The volume showcases the interdisciplinary work of the Learning, Education and Active Ageing (LEAA) Scientific Committee, developed within the National Age-It Program. The goal of LEAA is to build a pedagogy of ageing based on an integrated vision – educational, social, psychological, and health-related –beyond the traditional concept of active ageing through emphasizing the role of learning across the lifespan. The volume is structured around three main pillars: the connection between research and local communities, intergenerational dialogue, and effective educational and training practices for adulthood and old age. It thus offers a theoretical and practical contribution toward a new culture of longevity, where education becomes a driver of well-being, inclusion, and social cohesion.

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This book investigates the ways in which the social purposes of adult education are (re)interpreted over time, and between the global south and global north. It brings together thirty-seven authors from fourteen countries with extensive experience as academics and/or practitioners in the field. The book is inspired by the work and life of Lalage Bown, a leading proponent of post-colonial and inclusive visions of education for all. Over her long life she worked tirelessly to promote access to basic and higher education for people of all ages and backgrounds: with a deep commitment to striving for greater equality for women. Following an Introduction, the book is structured around four main themes: Adult Education and Social Justice; Decolonisation, Post-Colonialism and Indigenous Knowledge; From Literacy to Lifelong Learning; and, Fostering Excellence, Policy Development and Supporting Future Generation of Adult Educators. The book concludes with reflections on Lalage Bown’s Enduring Legacy.

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<P>Adult education has deep connections with employment contexts. This volume discusses interrelations within transnational contexts studied during the Würzburg Winter School on Comparative Studies in Adult Education and Lifelong Learning (COMPALL). The book shows that adult education and work contexts are influenced by international and transnational developments. The findings are presented in three chapters: Lifelong Learning Policies Targeting Employment Contexts; Transnational Perspectives on Lifelong Learning Policies; Employment Perspectives and Professionalisation in Adult Education.</P>

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This book explores methodologies and strategies for enhancing educational practices through interdisciplinary research and open science. Featuring global contributions, it shows how integrating diverse disciplines can drive innovation, improve teaching, and tackle modern educational challenges. The book begins by highlighting the value of interdisciplinary research, technological advancements, and innovative processes for enriching education. It includes theoretical frameworks for frontier research, practical data visualization strategies, and inclusive approaches to diversity in higher education. Readers will find discussions on knowledge transfer for social impact and guidelines for integrating equity, diversity, and inclusion in open education. It also emphasizes academic networking and personal branding, offering insights into fostering collaboration and professional development. This resource highlights both the theoretical and practical benefits of interdisciplinary research and open science. Valuable for researchers, students, and decision‑makers interested in advancing educational research, promoting inclusive practices, and emerging educational technology, this book contributes to the discourse on educational innovation and provides essential tools and concepts for advancing educational research and practice.

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The volume is devoted to the increasing importance of advice in the context of lifelong learning. The contributions deal with the actors, concepts and organizations of advice as an opportunity for support as well as the strategic use of advice as a political control instrument. Counseling is thus taken into account as an ambivalent and differentiated phenomenon in modern societies and examined for its importance for adult education.

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This open access book, now in its second edition, offers a powerful analysis of adult and community education at a time of rising inequality and diminishing state support. Grounded in both Irish and international contexts, this edition again challenges the impact of neoliberal agendas on grassroots community education and makes a convincing case for reclaiming community education’s radical, consciousness-raising agenda. The book is theoretically rooted in critical feminist pedagogy and draws on real-world examples to present key aspects of this approach to adult learning in a clear, accessible, and practical way. Community Education and Neoliberalism exposes the extent to which market-driven forces and managerialist agendas are eroding the transformative nature of adult and community education. The author examines the impact of neoliberal government lifelong learning policies, the potential drawbacks of professionalising community education and the perils of accreditation systems when marketisation becomes the principal focus. But this book does not simply offer a critique — it also presents practical pathways to revitalise community education, ensuring it continues to be a part of the struggle for a better world which, the author argues, can only be achieved through collective action. The book is essential reading and a call to action for students, educators, activists and policymakers alike, or indeed or anyone who is passionate about equality and social justice.

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In dieser Open-Access-Publikation wird auf Basis eines interdisziplinären Diskurses aus Bildungswissenschaften, Informatik und Architektur die Frage erörtert, ob und wie das „Internet der Dinge“ auf Lehr- und Lernprozesse in Form von intelligenten und hybriden Lernräumen angewendet werden kann, um das lebenslange Lernen am Arbeitsplatz zu unterstützen. Im Ergebnis kann festgestellt werden, dass eine Übertragung des Internet der Dinge auf Lehr- und Lernprozesse möglich ist. Die dadurch entstehenden neuartigen Lernumgebungen werden im internationalen, wissenschaftlichen Kontext als sogenannte „Smart Learning Environments“ bezeichnet..

