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– 1261 Fischer , G. ( 2000 ). Lifelong learning—more than training . Journal of Interactive Learning Research , 11 , 265 – 294
–Institutionelle Voraussetzungen für lebensbegleitendes Lernen [On the way to learning in networks–institutional prerequisites for lifelong learning] . In R. Brödel (Ed.), Weiterbildung als Netzwerk des Lernens [Further education as network of learning] (pp. 29 – 48
new field of research for the author, as she has already published several papers on this topic: she has examined, inter alia, the participation of Roma people in lifelong learning, the effects of teaching on the learning paths of Roma and Gypsy women
A képesítési keretrendszerek hatása a felsőoktatásra
The Impact of Qualifications Frameworks on Higher Education
for Lifelong Learning: A Tool for Comparison and Recognition of Learning Outcomes. In: UNESCO-ETF-CEDEFOP (2019) i. m. pp. 13–25. 22 Havnes, A. & Prøitz, T. S. (2016) Why use learning outcomes in higher education
A kutatásalapú tanulás helye a felsőoktatásban: kiváltság vagy a bevonás eszköze
The Place of Inquiry-based Learning in Higher Education: A Privilege or a Tool for Inclusion
digitalizáció , képességfejlesztés és a hálózatosodás kihívásai. 15. Nemzeti és nemzetközi lifelong learning konferencia, Pécs. pp. 207–223. ISBN 978-963-429-480-1 2 Bónus L. & Korom E. (2022) Mobiltechnológiával támogatott
. Furthermore, it aims to inform the development of lifelong learning policies in the European Union, UNESCO, OECD and national governments. Furthermore, it is intended for all those who seek to address contemporary issues through the collaborative generation of
's expertise. In this context, it is important to underline that dictionary use is also a key element in the process of continuous learning and autonomous lifelong learning ( Leaney, 2007 ; Lew, 2016 ). In the face of this backdrop and based on the authors
future direction of travel of the Dutch VET system. The CEDEFOP Changing nature and role of VET project ( Cedefop, 2020 ) developed three scenario’s for VET in 2035. The first scenario puts lifelong learning at the heart of VET and offers a pluralistic
another and imply distinct policy choices in the years to come: a) pluralistic VET has lifelong learning at its heart; the distinctions between vocational and general education become
-traditional students in Higher Education in Sweden: From recurrent education to lifelong learning . In H. G. Schuetze & M. Slowey (Eds.), Higher education and lifelong learners (pp. 83 – 100 ). London, UK/New York, NY : Routledge
