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  • 1.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Generation, relationer mellan generationer, generationspolicy: Ett mångspråkigt kompendium2017In: Generationen, Generationenbeziehungen, Generationenpolitik: Ein mehrsprachiges Kompendium / [ed] Kurt Lüscher, Andreas Hoff, Gil Viry & Eric Widmer, Mariano Sánchez, Giovanni Lamura & Marta Renzi, Andrzej Klimczuk, Paulo de Salles Oliveira, Ágnes Neményi, Enikő Veress, Cecilia Bjursell & Ann-Kristin Boström, Gražina Rapolienė & Sarmitė Mikulionienė, Sema Oğlak & Ayşe Canatan, Universität Konstanz , 2017, p. 215-236Chapter in book (Other academic)
  • 2.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Adult learning in a European context2012In: Journal of Contemporary Educational Studies, ISSN 0038-0474, no 5, p. 154-163Article in journal (Refereed)
    Abstract [en]

    The European Commission predicted that the ratio of people aged 65 and more as a percentage of the population aged 15-64 is expected to increase from 25% in 2007 to 54% in 2060. This change in demographics will have an impact on adult education and training because adult education will to a great extent be expected to include older people in the future. How will adult learning and training adapt to this new trend? Will the learning and training for older people be institutionalized, or will it be positioned in the informal sector? Or could this be organized from the top or by political decisions considering the importance of the motivation, psychological, and health status of the participants as well as the understanding of the degree of flexibility and understanding from the trainers and educators? The intergenerational gap that will exist between older participants and younger professionals might be overcome but should be taken into account.

  • 3.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Can the creativity and actions taken in knitting circles and knitting cafés give the participants a voice in their community and strengthen the identity of individuals?2017Conference paper (Refereed)
  • 4.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Community Well-being through Intergenerational Co-operation2012Conference paper (Refereed)
  • 5.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    EDITORIAL COMMENTS2005In: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 3, no 3, p. 1-3Article in journal (Other academic)
  • 6.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Generational differences at the workplace2018In: Human resource management: A Nordic perspective / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, London, UK: Routledge, 2018, p. 128-139Chapter in book (Refereed)
    Abstract [en]

    Many workplaces have a somewhat odd fixation on age and the segregation of different generations that occurs ('age segregation'), which often leads to the underutilisation of competence within organisations. The chapter reviews some common misunderstandings between different generations that impel cooperation. The review helps HR specialists to understand the importance of the dimension of age and may provide these specialists the necessary tools to overcome any obstacles or problems which may arise in connection with age differences. Again, this is done so that every person’s competence, irrespective of their age, can be used within the organisation.

  • 7.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Generationsgnissel på arbetsplatsen2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, p. 163-221Chapter in book (Refereed)
  • 8.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Generationsmöten som en väg till att stimulera det livslånga lärandet2013Conference paper (Other academic)
  • 9.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Increasing Social Capital in the Classroom: A Challenge for Intergenerational Learning2002In: Education and Society, ISSN 0726-2655, Vol. 20, no 3, p. 91-101Article in journal (Refereed)
  • 10.
    Boström, Ann-Kristin
    Stockholm University.
    Increasing social capital in the classroom: A challenge for intergenerational learning in the 21st century2003In: Education and Society, ISSN 0726-2655, Vol. 20, no 3, p. 91-101Article in journal (Refereed)
  • 11.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Informal learning in a formal context: Problematizing the concept of social capital in a contemporary Swedish context2002In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 21, no 6, p. 510-524Article in journal (Refereed)
    Abstract [en]

    Definitions of social capital, advanced by Coleman and Fukuyama, and definitions of lifelong learning and intergenerational learning are discussed and compared, and a synthetic model is presented. This model relies heavily on the practical implementation of strategies for augmenting social capital, such as those applied within the granddad project, an intergenerational learning initiative conducted in schools in the Stockholm County area. It is concluded that intergenerational learning in this theoretical framework provides a foundation for lifelong learning practice in a social capital perspective, even though the definition of social capital used is broad and bears strong resemblance to the Japanese concept of kokoru, advanced by Okamoto (1992).