Die AutorinDr. Sirkka Freigang ist Head of Smart Learning & New Work Experience bei einem großen Technikkonzern. Sie entwickelt in transdisziplinärer Co-Creation innovative und IoT-basierte Konzepte, die das lebenslange Lernen am Arbeitsplatz fördern. Moderne Technologien wie IoT, AR oder VR werden in physische Lernumgebungen integriert und zu hybriden Lern- und Arbeitswelten transformiert.

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In dieser Open-Access-Publikation wird auf Basis eines interdisziplinären Diskurses aus Bildungswissenschaften, Informatik und Architektur die Frage erörtert, ob und wie das „Internet der Dinge“ auf Lehr- und Lernprozesse in Form von intelligenten und hybriden Lernräumen angewendet werden kann, um das lebenslange Lernen am Arbeitsplatz zu unterstützen. Im Ergebnis kann festgestellt werden, dass eine Übertragung des Internet der Dinge auf Lehr- und Lernprozesse möglich ist. Die dadurch entstehenden neuartigen Lernumgebungen werden im internationalen, wissenschaftlichen Kontext als sogenannte „Smart Learning Environments“ bezeichnet..

Die AutorinDr. Sirkka Freigang ist Head of Smart Learning & New Work Experience bei einem großen Technikkonzern. Sie entwickelt in transdisziplinärer Co-Creation innovative und IoT-basierte Konzepte, die das lebenslange Lernen am Arbeitsplatz fördern. Moderne Technologien wie IoT, AR oder VR werden in physische Lernumgebungen integriert und zu hybriden Lern- und Arbeitswelten transformiert.

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Im Fokus des Sammelbandes stehen Untersuchungen zur Anerkennung von nonformalem und informellem Wissen. Durch eine Validierung sollen neue Zugänge zum Arbeitsmarkt eröffnet und die Zusammenarbeit und Mobilität innerhalb der EU gestärkt werden. Hier setzt das Erasmus+-Projekt EffectVPL ("Effectiveness of VPL Policies und Programmes for Labour Market Inclusion and Mobility - Individual and Employer Perspectives", 2017-2019) an, dessen Ergebnisse in diesem Band vorgestellt werden. Ausgangspunkt des Projekts zum lebenslangen Lernen war die mangelhafte Anerkennung von Lernerfahrungen, die außerhalb institutioneller Kontexte gewonnen wurden. Im ersten Teil des Bandes werden die theoretischen Grundlagen vorgestellt, bevor die Autor:innen im zweiten Teil empirische Ergebnisse zu Untersuchungen in Polen, Dänemark, der Türkei und Deutschland präsentieren. Abschließend wurde ein Trainingsmodul entwickelt, das die Projektergebnisse für Lehrende in Europa aufbereitet.

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In Education, Learning, Training: Critical Issues for Development, renowned scholars and practitioners examine shifts in global education policy and practice over the last 50 years.

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The volume is made of a series of eighteen studies, all related to the key issues connected to the personal and professional path Paolo Federighi had in more than forty years. This is the time frame he dedicated to adult learning and education development, on a national level within the academic frame of the University of Florence and the institutional frame of ministries, regional and local governments, as well as on an international level being the founder and the first President of the European Association for the Education of Adults (EAEA), the founder of the European Association of Regional and Local Authorities for Lifelong Learning (EARLALL). Every study collected in the volume provides a broad and in-depth critical reflection on adult education in Italy and an overview of adult education policies in the non-teaching contexts.

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The second volume of a double editorial project: while the first is dedicated to the relationship between the methodological-didactic, technological and organizational dimensions in the process of school innovation, the latter is dedicated to the inclusive education teachers and the role of technology in the services of skills assessment and career guidance. Its aim is to interpret and support the relationship between school and work.

Il secondo volume di un progetto editoriale duplice: mentre il primo è dedicato alla relazione tra la dimensione metodologico-didattica, quella tecnologica e quella organizzativa nel processo di innovazione scolastica, questo secondo è dedicato alle figure di accompagnamento e al ruolo delle tecnologie nei servizi di bilancio delle competenze e nell’orientamento professionale. Il suo fine è interpretare e sostenere la relazione tra il mondo della scuola e quello del lavoro.

