We
believe that learning is the key means of equipping
people, and particularly young persons, to meet the
demands and challenges that face them in managing
their lives and work in the 21st century. Embedding at
an early age the capability to meet the complex demands
of modern living is the central challenge facing
compulsory education; the skills and competences
gained through this process will not only give a sense
of purpose and relevance to schooling, they will also
prime and support a "start-up" capacity, responsive to
diverse needs and opportunities, that will sustain a
will and ability to learn through life.
We understand lifelong learning as:
- A user-centred,
"cradle-to-grave" process
embracing all major types and categories of
learning: formal and informal, institutional,
web-based, vocational, adult, work-related
and self-directed
- A dynamic
and flexible process, centred on
learners and requiring of them an ability
and willingness to take responsibility for
their own learning
- A set of
coherent, "joined-up" policies and
practices providing for a cumulative,
engaging process of learning through early
years, schooling, further and higher education,
adult and continuing education, work-based
learning, professional development and
"Third Age" studies.
We believe
that a person's success in achieving
self-fulfilment and esteem, employability and active
citizenship is based on an essentially common set of
capabilities (key technical skills are the important exception).
The ability to learn and to help others learn, critical and
reflective thinking, logical analysis, sound judgement,
communication and other interpersonal skills, risk assessment,
time and change management: these are among the essential
building blocks for success at home, in relationships and peer
groups, as parents, mentors and guides, and as citizens.
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