• Aspin David N., Philosophical perspectives on Livelong Learning, The Netherlands, Springer, 2007
  • Section I: Conceptuel Frameworks
  • Section II: Values Dimension
  • Section III: Epistemological Questions

“Perhaps we may begin to make ground by examining some of the versions of the need for undertaking education and learning across the lifespan, currently under consideration by governments and policy-makers around the world, and the arguments put forward for them. Clearly the main versions of lifelong education delineated above may be associated with attempts to respond by educational means to problems of a very large scale and widespread international presence. These may be listed as follows:

• The need for countries to have an economy sufficiently flexible, adaptable, and forward-looking to enable it to feed its citizens and give them a reasonable quality of life
• The need for people to be made aware of the rights and duties open to them in the most widely preferred modern form of government, to be shown how to act in accordance with those rights and duties, and lo become committed to the preservation and promotion of that particular form of political arrangement and set of political, social, and community institutions
• The desirability of individuals having an informed awareness of a range of options of activities from which they can construct and continually reconstruct satisfying and personally uplifting patterns of life for themselves

There is no shortage of problems, issues, and questions which individual countries, institutions, and individuals have to address in attempting to work out what will best conduce to their individual and communal welfare, how they should act, what choices they need lo make, in what directions they may try to shape their futures, and for what reasons, as matters of ongoing educational endeavour and self-discerning and deliberate concern. For their facing the kinds of problems instanced above will enable them consciously and purposefully to work out ways in which they might bring about an improvement in their own lives and that of all members of their community and hand it on to their successors in coming generations. And that, in the eyes of Mary Warnock (I978), is the end of all education.”
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• • Christensen Clayton M. , Eyring Henry J. The Innovative University: Changing the DNA of Higher Education from the Inside Out, Jossey-Bass Higher and Adult Education Series, July 2011
    “The Innovative University illustrates how higher education can respond to the forces of disruptive innovation , and offers a nuanced and hopeful analysis of where the traditional university and its traditions have come from and how it needs to change for the future. Through an examination of Harvard and BYU-Idaho as well as other stories of innovation in higher education, Clayton Christensen and Henry Eyring decipher how universities can find innovative, less costly ways of performing their uniquely valuable functions.
    • Offers new ways forward to deal with curriculum, faculty issues, enrollment, retention, graduation rates, campus facility usage, and a host of other urgent issues in higher education
    • Contains novel insights into the kind of change that is necessary to move institutions of higher education forward in innovative ways

    This book uncovers how the traditional university survives by breaking with tradition, but thrives by building on what it’s done best.”
    MORE (Forbes): Can Higher Education Be Fixed? The Innovative University

  • COBB Jeff, 10 Ways To Be A Better Lifelong Learner, Author, 2012
    “We used to live in a knowledge economy. No longer. With the speed and scale of change in our world today, knowing is not enough: we must constantly be learning. In 10 Ways to Be a Better Learner, Jeff Cobb shows you how to take charge of your learning and turn the challenges of our hyper-connected, information-overloaded world into opportunities for growing and improving. Whether you are trying to advance in your career, or simply want to build new knowledge and skills to enrich your life, this is the book for you. Grounded in research, but practical in its application, 10 Ways to Be a Better Learner is a quick read that delivers high impact.”
    The blog Mission to learn
    The interview of Jeff Cobb Preparing Adults for Lifelong Learning
  • DANIEL John S., Mega-Universities & Knowledge Media, Technology Strategy for Higher Education, London: Kogan Page, 1996, 1999
    The technologies of the information superhighway (the knowledge media) are ripe with promise for higher education – yet universities world-wide are in crisis.
    This insightful book dissects the global crisis in higher education, analyses issues facing campus universities and reviews the massive open universities (the mega-universities) that now enrol millions of students. The author explores the essentials of distance education and shows how universities can gain competitive advantage by developing this activity. Lessons from hi-tech industry and current applications of the knowledge media reveal much about how to make technology-based learning attractive to students and institutions.
    For all institutions looking for routes through the confusion of the technology revolution, John Daniel provides an essential map.
    1. Contents
    Introduction, 1
    1. University Renewal for a New Millenium, 4
    2. Challenges on Campus, 13
    3. The MegaUniversities, 29
    4. The Essentials of Distance Education, 46
    5. Universities and Competitive Advantage, 67
    6. Making Technology Attractive, 86
    7. The Knowledge Media, 101
    8. Implementing a Technology Strategy, 136
    • Appendix
    • • The Mega-Universities: Profiles, 166
        • The China TV Universiry System (CTVU), 166
        • The Centre National d’Enseignement à Distance (CNED) France, 169
        • The Indira Gandhi National Open University (IGNOU), 172
        • Universitas Terbuka (UT), Indonesia, 175
        • Payame Noor University (PNU), Iran, 177
        • The Korea National Open University (KNOU), Korea, 180
        • The University of South Africa (UNISA), 182
        • Universidad Nacional de Educacion a Distancia (UNED), 186
        • Sukhothai Thammethirat Open University (STOU), Thailand, 188
        • Anadolu University (AU), Turkey, 191
        • The Open University UKOU United Kingdom, 193

