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It links lifelong learning to learning integrated with life across all ages and contexts, and explains key barriers such as limited awareness and fragmented, non-standardized approaches. The brief also highlights higher education’s expansion, inequalities, and the growing importance of the third mission for local development and active societal engagement.",{"@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/u-il-policy-brief-14-transforming-higher-education-institutions-into-lifelong-learning-institutions/587597/",{"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/u-il-policy-brief-14-transforming-higher-education-institutions-into-lifelong-learning-institutions/587597.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is lifelong learning central to education policy in the brief?","Question",{"text":112,"@type":113},"The brief presents lifelong learning as the overarching education vision aligned with the UN 2030 Agenda and SDG 4, emphasizing inclusive and equitable quality education and lifelong learning opportunities for all.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What prevents higher education institutions from fully realizing lifelong learning?",{"text":117,"@type":113},"It points to a lack of awareness within HEIs about lifelong learning’s role in equipping learners with needed knowledge and skills, along with continuing emphasis on the “ivory tower” model and the absence of unified, standardized approaches.",{"name":119,"@type":110,"acceptedAnswer":120},"How can HEIs strategically promote lifelong learning?",{"text":121,"@type":113},"The brief recommends broadening the target population, offering learning content and skills training, expanding knowledge access, and supporting lifelong learning through public dissemination of knowledge, local partnerships, and outreach activities.","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},587597,1792961217,{"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":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","U IL Policy Brief 14  \nTransforming higher education institutions into lifelong learning institutions  \nLifelong learning has become the overarching concept and vision for education, as reflected in the United Nations’ 2030 Agenda for Sustainable Development and its Sustainable Development Goals (SDGs), one of which, SDG 4, explicitly petitions countries to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ ( UNESCO, 2016) . Lifelong learning ( LLL) is rooted in the integration of learning and living, covering learning activities for people of all ages, in all life-wide contexts and through a variety of modalities that, together, meet a range of learning needs and demands.  \nIn the face of the challenges of t he twenty-first century, including technological advancements, climate change, demographic shifts, globalization and the transforming world of work, higher education institutions ( HEIs) must be willing to expand their LLL opportunities to reach a greater range of individuals and respond better to societal needs.  \nGiven their unique capacity to develop learners’skills and foster knowledge and innovations, as well as their potential to mobilize educational resources and provide learning opportunities (Osborne, Rimmer and Houston, 2015; Orazbayeva, 2017;Šmídová et al., 2017), HEIs – including universities, colleges, polytechnics and technical and vocational education and training (TVET) institutions – have the potential to expand access to and participation in learning and transform into ‘lifelong learning institutions’.  \nThis potential is far from being realized however, partly due to a lack of awareness within HEIs about the role LLL plays in equipping learners with the knowledge and skills they need to better address current and future challenges.  \nThe majority of HEIs continue to promote academic excellence in teaching and research, remaining in the so-called ‘ivory tower’, with less attention to the real-world challenges that LLL addresses ( Brennan and Magnes, 2019) . For those HEIs t hat do recognize and offer LLL opportunities, often there is no unified nor standardized approach across institutions. This leads to a diversity of LLL curricula that obscures its true potential ( De Viron and Davies, 2015) . LLL is offered via a wide range of learning modalities by a multitude of formal and non-formal education institutions, leaving the specific role of HEIs in promoting LLL unclear (Milic, 2013; Ratana-Ubol and Richards, 2016; Johannesen,Øyan and Magnus, 2018) .  \nThe third mission: Higher education institutions as social actors  \nOnce accessible to a privileged few, higher education is now an egalitarian opportunity. HEIshave broadened their reach by diversifying curricula and becoming more learner centred (Allaiset al., 2020) . As a result, the global gross enrolment ratio in higher education has risen from 19 per cent in 2000 to 38 per cent in 2018 ( U IS, 2020) .  \nU IL POLICY BRIEF 14 // 1  \nThis illustrates the main trend in the higher education sector: expansion, which is often described as ‘massification’ (Altbach, Reisberg and Rumbley, 2019). This massification has been generally confined to traditional students; that is, post-secondary students under 25 years old in fulltime study and without major additional work or family responsibilities (Marginson, 2016).  \nOne consequence of HEIs serving a larger share of the population is their increased competitiveness and exposure to market dynamics. Moreover, as new university models emerge – including mass online tertiary education – the differentiation of higher education, wherein what is being learned is of varying quality and status, has also increased. Hence, while higher education has become more widely accessible, major inequalities persist, including by gender, age, socio-economic background and ethnicity.  \nOn a more positive note, HEIs have also become more active societal stakeholders. Universities’tra","cbCaihUYbIPE06P8","https://ap.wps.com/l/cbCaihUYbIPE06P8","pdf",315254,"English","# Transforming higher education institutions into lifelong learning institutions\n## The role of lifelong learning institutions\n## The third mission: higher education institutions as social actors\n## Strategic approaches for higher education institutions to promote lifelong learning","[{\"question\":\"Why is lifelong learning central to education policy in the brief?\",\"answer\":\"The brief presents lifelong learning as the overarching education vision aligned with the UN 2030 Agenda and SDG 4, emphasizing inclusive and equitable quality education and lifelong learning opportunities for all.\"},{\"question\":\"What prevents higher education institutions from fully realizing lifelong learning?\",\"answer\":\"It points to a lack of awareness within HEIs about lifelong learning’s role in equipping learners with needed knowledge and skills, along with continuing emphasis on the “ivory tower” model and the absence of unified, standardized approaches.\"},{\"question\":\"How can HEIs strategically promote lifelong learning?\",\"answer\":\"The brief recommends broadening the target population, offering learning content and skills training, expanding knowledge access, and supporting lifelong learning through public dissemination of knowledge, local partnerships, and outreach activities.\"}]","U IL Policy Brief 14 - Transforming higher education institutions into lifelong learning institutions | PDF",1792062277,15]