The role of firms as regards training, the link with activity, work and employment: Innovations in teaching methods, contents, in terms of “training-performance-assessment” Interactions between education and training and production systems

 

The issue of family, vocational, social, inter-age transmission: Articulations between formal, non formal, informal training Vocational transmissions, social, cultural and vocational transmissions and integrations and their relation with ideologies and policies

 

The very notion of lifelong learning, its roots and its foundations What it implies, especially as regards the links between initial education and continuing training Its stakes and assets in various parts of the world, beyond specificities and linguistic interpretations Possibility of a world-wide view of lifelong learning?

 

How is lifelong learning financed? Origin of the funds? Who controls them? Who regulates them? Related to which political choices? Or to accompany which socioeconomic and cultural transformations? Entailing which assessments? Which return on investments should be announced, expected, obtained?

 

What does “lifelong” mean when faced with occupational, social, family or identity problems? Can we secure the training schemes linked with life projects and with recognition of prior experience? Which links with training commitment and its maintenance when faced with the evolution of motivation and of the reasons for for this training? Continuum of learning and vagaries of life: sustainable training and sustainable development

 

Attractiveness, diversity and mysteries of self-training: Isn’t training always self-training? Initial education, formal education, popular education, collective self-training! What about incitation to self-training and the disengagement of institutions? Are there cultures based on self-training? To what extent do they question formal education? Place and role of self-training in the continuum

 

Contributions and myths of research in the field of education and training in relation with political practices and choices: Should such research be disciplinary? Institutional interplay, financing and development of research

 

Place, role, stakes of network technologies in the development of lifelong learning

 

Initial education as the structuring element of continuing training: how to bring a maximum number of young people to the highest possible level? or give them a taste for lifelong learning? avoid catastrophes? enhance the pleasure of learning?

 

The roles of higher education in economic and humanistic logics: Vocational focus in higher education in response to the logics of development and globalization Nature and responsibility of higher education and their limits: educating/being educated? Recognizing/being recognized? Links between practice and research within a concept of immaterial heritage and transmission Disciplinary logics and duty of openness and renewal Off campuses universities or distance learning

 

Same question of responsibility for primary schools, secondary schools, concerning lifelong learning Teachers’ and trainers’ jobs: new jobs appearing at all levels How to create a European framework for the teaching profession? How to define it in a global world?