ABSTRACT
Lifelong learning is closely tied to the challenge of openness and change the modern individual must face in a lifetime (Medel-Añonuevo et al., 2001, p. 6).
Lifelong learning can be traced back to the 1920s, where Yeaxlee and Lindeman from England understood (lifelong) “education” “… as an ongoing process, affecting mainly adults, and certainly not restricted to formal school” (WSCF, n.d., para. 1). Farris, 2004 (as cited in WSCF, n.d., para. 1) reports that they also introduced the concepts of “life-as-education” and the valuing of individuals’ experiences as much as formal education.
