CONFINTEA VI Follow-Up and the Role of University Lifelong Learning: Some Issues for European Higher Education

Autor/in	Nemeth, Balazs
Titel	CONFINTEA VI Follow-Up and the Role of University Lifelong Learning: Some Issues for European Higher Education
Quelle	In: International Review of Education, 57 (2011) 1-2, S.107-125 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-011-9192-1
Schlagwörter	Adult Education; Higher Education; Partnerships in Education; Lifelong Learning; Nonformal Education; Educational Research; Citizenship; Universities; Foreign Countries + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Life-long learning; Lebenslanges Lernen; Non-formal education; Non formal education; Nichtformale Bildung; Bildungsforschung; Pädagogische Forschung; Staatsbürgerschaft; University; Universität; Ausland
Abstract	The "Belem Framework for Action" underlines, among many other issues, that quality in adult learning and education must be holistic and multidimensional both as a concept and in practice, using various tools such as partnerships with higher education institutions. Bridging adult and higher education is difficult, but the lifelong learning paradigm may help European universities to meet the challenge. This paper argues that European higher education institutions should, on the one hand, educate adults to qualify them for their complex roles in society and economy either through academic programmes or in other, non-formal ways. On the other hand, higher education institutions should promote quality research on adult learning and education and develop active citizenship too. Emphasis was clearly given to the former task in the "Budapest Statement" in December 2008 as part of the European preparatory process for CONFINTEA VI, and the latter has been articulated by UNESCO for more than a decade. This paper suggests that a balanced position may help universities in setting themselves up as better and more effective learning organisations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10