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This Special Issue focuses on emerging trends in congregational engagement and leadership related to a variety of topics, including COVID-19, climate change, Christian nationalism and political polarization, multiculturalism, church staffing, individualization, Afrofuturism and the Black Church, stewardship and economic practices, community organizing, gendered pastoral vocational paths, and clergy leadership development and lifelong learning. Together, these contributions highlight the study of congregational life and leadership as an interdisciplinary endeavor that draws upon sociological, anthropological, historical, ecclesial, theological, and other frameworks to better understand the dynamic nature of religious life.

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Der Zusammenhang von Umwelt, Wirtschaft und Gesellschaft macht aufgrund begrenzter Ressourcen eine nachhaltige Entwicklung in allen gesellschaftlichen und wirtschaftlichen Bereichen notwendig. Die Autor*innen beschäftigen sich mit dem hohen Stellenwert, den Erwachsenenbildung beim Vollzug einer umfassenden sozialen, ökologischen und ökonomischen Transformation hat. Dabei interessieren vor allem langfristige Effekte gegenwärtigen Handelns sowie ein effizienter Umgang mit Ressourcen in der Erwachsenenbildung.; The connection between ecological environment, economy, and society necessitates sustainable development in all areas due to limited resources. Adult education holds a high significance in implementing a social, ecological, and economic transformation. Contributions addressing long-term effects of current actions and efficient resource management are also considered in adult education.

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Based on current data, descriptive case studies and theoretical perspectives, Exploring Widening Access for Mature Age Students considers international techniques and approaches to non-traditional and mature students in Further and Higher Education. The book provides quantitative and qualitative information regarding contemporary ways of thinking about, and institutional responses to, widening access for mature students (WAMS). It gives an up-to-date assessment of the current climate, bringing together international voices to meet the growing and urgent requirement for working age adults to remain employable as occupational competencies evolve, and describes and enumerates approaches which are in operation to attract, educate and retain students with non-traditional entry requirements. Focused on the results of an international survey and a qualitative benchmarking exercise undertaken by ten institutions from the Global North and South, this volume offers advice and examples for best practice to those working to support wider access to Further and Higher Education for WAMS. This book provides current information and support to any education professionals who wish to understand what can be done to meet the challenge of what the future of work will look like.

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Imke Buß weist in ihrem Open-Access-Buch nach, dass Hochschulen durch die strategische Gestaltung ihrer Studienstrukturen die Vereinbarkeit von Studium, Familie und Beruf ermöglichen können. Die Autorin entwickelt ein empirisch geprüftes Modell struktureller Studierbarkeit, welches die Bedürfnisse einer diversen Studierendenschaft berücksichtigt. Die Gemeinsamkeiten, welche Studierende mit Sorgeaufgaben, Erwerbstätigkeit und Behinderung eint, sind insbesondere deren zeitliche Restriktionen. Das Modell ist als Steuerungsinstrument für ein selbstbestimmtes Qualitätsmanagement an Hochschulen geeignet. Die Arbeit bietet darüber hinaus Empfehlungen für die Gestaltung von Studienstrukturen, u.a. zu E-Learning, Veranstaltungszeiten, SWS und Teilzeitstudium.

Der Inhalt

• Index zeitlicher Restriktionen

• Studierbarkeit: Einflussfaktoren, Lernverhalten und Ergebnisse

• Lernorte und Lernzeit

• Inhaltliche Varietät und Autonomie: Wahlmöglichkeiten

• Studiengangsentwicklung und Akkreditierung

Die Zielgruppen

• Forschende und Studierende aus der Hochschul- und Studierendenforschung

• Mitarbeitende in Qualitätsmanagement, Evaluation und Studiengangsmanagement,

Hochschulleitungen

Die Autorin

Dr. Imke Buß leitet die Abteilung Studium und Lehre an der HWG Ludwigshafen. Sie promovierte an der Universität Magdeburg und forscht zu Studierbarkeit und Diversity Management.

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Title in English: Focus on: INSIDE / OUTSIDE Focus on: INSIDE / OUTSIDE catalog reflects the activities of the Department of Art Education of the Faculty of Education at Masaryk University in the last ten years. The text points out the pedagogical and publishing activities of teachers, creative and gallery activities and, last but not least, innovative projects connected with the arts.

