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...
| Main Author: | |
|---|---|
| Format: | Publication |
| Language: | English en_US |
| Published: |
Washington, DC
2013
|
| Subjects: | |
| 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 |
| id |
okr-10986-15141 |
|---|---|
| recordtype |
oai_dc |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
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 COUNSELING 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 INSTITUTIONS 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 LIFELONG LEARNING 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 PRIVATE EDUCATION PROFESSIONAL DEVELOPMENT QUALITY ASSURANCE 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 STUDENT ACHIEVEMENT 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 |
| spellingShingle |
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 COUNSELING 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 INSTITUTIONS 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 LIFELONG LEARNING 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 PRIVATE EDUCATION PROFESSIONAL DEVELOPMENT QUALITY ASSURANCE 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 STUDENT ACHIEVEMENT 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 World Bank Lifelong Learning in the Global Knowledge Economy : Challenges for Developing Countries |
| geographic_facet |
Africa East Asia and Pacific Europe and Central Asia Latin America & Caribbean South Asia Middle East and North Africa |
| relation |
Directions in Development; |
| description |
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. |
| format |
Publications & Research :: Publication |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Lifelong Learning in the Global Knowledge Economy : Challenges for Developing Countries |
| title_short |
Lifelong Learning in the Global Knowledge Economy : Challenges for Developing Countries |
| title_full |
Lifelong Learning in the Global Knowledge Economy : Challenges for Developing Countries |
| title_fullStr |
Lifelong Learning in the Global Knowledge Economy : Challenges for Developing Countries |
| title_full_unstemmed |
Lifelong Learning in the Global Knowledge Economy : Challenges for Developing Countries |
| title_sort |
lifelong learning in the global knowledge economy : challenges for developing countries |
| publisher |
Washington, DC |
| publishDate |
2013 |
| url |
http://documents.worldbank.org/curated/en/2003/05/2390962/lifelong-learning-global-knowledge-economy-challenges-developing-countries http://hdl.handle.net/10986/15141 |
| _version_ |
1764425664408059904 |
| spelling |
okr-10986-151412021-06-14T10:52:34Z Lifelong Learning in the Global Knowledge Economy : Challenges for Developing Countries World Bank 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 COUNSELING 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 INSTITUTIONS 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 LIFELONG LEARNING 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 PRIVATE EDUCATION PROFESSIONAL DEVELOPMENT QUALITY ASSURANCE 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 STUDENT ACHIEVEMENT 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 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. 2013-08-16T20:51:33Z 2013-08-16T20:51:33Z 2003 http://documents.worldbank.org/curated/en/2003/05/2390962/lifelong-learning-global-knowledge-economy-challenges-developing-countries 0-8213-5475-2 http://hdl.handle.net/10986/15141 English en_US Directions in Development; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC Publications & Research :: Publication Publications & Research :: Publication Africa East Asia and Pacific Europe and Central Asia Latin America & Caribbean South Asia Middle East and North Africa |