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Lifelong or continuous learning is based on the common understanding that we learn all throughout our lives. It is particularly important in today’s rapidly changing and increasingly complex world. However, learning opportunities are often restricted to particular age groups, institutions or people who can financially or physically access the institution. As a result, youth and adults with disabilities are often excluded from or disadvantaged within formal learning environments. Lifelong learning embraces all the principles outlined in the Non-formal education element. In addition, the concepts outlined below are important.
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Adult learning is a vital component of lifelong learning and is essential for employability, social inclusion, active citizenship and personal development
Adults learn differently from children. The past experience of adults, their specific needs and ways of learning need to be taken into account in the design of teaching methods and materials. Lifelong learning opportunities are best when they are learner-centred, with a focus on personal goals, past life experiences and the promotion of positive self-esteem.
Adults have the potential and desire to direct their own learning, take initiatives and make decisions about learning, including what they want to learn, how and when to learn and what additional support they require. Encouraging them to take a lead role in all aspects of the planning and delivery of their learning opportunities enhances their motivation to learn.
Learning formats for adults need to be flexible and creative; they should be varied and responsive, involve a variety of media, including assistive technology where appropriate, and be available in a variety of locations and at different times.
Common types of lifelong learning opportunities include:
Lifelong learning opportunities can also include the following:
They also include learning opportunities for self-help groups and parents’ organizations, and ongoing learning for minority groups, including people with disabilities, who are unable to find employment to generate income.
Open learning often occurs in “open schools” and delivers learning opportunities in ways, times and locations that fit the learner’s life circumstances. Open learning also provides a more relevant curriculum for older learners who have never had the chance to attend or complete formal education at school.
Teaching methods are usually unconventional and creative, and include the use of information and communication technology. Students will often study specially designed teaching materials in their own homes, workplaces or wherever is convenient for them, at a pace that suits them. Youth and adults are often able to follow skills training coupled with academic subjects while self-employed or working.
Learn about how the National Institute of Open Schooling programme in India describes their open schooling structure.
The National Institute of Open Schooling programme in India structured a programme in which learners can choose and design subject combinations according to their needs and goals. Learning is through specially designed self-paced instructional materials, and is supplemented with audio–video and face-to-face classes at the study centres on holidays and weekends. The programme provides credit accumulation, where each learner’s registration is valid for five years. Learners also have freedom to take examinations in their subjects according to their own schedules and preparations.
Life and survival skills refer to the knowledge and skills that everyone needs in order to function and participate effectively at home, in the community and in wider society. Because of exclusion and discrimination, people with disabilities especially benefit from learning these skills. People with mental health problems, intellectual impairments and sensory impairments in particular can gain greatly from life and survival skills training opportunities.