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This insightful book is ideal for students, researchers and policy makers wanting a sound overview of the critical issues of gender in lifelong learning. Asking pertinent questions relating to discourses on policy, the authors offer the reader a rare view of lifelong learning from a gender-focused perspective, filling a gap in the literature and moving current debate on into new areas. Questions addressed include: To what extent can the policy discourses and institutional contexts of lifelong learning be seen as masculinised and/or feminised? What are the gender implications of lifelong learning policy? In what ways are learners’ identities constructed through lifelong learning? Does lifelong learning provide opportunities to challenge or transgress gender binaries? What are the implications for practice?

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This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.

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This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.

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Eine migrationsbedingte erneute Bildungsteilnahme ist in hohem Maße widersprüchlich: Das Unvermögen auf institutioneller Seite, im Ausland erworbene Kompetenznachweise in inländische zu übersetzen, zwingt Migrant*innen, trotz Fachkräftemangel und abgeschlossener beruflicher Qualifikation, erneut an Bildungsmaßnahmen teilzunehmen. Milena Prekodravac spürt diese institutionellen Schranken in Deutschland auf und nimmt dafür Bildungsbiografien über Grenzen hinweg in den Blick. Das »Re-« der Qualifizierung ist ein Zurück, ein Wieder und - im Sinne einer Bildungsteilnahme erwachsener Zugewanderter in Deutschland - auch ein Wider, eine Navigation, die quer zu vorgegebenen Bahnen liegt.

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This open access book addresses relevant issues related to higher education and sustainable development goals (SDGs). The book has a high degree of originality and brings innovation to the contemporary solution for 21st century higher education, innovative contextualisation and conceptualisation of ICT-enabled critical thinking. It facilitates the achievement of the UN-defined SDGs and introduces a framework for SDG development that addresses both the national and international needs of current and future higher education. Addressing all 17 SDGs from different perspectives, the book provides a systemic view that enables students to increase their ability for transformative learning by developing a deeper self-awareness and a more open perspective, which may lead to a profound change in their worldview. Transformative learning combined with systems thinking are key to successfully educating future generations in innovation, resilience, leadership and sustainability. The activities proposed in the book embrace and strengthen active (non-traditional) pedagogy.

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<P>This volume places the development of the Joint Module «Comparative Studies in Adult Education and Lifelong Learning» (COMPALL) in the context of international development in higher education and adult education. Based on this framework, the authors discuss the development of the joint module in terms of its institutional and didactical structure as well as participants’ motivation and diversity. The book is divided into three parts: (1) Internationalisation in Higher Education, (2) Internationalisation of Higher Education: The Case of Adult Education, and (3) Internationalisation of Higher Education: The Example of COMPALL.</P>

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The first part of the book illustrates the concept of Lifelong Learning ("Educazione Permanente") with special focuses on the transformative learning, the lifedeep learning and the practice of work based learning. The second part of the book opens with an analysis of the concept of Lifelong Learning in the territory of the Alto Adige-Südtirol through the description of operators, organizations, activities and opportunities, regulatory and implementation aspects — and a survey specifically conducted.

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This is an open access book, which means you have free and unrestricted access Sensitive and perceptive analysis of diversity's significance for individuals and societies Case studies of young ethnicized people A phenomenological approach

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This open access book challenges international policy ‘groupthink’ about lifelong learning. Adult learning – too long a servant of business competitiveness – should be reimagined as central to democratic society. Young adults, especially from disadvantaged backgrounds, engage more in education and training, and learn more day-to-day at work, if provision is democratically organised and based on enduring and inclusive institutional networks, and when jobs encourage and reward the acquisition of skills. Using innovative qualitative and quantitative methods, the contributors develop a critical perspective on dominant policies, investigating – across the European Union and Australia – how ‘vulnerable’ young adults experience programmes designed to improve their ‘employability’, and how ‘skills for jobs’ policies squeeze out wider – and wiser – ideas of what education and training should do. Chapters show why some provision works for those with poor educational backgrounds, why labour market and educational institutions matter so much, how adult education can empower and expand people’s agency, and the challenges of using artificial intelligence in lifelong learning policy-making. Several investigate the pivotal role of workplace learning in organisational life, and in learning during ‘emerging adulthood’. Important comparative studies of workplace learning in the metals, retail and adult education sectors show the role of management, trade unions and social movements in young adults’ learning.

