ABSTRACT

This paper considers the potential significance of a concept of lifelong learning in the context of digital disruption. Having noted some contemporary contrasts in the visibility of lifelong learning policy, it revisits the earlier more widespread dominance of the concept, identifying not only variety but also tensions that are inherent and constituent. Drawing on examples from England and Singapore, difficulties arising from compass, scope and fluidity of goals are discussed, illustrating how lifelong learning can lose its meaning. The paper then turns to the prospects for a new concept of lifelong learning that may be more sustainable and meaningful in a context characterised by digital and other changes to the nature of work, suggesting that such a concept must be both life-facing and work-facing.

摘要

本文考虑了在数字颠覆背景下终身学习概念的潜在意义。在注意到终身学习政策的可见性方面存在一些当代差异之后，它重新审视了这一概念在早期的更广泛的支配地位，不仅确定了多样性，还确定了固有的和构成性的紧张关系。借鉴英国和新加坡的例子，讨论了指南针，目标范围和流动性带来的困难，说明了终身学习如何失去其意义。然后，本文探讨了终身学习的新概念的前景，这种新概念在以数字和工作性质的其他变化为特征的背景下可能更具可持续性和意义，并建议这种概念必须既面向生活又面向工作。面对。