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Lifelong learning in India is necessary to empower people. The context of the changing global economy, the new information revolution, imperatives of human development including fighting poverty and the importance of promoting values and the practice of democracy, justice and tolerance define the purpose and content of Lifelong learning. The learning at all levels aims to achieve the goals of equity, equality, human dignity and gender justice.

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In recent years there have been significant efforts to get more adults interest in going back to school to improve their skills and gain more knowledge. This has been a particular focus of public officials who are interested in improving the skills of the workplace so that a region, a state or the country as a whole can position itself better in the global marketplace. The cost of postsecondary education in the US is a significant barrier for many adults who would like to earn a degree or certificate.

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The importance of a “second chance” for adults who have no finished upper secondary education is strong in Iceland’s education policy. There is centres for Lifelong learning and centres for continuing education, which are established around the whole country.  The adult education system in Iceland is functioning well after a steady growth in adult education and resulting increase in government funding.

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Lifelong Learning Strategy

The emphasis on "a second chance" for adults who have not finished upper secondary education is strong in Iceland's education policy. There are several ways and means of getting prior learning, courses and other life and working experiences validated in Iceland. Lifelong learning possibilities are also plentiful.

The first wide-ranging legislation on adult education was passed in 1992 (Act 47/1992). This legislation gave way to an amendment on the framework legislation for upper secondary schools which opened access for adults with little formal education, towards the possibility of matriculation, through partial integration of practical experiences. This also marked the start of a co-operation between educational authorities and institutions, as well as stakeholders such as trade unions, towards the goal of better serving this group of learners.

Toward this goal, the Education and Training Centre (ETSC) was established in 2002 when Iceland's Ministry of Education and Culture made a contract with the country's labour and employers' confederations to run this centre. In the period of 1998-2000, nine educational and lifelong learning centres across Iceland were opened. In 2010, the operations were expanded significantly and more actors (including municipalities and other state actors) joined the cooperation. The centres also offer guidance and counselling for adults as well as validation of real competences for foreigners.

Today, Centres for Lifelong learning and Centres for Continuing Education have been established around the whole country. The centres vary in organisational structure but are all supported in some way by the local government in question, by colleges of further education, by employees' associations and by companies in a variety of ways.

Between 2006-2008, a comprehensive policy review of the Icelandic school system took place, a process which concluded in 2008 with the passing in parliament of new framework legislations for all school levels as well as the framework for teachers' education. A comprehensive policy on lifelong learning was however missing, although aspects from European Union's Lifelong Learning Strategy was already somewhat integrated into the 2008 legislation changes. Between 2008 and 2010 however, comprehensive work was commenced toward forming a comprehensive lifelong learning strategy, in close cooperation with stakeholders. Traditionally, the Icelandic adult education field has benefitted from the proximity of strong trade unions and businesses, who have demonstrated apt ability to quickly react to the needs of the volatile Icelandic market landscape.

In 2010 a milestone was reached with the passing of a new framework legislation for adult education and lifelong learning, named the Adult Education Act (Act 27/2010). The law was set to meet the needs of individuals with short formal education, falling outside the scope of the legislation governing upper secondary school or universities. The law's stated objective was to offer opportunities and encouragement for this group of people, to increase their vocational skills and to create a necessary scope and solutions to meet the demands of the industry for increased competences.

In 2012-2014, with support from the European Commission, Icelandic authorities underwent a voluntary review of the state of play of its lifelong learning strategy as well as on the implementation status of the legislation concerning this matter (including Act 27/2010) against the backdrop of EU's Agenda for Adult Learning. The aim was furthermore to identify specific areas of importance, to assess the main implementation challenges and to examine if and how measures taken have succeeded in resolving the issues at hand. Toward this goal, Lifelong Learning Centres across the country were asked to organize seminars where the broadest possible range of stakeholders were consulted.

Some of the core findings of the stakeholder consultation were that the adult education system in Iceland was functioning relatively well after a steady growth in adult education and a consequent increase in government funding. It was also noted that promoters of adult education in Iceland have similar overarching goals and face similar challenges as their colleagues in other European countries regarding encouraging people without formal qualification at upper secondary level, to seek learning opportunities and thereby to increase their chances of gainful employment. Another finding of the stakeholders was that efforts made toward meeting the challenges that arose from the economic and banking crisis of 2008 had a significant impact towards the road to recovery. There, efforts by adult education organizations played an especially important role in addressing the post-2008 economic challenges, including by getting people into employment and fighting social exclusion. It was noted that solutions and responses to this situation might be of contribution to the European Agenda for Adult Learning. A special "Adult Education Fund", along with other funding relating to the economic crisis in Iceland, clearly strengthened the work of lifelong learning centres in the country, and has enabled them to respond quickly to new challenges arising from the crisis that the formal school system has not been able to meet. Guidance counsellors have played a crucial role in making these efforts a success, as they are to be found both within the formal system and in lifelong learning centres. In that way, it can be maintained that the two systems complement each other.

