An investigation of lifelong learning in the context of traditional educational policy and practice

grantor: University of TorontoThe investigation examines the post-secondary educational system in Canada to determine its ability to provide a viable service to lifelong learners. The writer considers that the lifelong learning movement is already profoundly affecting the beliefs, theory, and practice of traditional education. Drawing on his experience as an adult educator, and through communication with policy-makers, administrators, faculty, and students in traditional and non-traditional post-secondary educational institutions, the writer concluded that an interpretive view of the field of lifelong learning could be obtained by addressing four general questions, namely: (1) What is the importance of lifelong learning to society and the individual? (2) How relevant is the educational system to the needs of the lifelong learner? (3) What influence is lifelong learning having on the principles and practice of teaching? (4) What role can distance education and technology play in the facilitation of lifelong learning? These questions form the basis of the investigation, which involves an examination of the philosophical, methodological, and political aspects of lifelong learning and traditional education. The investigation reveals that lifelong learning possesses a uniqueness of philosophy and method which traditional education, as presently constituted, is unable to accommodate without far-reaching systemic changes. Many of these changes are identified, analyzed, and evaluated in the course of the study. Distance education and educational technology are extensively explored in view of the prominent part they play in the lifelong learning movement. Twenty-six Recommendations have been derived from the investigation. These Recommendations, if expeditiously implemented, might do much to further the development of a unified lifelong learning system.Ph.D