Summary

Lifelong learning is now high on most governments' policy agendas. But how much progress has been made in developing lifelong learning over the past 30 years, and what are the current challenges to policy-makers? This book draws upon a range of authoritative academics and policy analysts to address international policy research in the field of lifelong learning. It is broad in its scope, in its conceptions of lifelong learning, its sources of evidence, and the range of issues covered. These include globalization, social capital, organizational learning, adult literacy and educational policy-making over the last three decades. It tackles themes central to the international debate about education and the knowledge society, and provides hard-nosed analysis of trend and models of policy and practice in different OECD countries. It clarifies the current issues and sets a future global agenda for lifelong learning in the knowledge society.