In June 2014 a white-book on educational reform was introduced, where some major plans and benchmarks were indicated, including on adult education and lifelong learning. Alongside the white-book a major survey on the adult education and financing was commenced. A main conclusion was that the adult education system was working well, with clear division of work between the different partners and scrutiny of funding.

Since 2007, a qualifications framework for higher education has been in place.

The Icelandic Qualification Framework (ISQF, since 2016) has seven qualification levels. Higher education qualifications are at levels 5, 6 and 7 in the ISQF, with two sublevels at 5 and 6. Work on the Icelandic National Qualifications Framework, where focus was on the inclusion of qualifications from the non-formal sector is ongoing.

In the most recent times, there has been a measurable steady increase in lifelong learning in Iceland.

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Lifelong Learning Strategy - Eurydice - European Commission

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The emphasis on "a second chance" for adults who have not finished upper secondary education is strong in Iceland's education policy. There are several ways and means of getting prior learning, courses and other life and working experiences validated in Iceland. Lifelong learning possibilities are also plentiful.

# data[].attributes.body
The importance of a “second chance” for adults who have no finished upper secondary education is strong in Iceland’s education policy. There is centres for Lifelong learning and centres for continuing education, which are established around the whole country.  The adult education system in Iceland is functioning well after a steady growth in adult education and resulting increase in government funding.

# data[].attributes.attachment_link.readable_text
Lifelong Learning Strategy

The emphasis on "a second chance" for adults who have not finished upper secondary education is strong in Iceland's education policy. There are several ways and means of getting prior learning, courses and other life and working experiences validated in Iceland. Lifelong learning possibilities are also plentiful.

The first wide-ranging legislation on adult education was passed in 1992 (Act 47/1992). This legislation gave way to an amendment on the framework legislation for upper secondary schools which opened access for adults with little formal education, towards the possibility of matriculation, through partial integration of practical experiences. This also marked the start of a co-operation between educational authorities and institutions, as well as stakeholders such as trade unions, towards the goal of better serving this group of learners.

Toward this goal, the Education and Training Centre (ETSC) was established in 2002 when Iceland's Ministry of Education and Culture made a contract with the country's labour and employers' confederations to run this centre. In the period of 1998-2000, nine educational and lifelong learning centres across Iceland were opened. In 2010, the operations were expanded significantly and more actors (including municipalities and other state actors) joined the cooperation. The centres also offer guidance and counselling for adults as well as validation of real competences for foreigners.

Today, Centres for Lifelong learning and Centres for Continuing Education have been established around the whole country. The centres vary in organisational structure but are all supported in some way by the local government in question, by colleges of further education, by employees' associations and by companies in a variety of ways.

Between 2006-2008, a comprehensive policy review of the Icelandic school system took place, a process which concluded in 2008 with the passing in parliament of new framework legislations for all school levels as well as the framework for teachers' education. A comprehensive policy on lifelong learning was however missing, although aspects from European Union's Lifelong Learning Strategy was already somewhat integrated into the 2008 legislation changes. Between 2008 and 2010 however, comprehensive work was commenced toward forming a comprehensive lifelong learning strategy, in close cooperation with stakeholders. Traditionally, the Icelandic adult education field has benefitted from the proximity of strong trade unions and businesses, who have demonstrated apt ability to quickly react to the needs of the volatile Icelandic market landscape.

In 2010 a milestone was reached with the passing of a new framework legislation for adult education and lifelong learning, named the Adult Education Act (Act 27/2010). The law was set to meet the needs of individuals with short formal education, falling outside the scope of the legislation governing upper secondary school or universities. The law's stated objective was to offer opportunities and encouragement for this group of people, to increase their vocational skills and to create a necessary scope and solutions to meet the demands of the industry for increased competences.

