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The discussion reviews international milestones and Australia’s uneven uptake, including periods of optimism and later policy constraints. It evaluates arguments for an integrated national lifelong learning policy by considering benefits, costs, and whether existing educational frameworks meet current and future challenges.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lifelong-learning-an-organising-principle-for-reform/592603/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lifelong-learning-an-organising-principle-for-reform/592603.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is lifelong learning considered more than a new educational idea?","Question",{"text":112,"@type":113},"Lifelong learning is described as rooted in long-standing educational thinking, while its role as a policy-guiding principle for integrating educational efforts is presented as a more recent development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What international reports shaped the modern policy agenda for lifelong learning?",{"text":117,"@type":113},"The text highlights the OECD’s early 1970s investigation led by Edgar Faure and later landmark work associated with Jacques Delors, describing these as influential in building consensus about new education frameworks.",{"name":119,"@type":110,"acceptedAnswer":120},"What questions does the paper raise about an integrated Australian policy?",{"text":121,"@type":113},"It asks whether integrated national lifelong learning policy is still worthwhile, who benefits from expanded educational opportunities, what costs result from not expanding, and whether Australia’s educational framework fits present and future challenges.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592603,1792189678,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Australian Journal of Adult Learning Volume 58, Number 3, November 2018  \nLifelong learning: An organising principle for reform  \nTony Brown University of Canberra  \nIntroduction  \nLifelong learning (LLL) is not a new concept. The idea of learning throughout life has been present in educational thinking since Plato. However, as a guiding principle for integrating educational efforts, it is amuch more recent development.  \nFor much of the twentieth century, education systems in the West remained fairly stable, generally providing compulsory schooling formost and maintaining small higher education systems as the preserve of the few.  \nLifelong learning returned to the international educational policy stage in the early 1970s when the OECD commissioned Edgar Faure to lead an investigation into the type of education needed for a future oriented society. The end of the long economic boom following WorldWar II was commencing and questions were being asked about the long-term sustainability of the world’s natural resources. Faure’s report Learning to be: The world of education today and tomorrow was followed twenty years later by a second landmark report Learning: The treasure within by Jacques Delors. By the 1990s, there was a growing consensus around the  \nLifelong learning: An organising principle for reform 313  \nneed for a new overarching policy framework for education. In 1996, the European Union (EU) created the Year of Learning, and the newly elected Blair Government in the UK introduced its ‘Learning Revolution’.  \nHowever, by the early 21st century, much of the original, humanist lifelong learning optimism that saw a future-oriented education as about serving something much broader than a narrow economic outcome, had been gradually replaced by emphases on the ‘knowledge economy’, national productivity and innovation agendas (see Rizvi, 2017) . The slide in focus supports Dehmel’s argument (2006, p. 49) that lifelong learning policy has been ‘an elastic concept tailorable to any needs’.  \nIn Australia, initial interest in a lifelong learning policy agenda quickly receded and little development occurred through the 2000s. While major reviews of early childhood education, schools, universities and vocational education were undertaken; lifelong learning was put in the‘too hard’ basket of national education policy.  \nIn 2018, Adult Learning Australia (ALA) promoted a Year of Lifelong Learning (YOLL) and renewed calls for a national approach to coordinating the breadth of Australia’s educational efforts in the formal, non-formal and informal sectors to help equip individuals and communities to respond to the pressing challenges ofthe 21st century.  \nThis paper canvasses the rise of interest in lifelong learning internationally as a policy initiative, an umbrella under which other learning policies can be accommodated; examines how interest  \nebbed in recent years; before considering why and how it should be reconceptualised in Australia. It looks at the experience of other similar countries, noting how some governments withdrew support for lifelong learning, resulting in a decline in adult participation, while in others the process of introducing policy change has been maintained and continueseven under the strains imposed by the global financial crisis.  \nWhat are the arguments for developing an integrated national lifelong learning policy in Australia? Is this still a policy initiative worth pursuing? Who benefits from expanding educational opportunities and what are the costs of missing out? Is Australia’s existing educational framework fit for the purpose of addressing today’s and future challenges?  \n314 Tony Brown  \nLifelong learning: Beginning of the modern view  \nBefore examining the situation today, it is worth casting our attention back to remind ourselves of some context. 2019 will be the centenary of the landmark 1919 British Ministry of Reconstruction Report, the first major government report advocating adult / lifel","cbCaijlh6venOwOw","https://ap.wps.com/l/cbCaijlh6venOwOw","pdf",191325,24,"English","# Introduction\n## Lifelong learning: An organising principle for reform\n## Lifelong learning: Beginning of the modern view\n## Developing international policy on lifelong learning","[{\"question\":\"Why is lifelong learning considered more than a new educational idea?\",\"answer\":\"Lifelong learning is described as rooted in long-standing educational thinking, while its role as a policy-guiding principle for integrating educational efforts is presented as a more recent development.\"},{\"question\":\"What international reports shaped the modern policy agenda for lifelong learning?\",\"answer\":\"The text highlights the OECD’s early 1970s investigation led by Edgar Faure and later landmark work associated with Jacques Delors, describing these as influential in building consensus about new education frameworks.\"},{\"question\":\"What questions does the paper raise about an integrated Australian policy?\",\"answer\":\"It asks whether integrated national lifelong learning policy is still worthwhile, who benefits from expanded educational opportunities, what costs result from not expanding, and whether Australia’s educational framework fits present and future challenges.\"}]","Lifelong learning: An organising principle for reform | PDF",1792074927]