Lifelong learning should not only be perceived as a tool or just adult education, which is used by individuals with a high level of welfare to carry out their leisure time or by equipping the qualified workforce to be exposed due to the aging of the population. Instead of trying to draw the limits of the concept of lifelong learning, trying to expand the concepts of education and learning will be a correct starting approach for the conceptualization of lifelong learning. Lifelong learning alone, reading-writing-account-using information communication tools and so on. should be supported by career guidance activities in order to contribute to the transformation of education into benefits. The transformation of education into benefit requires an individual to be evaluated in the position of producing in the economy. Lifelong learning as a social exchange program; it requires a redefinition of the concept of learning, based on the principle of documenting skills and skills acquired, regardless of where, how, why, from whom, what is learned. Following the announcement of 1996 as the European Year of Lifelong Learning, the priorities for education and training in Europe and the development of strategies have contributed to the results of how lifelong learning can contribute to the economy and social life. These developments were seen as important in the perspective of greater responsibility, change of society and the enlargement of the EU. The future also depends on young people's ability to adapt to social changes, to acquire high-level qualifications, and to continue lifelong learning. Implementation of new training programs can enable the next generation to have a stronger basis, such as critical thinking, problem solving, cooperative learning, communication and the use of new technologies.
The most important thing is that the curriculum prepares them for lifelong learning, so they can acquire new skills and knowledge, adapt themselves to the rapid change in the world. The main challenge in lifelong learning is to develop appropriate solutions to recognize and support different learning systems, which so far are not dealt with much by the formal education system. It will be necessary to develop new procedures and patterns to assess learning outcomes or competences. For experiential learning, new types of qualifications need to be certified. In order to cover flexible learning diversity, new teaching approaches and opportunities should be utilized. Lifelong learning refers to the education and training model for all. The lifelong learning framework provides for a broader goal; to promote learning should not be the sole responsibility of traditional educational institutions. For example, institutions such as libraries, local governments, employers, cultural groups and other social services organizations should provide learning opportunities for the community. These institutions should see themselves as active supporters of education. The fact that lifelong learning is a relatively new concept is an indication that there is a clear field in front of the scientists working in this field. Therefore, it would be useful to make more studies by taking advantage of the intensity of the interest and to gather around a paradigm in the first place.
Aksoy, (2013). “Kavram Olarak Hayat Boyu Öğrenme ve Hayat Boyu Öğrenmenin Avrupa Birliği Serüveni''