In 2012-2014, with support from the European Commission, Icelandic authorities underwent a voluntary review of the state of play of its lifelong learning strategy as well as on the implementation status of the legislation concerning this matter (including Act 27/2010) against the backdrop of EU's Agenda for Adult Learning. The aim was furthermore to identify specific areas of importance, to assess the main implementation challenges and to examine if and how measures taken have succeeded in resolving the issues at hand. Toward this goal, Lifelong Learning Centres across the country were asked to organize seminars where the broadest possible range of stakeholders were consulted.

Some of the core findings of the stakeholder consultation were that the adult education system in Iceland was functioning relatively well after a steady growth in adult education and a consequent increase in government funding. It was also noted that promoters of adult education in Iceland have similar overarching goals and face similar challenges as their colleagues in other European countries regarding encouraging people without formal qualification at upper secondary level, to seek learning opportunities and thereby to increase their chances of gainful employment. Another finding of the stakeholders was that efforts made toward meeting the challenges that arose from the economic and banking crisis of 2008 had a significant impact towards the road to recovery. There, efforts by adult education organizations played an especially important role in addressing the post-2008 economic challenges, including by getting people into employment and fighting social exclusion. It was noted that solutions and responses to this situation might be of contribution to the European Agenda for Adult Learning. A special "Adult Education Fund", along with other funding relating to the economic crisis in Iceland, clearly strengthened the work of lifelong learning centres in the country, and has enabled them to respond quickly to new challenges arising from the crisis that the formal school system has not been able to meet. Guidance counsellors have played a crucial role in making these efforts a success, as they are to be found both within the formal system and in lifelong learning centres. In that way, it can be maintained that the two systems complement each other.

In June 2014 a white-book on educational reform was introduced, where some major plans and benchmarks were indicated, including on adult education and lifelong learning. Alongside the white-book a major survey on the adult education and financing was commenced. A main conclusion was that the adult education system was working well, with clear division of work between the different partners and scrutiny of funding.

Since 2007, a qualifications framework for higher education has been in place.

The Icelandic Qualification Framework (ISQF, since 2016) has seven qualification levels. Higher education qualifications are at levels 5, 6 and 7 in the ISQF, with two sublevels at 5 and 6. Work on the Icelandic National Qualifications Framework, where focus was on the inclusion of qualifications from the non-formal sector is ongoing.

In the most recent times, there has been a measurable steady increase in lifelong learning in Iceland.

# data[].attributes.attachment_link.title
Lifelong Learning Strategy - Eurydice - European Commission

# data[].attributes.attachment_link.description
The emphasis on "a second chance" for adults who have not finished upper secondary education is strong in Iceland's education policy. There are several ways and means of getting prior learning, courses and other life and working experiences validated in Iceland. Lifelong learning possibilities are also plentiful.

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-        The Australia commonwealth government has lifelong learning as a strategic priority

-        Developments occurring in the vocational training centre

-        Mainly for adult education

-        Provides the opportunity for adults to gain knowledge and enjoy activities that they always wanted to do but were previously unable to.

-        Interplay between; learning for a more highly skilled workforce, learning for democracy and an inclusive society and for a more personally rewarding life.

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Romania introduced a National Lifelong Learning Strategy that aimed for a 10% increase of 25-64 year olds participating in lifelong learning activities between 2015 and 2020.
They introduced three strategic pillars which were as follows; 1) Access and incentives 2) Quality and relevance and 3) Partnerships for better information

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In recent years, Romania has included the principles of lifelong learning in policy documents as priorities in the area of education, continuous training and employment.

Examples of such documents are the Strategy Education and Research for the Knowledge Society and the new National Education Law (Law no 1/2011).

Progress has been made in identifying strategic priorities and directions for action in the area of lifelong learning such as recognition and validation of non-formal and informal learning, educational and vocational guidance and counselling throughout life and in-service learning systems.

Assessment and certification of competences acquired in informal and non-formal learning contexts through the Centres for the Assessment and Certification of Professional Competences authorised by the National Qualification Authority.

Introduction of tools developed at European level:

The National Agency for EU Programmes in the Area of Education and Training acts as a National Europass and Youthpass Centre and manages the completion and issuance of the above mentioned documents together with the issuing bodies.

The National Life Long Learning Strategy 2015-2020

National Life Long Learning Strategy 2015 -2020 was adopted in June 2015.

Objectives

In line with the EU target, Romania's main strategic objective for 2020 is that at least 10% of the adult population (aged 25-64) should participate in lifelong learning activities.

Strategic pillars

Pillar 1: Access and incentives for participation;

Pillar 2: Quality and relevance; and

Pillar 3: Partnerships for a better information.