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Collective monograph contains the results of scientific research devoted to some problems of continuous education. The proposed models and methods make it possible to form new views and proposals that can contribute to increasing the efficiency of the educational process. Chapter 1 highlights the results of a pedagogical experiment on the formation of organizational competence among future specialists in physical culture and sports of the Armed Forces of Ukraine. The dynamics of the formation of organizational competence is determined and it is shown that the application of the obtained results makes it possible to find out the formation of value-motivational, knowledge, managerial, managerial, control-corrective and reflective-evaluative components of organizational competence of cadets. Chapter 2 focuses on the current problems of adult education in Ukraine and Sweden, which acquire special significance through the prism of the "value rearmament" of a person of the 21st century. The features of trends in adult education at the global and local levels are clarified, and the author's interactive intensive course is offered. Chapter 3 presents the development of innovative models of effectiveness for communication in a foreign language with an emphasis on lifelong learning and multiculturalism. Integration of "inverted classroom" models, models based on tasks of immersion in the concept of technology application for improving language learning is proposed. It is shown that the introduction of technologies in language learning can improve access to resources and increase the effectiveness of education. Chapter 4 is devoted to the management of professional development of professional staff of Ukrainian universities in the context of the expansion of institutional autonomy. The obtained results can be considered as part of the integration processes of higher education of Ukraine in the European educational space In Chapter 5, the means of developing individual and group receptivity to the new are disclosed. It is shown that corporate training through active methods, modern management models and technologies, coaching training technologies acquires special importance. The monograph is intended for educators, theoreticians and practitioners who study the problems of the continuous educational process in order to increase its effectiveness.

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The volume presents the Acts of the SIPED International Conference "Permanent Education From the Early Ages of Life", in which the concept of education is explored as a process that continues throughout all the life and is built in several training environments.

Il volume presenta gli Atti del Convegno internazionale SIPED 2015 "L'educazione permanente a partire dalle prime età della vita", nel quale si è esplorato il concetto di educazione come processo che continua durante l’intero corso della vita e si costruisce nei differenti ambienti di formazione. Migliore è la qualità dell’educazione a partire dalle prime scuole, maggiori saranno le possibilità personali di educazione nella vita intera. L'idea limite è quella di una formazione come condizione irrinunciabile per una partecipazione attiva dei cittadini alla vita sociale e politica.

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Communication at work as well as multilingualism, language policy and language politics are increasingly in the focus of linguistic research. Global division of labor, internationalization of labor and trade markets, mobility of highly skilled and unskilled workers, and commodification of language as a product have all played their part. The authors of this book outline the complexity and breadth of the research field: from language courses for asylum seekers to integrate them into the labor market, to linguistic diversity in school social work and competence profiles for lay interpreters in professional contexts, to linguistic practices in the highly internationalized world of soccer and the preconditions of successful communication in the multilingual environment of EU institutions. The contributions offer insights into existing practices, identify challenges, and present possible solutions.

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This document constitutes the Comparative Study of the Precoll project – Policies for Regional Cooperation in Lifelong Learning, led by the Università degli Studi di Firenze-Dipartimento di Scienze dell'Educazione e dei Processi Culturali e Formativi / University of Florence-Department of Educational Sciences and Cultural and Training Processes, in partnership with Generalitat de Catalunya (Spain), Junta de Andalucía (Spain), Regione Toscana (Italy), Welsh Assembly Government (United Kingdom), Jämtland County Council (Sweden), NIACE Dysgu Cymru-National Institute of Adult Continuing Education (United Kingdom), Provincia di Livorno Sviluppo Srl (Italy), subcontractor Melius Srl (Italy). EARLALL has been supporting the quality of the work, as well as Cedefop thanks to the regular advice and suggestions provided by Steven Bainbridge.

This document constitutes the Comparative Study of the Precoll project – Policies for Regional Cooperation in Lifelong Learning, led by the Università degli Studi di Firenze-Dipartimento di Scienze dell'Educazione e dei Processi Culturali e Formativi / University of Florence-Department of Educational Sciences and Cultural and Training Processes, in partnership with Generalitat de Catalunya (Spain), Junta de Andalucía (Spain), Regione Toscana (Italy), Welsh Assembly Government (United Kingdom), Jämtland County Council (Sweden), NIACE Dysgu Cymru-National Institute of Adult Continuing Education (United Kingdom), Provincia di Livorno Sviluppo Srl (Italy), subcontractor Melius Srl (Italy). EARLALL has been supporting the quality of the work, as well as Cedefop thanks to the regular advice and suggestions provided by Steven Bainbridge.

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Massive Open Online Courses (MOOCs) are free online courses available to anyone who can sign up. MOOCs provide an affordable and flexible way to learn new skills, advance in careers, and provide quality educational experiences to a certain extent. Millions of people around the world use MOOCs for learning and their reasons are various, including career development, career change, college preparation, supplementary learning, lifelong learning, corporate e-Learning and training, and so on.

