Lifelong Learning--Is It an Enigma or a Myth for Disadvantaged American Adults?

Autor/in	Vettickal, Joseph T.
Institution	Office of Education (DHEW), Washington, DC. Div. of Adult Basic Education.
Titel	Lifelong Learning--Is It an Enigma or a Myth for Disadvantaged American Adults?
Quelle	(1980), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Basic Education; Adult Education; Adult Students; Adults; Definitions; Disadvantaged; Dropouts; Educational Legislation; Elementary Secondary Education; Federal Legislation; Lifelong Learning; Nonformal Education; Nontraditional Education; Postsecondary Education; Public Policy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Begriffsbestimmung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsrecht; Schulgesetz; Bundesrecht; Life-long learning; Lebenslanges Lernen; Non-formal education; Non formal education; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; Post-secondary education; Tertiäre Bildung; Öffentliche Ordnung
Abstract	Lifelong learning should be viewed only as a master concept for education--the principle on which overall organization of the system is founded--to improve the individual's quality of life. A literature search found confusing definitions of lifelong learning, global implications of the concept, and little information about what the public needs and wants to support this view. The lifelong learning provisions of the Higher Education Amendments of 1976 concentrated on the adult population, yet the states vary tremendously in their commitment to adult learners. Special attention should be given to the 52 million adults who have not completed high school; educational alternatives for this group should be explored, especially those that might be offered by postsecondary institutions. The lifelong learning cycle should start with the 16 million three- to sixteen-year-olds, then the 20 million adults who have less than an eighth grade education, then the others who are at poverty level, then the remainder who have less than a high school education, and finally those who are registered in schools and higher education institutions. All adult education programs should be coordinated, from adult basic through higher education, under one umbrella--Adult Basic and Continuing Education at the federal level. (MEK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01