In addition, there is the issue of delivering flexible learning arrangements that can fit into working adults’ lives. Most adults have limited time to invest in after-working-hours formal learning, as they find themselves already over-scheduled with family obligations on top of work. According to a recent OECD study on adult learning policies and procedures (2005), “shaping delivery of learning programs to match adult learners’ specific needs … can improve the motivation of those who find either no reason for or obstacles to participation.” In light of this, I have ...
... middle of paper ...
..., 9.7.2002, p. 1
Council Resolution of 27 June 2002 on lifelong learning (OJ C 163, 9.7.2002, p. 1
Promoting Adult Learning, p. 77 – ISBN 92-64-01092-0 – © OECD 2005
Learning The Treasure Within, UNESCO Commission, p. 37. UNESCO Publishing 1996.
Revised Recommendation on Technical and Vocational Education, UNESCO, Paris 2001
Four Pillars of Learning for the Reorganization of Curriculum: Reflections and Discussions. By Zhou Nan-Zho
Learning To Do: Values for Working Together In a Globalized World, UNESCO Commission, UNESCO Publishing 2005.
Promoting Adult Learning, p. 77 – ISBN 92-64-01092-0 – © OECD 2005
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