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This book presents the "New Vision 2050," which adds the concept of the “platinum society” to the “Vision 2050”.The 20th century was a century in which energy led the development of material civilization, resulting in deletion of resources, global warming and climate change. What form should sustainable material and energy take to protect the Earth? The "Vision 2050" was established 20 years ago as a model that we should pursue for the next half century. Fortunately, the world is on course for the Vision 2050.The 21st century will be a century in which we seek qualitative richness, with the Vision 2050 as the material basis. That is, a “platinum society” that has resource self-sufficiency and resource symbiosis, and where people remain active throughout their lives and have a wide range of choices and opportunities for free participation. Since the author presented the concept of "Vision 2050" in 1999, the idea has been introduced in two books entitled Vision 2050: Roadmap for a Sustainable Earth (2008) and Beyond the Limits to Growth: New Ideas for Sustainability from Japan (2014). The latter includes a chapter that sheds light on the concept of a “platinum society”. In this publication, the author presents the "New Vision 2050" in more detail.

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Sustainability; Climate change; Saturation; Leading country in resolving societal problems; Resource self-sufficiency; Urban mines; Renewable energy; Human-nature symbiosis; Aging society; Longevity; Lifelong learning; Sustainable cities; Low carbon society; Zero emission; Quality of life

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This book is a reprint of papers in the Special Issue published in Education Sciences under the title "Online and Distance Learning during Lockdown Times: COVID-19 Stories". It includes papers covering Higher Education (post-secondary) sector representing international experience of teaching and learning from the start of the first episode of lockdown due to the Covid-19 pandemic.

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This book is a reprint of papers in the Special Issue published in Education Sciences under the title "Online and Distance Learning during Lockdown Times: COVID-19 Stories". It includes papers covering K-12 educational sector representing international experience of teaching and learning from the start of the first episode of lockdown due to the Covid-19 pandemic.

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This document constitutes the Policy Paper of the Precoll project-Policies for Regional Cooperation in Lifelong Learning, led by the Università degli Studi di Firenze-Dipartimento di Scienze dell'Educazione e dei Processi Culturali e Formativi/University of Florence-Department of Educational Sciences and Cultural and Training Processes (Agreement nr 2008-11294), in partnership with Generalitat de Catalunya, Junta de Andalucía, Regione Toscana, Welsh Assembly Government, Jämtland County Council, NIACE Dysgu Cymru-National Institute of Adult Continuing Education, Provincia di Livorno Sviluppo Srl, subcontractor Melius Srl (www.mutual-learning.eu). This document has been endorsed by the Earlall General Assembly held in Brussels on 16th February 2010. Moreover Cedefop has been supporting the quality of the work thanks to the regular advice and suggestions delivered by Steven Bainbridge.

This document constitutes the Policy Paper of the Precoll project-Policies for Regional Cooperation in Lifelong Learning, led by the Università degli Studi di Firenze-Dipartimento di Scienze dell'Educazione e dei Processi Culturali e Formativi/University of Florence-Department of Educational Sciences and Cultural and Training Processes (Agreement nr 2008-11294), in partnership with Generalitat de Catalunya, Junta de Andalucía, Regione Toscana, Welsh Assembly Government, Jämtland County Council, NIACE Dysgu Cymru-National Institute of Adult Continuing Education, Provincia di Livorno Sviluppo Srl, subcontractor Melius Srl (www.mutual-learning.eu). This document has been endorsed by the Earlall General Assembly held in Brussels on 16th February 2010. Moreover Cedefop has been supporting the quality of the work thanks to the regular advice and suggestions delivered by Steven Bainbridge.

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This open access book presents contemporary perspectives on the role of a learning society from the lens of leading practitioners, experts from universities, governments, and industry leaders. The think pieces argue for a learning society as a major driver of change with far-reaching influence on learning to serve the needs of economies and societies. The book is a testimonial to the importance of ‘learning communities.’ It highlights the pivotal role that can be played by non-traditional actors such as city and urban planners, citizens, transport professionals, and technology companies. This collection seeks to contribute to the discourse on strengthening the fabric of a learning society crucial for future economic and social development, particularly in the aftermath of the coronavirus disease.

