Lifelong learning – a choice and a necessity

28.02.2025

Lifelong learning is not a new idea. However, its promotion is currently one of the most important elements of public policy in most countries, including Poland. What makes lifelong learning so important for individuals and whole societies?

Read on and find out:

What is lifelong learning and why is it important?
When was the idea formed and what is its history?
How is it implemented in Poland?
What are its benefits?

What does lifelong learning mean?

In an ever-changing world dominated by new technologies, the role of education is growing even more important than ever. What people learn and how they acquire knowledge is of immense significance to individuals, as it enables them to keep pace with modern advancements and navigate an ever-changing world. At the societal level, education and competencies among citizens directly influence the rate of economic development, ultimately shaping the overall quality of life in a given country.

Education is no longer seen as a process that only occurs in schools and colleges and ends with a diploma or certificate. It now becomes necessary to continue learning throughout one’s life.

Lifelong learning is actively promoted by leading international organisations, such as UNESCO and the European Commission. It emphasises that people acquire knowledge at various stages, in various environments and circumstances. Continuous development, knowledge expansion, and the acquisition and refinement of skills provide a significant advantage – not only in the labour market but also in fostering a more fulfilling and enriched life.

Lifelong learning, therefore, encompasses:

all stages and types of education (formal, non-formal, and informal),
individuals of all age groups,
learning in diverse settings, beyond schools and universities (including at home, in museums, libraries, during travel, during holidays, or while pursuing personal passions),
a wide range of motivations (some learn to broaden their horizons, others to advance their careers and increase their earnings – every reason to learn is valid).

Lifelong learning – why is it important?

The implementation of lifelong learning comes with numerous benefits, such as:

better position in the labour market,
greater chances for promotion,
higher earnings,
easier career change opportunities,
extended professional activity,
lower risk of falling behind due to the rapid pace of technological advancements,
higher life satisfaction resulting from pursuing passions and interests,
delayed brain ageing thanks to continuous mental activity.

Lifelong learning, however, offers benefits not only for individuals but also for entire societies. Among the most important ones are:

higher skill levels among employees across various industries,
flexibility of employees who are willing to upskill, acquire new qualifications, or change careers,
faster economic development and a higher standard of living,
shaping a society that keeps up with changes and benefits from new technologies,
opportunities for professional activation of various age groups (including seniors),
greater public awareness of issues such as climate change, health, the need to verify sources of information, etc.

Lifelong learning – an idea that did not emerge yesterday

Learning as a way of life is linked to individual beliefs and needs. However, the necessity of continuously improving the skills of adults is also closely connected to the interests of entire societies. This became evident on a large scale during the first industrial revolution. With the development of technology, there was an increasing demand for more highly skilled workers. The first adult school was established in Nottingham in 1798 to teach those employed in industrial facilities. As the authors of the introduction to the monograph ‘The Basics of Lifelong Education from A to Z’ indicate, this was the beginning of so-called continuing education, recognised today as lifelong learning.

What was recognised as a necessity in the 18th century received its theoretical foundation only in the 1960s. During the second half of the 20th century, the concept of lifelong learning was finally named and described, and its promotion became the focus of many international organisations. A commission established by UNESCO wrote in its report that:

‘Lifelong learning is both people-centred and human rights-based. Its purpose is to provide people with opportunities to develop their capabilities and reach their potential throughout life.’

How is the concept of lifelong learning being promoted globally right now? First and foremost, for a community such as the EU, it is one of the most important issues from many perspectives, including political, economic, and social. The 2030 Agenda adopted by all UN countries (a document outlining the global development strategy until 2030) includes among its goals the promotion of the concept of lifelong learning among the citizens of all member countries.

This is why the promotion of lifelong learning needs to be intensified. As demonstrated by the Fifth Global Report on Adult Learning and Education, in one-third of countries worldwide, less than 1% of people over the age of 15 participate in educational programs. Additionally, investments in education and training in 57% of the surveyed countries account for only 4% of their expenditures.

Lifelong learning in Poland

For many years, EU recommendations regarding the promotion of lifelong learning have been actively implemented in Poland. One of the institutes responsible for its implementation is the Educational Research Institute – National Research Institute (IBE – PIB), where projects related to the Integrated Qualification System (IAS) and microcredentials are being carried out.

The Educational Research Institute – National Research Institute has been supporting the development of solutions for implementing lifelong learning for several years by enabling the formal recognition of competences acquired through various forms of education. The institute is committed to helping describe market-oriented qualifications and supports their integration process. Most recently, it has also been developing the framework for the microcredential system in Poland, to support professional mobility and align competencies with the dynamically changing needs of the labour market. It is also developing digital tools that can be useful for citizens in identifying their skills and documenting their achievements (via tools such as Moja Walidacja, Moje Portfolio or Odznaka+ application). These provide access to information about qualifications recognised in the labour market, making it easier for both employees and employers to navigate the system of education and professional development, says Joanna Felczak, key expert in software development and deputy leader of the project ‘Microcredentials – A Pilot Project for Supporting Lifelong Learning.’

However, as the 2023 report ‘The Conditioning of Learning in Adulthood’ indicates, just over half of Polish citizens declare a willingness to engage in or are actively participating in various forms of further education, mainly in an informal way. This is a positive sign, although from a socio-economic perspective, it can be understood that only half of adult Poles are willing to learn. Nevertheless, in the face of global changes, such as: new conditions in the labour market, the vanishing of certain professions, the emergence of new ones, the requirement for qualifications linked to technological developments, and the need for older people to work, continuing education should concern everyone, not just half of the population.

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