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'Lifelong learning' (Colloquialism) is the "ongoing, voluntary, and self-motivated"〔Department of Education and Science (2000). Learning for Life: White Paper on Adult Education. Dublin: Stationery Office. ()〕 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, rather than competitiveness and employability.〔Commission of the European Communities: "(Adult learning: It is never too late to learn )". COM(2006) 614 final. Brussels, 23.10.2006.〕 The concept Lifelong Learning was introduced in Denmark as early as in 1971 (see Bologna Process). 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.〔The Adult's Learning Projects, A Fresh Approach to Theory and Practice in Adult Learning p.1〕 During the last fifty years, constant scientific and technological innovation and change has had a profound effect on learning needs and styles. 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).〔Fischer, Gerhard (2000). "Lifelong Learning - More than Training" in ''Journal of Interactive Learning Research'', Volume 11 issue 3/4 pp 265-294.〕 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 take the form of formal learning or informal learning, or self-directed learning. == Learning economy == 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 continue to be significant into the future as formal courses of study continue and interest-based subjects are pursued. The 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 institutions or on-line schools, 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.〔Whyte, Cassandra B/ (2002). "Great Expectations for Higher Education". Speech at Higher Education Round Table Event. Oxford, England.〕〔Whyte, Cassandra B. (1989) "Student Affairs-The Future". Journal of College Student Personnel. 30.(1) 86-89.〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Lifelong learning」の詳細全文を読む スポンサード リンク
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