Lifelong Learning in the Global Knowledge Economy : Challenges for Developing Countries

Lifelong Learning in the Global Knowledge Economy : Challenges for Developing Countries

Consideration of lifelong learning extends the World Bank's traditional approach to education, in which subsectors are looked at in isolation. Three years ago, when he articulated the Comprehensive Development Framework, World Bank President J...

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Bibliographic Details
Main Author:	World Bank
Format:	Publication
Language:	English en_US
Published:	Washington, DC 2013
Subjects:	LIFELONG LEARNING LABOR MARKETS HUMAN CAPITAL DEVELOPMENT SKILLED WORKERS WOMEN'S EDUCATION PRIVATE EDUCATION TECHNOLOGICAL KNOWLEDGE COMPETENCY BASED EDUCATION COMPETENCY LEVELS COUNSELING CAREER DEVELOPMENT GOVERNANCE QUALITY ASSURANCE EQUITY TRANSITIONAL ECONOMIES EDUCATIONAL INVESTMENT LITERACY LEVELS EDUCATIONAL INSTITUTIONS PUBLIC EXPENDITURES STUDENT ACHIEVEMENT TEACHER EDUCATION PROGRAMS GOVERNMENT ROLE ACCREDITATION ACHIEVEMENTS ADDITION ADULT EDUCATION ADULT LITERACY APPRENTICESHIP TRAINING BASIC COMPETENCIES BASIC EDUCATION BASIC SKILLS CAREER GUIDANCE COLLABORATION COLLABORATIVE LEARNING COMMUNICATION TECHNOLOGIES COMMUNICATION TECHNOLOGY COMPREHENSIVE DEVELOPMENT COMPREHENSIVE DEVELOPMENT FRAMEWORK COMPUTER HARDWARE COMPUTER-ASSISTED INSTRUCTION CONTINUING EDUCATION CORE COMPETENCIES CURRICULA DATA TRANSMISSION DEMOCRACY DEVELOPING COUNTRIES DIRECT COSTS DISADVANTAGED GROUPS DISTANCE EDUCATION DISTANCE LEARNING ECONOMIC GROWTH EDUCATION INSTITUTIONS EDUCATION METHODS EDUCATION PROGRAMS EDUCATION REFORM EDUCATION SECTOR EDUCATION SERVICES EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL RESEARCH EDUCATORS ELEMENTARY SCHOOLS ENROLLMENT FORMAL EDUCATION GIRLS GROSS ENROLLMENT GROSS ENROLLMENT RATIOS HIGHER EDUCATION INSTITUTIONS HUMAN DEVELOPMENT INCREASING SCHOOL ENROLLMENT INDIVIDUAL LEARNING INFORMAL EDUCATION INVESTMENT IN EDUCATION KNOWLEDGE ECONOMY KNOWLEDGE NETWORKS LABOR FORCE LABOR MARKET LEARNING ENVIRONMENTS LEARNING METHODS LEARNING MODELS LEARNING OPPORTUNITIES LEARNING OUTCOMES LEARNING PROGRAMS LEARNING STRATEGIES LEVEL OF EDUCATION LITERACY LITERACY RATE LITERATURE MATHEMATICS MEDIA MINISTRIES OF EDUCATION NATIONAL EDUCATION NONFORMAL EDUCATION OPEN UNIVERSITIES ORGANIZATIONAL CHANGE PAPERS PEDAGOGY PERSONAL COMPUTERS POOR COUNTRIES PRIMARY SCHOOLING PROFESSIONAL DEVELOPMENT QUALITY EDUCATION QUALITY OF EDUCATION RADIO RATES OF RETURN RESEARCH CENTERS RURAL AREAS SCHOOLING SCHOOLS SCIENCE ACHIEVEMENT SECOND LANGUAGE SECONDARY SCHOOL STUDENTS SECONDARY SCHOOLS SOCIAL COHESION SOCIAL DEVELOPMENT STIPENDS TEACHER TEACHER EDUCATION TEACHER TRAINING TEACHERS TEACHING TECHNICIANS TECHNOLOGY TRANSFER TELEVISION TERTIARY EDUCATION TRADITIONAL LEARNING TRAINING ACTIVITIES TRAINING OPPORTUNITIES TRAINING PROGRAMS TRAINING TEACHERS TUTORING TUTORS UNIVERSAL PRIMARY EDUCATION UNIVERSITIES YOUNG PEOPLE
Online Access:	http://documents.worldbank.org/curated/en/2003/05/2390962/lifelong-learning-global-knowledge-economy-challenges-developing-countries http://hdl.handle.net/10986/15141

Description
Summary:	Consideration of lifelong learning extends the World Bank's traditional approach to education, in which subsectors are looked at in isolation. Three years ago, when he articulated the Comprehensive Development Framework, World Bank President James Wolfensohn referred explicitly to lifelong learning as a component of what education means for poverty alleviation In 1995 "Priorities and Strategies for Education" (report no. 14948) emphasized the need to look at the education system in a more holistic manner. The 1999 "Education Sector Strategy"(report no. 19631) discussed the role of new technologies. The World Bank has just completed important new policy work on higher education reforms as well as a vision paper on the role of science and technology. The current report is the Bank's first attempt to lay out an analytical framework for understanding the challenges of developing a lifelong learning system. While the World Bank's involvement in lifelong education is still at the conceptual stage, two new projects-in Romania and Chile-have already been prepared to address the need for continuing education and lifelong learning. In the years to come more analytical work on lifelong learning is expected, and the policy dialogue in education will touch more and more on lifelong learning issues. The Bank's lending program will involve operations to support countries' efforts to transform their education systems to reflect a lifelong learning approach. This report provides a departure point for these continuing discussions, providing a conceptual framework for education-related lending activities reflecting the latest knowledge and successful practices of planning and implementing education for lifelong learning. It encourages countries to look beyond traditional approaches to education and training and to engage in a policy dialogue on the pedagogical and economic consequence of lifelong learning.

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