      Bibliography, 197

    • Subject Index, 206
    • Name index, 209
  • DANIEL John S., Mega-Schools, Technology and Teachers, Achieving Education for All, New York: Routledge, 2010
    The latest addition to The Open and Flexible Learning series addresses the challenges created by the successes and the failures of the universal primary education campaign. It advocates new approaches for providing access to secondary education for today’s rapidly growing youth population.
    Look inside
  • FIELD John, Lifelong learning and the new educational order, Trentham Books, 2006, 2008
    Contents
    • Acknowledgements – Preface
    • Chapter 1 Lifelong learning: a design for the future? – Chapter 2 The silent explosion
    • Chapter 3 The Learning Economy – Chapter 4 Who is being left behind?
    • Chapter 5 New educational order – References – Index

    Lifelong learning remains an explosive policy issue. In Britain and elsewhere, governments are actively encouraging citizens to learn and to apply their learning across their lifespan. Yet governments often seem uncertain over the best means of achieving this desirable goal. John Field’s book explores the background to this sudden rise of interest among policy-makers maps existing patterns of participation, evaluates the measures being developed to promote lifelong learning, and assesses the prospects of achieving a viable learning society.
    This fully revised and updated edition takes account of recent research and policy. It will be essential reading for academics with a scholarly interest in adult learning, as well as for teachers managers and others who want to understand one of the most critical and fast-moving areas of modern educational policy.

    Professor John Field is Director of Academic Innovation and Continuing Education at the University of Stirling.

    “If this is such a loose expression, and so open to abuse, why retain it? I think there are three reasons for continuing to speak and write about lifelong learning. First, it is important to retain the aspirations that it contains. The ability to learn continually throughout the lifespan is now virtually a precondition for exercising reasoned choices about our lives – and as I argue later in this book, the one thing we do not have any choice about is the fact that we are faced throughout our lives with a multitude of choices. Yet much of our education and training system is still geared to the assumption that we face major choices only at easily defined points – when we leave school, enter university, embark on our first job, leave home, get married, start a family or retire, for instance. These may or may not be significant turning points, but they are no longer arranged in such a simple linear sequence as they once were.
    Given the constancy of change and readjustment in our life span, and even more the constant talk of change and flexibility, an ability to acquire new skills, ideas and aptitudes is not going to emancipate and empower on its own – but it is an absolute precondition. We can see this reflected in individual behaviour, which is increasingly reflexive and conditional; there has been a silent explosion in informal and self-directed learning, related strongly to the transformations in individuals’ lives and their identities. My central argument, though, is that this is only partly driven by economic changes: and in so far as it is driven by economic forces, consumption is as important as production in determining the way in which people are acquiring new skills and capacities. But much of this takes place outside of the economic domain entirely; social and cultural forces art also increasingly important in determining the ways in which people behave as lifelong learners.”

First edition on Google Books

• USHER Robin, EDWARDS Richard, Lifelong Learning – Signs, Discourses, Practices, Springer, 2007
  The text explores the different ways in which :
  
  • the various social practices in which people becomes signed as learning, how and why that occurs and with what consequences
  • learning conveys meaning and is given meaning.

  Given this, lifelong learning is a way, and a significant way, in which learning is fashionned.
  If learning is lifelong and lifewide, what precisely is learning as distinct from other social practices and how these practices are given meaning as learning ?

  1. Setting the Scene
  2. Signing the Social
  3. Lifelong Learning As a Semiotic Process
  4. The languages Games of Lifelong Learning
  5. Signing Power in Lifelong Learning
  6. Fashiogning Political Spaces
  7. Mobilizing the Lifelong Learning
  8. Connecting Lifelong Learning
  9. Lifelong Learning as Technic, and…
  10. Lines of Flight