Directions for action

* Financing for increased lifelong learning demand

* Supporting unemployed and inactive people, including financial incentives and counseling

* Financing for diversifying lifelong learning offer

* Strengthening and securing funding to boost the lifelong learning market including through improved counseling services

* Support participation in European mobility programs

* Involvement of vocational and technical education and higher education institutions in lifelong learning

* Recognition of previous learning, including skills gained abroad.

* Improving the quality and availability of information

* Assessing skills needs and developing a more comprehensive set of competencies

* Involvement of vocational and technical education institutions of higher education institutions in lifelong learning

* Strengthening and securing funding to boost the lifelong learning market including through improved counseling services

* Improve the National Qualifications Framework and strengthen stakeholder coordination

* Creation of a quality assurance, monitoring and evaluation system for lifelong learning.

* Strengthening and securing funding to boost the lifelong learning market including through improved counseling services

* Improve the National Qualifications Framework and strengthen stakeholders coordination

Target groups

Implementation of National Strategy of Lifelong Learning is expected to serve approximately 1.6 million people between 2015-2020.

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Lifelong Learning Strategy - Eurydice - European Commission

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In recent years, Romania has included the principles of lifelong learning in policy documents as priorities in the area of education, continuous training and employment. Examples of such documents are the Strategy Education and Research for the Knowledge Society and the new National Education Law (Law no 1/2011).

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https://www.academiccourses.com/news/france-shifts-focus-to-lifelong-learning-3105/

France has a high rate of unemployment and low amount of skilled workers which is negatively impacting their economy. They have identified the importance of lifelong learning and have announced every  full or part time worker will receive 5000 euro’s per year to spend on career training. Sophie

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Lifelong learning in Kenya
https://files.eric.ed.gov/fulltext/ED590194.pdf

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https://core.ac.uk/download/pdf/81565041.pdf asia lifelong learning is about techinal, vocational learning

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A policy has been put in place in Cambodia to develop the legislative framework to ensure that regardless of a persons gender or socioeconomic background, they all have the right to be educated. This new policy has been used to promote a culture of good citizenship, gender equality and inclusion.

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Today marks the national launch of Cambodia's Lifelong Learning Policy, officially endorsed by Samdech Prime Minister Techo Hun Sen last June. The launch, a collaboration between UNESCO and the Ministry of Education, Youth and Sport (MoEYS), took place in Phnom Penh and brought together over 120 participants from technical departments of MoEYS and concerned Ministries, development partners, and NGOs.

With the contribution of CapED funding, UNESCO supported the Department of Non-Formal Education to update Khmer and Maths textbooks for the Community Literacy Programme. These new textbooks are the foundation of Cambodia's national Lifelong Learning Policy and respond to the needs and priorities identified in the Education 2030 SDG 4 Roadmap and Education Strategic Plan for 2019-2030.

Development of the national Lifelong Learning Policy was done through an inclusive and highly participatory approach. The Policy identifies clear strategies for accomplishing Cambodia's goals on Lifelong Learning, starting with developing and strengthening legislative frameworks to ensure that the right to education is granted to all people regardless of gender, social or economic background. Cambodians will have greater opportunities for further vocational and TVET education through the recognition and accreditation of prior learning. Most importantly, the Lifelong Learning Policy is about promoting a culture of good citizenship, gender equality, equity, and inclusion so that all groups can gain access to lifelong learning opportunities. Drop-out students, vulnerable groups, ethnic minority groups, migrant workers, unemployed, and marginalized groups are a top priority.

In his opening remarks, Mr. Sardar Umar Alam, UNESCO Representative to Cambodia, recommended to translate the policy into sectoral strategic plans to ensure continued availability of financing, full ownership, and clear mechanisms for implementation. He encouraged the Ministry to identify clear roles and responsibilities for actors across all levels of government, as well as coordination mechanisms for collaborating with the private sector, NGOs, and other development partners.

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Cambodia launches Lifelong Learning Policy

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Today marks the national launch of Cambodia's Lifelong Learning Policy, officially endorsed by Samdech Prime Minister Techo Hun Sen last June. The launch, a collaboration between UNESCO and the Ministry of Education, Youth and Sport (MoEYS), took place in Phnom Penh and brought together over 120 participants from technical departments of MoEYS and concerned Ministries, development partners, and NGOs.

