Lifelong learning

Lifelong learning is the 'ongoing, voluntary, and self-motivated' pursuit of knowledge for either personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship, and personal development, but also self-sustainability, as well as competitiveness and employability. Lifelong learning is the 'ongoing, voluntary, and self-motivated' pursuit of knowledge for either personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship, and personal development, but also self-sustainability, as well as competitiveness and employability. Evolved from the term 'life-long learners', created by Leslie Watkins and used by Professor Clint Taylor (CSULA) and Superintendent for the Temple City Unified School District's mission statement in 1993, the term recognizes that learning is not confined to childhood or the classroom but takes place throughout life and in a range of situations. Allen Tough (1979), Canadian educator and researcher, asserts that almost 70% of learning projects are self-planned. During the last fifty years, constant scientific and technological innovation and change has had profound effects on how learning is understood. Learning can no longer be divided into a place and time to acquire knowledge (school) and a place and time to apply the knowledge acquired (the workplace). Instead, learning can be seen as something that takes place on an ongoing basis from our daily interactions with others and with the world around us. It can create and shapeshift into the form of formal learning or informal learning, or self-directed learning. Two theories of particular relevance when considering lifelong learning are cognitivism and constructivism. Cognitivism, most notably Gestalt theory, speaks of learning as making sense of the relationship between what is old and what is new. Similarly, Constructivist theory states that 'knowledge is not passively received from the world or from authoritative sources but constructed by individuals or groups making sense of their experiential worlds'. Constructivism lends itself well to Lifelong learning as it brings together learning from many different sources including life experiences. Lifelong learning is being recognized by traditional colleges and universities as valid in addition to degree attainment. Some learning is accomplished in segments or interest categories and can still be valuable to the individual and community. The economic impact of educational institutions at all levels will remain significant as individuals continue formal studies and pursue interest-based subjects. Institutions produce educated citizens who buy goods and services in the community and the education facilities and personnel generate economic activity during the operations and institutional activities. Similar to health facilities, educational institutions are among the top employers in many cities and towns of the world. Whether brick-and-mortar or distance education institutions, there is a great economic impact worldwide from learning, including lifelong learning, for all age groups. The lifelong learners, including persons with academic or professional credentials, tend to find higher-paying occupations, leaving monetary, cultural, and entrepreneurial impressions on communities, according to educator Cassandra B. Whyte. Although the term is widely used in a variety of contexts, its meaning is often unclear. A learning approach that can be used to define lifelong learning is heutagogy.