ICT as explicit factor in the evolution of life-long learning
by Piet Kommers
International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), Vol. 20, No. 1, 2010

Abstract: The ubiquity of information and online human support trigger the question if the traditional epitome of 'life-long learning' can still be considered as 'learning' as meant in the traditional context of formal education. A complicating factor is that regular education needs to revise its main paradigm. It is hard to find solid reference beacons for deciding who is changing most: school-based education or life-long learning for adults. Regular education seems to evolve from a transfer into a developmental paradigm. Life-long learning tends to migrate from 'incidental-' and 'continuous learning' into 'course-based-', 'institutionalised-' and 'certificate-driven' learning. Its mutual comparison is like estimating the speed of two opposing trains without seeing the landscape.

Online publication date: Tue, 16-Feb-2010

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com