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Changing Configurations in Adult Education in Transitional Times

International Perspectives in Different Countries

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Edited By Bernd Käpplinger and Steffi Robak

Change and transition are prominent buzzwords in the discourse upon adult education. International conferences like the European ESREA triennial research conference 2013 in Berlin focused on these terms. But is to deal with change and transitions really something new for adult education? What is new? What has changed? Which kind of transitions do we experience and how can we systematically observe and analyse them as researchers nowadays? This anthology wants to stimulate an exchange beyond buzzwords and European perspectives and investigate what these terms could mean for research in terms of institutionalisation and professionalization in adult education in different national contexts. Therefore, distinguished scholars were invited to contribute to this anthology.
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Reflections on the Development of a Lifelong Learning Society in Taiwan

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Ming-Lieh Wu & Angel Hsi-I Chen

1. Introduction

Lifelong learning is an essential mode of living and a key element for enhancing self-development as well as national competitiveness in this modern society. In response to the era of lifelong learning, the developed countries and many important international organizations such as United Nations Educational, Scientific and Cultural Organization (UNESCO), Organisation for Economic and Co-operation Development (OECD) and European Union (EU) are devoted to relevant research, aiming to build up a learning society. There is no doubt that it has become a global trend in the twenty first century to promote lifelong learning which may lead to the emergence of a learning society. In 2009, UNESCO has therefore held The Sixth UNESCO International Conference on Adult Education, CONFINTEA VI in Belém with the theme topic of “Living and Learning for a Viable Future: The Power of Adult Learning”. The focus was to strengthen lifelong learning’s policy, governance, investment, quality, effectiveness, and influence; to make it to be a part of man’s living; as well as to facilitate the recognition towards its importance and effectiveness to the international society (UNESCO Institute for Lifelong Learning, 2009a). In order to achieve such goals, UNESCO has also lunched Belém Framework for Action. Such Action claims that adult learning is worth investing as it brings positive social effects, turning the society to become peaceful, integrated, healthier, more sustainable, and with better democracy and productivity. However, the quality of adult...

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