  • 12.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Intergenerational Initiatives in Sweden2004In: Intergenerational relationships: conversations on practice and research across cultures / [ed] Elizabeth Larkin, Dov Friedlander, Sally Newman, Richard Goff, New York: The Haworth Press , 2004Conference paper (Refereed)
  • 13.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Intergenerational Learning and Social Capital2014In: Learning Across Generations in Europe: Contemporary Issues in Older Adult Education / [ed] B. Schmidt-Hertha, M. Formosa, & S. Jelenc Krasovec, Rotterdam: Sense Publishers, 2014, p. 191-201Chapter in book (Refereed)
  • 14.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Intergenerational Learning in Early Life2013Other (Refereed)
  • 15.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Intergenerational Learning in Early Years Education2013Conference paper (Other academic)
  • 16. Boström, Ann-Kristin
    Intergenerational learning in Stockholm county in Sweden: A practical example of elderly men working in compulsory schools as a benefit for children2003In: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 1, no 4, p. 7-24Article in journal (Refereed)
    Abstract [en]

    This article investigates a practical implementation of strategies for augmenting social capital, as they are being used within the Granddad Project, an intergenerational learning initiative conducted in schools in the Stockholm county area. Indicators for measuring social capital were constructed on the basis of questionnaire data. Responses from a total of 580 pupils, 19 granddads and 27 teachers in 17 schools were collected. Additionally, for the granddads, a qualitative analysis was also carried out using a set of narrative data, reflecting their perceptions and experiences of their work in the schools. The results indicate that the granddads' work itself is forming part of the social capital between individual granddads and the pupils. The pupil responses indicate that boys and girls feel secure in school and that the granddad supports and assists everyone. The responses from the granddads demonstrate that they find their work demanding, but nonetheless rewarding because of the social network it has established for them with the staff and the positive response from the pupils. These results support the assumption that interaction that occurs in the classrooms in schools where there is granddad intervention provides opportunities for increased social capital to be generated on the part of both the younger and the older generation.

  • 17.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Intergenerational solidarity - and the need for lifelong and lifewide education to enhance community wellbeing2012In: The third conference of the ESREA network on education and learning of older adults: Intergenerational solidarity and older adults' education in community. 19-21 September, 2012: Conference papers / [ed] Sabina Jelenc Krašovec and Marko Radovan, Ljubljana: Znanstvena založba Filozofske fakultete Univerze v Ljubljani , 2012, p. 47-55Conference paper (Refereed)
  • 18.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Interview: How Swedish Granddads Won School Children’s Hearts2012Other (Other (popular science, discussion, etc.))
  • 19.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Introduction2013Other (Other academic)
  • 20.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Klassmorfar - vem är han och vad gör han?2002In: Att Undervisa, ISSN 0345-0384, Vol. 3, p. 12-14Article in journal (Other academic)
  • 21.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Knowledge or attitudes and values: The Swedish School system and intergenerational learning2017Conference paper (Other academic)
  • 22.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Lifelong learning and community well-being: the case of the Granddad project in Sweden2010In: Linking Generations: Family, Work, Community Intergenerational Solidarity for A Sustainable Society: Panel C9: Enhancing Community Well-being through Intergenarational Learning, 2010Conference paper (Refereed)
  • 23.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Lifelong Learning in Intergenerational Settings: The Development of the Swedish Granddad from Project to National Association2011In: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 9, no 3, p. 293-306Article in journal (Refereed)
    Abstract [en]

    This paper will develop the subject intergenerational learning as a form of lifelong learning. The project in focus was originally called “More men into the schools,” a support program for children attending compulsory school. It was initiated as a pilot project in the autumn of 1996 as the result of the interest shown by a male senior citizen in assisting a handicrafts teacher in school on a voluntary basis. The project, as it has been initiated in Sweden, is based on the understanding that those senior citizens who wish to do so ought to be given the opportunity to work in schools in order to improve the quality of their lives through this engagement and the network in which they thereby participate.

    Increased social capital, which has been defined by Coleman (1988,1990), has been found in the schools that have employed a granddad. The results show that the work of the class granddad, both together with the teacher and outside during the breaks, also influences in a positive way the social capital between the pupils and the teacher. The work of the teacher is greatly influenced by the relationships between the pupils in the group. The recent situation is that one national organization and 10 regional associations support about 1,000 men working all over Sweden. The development and implementation of this model from 1996 to 2011 will be described.

