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  • How has lifelong learning become a reality in the lives of the Finns? One of the premises of the discussion in this article is that participation in education and learning can be viewed as a form of social participation, as part of the social order and institutional patterns of action. The Finnish Adult Education Survey 1995 (AKU-95) and the first International Adult Literacy Survey (IALS) of 12 countries that same year (Blomqvist et al., 1997; Belanger & Tuijnman, 1997, pp. 249-258) provide the basic data. (1) In addition, we used publications based on the above and earlier data from participation surveys. The qualitative data are provided by a biographical study on the meaning of education and learning for Finns (Antikainen et al., 1995; Antikainen & Huotelin, 1996). Lifelong learning refers not only to life-long, but also to life-wide learning. Ever since its introduction, it has defined various forms of learning which are usually classified according to the purposefulness and planning of the learning and to whether it takes place in an environment constructed for it or in another milieu. Formal education will thus be differentiated from non-formal or nondegree training which typically takes place in adult education and work. The third form is informal or consists in everyday learning in different environments such as home, work and leisure activities. Since all learning cannot be assigned to only one of the above, the formal/non-formal dichotomy will be used as an additional dimension. (xsd:string)
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  • 2001 (xsd:gyear)
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  • Is lifelong learning becoming a reality? The case of Finland from a comparative perspective (xsd:string)
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  • In European Journal of Education, 36(3), 379-394, 2001 (xsd:string)
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