This book contains the major papers presented during the International Conference on Lifelong Learning: Global Perspectives on Education, held in Beijing, China, from 1 to 3 July 2001. Almost 200 participants from government agencies, academic institutions, research organizations, multilateral agencies and non-government organizations from 40 countries, shared their policies and practices on lifelong learning in their respective contexts. This compilation illustrates the range of perspectives and practices in different parts of the world. The organizers of this conference, the Beijing Academy of Educational Sciences, the Chinese National Commission of UNESCO, the American Association for Adult and Continuing Education, the Socrates Program of the European Commission and the UNESCO Institute for Education looked forward to the unique opportunity of bringing together such a range of stakeholders, not only for exchanging experiences but more important, to collectively reflect and analyse the implications for policy and educational practices of such discourses and experiences.

One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues.

This Handbook provides a comprehensive and up-to-date examination of lifelong learning. Across 38 chapters, including twelve that are brand new to this edition, the approach is interdisciplinary, spanning human resources development, adult learning (educational perspective), psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. This volume covers trends that contribute to the need for continuous learning, considers psychological characteristics that relate to the drive to learn, reviews existing theory and research on adult learning, describes training methods and learning technologies for instructional design, and explores current and future challenges to support continuous learning.

Biological collections are a critical part of the nation's science and innovation infrastructure and a fundamental resource for understanding the natural world. Biological collections underpin basic science discoveries as well as deepen our understanding of many challenges such as global change, biodiversity loss, sustainable food production, ecosystem conservation, and improving human health and security. They are important resources for education, both in formal training for the science and technology workforce, and in informal learning through schools, citizen science programs, and adult learning. However, the sustainability of biological collections is under threat. Without enhanced strategic leadership and investments in their infrastructure and growth many biological collections could be lost. Biological Collections: Ensuring Critical Research and Education for the 21st Century recommends approaches for biological collections to develop long-term financial sustainability, advance digitization, recruit and support a diverse workforce, and upgrade and maintain a robust physical infrastructure in order to continue serving science and society. The aim of the report is to stimulate a national discussion regarding the goals and strategies needed to ensure that U.S. biological collections not only thrive but continue to grow throughout the 21st century and beyond.

Artificial Intelligence (AI) has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and ultimately accelerate the progress towards SDG 4. However, these rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks. This publication offers guidance for policy-makers on how best to leverage the opportunities and address the risks, presented by the growing connection between AI and education. It starts with the essentials of AI: definitions, techniques and technologies. It continues with a detailed analysis of the emerging trends and implications of AI for teaching and learning, including how we can ensure the ethical, inclusive and equitable use of AI in education, how education can prepare humans to live and work with AI, and how AI can be applied to enhance education. It finally introduces the challenges of harnessing AI to achieve SDG 4 and offers concrete actionable recommendations for policy-makers to plan policies and programmes for local contexts. [Publisher summary, ed]

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.

As with everything that experiences growth, distance learning too has seen its share of opportunities and challenges, whether they be from the improper implementation of technology, poor structuring of learning activities for distance learners, lack of sufficient legislation protecting the rights of learners, or simply inadequate funding for the proper training of distance trainers and teachers. There are many titles on the market today that discuss distance learning, its challenges and opportunities, with many specializing in one small area, such as technology application or instructional design, etc. In this book, a broader view of distance learning is offered, allowing perspectives about distance learning, its potential, its challenges, and specific outcomes of some distance learning implementation to be voiced, thus providing the reader with a broader perspective on the topic. This book is an anthology of diverse topics that surround the central theme of distance learning, and it is presented as an interesting collection of reviews, perspectives of practice, and research on and about distance learning. The book encompasses various levels of writing, but as a whole, it is aimed at all reading levels, from the casual reader wanting to understand more about what distance learning involves, to the aspiring distance learner or distance learning instructor/administrator wanting to delve a bit deeper into the best practices for appropriate use of technology, pedagogy, or instructional design, to the lifelong learner wanting to engage in continuous self-improvement via this easily accessible mode of learning.