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This work is the result of the European INTALL Project, International and Comparative Studies for Students and Practitioners in Adult Education and Lifelong Learning (2018-2021). From early September 2018 to the end of August 2021, this project allowed us to build knowhow about some specific issues of adult education. The latest meeting of the INTALL project partners led to a conference about the role of Adult Education Research, during and after Covid-19, and the importance of re-thinking Lifelong and Lifewide Learning for the future. Based on four sections, Innovation and Future Competences in Adult Education Research, Professionalisation in Adult Education, Sustainability, Inclusion and Wellbeing: Topics for Adult Society and Smart Cities and Learning and Teaching in Higher Education in Post-Pandemic Time: A Digital Transformation, the volume represents an opportunity to foster a debate on key issues in the field of Adult Learning and Education across Europe.

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This open access book looks into the roles and practices of small and micro-enterprises in formal and informal economies across seven countries and one territory in terms of how they contribute to environmental and sustainable development and green skills promotion. By taking into account the perspectives in these four sectors, catering, automotive, waste management and polyvinyl chloride production, this book maps environmental green practices in the region, identifying mechanisms used to assess existing skills (i.e. knowledge, skills and competencies), and evaluating the potential for green skills inclusion in recognition, validation and accreditation.

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The importance of adult education is growing steadily— be it in relation with migration, matters of inclus - ion, the work place etc. Thus, this international perspective on the most important research issues in adult education is a wealth of knowledge for anyone related to this field. The book is composed as a text book and thus, provides didactic material for discussion and further exploration of research in the field of AE from an international perspective. From the Contents: EU policy in Education and AE: links with Research opportunities on the field Support for Research in Adult Education in the European Union Main areas of Research in AE at the International level · Research on Migration. · Research on Inclusion, Access and Participation · Professionals, Assessment and Counselling · Learning in the Workplace International organisations and networks with influence to Adult Education

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​The goal of this open access book is to develop an approach to clinical health care ethics that is more accessible to, and usable by, health professionals than the now-dominant approaches that focus, for example, on the application of ethical principles. The book elaborates the view that health professionals have the emotional and intellectual resources to discuss and address ethical issues in clinical health care without needing to rely on the expertise of bioethicists. The early chapters review the history of bioethics and explain how academics from outside health care came to dominate the field of health care ethics, both in professional schools and in clinical health care. The middle chapters elaborate a series of concepts, drawn from philosophy and the social sciences, that set the stage for developing a framework that builds upon the individual moral experience of health professionals, that explains the discontinuities between the demands of bioethics and the experience and perceptions of health professionals, and that enables the articulation of a full theory of clinical ethics with clinicians themselves as the foundation. Against that background, the first of three chapters on professional education presents a general framework for teaching clinical ethics; the second discusses how to integrate ethics into formal health care curricula; and the third addresses the opportunities for teaching available in clinical settings. The final chapter, "Empowering Clinicians", brings together the various dimensions of the argument and anticipates potential questions about the framework developed in earlier chapters.

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The author deals empirically with the question of what role social relationships with parents and teachers play in motivating children and adolescents to learn and perform. In particular, the question of the long-term development of achievement motivation over a period of 20 years is at the centre of attention, partly determined by the prevailing social bond in adolescence to the persons referred to and the achievement motivation of the young people themselves.

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This open access book explores the key dimensions of a future education system designed to enable individuals, schools, and communities to achieve the twin twenty-first century challenges of sustainability and human well-being. For much of the twentieth century, Western education systems prepared students to enter the workforce, contribute to society and succeed in relatively predictable contexts. Today, people are at the controls of the planet—making decisions that are dramatically reshaping social, economic, and environmental systems at a global scale. What is education’s purpose in this new reality? What and how must we learn now? The volatility and uncertainty caused by digitalization, globalization, and climate change weave a common backdrop through each chapter. Using case studies drawn from Finland and the US, chapter authors explore various aspects of learning and education system design through the lenses of sustainability and human well-being to evaluate how our understanding and practice of education must transform. Using their scholarly research and experience as practitioners, the authors propose new approaches to preparing learners for a new frontier of the human experience fraught with risks but full of opportunity.

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This open access book explores the key dimensions of a future education system designed to enable individuals, schools, and communities to achieve the twin twenty-first century challenges of sustainability and human well-being. For much of the twentieth century, Western education systems prepared students to enter the workforce, contribute to society and succeed in relatively predictable contexts. Today, people are at the controls of the planet—making decisions that are dramatically reshaping social, economic, and environmental systems at a global scale. What is education’s purpose in this new reality? What and how must we learn now? The volatility and uncertainty caused by digitalization, globalization, and climate change weave a common backdrop through each chapter. Using case studies drawn from Finland and the US, chapter authors explore various aspects of learning and education system design through the lenses of sustainability and human well-being to evaluate how our understanding and practice of education must transform. Using their scholarly research and experience as practitioners, the authors propose new approaches to preparing learners for a new frontier of the human experience fraught with risks but full of opportunity.

