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However its importance was realized after the Second World War when the world sought to increase learner participation in education to form a strong foundation. However since then only a few countries have actually started adopting lifelong learning strategies. (Bartlett and Burton, 2003, 193)
The lifelong learning objectives of the government really started to draw out only by the 1990s when the labour government realized the importance of educational policy as an economic progressive factor. The Labour government have long taken credit for taking such initiatives, however Ball (1999, 197) argues that the idea that labour brought wasn't theirs but came from educational policies practiced around the globe. According to him these ideas were just "local manifestations of global policy paradigms".
Even if these policies were just a copy paste scenario for the labour government, the implementation of these poses the question as to why they were implemented now. Bartlett and Burton (2003, 196) have described this time being ideal for such a move for two interrelated factors. The first factor was the sudden changes in the technological area where the information and communication technology (ITC) sector was experiencing the boom phase. This created a need for the development of such ITC channels in UK with support of learning and training through the educational policies. The second factor was that with the technological boom, globalization of world trade reached its height with UK caught unawares in between. Thus by introducing such a policy, the government focused on providing awareness, learning and training to breed more intellectual people who could compete and promote UK internationally.
Obvious to the fact for the need educational reforms insight to recent technological changes, the Labour party on election formed the national Advisory Group for Continuing and Lifelong Learning (NAGCELL) to discover what problems the people were facing in light of the changes. NAGCELL found that the challenges to understand and adapt to globalization and ICT changes were a source for risk and insecurity for the people. People were uncertain where to start from, what to learn and whether adapting to global changes will be beneficial for them or not (Bartlett and Burton, 2003, 197).
In response to the report submitted by NAGCELL, the government decided that the way to provide awareness, learning and training on global changes, educational reforms were required. Therefore in 1997 the labour government published the green paper on lifelong learning called the "The Learning Age" aimed to educate people about the changes and to provide a guideline to the institutions to promote lifelong learning in UK. The green paper explicitly stated that the lifelong learning policy was would not completely solve all economic and social problems, but it would help the people fight against them and help them remove many uncertainties. (Fryer, 1997)
Lifelong Learning - "The Learning Age"
In our subject of focus, education, the labour government's realization of continuing the learning process is indeed commendable. The fryer report (1999) made it increasingly clear that the scope for such learning was aimed at every individual living in UK. However along with the vastness of scope it was also judged that covering all educational aspects while keeping the focus on expanding the knowledge horizon was a difficult job and would
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The Commission further states that life-long learning activities encompass formal, non-formal and informal learning which starts from pre-school to post-retirement (Davey and Tatnall 242). Examples of life-long learning activities include pursuing a masteral or a doctoral degree, attending seminars, workshops, conferences or undergoing on-the-job training programs.
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