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https://www.alumniportal-deutschland.org/en/study-continuing-education/continuing-education/lifelong-learning/
Germany are adapting their entry criteria in Universities to allow older students to study without such stringent previous academic achievements, and taking into account experience achieved in their field of work. This is taking away a barrier for mature students returning to education. Sophie

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In Japan the terms 'social education' and lifelong learning' are used interchangeably.

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In Egypt, the view of lifelong learning has rooted from the Arab region and this is where the saying of “learn from the cradle to the grave” originates from. Within their philosophy, they underline the importance of ongoing learning, however their is evidence to show that lifelong learning more developed in other countries as there is more policies in place. Within the Arab region, lifelong learning has not been integrated into a wider educational landscape, as a lot more work needs to be completed in terms of developing the correct policies and integrating the lifelong learning perspective for learning for education.

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Malak Zaalouk is a professor of practice and director at the Middle East Institute for Higher Education at the American University in Cairo, Egypt. At the end of her term as Chair of the Governing Board of the UNESCO Institute for Lifelong Learning, Ms Zaalouk shares her view on implementing lifelong learning worldwide.
Where do we stand in regards to implementing lifelong learning worldwide?
We have a long way to go to implement lifelong learning worldwide. This is particularly true for developing countries, where we observe a strong focus on formal education and certification that is required for the job market.

Historically, the idea of lifelong learning is very much rooted in the Arab region. This is where the saying 'learn from the cradle to the grave' originates. The Confucius philosophy of the East also underlines the importance of ongoing learning. Yet, nowadays, lifelong learning is far more advanced in developed countries, where the much-needed policies and incentives are in place.

In the Arab region for example, lifelong learning has not been sufficiently integrated into the broader educational landscape. A lot more work needs to be done in terms of developing the right policies and integrating the lifelong learning perspective into sector-wide planning for education.
What changes you would like to see?
It is highly important to build bridges between formal and non-formal education, allowing recognition, validation and accreditation of all learning outcomes. This is often not the case. Although we have very well-developed qualification frameworks in some parts of the world, others lag far behind. We need to capture and asses the competencies people gain in their lifelong and life-wide journeys. If this does not happen in a visible way, people are not incentivized to continue their learning journey.
What are key opportunities to further lifelong learning?
Teachers, learning cities and new technologies. Let me explain:

Teachers are the centrepiece of lifelong learning. They are responsible for the learning of so many and have to be adequately educated to be able to do this in an effective manner. In my view, UIL is perfectly suited to do more work in this regard.

Secondly, learning cities. How does one tackle the global challenges at local level? By creating lifelong learning environments. The Global Network of Learning Cities is one of the best opportunities for UNESCO to contribute to sustainable development at local level. We should use this grand opportunity.

And, lastly, we now have many technologies at the tip of our fingers. We see that they slowly transform people into lifelong learners. Everyone does a Google search when seeking information about illnesses, a good hospital or a good doctor. Individuals can do their research every minute of the day with the technologies of our time.
In your view, what are UIL's comparative advantages?
The UNESCO Institute for Lifelong Learning embodies the ideas reflected in the Edgar Faure report of 1972 and the Delors report of 1996. UIL shows us what is out there other than formal education. With the adoption of the 2030 Agenda and Sustainable Development Goal 4 on education, we have witnessed a paradigm shift at global level, putting lifelong learning at the centre. UIL is ideally positioned to contribute to its implementation because it has long-standing expertise in this area.
What was your most memorable event during your time as Chair of the UIL Governing Board?
The 2019 International Conference on Learning Cities in Medellín, Colombia. It was amazing to observe the transformation of the city of Medellín; to witness how bridging learning, urban planning and leadership has led to what was once considered one of the most dangerous cities in the world into one of the most innovative.
What would you like to tell your successor?
Treasure UIL! Keep pushing for its important mandate and continue to reach out to the necessary partners to make lifelong learning a reality!

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"We have a long way to go to implement lifelong learning worldwide" -

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Malak Zaalouk is a professor of practice and director at the Middle East Institute for Higher Education at the American University in Cairo, Egypt. At the end of her term as Chair of the Governing Board of the UNESCO Institute for Lifelong Learning, Ms Zaalouk shares her view on implementing lifelong learning worldwide.

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Kansanvalistusseura, the Finnish Lifelong Learning Foundation, was founded in 1874. It is a politically and religiously detached organization that promotes lifelong learning and offers expertise and services in adult education.

