Lifelong Learning in the Digital AgeFocus Group Report

Divjak, Sasja & Carolyn Dowling, Petra Fisser, Anna Grabowska, MarijkeHezemans, Mike Kendall, Pencho Mihnev, Magda Ritzen, Maciej Syslo,Rosa Vicari & Tom van Weert (Editor)Hogeschool van Utrecht, University for Professional Development and Applied Science,Cetis, P. O. Box 85029, 3508 AA Utrecht, The Netherlands.

t.vweert@cetis.hvu.nl; http://www.cetis. hvu.nl

Abstract: The growing importance of Lifelong Learning must be seen against thebackground of profound changes, reflected in all aspects of our livingenvironment. These changes concern the global environment, but also ourpersonal, economic, social, cultural and political environments. LifelongLearning is a ‘must’ in the real-life context of the Knowledge Society andcovers “all purposeful learning from the cradle to the grave” of very diversgroups of learners. The Lifelong Learning environment has specificcharacteristics and is strongly supported by Information and CommunicationTechnology. Sustainability of the learning environment is a critical issue. Thegrowing demand for Lifelong Learning will force educational institutions tochange.

Key words: age groups, civic perspective, community, cultural perspective, economicperspective, formal learning, informal learning, Information andCommunication Technology, knowledge society, learning context, learningenvironment, learning organisation, non-formal learning, personal perspective,social perspective, sustainability