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). Auf dem Weg zum Lernen in Netzwerken – Institutionelle Voraussetzungen für lebensbegleitendes Lernen [Towards learning in networks – Institutional requirements for lifelong learning]. In R. Brödel (Ed.), Weiterbildung als Netzwerk des Lernens
skills seem to remain undefined. The literature underscores the urgency of training initiatives, emphasizing the need for learning, lifelong learning, and workplace-based training. However, such efforts have only recently started, leaving their scope and
. – Everett , G . ( 2008 ): The Impact of Higher Education on Lifelong Learning . International Journal of Lifelong Education 27 ( 3 ): 239 – 254 . https
), makes them more autonomous learners ( Iding, Crosby, & Speitel, 2002 ), and technological devices emerge as lifelong learning tools for the learners ( Inan & Lowther, 2010 ). On the other hand, it is the teacher who is responsible for the implementation
. ( 2002 ). Legitimate peripheral participation in communities of practice . In Harrison , R. (Ed.), Supporting lifelong learning: Volume I: Perspectives on learning (pp. 111 – 126 ). London : Routledge Falmer . Lee , M. C. , McMahon , M
. They have published several articles and three monographies on this topic, for example, Roma as the Others, in Intercultural Education, and Roma Minority in the Czech Republic in Lifelong Learning and the Roma Minority in Central and Eastern Europe
-reaching implications of this line research may become more evident, if we take into consideration that improving the quality and efficiency of education and training, as well as making lifelong learning fact, are among the main objectives of strategic frameworks of
. Forray (Eds.), Lifelong learning for Roma in the European Union . Emerald Publishing : Bingley, UK . Hagatun , K. , & Westrheim , K
.1080/03075070701573765 May , S. , & Bousted , M. ( 2004 ). Investigation of student retention through analysis of the first-year experience of students at Kingston University . Widening Participation and Lifelong Learning , 6 ( 2 ), 42 – 48
lifelong learning ( OECD, 2017 ). The teachers' continuous professional development, which is the learning process that brings along changes in their teaching practices, and therefore in the development of the children's outcomes ( Darling