Vision

Our dream is a society that values learning as its basis. Our aim is that everyone has the chance to learn through life and to lead a full life in harmony with other people and the environment.

For us lifelong learning means curiosity, empathy, tolerance and care for the environment.

Lifelong learning is essential and intrinsic to humanity. It is about growing into a responsible adulthood and humanity, as an active member of society.

We work as specialists and service providers of adult education. We publish, inform and educate. We cooperate internationally and speak for the importance of adult education.

Our strength is that we anticipate societal changes and adjust our activities accordingly. We remain loyal to our core values.

We network, cooperate and challenge. We provide opportunities for debate.

Strategic Priorities

A learning society is possible through:

Fostering lifelong learning

e.g. Souli online media, Adult Education journal, KVS Forum

Building media literacy

e.g. Civic skills via media education in Palestine project, events, communication

Connecting internationally

e.g. Kulkuri School of Distance Education, Elm - European Lifelong Learning media, the Communications Unit of the European Association for the Education of Adults - EAEA

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Kansanvalistusseura - The Finnish Lifelong Learning Foundation - EPALE - European Commission

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Kansanvalistusseura, the Finnish Lifelong Learning Foundation, was founded in 1874. It is a politically and religiously detached organization that promotes lifelong learning and offers expertise and services in adult education. Our dream is a society that values learning as its basis.

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Lifelong leaning is a newly developed reform stated in the State Programme of Education Development. Although, the history of inclusion for this reform in official policy started in 199 when Kazakhstan joined the world conference of Dakar Declaration on Education for All.

In 1994 Kazakhstan had over 8 thousand elementary schools

The literacy rate in Kazakhstan is 99.78% for learners aged 15 and above, this percentage demonstrates the amount of people who can read and write a short, simple sentence about their life. This rate didn’t increase from 2010 to 2018.

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In China, a successful life is defined by to what extent an individual is healthy, independent, social-minded and socially active.

‘Live and learn’ is a well-known Chinese saying.  It is based on: learning to know, learning to do, learning to live together and learning to be.

Jarvis (2006) claims that humanity remains an unfinished project which requires all human beings to keep on learning unceasingly throughout their lives.

Lifelong learning allows adults to exercise their freedom in choosing what they want to achieve, to become active and involved in social activities and to create a knowledgable society.

There are over 40,000 learning institutions for older adults which enrolled over 4.3 million learners (Xiao, 2012).

(Onlinelibrary.wiley.com)

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Lifelong learning in Uganda is “intended to meet the needs of various individuals considered by society as adults” (Ministry of Gender, Labour and Social Development  2008 , p. 6).

Education is not prioritised in Uganda in the same way it is in the UK, as there is a lack of opportunities for the general population in academic environments. A quarter of teenage girls in Uganda fall pregnant by the end of their teenage years, with almost half of them being married by 18, meaning they have to cut their education short.

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In Turkey, adult education, in terms of lifelong learning, starts in such institutions which aimed to make the individual freer, transformative and egalitarian so-called Village Institutions in 1940s, Open Education at Anadolu University etc.Adult education varies in all over the world. However, it has some universal goals such as managing the individual’ life, self-sufficiency, learning by doing and practicing, In the philosophy of adult education lies making the adults contemporary, secular and responsible citizens who quest, think, comment and try to make the life easier and happier.

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Abstract

Information, access to information and communication technologies leading to rapid and profound changes in economic and social life makes the lifelong learning a must for everyone and mostly adults. In Turkey, adult education, in terms of lifelong learning, starts in such institutions which aimed to make the individual freer, transformative and egalitarian so-called Village Institutions in 1940s, Open Education at Anadolu University etc.Adult education varies in all over the world. However, it has some universal goals such as managing the individual' life, self-sufficiency, learning by doing and practicing, In the philosophy of adult education lies making the adults contemporary, secular and responsible citizens who quest, think, comment and try to make the life easier and happier.Lifelong learning, together with the European Union Harmonization Laws, is a term widely used today in Turkey, though, was actually adopted in the history of Republic of Turkey from the first day of national development and applied in our educational history.

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Adult Education in Turkey: In Terms of Lifelong Learning

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Information, access to information and communication technologies leading to rapid and profound changes in economic and social life makes the lifelong learning a must for everyone and mostly adults. In Turkey, adult education, in terms of lifelong learning, starts in such institutions which aimed to make the individual freer, transformative and egalitarian so-called Village Institutions in 1940s, Open Education at Anadolu University etc.Adult education varies in all over the world.