Lifelong learning occurs when we undertake learning activates all along our lifetime, in the aim of improving our working skills, become competent or improve the acquired knowledge. Learning can occur within social, cultural, personal or employment point of views. I therefore concur that lifelong learning is very necessary for global change and growth, since it is a procedure for upgrading knowledge, abilities, interests, skills or qualifications.
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According to Selwyn et al (2006), this form of learning occurs from the pre-school age and goes beyond retirement age. When there is development of competence and knowledge, people become motivated and consequently find ways of adapting to the knowledge-based societies. Global growth depends on the rate at which people actively participate in solving social, cultural and economic challenges. As a result, various form as for lifelong learning provides chance to control major future aspects (Selwyn et al, 2006).
Some of these forms of learning include formal learning. It mainly concern ranked or grading learning for instance, most people ensure they are educated to university level. On the other hand, informal learning is acquisition of vocational skills, mainly utilized by specialized people already in career fields.
Non-formal learning can also be the intergenerational learning where those of the older generations can learn new skills with the purpose of keeping in line with new generation. A good example of this form of upgrading is learning computer related skills to integrate well with the current dynamic technological platforms.
One may also learn to play a new instrument in the market to strengthen interaction with children or friends. Informal learning is thus the highest contributor to global growth.
In line with European Commission (Stephanie et al, 2007), there are many different reasons why one should take on informal learning but eventually, all rationale are in support of global growth. The informal learning opportunities must be available to every willing citizen on an on-going basis, to cater for human interests and economic growth at all stages of livelihood.
Developing and developed countries consider lifelong learning as a key factor of enhancing global change and specifically global growth. Today various international agencies such as UNESCO, Departments of Internal as well as International Developments, United Nations and World Bank are in the forefront of advocating lifelong education systems, in support of integrated economical ideas for people with diverse specialties (Stephanie et al, 2007). Lifelong education supports international interaction between individuals, governments, corporate and countries through investment and trade.
Existence of information technology greatly supports this form of interaction. Cooperation has seen diversification and flexibility of the education sector to accommodate all willing parties. According to Stephanie et al (2007), globalization affects, “the environment, culture, political systems, economic development, financial prosperity, and human physical well-being in various societies around the world.”
The world is today an enhanced place due to community service especially on issues regarding lifelong learning; older learners reschedule efforts for communal and global growth through quality interaction and advice. What was leant is always a utility if we use new translating mechanisms to improve on the quality or value.
The society is better due to the enhancements on existing wisdom. In accordance with Stephanie et al writing (2007), people are only able to adapt to societal changes when they sway with the technological flux. Lifelong learning is therefore an important procedure to keep up with required technological and educational changes.
Today it is evident that most adults are willing to further their knowledge and improve skills, but this requires an enhanced learning environment. In line with Stephanie et al (2007), globalization requires “acceleration of scientific and technological progress, which means that knowledge and skills acquired during formal education are usually not sufficient enough for a professional career spanning three or four decades.”
Selwyn, N,. Gorard, S and Furlong, J (2006) Adult Learning in the Digital Age. Abingdon, Oxon, UK: Routledge Publishers. Print.
Stephanie, L, Mason, R and Pegler, C (2007) The Educational Potential of E- Portfolios. Abingdon, Oxon, UK: Routledge Publishers. Print.