Lifelong Learning

"to acquire the skills required to learn, and to continue through life to learn, from a variety of sources and experiences;" - One of the eight educational principles of the UWA Mission Statement.

Lifelong learning has been broadly defined as including all aspects of learning experience throughout life, whether formal, informal or nonformal (Candy et al, 1994). Others have limited the definition of lifelong learning to include only those learning experiences that are intentional and goal-directed (Knapper & Cropley, 1991).

The study reported by Candy et al (1994) sought to establish the extent to which undergraduate education in Australia contributed to the attitudes and skills necessary for lifelong learning. Their findings - summarised below - are not encouraging.

Although undergraduate education is seen to play a key role in influencing the development of lifelong learning in an individual, it was found that few undergraduate programmes aim to achieve lifelong learning and often mitigate against its development through the types of curricular, instructional and assessment practices adopted.

Courses which promote lifelong learning were identified as having five characteristics: "(1) they provide a systematic introduction to the field of study; (2) they offer a comparative or contextual framework for viewing the field of study; (3) they seek to broaden the student and provide generic skills; (4) they offer some freedom of choice and flexibility in structure; and (5) they provide for the incremental development of self-directed learning;" op cit. (p. xii)

The kinds of teaching methods that were found to support lifelong learning included peer-assisted and self-directed learning, experiential and real-world learning, resource-based and problem-based teaching, open learning and alternative delivery mechanisms, as well as methods which encourage reflective practice and critical self-awareness.

Assessment practices which involve self and peer assessment, which use assessment as an opportunity for learning and which focus on `what' is learnt rather than on `how much' is learnt were seen to be most appropriate.

Furthermore one of the most significant factors in influencing lifelong learning in graduates was seen to be the intellectual inquiry climate of the institution and, in particular, the example academic staff gave through their own curiosity, passion and predisposition to continue learning.

These findings pose the following challenge to all university teachers: Are we encouraging lifelong learning skills in our courses?

Candy, P.C. , Crebert, G. & O'Leary, J. (1994). Developing Lifelong Learners through Undergraduate Education. Canberra: National Board of Employment, Education and Training.

Knapper, C.K. & Cropley A.J. (1991). Lifelong Learning and Higher Education (2nd edition). London: Kogan Page.