LIFELONG LEARNING AND THE CHANGES IN SCHOOLING

Abstract

U radu se opisuje koncept cjeloživotnog učenja i njegov razvoj tijekom druge polovine dvadesetog stoljeća. Navode se značenja drugih srodnih koncepata kao što su kontinuirano obrazovanje, permanentno obrazovanje i povratno obrazovanje. Posebno se prikazuju pojedini oblici cjeloživotnog učenja – formalno obrazovanje, neformalno obrazovanje, informalno obrazovanje i iskustveno učenje – s pomoću kojih se ostvaruje koncept cjeloživotnog učenja. Prikazuju se glavne konceptualne implikacije cjeloživotnog učenja na promjenu razumijevanja obrazovanja kao školovanja i tradicionalnog shvaćanja da je obrazovanje namijenjeno samo djeci i mladima. Navode se i obrazlažu kvantitativne i kvalitativne promjene u osnovnom i srednjem školstvu koje su u funkciji realizacije koncepcije cjeloživotnog učenja.This paper describes the concept of lifelong learning and its development through the second half of the twentieth century. The meanings are given of other related concepts, such as continuing education, permanent education and recurrent education. Specifi c forms of lifelong learning, through which the concept of lifelong learning is realised, are presented separately. These are: formal education, non-formal education, informal education and experiential learning. The paper shows the main conceptual implications of lifelong learning on the change in understanding of education as schooling and the traditional understanding of education as something intended only for children and young people. Finally, the paper indicates the quantitative and qualitative changes in primary and secondary schooling that have the function of realising the concept of lifelong learning