This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out…

A new UNESCO Institute for Lifelong Learning (UIL) publication, "Promoting lifelong learning for all: The experiences of Ethiopia, Kenya, Namibia, Rwanda and the United Republic of Tanzania," marks a significant outcome of a project to promote lifelong learning for all in selected African countries. The report highlights the progress…

In a fast-changing and highly inequitable world, lifelong learning is becoming increasingly important, not only as a key organising principle for all forms of education and learning but also as an absolute necessity for everyone. It is particularly important for disadvantaged individuals and groups who have been excluded from or failed to acquire…

In this article, the late Jarl Bengtsson briefly traces the evolution of the concept of lifelong learning within the member states of the Organisation for Economic Co-operation and Development (OECD). He points out that on the one hand lifelong learning is accepted, in policy terms, by all OECD countries and many other countries, but on the other…

The development of lifelong education in England has been slow due to the dualist educational philosophy characteristic of the English middle and upper classes. The two governing characteristics of British adult education have been its predominant concentration of provision for the working classes and its preoccupation with the liberalizing role…

Although Chinese Taipei has adopted lifelong learning as an educational goal, adult literacy education programs have not been based on their tenets. Lifelong learning is a deliberate process that emphasizes the autonomy of learners and a breadth of learning throughout the life span. The two adult literacy programs in Chinese Taipei, Supplementary…

THE HUMAN CAPACITY FOR CONTINUOUS LEARNING AND CONDITIONS FAVORABLE TO LEARNING ARE THE FOUNDATIONS OF A LEARNING SOCIETY IN WHICH PART OF THE POPULATION WOULD AT ALL TIMES BE ENGAGED IN FULL-TIME STUDY. CHARACTERISTICS OF CANADA AS A LEARNING SOCIETY WOULD INCLUDE (1) A NATIONAL PROGRAM OF ASSISTANCE, INCLUDING INCOME TAX DEDUCTIONS FOR TUITION…

The main features of the Soviet system of continuous education are described. Objectives include provision for the individual's overall development, inculcation in the young of an understanding of moral and civic responsibilities, filling society's needs for specialized personnel, and assurance of all adults' continuous vocational competence and…

A long-term plan to improve the training of teachers was formulated in the fifteenth Congress of the Czechoslovak Communist Party. The concept behind this new plan emphasizes equal proportions of qualities desired of teachers, including some ideological, political, moral, and psychological components. There has been a shift in the role of…

This article presents the methodology used by the Finnish Education Evaluation Council in the national evaluation of social and communication skills in vocational education and training. The evaluation concentrates on key competences such as learning-to-learn skills, communication skills, social skills and entrepreneurship (Implementation of…

The Desire, Ability, Means, and Need (DAMN) Cycle is a useful paradigm for understanding the lifelong learning framework in Singapore. The cycle suggests that, for learning to occur, students must have a desire and an ability to learn, including inquiring minds and higher order process skills; the means must be provided through a well-defined…

Discusses the Finnish government's decision of principles concerning the development of adult education in terms of "free cultural and educational work": adult education centers or civic and workers' institutes, folk high schools, and study circles and cultural work of national civic organizations. (MF)

Summarizes strengths and weakness of the Japanese approach to vocational training and education. Stresses the Japanese "obsession" with education and the high levels of education obtained by its citizens, the state's commitment to planning and financial support for high standards of industrial training, and industry's commitment to…

Describes adult educational policy, organization, and administration in Thailand and its six categories of programs: functional literacy, academic and general education, vocational, reading skills promotion, public education, and radio/television nonformal education. Closely related to the formal educational system, Thailand's adult education…

Education in Czechoslovakia is compulsory for all children from the ages of six to sixteen and is founded on Marxist-Leninist principles. Teachers are required to exhibit undivided ideological and political influence, guide the young toward moral standards advocated by the communist government, and be fully prepared to teach in a specialized…