The International Commission on the Development of Education set up by UNESCO in 1971 was chaired by Edgar Faure. The conceptualisation of a new social contract in his work between the 1960s and 1970s had a strong influence on the final report prepared by this commission. Published in 1972, Learning to be: "The world of education today and…

Fifty years after UNESCO's publication of "Learning to be: The world of education today and tomorrow," the author of this article provides an assessment of this seminal report, commonly known as "the Faure report". He characterises the educational vision of the report as humanistic and democratic and highlights its emphasis on…

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…

Today's world may be characterised as the dawn of the new millennium of the learning society, where knowledge is considered as a country's most valued asset and primary source of power. In the increasingly intense competition among international communities, Thailand has been respected for advancing the concept of transforming communities, cities…

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…

This reflective think-tank contribution begins by comparing advocacy and research as distinct modalities of professional and social action. In practice they frequently elide and merge into one another. While alliance and complementarity between the two modalities is constructive for shaping policy and practice, it poses risks when governments and…

The arguments in the article are based on the ongoing discourse in the academic community and among stakeholders, which has contributed to the articulation of the concepts and premises of sustainable development and the role of learning modalities, technologies and networks. The article draws on this discourse to explore the economic aspects of…

This article argues that ESD should be integrated into lifelong learning and provides an example of how this might be done. It draws on a case study of a joint project between the Shangri-la Institute and the Bazhu community in Diqing, southwest China, to analyse a community-based approach to Education for Sustainable Development and assess its…

Article discussed developing strategies for implementing lifelong education. (Author/RK)

Discussed the progress of and development of British community colleges. (Author/RK)

In 1976 African Ministers of Education proposed "basic education," defined as minimum learning needs, as the best method for mass education. Participation and integration are key elements in this strategy. A learning-needs approach to curriculum planning should concentrate on practical skills; implementation requires nontraditional…

Article examines university adult education in a global context, and raises the question of whether the university should be responsible for the continuing education of community members. (Author/RK)

Analyzes the context in which a postliteracy curriculum was perceived and developed in Tanzania in the late 1970s. Indicates that the first postliteracy curriculum sought to provide neoliterates with general knowledge in politics, history, geography, health, and agriculture. Analyzes factors that influenced changes in the curriculum's form and…