  • 24.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Lifelong learning in policy and practice: The case of Sweden2017Conference paper (Other academic)
  • 25.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Lifelong learning in policy and practice: The case of Sweden2017In: Australian Journal of Adult Learning, ISSN 1443-1394, Vol. 57, no 3, p. 334-358Article in journal (Refereed)
    Abstract [en]

    This paper describes the changes in lifelong learning policy that have taken place since the 1990s in Sweden. Policy documents regarding lifelong learning in Sweden have appeared since 1994. The first of these documents contains general recommendations with regard to lifelong learning, in both a lifelong and a lifewide perspective, concerning pre-school and compulsory school together with adult education and training. Much support for early stages in life can have a tendency to put adult education and learning in second place instead of the whole functioning well together. Regarding lifelong learning in practice, this paper will focus on popular education and study circles. The recently developed knitting cafés will also be accounted for. The paper also asks the question ‘Who is getting education and learning in later life?’ ‘What are the criteria that will give individuals access to these possibilities’ and ‘What results can be expected?’ The theoretical perspective taken in this paper is that social capital is a part of wellbeing, and the paper examines the extent to which this is connected to the social context.

  • 26.
    Boström, Ann-Kristin
    Institute of International Education, Stockholm University.
    Lifelong learning, intergenerational learning, and social capital: from theory to practice2003Doctoral thesis, monograph (Other academic)
  • 27.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Measuring social capital, intergenerational meetings in compulsory schools in Sweden2005In: Proceedings of the International Conference on Education 2005 / [ed] Francis E H Tay; Seng Chuan Tay; Han-Ming Shen, Singapore: National University of Singapore , 2005Conference paper (Refereed)
  • 28.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    New curriculum in the Swedish School. How is it interpreted and implemented?2000In: Lokalt förändringsarbete och medborgarinflytande: Community Empowerment and Citizen Influence, Stockholm: Södertörn FoU , 2000Chapter in book (Refereed)
  • 29.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Position paper for GoAct2013Other (Refereed)
  • 30.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Quality of life and well-being – a historical perspective of the theoretical concepts and the experiences from the first welfare generation in Sweden2018Conference paper (Refereed)
  • 31.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Reflections on Intergenerational Policy in Europe: The Past Twenty Years and Looking into the Future2014In: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 12, no 4, p. 357-367Article in journal (Refereed)
    Abstract [en]

    This article will start from a United Nations Educational, Scientific and Cultural Organization (UNESCO)-sponsored meeting on intergenerational programs in Dortmund, Germany, in 1999, as this was an awareness-raising moment for intergenerational programs in Europe. The connection between lifelong learning and intergenerational learning as one reason for the increased interest for intergenerational programs in the creation of European policy are discussed and connected to demography, health, aging, and well-being in policy. Therefore recent actions and reports from a European perspective are analyzed in order to reflect over the social and cultural factors that can have an impact and influence the intergenerational field in Europe in the future.

  • 32.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Relationships are the common denominator2012In: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 10, no 1, p. 1-4Article in journal (Refereed)
  • 33. Boström, Ann-Kristin
    [Review of] Childhood and Old Age: Equals or Opposites?: Edited by Jørgen Povlsen, Signe Mellemgaard and Ning de Conick-Smith. Odense: Odense University Press, 1999.2005In: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 3, no 4, p. 115-117Article, book review (Other academic)
  • 34.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Should lifelong learning be more subidized by the state?2012Conference paper (Refereed)
  • 35.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Social capital in intergenerational meetings in compulsory schools in Sweden2012In: Intergenerational Interchange which spins diversified society, Sangaku Publishing Company , 2012Chapter in book (Other academic)
  • 36.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Social capital in intergenerational meetings in compulsory schools in Sweden.2009In: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, ISSN 1535-0770, Vol. 7, no 4, p. 425-441Article in journal (Refereed)
    Abstract [en]

    Intergenerational learning as an entity of lifelong learning and the creation of social capital in meetings between older men (class granddads) and the pupils within compulsory schools in Sweden is the focus of this paper. In a study of the class granddads project on behalf of the Association of Class Granddads and the Swedish National Agency for Education, 19 different schools in Greater Stockholm were studied. These men, who come to the school for the sake of the children, are to be considered as a human resource that is at the disposal of the school, the classes, and the teachers concerned. Questions were constructed to measure parts of social capital. One of these factors is security, which has been described as being where one feels secure in school, but also involves being provided with assistance by other persons in the organization. Norms and structures indicate whether there is peace and quiet in the classroom. Cooperation and solidarity and good communication between the various parties in the organization are also part of the social capital in a group or an organization. A total of 788 pupils have provided responses to the same questions. It is possible to construct indicators for social capital in the relationships between people in a school. The results show that the work of the class granddad, both together with the teacher and outside during the breaks, also influences, in a positive way, the social capital between the pupils and the teacher. the work of the teacher is very greatly influenced by the relationships between the pupils in the group. 

