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	<title>lifelong learning &#8211; Australian Journal of Adult Learning</title>
	<atom:link href="https://ajal.net.au/tag/lifelong-learning/feed/" rel="self" type="application/rss+xml" />
	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
	<lastBuildDate>Wed, 18 Nov 2015 06:35:39 +0000</lastBuildDate>
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		<title>Older adult education: new public pedagogy in 21st Century Taiwan</title>
		<link>https://ajal.net.au/older-adult-education-new-public-pedagogy-in-21st-century-taiwan/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 06:34:01 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[new public pedagogy]]></category>
		<category><![CDATA[older adult education]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3815</guid>

					<description><![CDATA[Author: Ya-hui Lee, National Chung Cheng University, Taiwan Edition: Volume 55, Number 3, November 2015 Summary:  The lifelong learning concept of “never too late to learn” advocated by Confucius has gradually become rooted in the lives of Taiwanese adults and seniors. In response to the impact of population ageing and low fertility rates, numerous elementary &#8230; <p class="link-more"><a href="https://ajal.net.au/older-adult-education-new-public-pedagogy-in-21st-century-taiwan/" class="more-link">Continue reading<span class="screen-reader-text"> "Older adult education: new public pedagogy in 21st Century Taiwan"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Older undergraduate students bringing years of experience to university studies: Highlights, challenges and contributions</title>
		<link>https://ajal.net.au/older-undergraduate-students-bringing-years-of-experience-to-university-studies-highlights-challenges-and-contributions/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Sat, 30 Nov 2013 22:27:50 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[diversity]]></category>
		<category><![CDATA[equity]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[motivation]]></category>
		<category><![CDATA[older learners]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2095</guid>

					<description><![CDATA[Author: Bronwyn J. Ellis, University of South Australia  Edition: Volume 53, Number 3, November 2013 Summary: Undergraduate students enrolled through two regional locations were surveyed on their experience of being university students in later life. Students aged 55 and over were invited to complete an anonymous online questionnaire. This collected demographic information, and sought, through &#8230; <p class="link-more"><a href="https://ajal.net.au/older-undergraduate-students-bringing-years-of-experience-to-university-studies-highlights-challenges-and-contributions/" class="more-link">Continue reading<span class="screen-reader-text"> "Older undergraduate students bringing years of experience to university studies: Highlights, challenges and contributions"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>A tale of two towns: learning community initiatives in Bega and Thuringowa</title>
		<link>https://ajal.net.au/a-tale-of-two-towns-learning-community-initiatives-in-bega-and-thuringowa/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Thu, 24 Oct 2013 01:41:37 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[library]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[local government]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2014</guid>

					<description><![CDATA[Author: Peter Kearns, Visiting Research Fellow, Adult Learning Australia Edition: Volume 45, Number 3, November 2005 Summary: Current learning community initiatives in Bega Valley and Thuringowa illustrate trends that are likely to become more significant in communities across Australia. In both cases, local government councils have supported the projects with the council library taking a leading entrepreneurial &#8230; <p class="link-more"><a href="https://ajal.net.au/a-tale-of-two-towns-learning-community-initiatives-in-bega-and-thuringowa/" class="more-link">Continue reading<span class="screen-reader-text"> "A tale of two towns: learning community initiatives in Bega and Thuringowa"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The twenty-first century university and the concept of lifelong learning</title>
		<link>https://ajal.net.au/the-twenty-first-century-university-and-the-concept-of-lifelong-learning/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<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>
		<category><![CDATA[social partnership]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1854</guid>

					<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>
		
		
		
			</item>
		<item>
		<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>
		
		
		
			</item>
		<item>
		<title>Getting connected: insights into social capital from recent adult learning research</title>
		<link>https://ajal.net.au/getting-connected-insights-into-social-capital-from-recent-adult-learning-research/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Thu, 11 Apr 2013 23:57:41 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[policy]]></category>
		<category><![CDATA[practice]]></category>
		<category><![CDATA[research]]></category>
		<category><![CDATA[social capital]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1455</guid>

