Lifelong learning - International Labour Organization

Preface
In this paper Paul Ryan, Fellow of King’s College, University of Cambridge, takes a
critical look at lifelong learning policies as they have evolved in recent years, particularly
in Britain and elsewhere in Europe. The paper penetrates the often dense rhetoric that has
often characterized the debate on this theme of education, learning and training, which is
central to countries’ endeavours to become true learning and knowledge societies.
The paper assesses outcomes and policies of lifelong learning in terms of their effects
on: (i) economic efficiency – is the economic value created by the policy greater than the
cost? (ii) equity – does it reduce the “learning divide” between population groups? and
(iii) personal and social development – i.e. learning for its own sake, not simply as a way
to raise output or lower inequality. It discusses various forms of sponsorship, including
sponsorship by employers, that offer prospects for increasing individuals’ participation in
learning. Trade unions and partnerships have an important role to play in promoting
lifelong learning as they can contribute to equity goals and can positively influence
individuals’ participation in learning. The social partners will be key players in making
lifelong learning a reality for all.
It is hoped that this paper will stimulate further debate on this complex subject. I
would like to express my sincere thanks to Paul Ryan for writing this paper and to Torkel
Alfthan and Trevor Riordan for initiating and managing this project.
Pekka O. Aro,
Director,
Skills Development Department,
ILO, Geneva.
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