2): 97–101.
Theoretical Models and Concepts of Lifelong Learning
An overview of the different models and concepts of lifelong learning shows,
on the one hand, that lifelong learning contains certain common fundamen-
tal attributes, i.e. that it takes place throughout life (from ‘cradle to grave’), is
lifewide (takes place in different contexts) and focuses on learning. On the
other hand, the overview also shows that different models and concepts of
understanding lifelong learning are in use and that lifelong learning is also a
‘slippery’ and ‘ambiguous’ concept, as it contains different and mutually com-
peting conceptualisations. In this chapter, we argue that lifelong learning is a
multidimensional concept that combines various models and conceptions of
lifelong learning, and based on the analysis we highlight the basic building
blocks of a holistic understanding of lifelong learning.
Keywords: concepts of lifelong learning, international organisations, lifelong
education, models of lifelong learning
25
UNESCO. 2022. Making Lifelong Learning a Reality. Hamburg: UNESCO Institute
for Lifelong Learning.
United Nations. 2015. »Transforming Our World: The 2030 Agenda for Sustaina-
ble Development.« A/RES/70/1. 21. oktober. https://sdgs.un.org/2030agenda.
Wildemeersch, D., in H. S. Olesen. 2012. »Editorial: The Effects of Policies for the
Education and Learning of Adults – From ‘Adult Education’ to ‘Lifelong Le-
arning,’ form ‘Emancipation’ to ‘Empowerment.’« European Journal for Re-
search on the Education and Learning of Adults 3 (2): 97–101.
Theoretical Models and Concepts of Lifelong Learning
An overview of the different models and concepts of lifelong learning shows,
on the one hand, that lifelong learning contains certain common fundamen-
tal attributes, i.e. that it takes place throughout life (from ‘cradle to grave’), is
lifewide (takes place in different contexts) and focuses on learning. On the
other hand, the overview also shows that different models and concepts of
understanding lifelong learning are in use and that lifelong learning is also a
‘slippery’ and ‘ambiguous’ concept, as it contains different and mutually com-
peting conceptualisations. In this chapter, we argue that lifelong learning is a
multidimensional concept that combines various models and conceptions of
lifelong learning, and based on the analysis we highlight the basic building
blocks of a holistic understanding of lifelong learning.
Keywords: concepts of lifelong learning, international organisations, lifelong
education, models of lifelong learning
25
