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	<title>lifelong learners &#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>Propensity to lifelong learning: Reflections of a research student</title>
		<link>https://ajal.net.au/propensity-to-lifelong-learning-reflections-of-a-research-student/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 17 Apr 2013 04:27:18 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[lifelong learners]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1542</guid>

					<description><![CDATA[Author/s: Robert D. White Edition: Volume 47, Number 2, July 2007 Summary: My tertiary learning journey began as a research assistant reviewing educational literature. I wondered why, among the mountain of lifelong learning literature, I could find nothing that explained why people are or are not lifelong learners. It appeared to be taken for granted &#8230; <p class="link-more"><a href="https://ajal.net.au/propensity-to-lifelong-learning-reflections-of-a-research-student/" class="more-link">Continue reading<span class="screen-reader-text"> "Propensity to lifelong learning: Reflections of a research student"</span></a></p>]]></description>
		
		
		
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		<title>All over, red rover? The neglect and potential of Australian adult education in the community</title>
		<link>https://ajal.net.au/all-over-red-rover-the-neglect-and-potential-of-australian-adult-education-in-the-community/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 27 Feb 2013 06:20:14 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[health]]></category>
		<category><![CDATA[lifelong learners]]></category>
		<category><![CDATA[wellbeing]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=787</guid>

					<description><![CDATA[Author/s: Barry Golding and Annette Foley Edition: Volume 51, Special edition, December 2011 Summary: Consistent with the &#8216;looking back, moving forward&#8217; conference theme, in this paper we undertake a critical, research-based appraisal of the current, arguably neglected state of adult education in Australia in 2010, and proceed to paint a picture of how a different &#8230; <p class="link-more"><a href="https://ajal.net.au/all-over-red-rover-the-neglect-and-potential-of-australian-adult-education-in-the-community/" class="more-link">Continue reading<span class="screen-reader-text"> "All over, red rover? The neglect and potential of Australian adult education in the community"</span></a></p>]]></description>
		
		
		
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		<title>Barriers to adult learning: Bridging the gap</title>
		<link>https://ajal.net.au/barriers-to-adult-learning-bridging-the-gap/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 04:27:29 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[barriers to learning]]></category>
		<category><![CDATA[lifelong learners]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=476</guid>

					<description><![CDATA[Author/s: Marina Falasca Edition: Volume 51, Number 3, November 2011 Summary: A fundamental aspect of adult education is engaging adults in becoming lifelong learners. More often than not, this requires removing barriers to learning, especially those relating to the actual organisational or institutional learning process. This article explores some of the main barriers to adult &#8230; <p class="link-more"><a href="https://ajal.net.au/barriers-to-adult-learning-bridging-the-gap/" class="more-link">Continue reading<span class="screen-reader-text"> "Barriers to adult learning: Bridging the gap"</span></a></p>]]></description>
		
		
		
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