LEARNING THROUGHOUT LIFE
learning throughout life is threefold very strong, depending on the context in which it is given: in a formal, informal or formal .
the past 150 years, the importance of formal and formalized education has steadily increased so that the compulsory schooling and the grades obtained today belong to the unchallenged evidence of a curriculum modern vitae. Along with this increase continued formal education has shifted learning environments made within the "natural" to specialized institutions for that very purpose. In turn, these educational institutions have come to such a systematization, formalization and generalization and structures that currently affect decisively both child and adolescent life and adulthood.
Lifelong learning is not alien to the universalization of education, on the contrary, it also makes it durable learning in adulthood and enables contact with a good Tardanico often neglected in youth, for whatever reason. While in the nineteenth century and the beginning of the twentieth century adult education was part of the various media focused private offerings from claims and perspectives, is performing a task today that are assigned not only by the existence of a selective school system and all-embracing but also for reasons of social welfare and demands from labor market .
Lifelong learning is not alien to the universalization of education, on the contrary, it also makes it durable learning in adulthood and enables contact with a good Tardanico often neglected in youth, for whatever reason. While in the nineteenth century and the beginning of the twentieth century adult education was part of the various media focused private offerings from claims and perspectives, is performing a task today that are assigned not only by the existence of a selective school system and all-embracing but also for reasons of social welfare and demands from labor market .
The origin of lifelong learning as a phenomenon of modern mass was associated historically with the transition from feudal society to modern society. In some European countries, this occurs in the late nineteenth century. In terms of content mastered three key areas, first in learning the basic cultural techniques, second acquisition professional competence and third popularizing scientific and cultural knowledge. Institutional responsibility for these three functions of popular education rested mainly on two institutions, private associations and public-state school.
Beside elementary courses and vocational training had a wide spectrum of activities esportivas, social and recreational activities, mutual relief funds, cooperatives, labor offices, medical care, etc. Within this structure polyfunctional elementary and vocational education was an important but not dominant. The institutional weight and quantitative concentration of private entities as increased len in which they were supported by influential political and social groups as the church, the labor movement, the liberal bourgeoisie and regionalism. The public school, by contrast, was perceived by the various governments as an area of \u200b\u200bstate power. He was addressing a population subject to compulsory education and had to meet their tasks and inclusive policy. The subsequent imposition of-state public school as an institution for the education generally was accompanied by a gradual regulation, formalization and standardization.
The radical and the speed with which the lay public education and put in place functional changes within of-school partnership relationship varied considerably in different European states. The dominance of compensatory education on the one hand and the "early release" of the popular educational institutions on the other tasks literacy coordinators make a decisive difference between the history of popular education in German-French and English.
Beside elementary courses and vocational training had a wide spectrum of activities esportivas, social and recreational activities, mutual relief funds, cooperatives, labor offices, medical care, etc. Within this structure polyfunctional elementary and vocational education was an important but not dominant. The institutional weight and quantitative concentration of private entities as increased len in which they were supported by influential political and social groups as the church, the labor movement, the liberal bourgeoisie and regionalism. The public school, by contrast, was perceived by the various governments as an area of \u200b\u200bstate power. He was addressing a population subject to compulsory education and had to meet their tasks and inclusive policy. The subsequent imposition of-state public school as an institution for the education generally was accompanied by a gradual regulation, formalization and standardization.
The radical and the speed with which the lay public education and put in place functional changes within of-school partnership relationship varied considerably in different European states. The dominance of compensatory education on the one hand and the "early release" of the popular educational institutions on the other tasks literacy coordinators make a decisive difference between the history of popular education in German-French and English.
Among the programs devoted to learning throughout life, we find the following:
1. Comenius Programme. Comenius Programme aims to strengthen the European dimension in the field of early childhood education, primary and secondary education, promoting mobility and cooperation between schools.
2. Erasmus. Erasmus program aims to meet the needs of teaching and learning of all participants in formal higher education and vocational training at tertiary level, whatever the duration of the course or qualification, including doctoral studies, and as the institutions providing such training.
3. Leonardo Da Vinci. is a program that helps promote a "Europe knowledge "through the consolidation of a European cooperation in vocational education and training. It has the following objectives:
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Improving skills and competencies of people, especially young people in initial vocational training at all levels. -
Improving quality and access to continuing vocational training and to facilitate the acquisition of skills throughout life. -
The promotion and strengthening the contribution of vocational training to the process of innovation, to improve competitiveness and entrepreneurship, with a view to the possibility of new employment.
4. Grundtvig Programme. serves the teaching and learning needs of participants in all forms of adult education and institutional organizations providing or facilitating such education. Its activities are aimed at meeting the educational challenge of an aging population in Europe and to help adults with pathways to improve their knowledge and skills.
In conclusion, we can say that attention to lifelong learning of life is extremely important. You must be addressed from all possible areas to achieve a better society in which we live.
All we want to highlight aspects of learning throughout life, is summarized in the following video.
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