Scope And Nature Of The Lifelong Learning Sector

To understand the scope and nature of the lifelong learning sector we must first of all address the fundamentals of its composition. Lifelong learning may be generally defined as education that is engaged in throughout your life. It can be characterized as the constant, voluntary, and self-motivated quest of edification both formal and informal, for reasons that can be comprised of a personal or professional complexion.
By its very nature it is a journey that travels along channels of learning that are highly flexible, diverse and accessible at various times and in various locations with its goals towards employment and personal fulfilment.
Lifelong learning also traverses many sectors, encouraging learning beyond the ranges of traditional academia and throughout adult life. Lifelong Learning UK (LLUK) for example, was one of a collective twenty-five Sector Skills Councils which go on to complete the UK’s
Community Learning and Development (CLD)
5. Libraries, archives and information services (LAIS)
The role on these constituencies’ of lifelong learning is relatively wide-ranging encompassing the objectives to aid in the enrichment of social inclusion, nurturing dynamic citizenship, and personal improvement, but also empowering personal sustainability, accommodating primarily learner age ranges from 14 to 19+ years.
The LLUK in its formative role was to develop all-encompassing Professional standards for teachers, tutors and trainers in the lifelong learning sector, standards that would reinforce all new initial qualifications including professional development for teachers, addressing any apprehension that might accompany the development of new qualifications that contains specific domains for specialist teaching to ensure teacher training programmes follow a mission statement of…
‘A world class lifelong learning workforce that enables a more prosperous economy and an inclusive society’
As a footnote to the Lifelong Learning UK (LLUK) sector skills