Autor(es):
Correia, Ana Maria Ramalho 
; Sá, Dulce Maria Cardoso Pereira ; Costa, Ana Cristina ; Sarmento, Anabela Mesquita Teixeira
Data: 2009
Identificador Persistente: http://hdl.handle.net/10400.22/544
Origem: Repositório Científico do Instituto Politécnico do Porto
Assunto(s): Adult students
Descrição
Lifelong learning (LLL) has received increasing attention in
recent years. It implies that learning should take place at all
stages of the “life cycle and it should be life-wide, that is
embedded in all life contexts from the school to the work place,
the home and the community” (Green, 2002, p.613). The
‘learning society’, is the vision of a society where there are
recognized opportunities for learning for every person, wherever
they are and however old they happen to be. Globalization and
the rise of new information technologies are some of the driving
forces that cause depreciation of specialised competences. This
happens very quickly in terms of economic value; consequently,
workers of all skills levels, during their working life, must have
the opportunity to update “their technical skills and enhance
general skills to keep pace with continuous technological change
and new job requirements” (Fahr, 2005, p. 75). It is in this
context that LLL tops the policy agenda of international bodies,
national governments and non-governmental organizations, in the
field of education and training, to justify the need for LLL
opportunities for the population as they face contemporary
employability challenges. It is in this context that the requirement and interest to analyse the behaviour patterns of adult learners
has developed over the last few years
