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Avoseh, Mejai B. M. "Adult Education and Participatory Research in Africa: In Defence of Tradition," Canadian Journal of Development Studies 21:sup1 (200): 565–578. [15] Avoseh, M. B. M. "Learning to be active citizens: lessons of traditional Africa for lifelong learning," International Journal of Lifelong Education 20, no. 6 (2001): 479 ...
Adult Learning; British Journal of Special Education; Exceptional Children; Focus on Autism and Other Developmental Disabilities; Gifted Child Quarterly; Gifted Child Today; Journal for the Education of the Gifted; Journal of Early Intervention; Journal of Learning Disabilities; Journal of Research in Special Educational Needs
The UNESCO Institute for Lifelong Learning (UIL), formerly UNESCO Institute for Education, is one of six educational institutes of UNESCO. It is a non-profit international research, training, information, documentation and publishing centre on literacy , non-formal education , adult and lifelong learning .
Lifelong learning is the "ongoing, voluntary, and self-motivated" [1] pursuit of learning for either personal or professional reasons. Lifelong learning is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development. [2]
VOCEDplus is a free international research database about tertiary education, maintained and developed by staff at the c (NCVER) in Adelaide, South Australia.The focus of the database content is the relation of post-compulsory education and training to workforce needs, skills development, and social inclusion.
GRALE 3 reflects the move towards a more holistic view of education and lifelong learning embedded in the 2030 Agenda for Sustainable Development. This holistic view is the rationale behind the chapters on health and well-being , employment and the labour market , and social, civic and community life.
The ELLI project references the conceptual framework developed by UNESCO's International Commission on Education for the Twenty-first Century under the leadership of Jacques Delors. [3] Its report identifies four pillars of lifelong learning: "learning to know", "learning to do", "learning to live together" and "learning to be". [4]
The Journal of the Learning Sciences is a peer-reviewed academic journal covering research on education and learning as theoretical and design sciences. It is one of two official publications of the International Society of the Learning Sciences, and is published by Routledge.