ABSTRACT

INTRODUCTION Lifelong education is generally thought to have emerged as a result of the United Nations' International Education Year (1970), during which the concept was offered for discussion. The United Nations Educational, Scientific and Cultural Organization (UNESCO) adopted the notion in 1972 and decided to clarify the concept, and to pose it as a potential altemative to existing educational principIes, envisaged as being better able to prepare people to maintain and improve the quality oflife amid change and uncertainty. Shortly thereafter, a comprehensive study was undertaken to form a well-constructed, logically sound and authoritative base of descriptive guidelines for the introduction of a system of lifelong education. The study relied upon the synthesis ofphilosophical, historical, sociological, psychological, anthropological, ecological and economic considerations, and resulted in a comprehensive collection ofstudies edited by Dave (1976). The ideas of (among others) Lengrand (1975) and of the Faure Report (1972) set the pattern of thought for this 'European' concepto

The idea oflifelong education is generally regarded, therefore, as being attendant upon modern technological and societal changes, and as such, as being , , new.