The lifelong learning approach is one of the most important educational events in decades. The educational modality aimed at young people and adults is one of the most favored by this approach. Education is understood as a continuous process of learning for which there is no age limit and therefore, it promotes the development of flexible and open educational systems.
The UNESCO Institute for Lifelong Learning Library (UIL) (1) has thus compiled the laws, policies, strategies and action plans on lifelong learning of UNESCO Member States and international organizations. This reflects the growing political interest in lifelong learning for each new era. In this collection, UIL offers an overview of the development of lifelong learning policies around the world. Comprehension summaries provide concise information on each of the lifelong learning policies and strategies for learning.
This type of education stands out because of its direct relation with the professional world, to seek the improvement of its technical and professional competences, to give a new orientation, to evolve its attitudes or behavior from the integral vision of the human being and to participate in the socioeconomic development and cultural balance.
On the other hand, many people are forced to be students by society, have little interest in learning or, in many cases, do not even have interest in studying or looking for a future full of knowledge.
Tom Bartlett mentions in an article ‘Usually when you hear about the younger generation is less moral or less studious or just generally less awesome than its forebears, it ends up sounding like the crotchety ramblings of a bitter oldster who simultaneously envies and despises the Youth of Today. ‘(2)
The relevant information on the lack of importance of learning is almost non-existent in web media and few people create articles against education. Therefore, people preferred to give anonymous comments when they disagree with continuing to acquire knowledge. There are a lot of web pages that explain the reasons why people stop studying, and the authors of those articles continue to show their disagreement.
It is necessary to give their own space to the educational reality of adults and young people, their demands and what is offered. Since it seems that not always all the attention that this subject deserves is given. Maybe it’s something that is taken for granted, or maybe they do not realize their dimension, thinking that due to lack of resources or time education and teaching are not necessary and they imagine that this topic does not take place in the curricula of future trainers.
Through this study it is necessary to see the negative and positive points of view of the citizens towards the method of permanent study and how that influences or contributes experience in their lives. Even seeing the great positive contribution that this topic of learning has in most people, it should be stressed that not everyone supports this issue and there will always be debates about the rights to have a continuous education that some will not be willing to comply with.
However, many people want to continue learning, training. Regardless of their motives and age, their context and need, lifelong learning is indisputable. Development exclusively personal, work necessity, whatever the reasons, the social circumstances that propitiate these situations of learning they deserve experiences adapted to their interests, needs and demands.
So the focus of this topic is based on making known that lifelong learning represents a formidable instrument that promotes personal and social change with a view to the foundation and maximum use of human capital, therefore, it is necessary that both organizations and educational institutions commit themselves and take steps to adopt the necessary measures that promote and empower to the future professionals advancing and they develop towards improvement to acquire new skills.
Works Citied Page
- UNESCO/ Institute for Lifelong Learning (UIL), http://uil.unesco.org
- Tom Bartlett “Why Don’t Students Study Anymore?”, www.chronicle.com, 30 April 2010
