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Sitemap 11 the future of Education & Learning
On 21 November 2001, the Commission adopted a Communication on Making a European Area of Lifelong Learning a Reality. This Communication was jointly presented by Commissioners Reding and Diamantopoulou as a response to the mandate from the Feira European Council "to identify coherent strategies and practical measures with a view to fostering lifelong learning for all". In doing so, it makes an important contribution to achieving the strategic goal set at Lisbon for Europe to become the most competitive and dynamic knowledge-based society in the world.
"> This paper outlines the concept and emerging practice of ‘real time learning’ within the Networked Learning Communities Programme. Networked Learning Communities (NLC) is a large-scale, publicly funded, practitioner led, ‘development and research project’. "> The dawn of the information society has created a need for a successful combination of life-long learning, entrepreneurial behavior and self-development. Organizations will have to be redefined as generic learning environments for individuals. This emerging perspective calls for new learning models and new learning infrastructures, examples of which are being developed at the University of Amsterdam.

The model described in this article involves three types of participants in the learning process and three methods of learning. The integrating concept is called Learning by Sharing. The participants are: business individuals, teachers/researchers and students. The three methods of learning are: learning by experimenting, learning by investigating, and learning through practice.
Many educational institutes and their staff, struggle with the issue of capturing the market of lifelong learning, whilst continuing to offer traditional courses. Whereas traditional courses are more or less fixed in curricula and cover certain topics in a planned period of time, lifelong learning requires agreements between teachers and students on specific topics related to competencies acquired before.
This paper explores the process or developing an appropriate research strategy within an initiative oriented towards knowledge production. It does so through an examination of early strategic decisions relating to programme values, empirical and theoretical approaches to research utilisation, drawing in particular on the work of Huberman (1993) and concludes with case study examples of early research related work.
Making a European Area of Lifelong Learning a Reality
Incubating ‘Real Time Learning’
Learning by Sharing: a Model for Life-Long Learning
Breaking the boundaries between academic degrees and lifelong learning
Knowledge creation and management

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