This learning model, first developed by David Kolb, positions the learner and his experience in the centre of all activities. This experience comprises all kind of events in the life of the learner, including those that happened earlier, the current events, or those arising from the learner’s participation in activities implemented by teachers and facilitators. The experience analysis, by reflecting, evaluating, and reconstructing, is a key element. It encompasses formal, informal and non-formal learning, lifelong learning, incidental learning, and workplace learning.
Published in Chapter:
Challenges for E-Learning and Adult Students in Higher Education
Ana Maria R. Correia (Inst. Sup. Estatistica e Gestáo da Informaçáo (ISEGI) and Inst. Nacional de Eng., Tec. e Inovação (INETI), Portugal) and Anabela Sarmento (Instituto Politécnico do Porto, Portugal)
Copyright: © 2009
|Pages: 7
DOI: 10.4018/978-1-60566-198-8.ch036
Abstract
The development and promotion of the strategic goal of the European Union to become a competitive and dynamic knowledge-based economy and society (Lisbon European Council, 2000) can only be achieved with the relevant technological infrastructures together with people equipped with the necessary skills and competences (European Commission, 2002). As stated in the European Council (2005, p. 7), “human capital is the most important asset for Europe.” This human capital must be supported by a well-structured initial education, constantly updated by a continuous lifelong learning program, so that people can face the challenges of a series of new jobs, maybe separated by spells of shortterm contracts or even unemployment. This continuous education program should be available to all citizens, regardless of their age and social or economic status.