International handbook of lifelong learning /

These volumes emerged from an awareness of major transformations in the world that call for well-articulated policies and plans for lifelong learning. As a result, international organizations such as UNESCO and various regional and national groups began conducting studies and issuing reports on lifelong learning that set the stage for these volumes. Contributors emphasize that lifelong learning involves cradle-to-grave learning experiences and that early learning is an essential foundation for all that comes later. However, thinking about adult learning seems to dominate the work. Part 1 focuses on policy, examining philosophical issues and specific policies developed in particular countries and regions. Part 2 deals with programs and structures. As an underpinning, the editors put forth a "triadic" perspective that sees lifelong learning with three prongs: work and economy issues, intrinsic personal values, and societal participation. Four types of policies may emerge to address these areas: compensatory models, continuing vocational training models, leisure-oriented models, and social innovation models. Common themes are the importance of networks and alliances in providing learning opportunities and a focus on learning how to learn. Discussions and case studies emphasize developments in Africa, Asia, the British Commonwealth, and Europe. Recommended for faculty, professionals, and graduate students. R. W. Rohfeld SUNY Empire State College