					<description><![CDATA[Author/s: Barry Golding Edition: Volume 47, Number 1, April 2007 Summary: This paper begins by teasing out the nature of social capital and its particular and current relevance to adult learning policy and practice in Australia. The paper identifies a number of benefits and significant problems with social capital as an organising construct for adult &#8230; <p class="link-more"><a href="https://ajal.net.au/getting-connected-insights-into-social-capital-from-recent-adult-learning-research/" class="more-link">Continue reading<span class="screen-reader-text"> "Getting connected: insights into social capital from recent adult learning research"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The role of the University of the Third Age in meeting needs of adult learners in Victoria, Australia</title>
		<link>https://ajal.net.au/the-role-of-the-university-of-the-third-age-in-meeting-needs-of-adult-learners-in-victoria-australia/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 06:55:42 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[older adults]]></category>
		<category><![CDATA[quality of life]]></category>
		<category><![CDATA[social]]></category>
		<category><![CDATA[social norms]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1365</guid>

					<description><![CDATA[Author/s: Roger Harris Edition: Volume 48, Number 3, November 2008 Summary: Many older adults are interested in learning long past the age dictated by social norms. Some want to learn simply for the joy of learning, others because of the social contacts made by joining a community of learners, and still others want to learn &#8230; <p class="link-more"><a href="https://ajal.net.au/the-role-of-the-university-of-the-third-age-in-meeting-needs-of-adult-learners-in-victoria-australia/" class="more-link">Continue reading<span class="screen-reader-text"> "The role of the University of the Third Age in meeting needs of adult learners in Victoria, Australia"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The ‘accidental activist’: learning, embodiment and action</title>
		<link>https://ajal.net.au/the-accidental-activist-learning-embodiment-and-action/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 03:50:41 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[activism]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[learning practices]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1332</guid>

					<description><![CDATA[Author/s: Tracey Ollis Edition: Volume 48, Number 2, July 2008 Summary: The 21st century has seen renewed interest in activism, community development and social change globally (Kenny 2006). This paper outlines the educational significance of the learning practices of activists as they engage within and against the state. In an era of adult education which &#8230; <p class="link-more"><a href="https://ajal.net.au/the-accidental-activist-learning-embodiment-and-action/" class="more-link">Continue reading<span class="screen-reader-text"> "The ‘accidental activist’: learning, embodiment and action"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The power of ‘e’: extending the ‘E’ in ACE</title>
		<link>https://ajal.net.au/the-power-of-e-extending-the-e-in-ace/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 20 Mar 2013 06:26:19 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[achievements]]></category>
		<category><![CDATA[community]]></category>
		<category><![CDATA[connectedness]]></category>
		<category><![CDATA[democracy]]></category>
		<category><![CDATA[e-learning]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[results]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1136</guid>

					<description><![CDATA[Author/s: Jane Anderson Edition: Volume 49, Number 2, July 2009 Summary: Over the past decade or so, an educational evolution has been redefining our understanding and practices of adult community education (ACE) in profound and comprehensive ways. The name of this transformation is e-learning. A bountiful interpretation and practice of ‘e-learning’ in ACE results inevitably &#8230; <p class="link-more"><a href="https://ajal.net.au/the-power-of-e-extending-the-e-in-ace/" class="more-link">Continue reading<span class="screen-reader-text"> "The power of ‘e’: extending the ‘E’ in ACE"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Conceptualising adult and continuing education practice: towards a framework for research</title>
		<link>https://ajal.net.au/conceptualising-adult-and-continuing-education-practice-towards-a-framework-for-research/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 20 Mar 2013 03:20:20 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[practice]]></category>
		<category><![CDATA[program planning]]></category>
		<category><![CDATA[teaching practice]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1093</guid>

					<description><![CDATA[Author/s: Benjamin Tak-Yuen Chan Edition: Volume 49, Number 1, April 2009 Summary: Adult and continuing education practitioners are the core group of staff that enable the lifelong learning enterprise. However, there are few studies that look into the domain of practice of these practitioners, which is shaped by the organisation and its wider external milieux. &#8230; <p class="link-more"><a href="https://ajal.net.au/conceptualising-adult-and-continuing-education-practice-towards-a-framework-for-research/" class="more-link">Continue reading<span class="screen-reader-text"> "Conceptualising adult and continuing education practice: towards a framework for research"</span></a></p>]]></description>
		
		
		
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