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Literacy education can take place in many locations and periods across the lifespan. Literacy educators require flexibility and a deep toolbox to meet their students’ diverse needs, regardless of whether they work in traditional school and college settings or in other environments with varied populations. Teaching Literacy in Diverse Contexts showshow practical experiences can be used in creative ways to support educator development for teaching literacy in a global context. Mentorship between a developing literacy educator and an experienced teacher educator is central to the book, and to the practical experiences in training or professional development that it focuses on. Chapters share the creative solutions discovered during mentorship that supported developing literacy educators to teach with authenticity in a number of contexts, including the adult learning sector, a rural community in Africa and alongside parents of very sick children. The authors demonstrate how this can be done in a sensitive and culturally relevant manner by parents, volunteers and teachers with varying degrees of experience in both formal and informal spaces. Together, the chapters build a crucial resource for preparing a broad range of literacy educators to teach literacy in many contexts where policy on how best to teach reading and writing to diverse student bodies ebbs and flows.

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Alan Rogers looks at learning (formal, nonformal and informal) and examines the hidden world of informal (unconscious, unplanned) learning. He points out the importance of informal learning for creating tacit attitudes and values, knowledge and skills which influence (conscious, planned) learning – formal and non-formal. Moreover, he explores the implications of informal learning for educational planners and teachers in the context of lifelong learning. While mainly aimed at adult educators, the book’s arguments apply also to schooling and higher education, in both industrialised societies and developing countries where large numbers of children and adults are not and have not been in school and so rely on informal learning to manage change.

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This open access book illustrates a new type of formative intervention for in-service teacher training in entrepreneurship education. The book describes a Change Laboratory and shows how teachers and workshop assistants develop the idea of a multidisciplinary project (area di progetto) entailing the design of a self-service and parking lot in a dismissed area close to the city centre. The multidisciplinary project is taken as example of how an idea is debated and turned into collective action and change, the very essence of initiative and entrepreneurship. This includes preparing the students for the enterprise world, for example by teaching them competencies with authentic problems; students working by projects; group work; showing initiative and autonomy. The book considers diverse levels of change brought about by this formative intervention: the teachers, the curriculum, the students, eventually the whole institution. The Change Laboratory thus increases the participation of students, teachers and stakeholders in the school towards a new curriculum through the implementation of a multidisciplinary project connecting school with the world outside and working life.The book features a foreword by Yrjo Engestrom, one of the fathers of the Change Laboratory toolkit and the principal investigator (PI) of this study. The study is financed by European Commission within Horizon 2020.

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This open access book illustrates a new type of formative intervention for in-service teacher training in entrepreneurship education. The book describes a Change Laboratory and shows how teachers and workshop assistants develop the idea of a multidisciplinary project (area di progetto) entailing the design of a self-service and parking lot in a dismissed area close to the city centre. The multidisciplinary project is taken as example of how an idea is debated and turned into collective action and change, the very essence of initiative and entrepreneurship. This includes preparing the students for the enterprise world, for example by teaching them competencies with authentic problems; students working by projects; group work; showing initiative and autonomy. The book considers diverse levels of change brought about by this formative intervention: the teachers, the curriculum, the students, eventually the whole institution. The Change Laboratory thus increases the participation of students, teachers and stakeholders in the school towards a new curriculum through the implementation of a multidisciplinary project connecting school with the world outside and working life.The book features a foreword by Yrjo Engestrom, one of the fathers of the Change Laboratory toolkit and the principal investigator (PI) of this study. The study is financed by European Commission within Horizon 2020.

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This open access book makes a contribution to our understanding of one of the social challenges facing many western nations i.e. the challenge of an ageing population. It specifically addresses the issue of competence among older employees. Others have studied ageing populations in terms of the economic burden or the pressure on healthcare services and generally view the rising numbers of seniors more as a challenge than an opportunity. In this book, authors discuss ways of gaining positive benefits from our ageing and more experienced work force.

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This book offers insights on the contributions that Sociology of Education, in a broad sense (encompassing the most diverse formal, non-formal and informal processes of education, instruction, schooling and/or socialization), can provide in the analysis of sustainable development in diverse contexts and publics, respecting its paradigmatic plurality.

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