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<td width="358" height="32" align="left" valign="center" bgcolor="#e7e8e3"><font color="#003366" face="Times New Roman, serif" size="2"><i>International Review of Education</i>
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<td width="153" height="32" align="left" valign="center" bgcolor="#e7e8e3"><font color="#003366" face="Times New Roman" size="2"><font color="#003366"><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/2" target="blank"><font color="#035289">springer.com</font></a></font>
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<td><font color="#035289" face="Times New Roman, serif" size="5">A message from the Executive Editor of International Review of Education</font>
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<td><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/3"><img width="95" height="120" alt="" border="0" unselectable="on" src="https://images.springer.com/cda/content/image/cda_displayimage.jpg?SGWID=0-0-16-2423877-0">
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<font face="Arial, Helvetica, sans-serif" size="2">In 2013, a decision was made to shift the focus of the
<b><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/4" target="blank">International Review of Education</a></b> (IRE) – the oldest journal of comparative education in the world – towards closer alignment with the work of its parent institution,
the UNESCO Institute for Lifelong Learning. Since then, IRE has given priority to research that explores ways in which the idea of lifelong learning is reflected in education policy and practice throughout the world. This has meant a focus on topic areas such
as adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.
As Editor, I have tried to ensure that this transition has been as smooth as possible; that we attract new readers and authors without alienating or rejecting our existing ones.
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<td><font face="Arial, Helvetica, sans-serif" size="2"><b>Lifelong learning</b> is not a new field of research; rather it is a new (or new-ish) way to view education. It might be compared to a wide-angle lens; it takes in aspects of learning that have always
existed – such as adult, non-formal and informal learning – and offers conceptual space to the many new modes of learning that are emerging in the Information Age. Lifelong learning shifts the emphasis from questions of what and how (curriculum, method and
mode of delivery) that have traditionally dominated educational research, to questions of who and why (rights, access and societal impact). Lifelong learning goes hand in hand with the vision of a learning society, in which the common good of learning eclipses
the marketplace good of education. It recognises that successful human societies rely more on collaboration than on competition; that the young both support and are supported by their elders.</font>
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<td><font color="#035289" face="Times New Roman, serif" size="4">Editors' Choice Articles</font>
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<td><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/5"><img width="95" height="145" alt="" border="0" unselectable="on" src="https://images.springer.com/sgw/journals/small/11159.jpg">
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<font face="Arial, Helvetica, sans-serif" size="2">To introduce new readers to IRE, we are making available for free download from October 20 to December 20<b>
<a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/6" target="blank">
ten recently published articles</a></b>. I believe these articles reflect not only our new focus, but also the depth, breadth and value of lifelong learning research.
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<li><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/7" target="blank"><b>Educating the adult brain: How the neuroscience of learning can inform educational policy</b></a><br>
Victoria C. P. Knowland, Michael S. C. Thomas
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</li><li><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/8" target="blank"><b>Livelihood planning and career guidance in Palestine and the broader MENA region
</b></a><br>
Ronald G. Sultana
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</li><li><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/9" target="blank"><b>Freire, literacy and emancipatory gender learning</b></a><br>
Nelly P. Stromquist
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</li><li><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/10" target="blank"><b>Changing societies and four tasks of schooling: Challenges for strongly differentiated educational systems</b></a><br>
Herman G. van de Werfhorst
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</li><li><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/11" target="blank"><b>Humanisme : inventer l’avenir</b></a><br>
Federico Mayor
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</li><li><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/12" target="blank"><b>Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective
</b></a><br>
Ulrike Hanemann
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</li><li><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/13" target="blank"><b>Literacy in the 21st century: Towards a dynamic nexus of social relations</b></a><br>
Aaron Benavot
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</li><li><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/14" target="blank"><b>Pathways from adult education to well-being: The Tuijnman model revisited
</b></a><br>
Andrew Jenkins, Richard D. Wiggins
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</li><li><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/15" target="blank"><b>Skills development in the informal sector in India: The case of street food vendors
</b></a><br>
Matthias Pilz, Gengaiah Uma, Rengan Venkatram
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</li><li><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/16" target="blank"><b>Lifelong learning: Foundational models, underlying assumptions and critiques
</b></a><br>
Kapil Dev Regmi
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</li></ul>
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<td><font color="#035289" face="Times New Roman, serif" size="5">Want to read more recent special issues?</font>
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<font face="Arial, Helvetica, sans-serif" size="2"><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/18" target="blank">Special Issue on Societal sustainability: The contribution of adult education to sustainable societies<br>
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</a><a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/19">Special Issue on Rediscovering the Ubuntu Paradigm in Education</a><br>
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<a href="http://sci.scientific-direct.net/c/1395964/b4d80f8c7761d202/20">Special Issue on Interreligious and intercultural education for dialogue, peace and social cohesion</a>
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<td><font face="Arial, Helvetica, sans-serif" size="2">Please don't hesitate to <b>
<a href="mailto:irene.zhao@springer.com" target="blank">contact us</a></b> if you have any questions about publishing in International Review of Education. We welcome your papers !
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Kind regards, <br>
<b>The IRE Team</b></font> </td>
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