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In this article, we seek to assess the extent to which adult and lifelong learning policies and practices in Asia have distinctiveness by comparison to those found in western societies, through an analysis of inter-governmental, national and regional policies in the field. We also inform our study through the analysis of the work of organisations with an international remit with a specific focus on Asia and Europe. In one case, the Asia-Europe Meeting Lifelong Learning (ASEM LLL) Hub has a specific function of bringing together researchers in Asia and Europe. In another, the PASCAL Observatory has had a particular focus on one aspect of lifelong learning, that of learning cities, with a concentration in its work on Asia and Europe. We focus on learning city development as a particular case of distinction in the field. We seek to identify the extent to which developments in the field in Asia have influenced and have been influenced by practices elsewhere in the world, especially in Europe, and undertake our analysis using theories of societal learning/the learning society, learning communities and life-deep learning. We complement our analysis through assessment of material contained in three dominant journals in the field, the "International Journal of Lifelong Education," the "International Review of Education" and "Adult Education Quarterly," each edited in the west.

Learning Cities and Learning Regions are terms now in common use as a result of the growing importance of lifelong learning concepts to the economic, social and environmental future of people and places. Why ‘learning’ regions? Why not intelligent, creative, clever, smart or knowledge regions? In truth, all of these can, and some do, also exist, but we argue that this is not a semantic debate. The basis of intelligence, smartness, cleverness, creativity and knowledge is effective learning and its intelligent application in creating a better future. We can, we believe, only learn our way into the future and the same is true, in developmental terms, of cities, towns, regions and communities. What therefore is a learning region? Definitions tend to differ according to perception, situation, occupation and objective. Where the focus is on technology a learning region will emphasise the advantages of hi-tech for the development of a physical infrastructure that will assist regeneration and be useful for more efficient behaviour and learning by people and organisations. Hence the growth of ‘smart cities,’ mainly in North America. Where it is on employment, employability, organisational management and training for industry, the development of human and social capital for economic gain and competitive edge tends to predominate. Most regions concentrate on this aspect. Where the motivation is based on the use of valuable resources, it will concentrate on volunteering, active citizenship and the building of social capital. Such an approach is not well developed in many regions and the optimum balance between economic, community and personal growth is poorly understood. Where the goal is the competent use of organisational potential a learning region will mobilise all its stakeholder institutions as partners in the service of the region as a whole. Here, very little is understood or implemented. This article argues that all of these approaches and others in the fields of environment, personal and cultural growth, innovation, diversity and communication are a holistic part and parcel of learning region development. Its meaning and its characteristics will become clear as it charts the development of ideas about learning regions, particularly those that have occurred during the past 20 years. It suggests the existence of a paradigm shift at work — the age of education and training, which has served us well in the late 20th century in satisfying the needs of a growing, upwardly mobile proportion of the population, has now given way to the era of lifelong learning, in which the means, the tools and techniques are employed to target and motivate everyone in a city, town or region. Those regions that achieve this nirvana will be the winners in the apparent paradox that intelligent local action leads to success in a globalised world, a version of the concept of ‘glocalisation’ coined by Robertson (1995) . [ABSTRACT FROM AUTHOR]

In this overview of non-vocational adult education and the training of its professionals we seek to provide a map of existing provision through secondary analysis of existing data. The territory is a complex one with a range of providers and considerable blurring of the vocational and non-vocational divide. Further, because of devolution within the four countries of the UK, there are certain relatively minor differences in the four administrations. Where these are of some significance, they are noted, but in general the specific focus is on England. Our analysis is based on data gathered as part of the Europe-wide ALPINE survey. Our secondary data are augmented by personal interviews with key informants representing different parts of the adult education sector. [ABSTRACT FROM AUTHOR]

Presents a European overview of widening participation in higher education. Association of the purposes of initiatives to widen participation with economic instrumentation, social justice and pragmatism; Classification of higher education into four strata.

Editorial. Introduces a series of articles published in the March 01, 2003 issue of the educational journal 'European Journal of Education.' Discussion on the theme of widening participation in higher education in Europe; Outline of several case studies combating social exclusion through widening access to education via partnership and integrated approach.

In the article, the author presents his opinion on the adult education system and adult educators of Europe. He states that the adult education educators play an important role in making lifelong learning a reality. He informs that the action plan developed by the European Commission gives stress on improvement and implementation of adult learning systems and to monitor them. He states that the commission carried out a research in collaboration with the Netherlands based Research voor Beliad.