  • 37.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Student assessment: The case of Sweden2013Conference paper (Refereed)
  • 38.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Sweden2000Report (Other academic)
  • 39.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Granddad program, an example of intergenerational learning in education and training settings2012Conference paper (Refereed)
  • 40.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The granddad project in compulsory schools in Stockholm, Sweden2004In: Intergenerational interchange to build the community: Lesprit Daujourdui (2004/7) / [ed] Atsuko Kusano, Tokyo: Shibundo co., Ltd Publisher , 2004Chapter in book (Refereed)
  • 41.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Life of an EU-Lifelong Learning Project and then what?2012Conference paper (Refereed)
  • 42.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Transfer of knowledge of intergenerational learning between five European countries2014In: Innovations In Older Adult Learning: Theory, Research Policy, 2014Conference paper (Refereed)
  • 43.
    Boström, Ann-Kristin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bergmo Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Christina
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Mohamed
    Petersson, Rune
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Universities’ regional engagement in regional settings in Sweden2009Conference paper (Refereed)
  • 44.
    Boström, Ann-Kristin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Boberg, Karolina
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Learning through intergenerational meetings: When, where and why?2013In: Changing configurations of adult education in transitional times: The 7th European Research Conference, European Society for Research on the Education of Adults, 2013Conference paper (Refereed)
  • 45. Boström, Ann-Kristin
    et al.
    Boudard, Emmanuel
    Siminou, Petroula
    Lifelong learning in Sweden: The extent to which vocational education and training policy is nurturing lifelong learning in Sweden2000Report (Refereed)
  • 46.
    Boström, Ann-Kristin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Boudard, Emmanuel
    Siminou, Petroula
    Lifelong Learning in Sweden: The extent to which vocational education and training policy is nurturing lifelong learning in Sweden2001Report (Other academic)
  • 47.
    Boström, Ann-Kristin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Mohamed
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Christina
    Bergmo Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Petersson, Rune
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Universities Regional Engagement in Regional settings in Sweden: and the case of the National Centre of Lifelong Learning (Encell), Jönköping University2010In: Council of Europe Standing Conference of Ministers of Education: "Education for Sustainable Democratic Societies: The Role of Teachers". 23rd session in Ljubliana, Slovenia, 4-5 June 2010.Introduction to sub-theme C Partnerships and networking in Education: Illustrative case from Sweden, 2010Conference paper (Refereed)
  • 48.
    Boström, Ann-Kristin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Lee, Seung Jong
    Seoul, Republic of Korea.
    Kee, Youngwha
    Soongsil University, Seoul, Korea, Republic of (South Korea) .
    Community Well-Being through Intergenerational Co-Operation2015In: Learning and Community Approaches for Promoting Well-Being / [ed] Y. Kee., Y. Kim. & R. Phillips, Berlin: Springer, 2015, p. 57-68Chapter in book (Refereed)
  • 49.
    Boström, Ann-Kristin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Lidholt, Birgitta
    Lärares arbete - pedagogikforskare reflekterar utifrån olika perspektiv: En antologi från en konferens anordnad av Myndigheten för Skolutveckling2006Book (Other academic)
  • 50.
    Boström, Ann-Kristin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Tuijnman, Albert
    Changing Notions of Lifelong Education and Lifelong Learning2002In: International Review of Education, ISSN 0020-8566, E-ISSN 1573-0638, Vol. 48, no 1/2, p. 93-110Article in journal (Refereed)
    Abstract [en]

    Drawing on material from IRE as well as other sources, this article describes how the the notion of lifelong education came into prominicence in the educational world in the late 1960s, how it related to the concepts of formal, non-formal and informal education, and how it contrasted with the idea of recurrent education, as promoted by the OECD. The author goes on to discuss the emergence of the broader and more holistic concept of lifelong learning and the various ways in which it is understood. The article shows how IRE and its host institute have played an important part in the debate on these issues.

12 1 - 50 of 53
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