The transformation of knowledge in an essential element of social activities, its multiple functions and economic roles – a quasi-universal starting material, a capital and essential way of work with the tendency of having a prevailing role in firms and product – is normally reflected in the permanent attempt to intensify the processes of obtaining them. Maybe the most conclusive expression of this tendency is represented, in the last decades, by the permanent lifelong learning outline or by the whole period of life as an essential component of realizing a favorable environment for the economy based on knowledge. The object of lifelong learning is to ensure and maintain the individual skills and abilities and their improvement as the content of work, the technology and the professional requirements are changing, achieving the employees’ carriers and individual development, making increases in productivity and aggregate incomes and, at the same time, the improvement of social equity. The characteristics of lifelong learning are very significant: the universality of learning, the innovation in the content and method of learning and the environment of individual learning. A fundamental change is imposed on politics and development in what concerns learning and education, thus, all the people should have access to the lifelong learning and the opportunity of using it effectively. We propose, during our work, to identify the provocations at the level of education in an economy based on knowledge.
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Paper provided by University Library of Munich, Germany in its series MPRA Paper with number
7940.