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	<title>expanding accessibility &#8211; Australian Journal of Adult Learning</title>
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	<description>Critical thinking and research in the field of adult learning</description>
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		<title>The twenty-first century university and the concept of lifelong learning</title>
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		<pubDate>Tue, 15 Oct 2013 03:20:28 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[different learning styles]]></category>
		<category><![CDATA[expanding accessibility]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[social justice]]></category>
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					<description><![CDATA[Author: Sasa Milic: University of Montenegro Edition: Volume 53, Number 1, April 2013 Summary: In recent years, major universities and governmental and nongovernmental organizations around the world have been engaged in discussions about implementing the principles of lifelong learning as fundamental principles of individual education. Until about a decade ago, adult education in Montenegro (whose development &#8230; <p class="link-more"><a href="https://ajal.net.au/the-twenty-first-century-university-and-the-concept-of-lifelong-learning/" class="more-link">Continue reading<span class="screen-reader-text"> "The twenty-first century university and the concept of lifelong learning"</span></a></p>]]></description>
		
		
		
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