Published:International Journal of Lifelong Education
(2025)
This paper examines the lived experiences of vocational education and training teachers during and post-COVID within the context of adult and lifelong learning, as many of these individuals are mature-age learners returning to education or seeking career transitions. The study explores how VET teach…
Published:International Journal of Lifelong Education
(2025)
This study investigates the role of soft skills, particularly self-discipline, communication skills, interpersonal relationships and the over-optimism, in the post-college transitions of HVET students in China. The primary objective was to explore how these competencies influence students’ ability t…
Published:International Journal of Lifelong Education
(2024)
This paper analyses how teacher identity is shaped by professional standardisation and regulatory apparatuses in the context of English Further Education from a specifically spatial perspective. We focus on how these apparatuses erode teachers’ sense of identity and, paradoxically, quality by establ…
Published:International Journal of Lifelong Education
(2024)
As artificial intelligence (AI) increasingly integrates into various industries and educational sectors, there is a growing need for an AI-ready workforce. This study, focusing on a novel AI additional qualification in Germany, investigates the underexplored challenges and best practices regarding t…
Published:International Journal of Lifelong Education
(2023)
The concept of curriculum as a personal journey is now timely, yet timeless and pertinent as an explanatory basis for understanding learning and development across the lifespan. It addresses a current need to explain adults’ learning across working life when achieving individual, occupational, commu…
Published:International Journal of Lifelong Education
(2023)
This systematic review presents a comprehensive analysis of the existing literature examining training approaches and resources intended for workforce development in increasingly digital workplaces, a trend that has been expedited by the COVID-19 pandemic. The review adheres to the PRISMA (Preferred…
Published:International Journal of Lifelong Education
(2023)
In order to realise career and personal goals, as well as financial autonomy and security, many women are pursuing higher education alongside the role of motherhood. Student-mothers face many challenges when engaging in higher education, and many fail to complete their studies. This phenomenological…
Published:International Journal of Lifelong Education
(2022)
It is argued here that ethical practice and being in adult lifelong learning are best understood as a feature of competing adult lifelong learning epistemologies informing practice and engagement in the field at all levels. The conceptions of ethics immanent to the epistemologies are not directly id…
Published:International Journal of Lifelong Education
(2022)
The editors approached the 40th anniversary of the International Journal of Lifelong Education as an opportunity to consider the field by exploring how a corpus of 1462 articles (the first 40 volumes of the journal) questioned and shaped the field. A subset of advisory board members and the editors …
Published:International Journal of Lifelong Education
(2021)
In this paper, we employ a comparative life course approach for Canada and Germany to unravel the relationships among general and vocational educational attainment and different life course activities, with a focus on labour market and income inequality by gender. Life course theory and related conc…
Published:International Journal of Lifelong Education
(2020)
The aim of this paper is to analyse the school-to-work transition of young people in France, focusing specifically on those who are not in employment, education or training (so-called NEETs), in order to understand their risk of becoming and remaining NEET. Using longitudinal data from a representat…
Published:International Journal of Lifelong Education
(2020)
The importance of skill formation for young people and the challenges of youth unemployment and underemployment are at the forefront of global development agendas. However, there is still an open debate about the most adequate policy frameworks to tackle these societal challenges and, particularly, …
Published:International Journal of Lifelong Education
(2019)
Existing evidence shows that the higher the level of education the higher the likelihood to participate in workplace training. However, we know little about training participation of individuals educated to the secondary level, and whether this may vary by the type of qualification attained, i.e. vo…
Published:International Journal of Lifelong Education
(2019)
The question of whether the potential short-term advantages of vocational qualifications are offset by disadvantages in later life is an important issue for policy debates. This paper analyses how the choice of vocational or general upper-secondary education affects future prospects of participation…
Published:International Journal of Lifelong Education
(2018)
In the EU, ambitious objectives have been set for education and training since the adoption of the Lisbon Agenda in 2000. The policies aim among other things to empower the individual through participation in lifelong learning which is seen as both a right and a duty: ‘People need to want and to be …
Published:International Journal of Lifelong Education
(2016)
The globalising learning economy driven by more intense competition and the wide use of information and communication technologies is characterised by rapid change in technologies and markets. At the level of labour markets and within enterprises, this is reflected in continuous change in skill requ…
Published:International Journal of Lifelong Education
(2016)
This paper examines the ways in which learning in higher education can influence a person’s modus vivendi or way of life. The cases of three individuals following transition to higher education from an apprenticeship in England are presented. Data from individual interviews were analysed according t…
Published:International Journal of Lifelong Education
(2015)
In this paper, I address a perceived gap in the lifelong learning literature. There is very little research which addresses how learning should be construed, when individuals transition across a longitudinal span of their working life. This transition which could be viewed as a process of ‘becoming …
Published:International Journal of Lifelong Education
(2014)
Learning in the circumstances of practice stands as the commonest and most enduring way occupational capacities have been learnt across human history, and, likely, are currently learnt. Yet, a comprehensive account of this means of learning remains absent, which limits the legitimacy of workplaces a…
Published:International Journal of Lifelong Education
(2014)
Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which wo…
