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The Concepts of University Lifelong Learning Provision in Europe

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  • Dejan Dinevski
  • Izidora Vesenjak Dinevski

Abstract

The organizational and conceptual models of the university lifelong learning provision in Europe are analyzed. Unexpectedly, common terms such as “lifelong learning” and “university continuing education” are found not to be well defined, and there is a substantial lack of statistical data on both. The underlying concepts of the EU member states differ significantly and their efforts seem to be partly mismatched. One of the main common denominators is the inseparable connection with e-learning and/or open and distance learning. Modern information technology support appears to be the foundation of future efficient and cost-effective lifelong learning. Copyright Springer-Verlag/Wien 2004

Suggested Citation

  • Dejan Dinevski & Izidora Vesenjak Dinevski, 2004. "The Concepts of University Lifelong Learning Provision in Europe," Transition Studies Review, Springer;Central Eastern European University Network (CEEUN), vol. 11(3), pages 227-235, December.
    • Handle: RePEc:spr:trstrv:v:11:y:2004:i:3:p:227-235
    DOI: 10.1007/s11300-004-0014-z
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    Cited by:

    1. Halil İbrahim Haseski & Hatice Ferhan Odabaşı, 2017. "Positions and Preferences: Faculty Goes for Lifelong Learning, a View from Turkey," International Journal of Higher Education, Sciedu Press, vol. 6(6), pages 1-19, April.
    2. Nesrin Menemenci Bahçelerli, 2018. "Strategy for lifelong learning in vocational schools of tourism education," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(1), pages 43-58, December.

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