The concept of lifelong learning has been retrieved from a gradual transition of lifelong education. UNESCO as an international organisation has a significant role and contribution in promoting lifelong learning around the world. This study is aiming to look over the historical change of the concept of "lifelong education" to "lifelong learning", and UNESCO's influence and position on the changes within the context of developed and developing countries. This is historical research, which will describe the historical moments regarding lifelong learning and UNESCO's contribution. The study has found that the new form of global economy (neo-liberalism and capitalist approach) has created the need for individual's employment, which has influenced the transitional change of the lifelong learning concept. It has also found that UNESCO's influence and contribution are much more significant in developing or lowincome countries while it has less of an impact on developed countries.
Bangladesh is a country with numerous number of cultural, social and religious diversity. Such in a pluralist society, it is not easy to identify the common values to be taught. Therefore it is necessary to develop pupils’ values to show respect to others cultures and promote mutual tolerance and understanding through Value Education (VE). The purpose of the research was to explore teachers’ and students’ opinion to include VE as a course in higher education level in Bangladesh. It was a qualitative study and data was collected from the university teachers and students via semi-structured interview. In this study it has been found that religion is a sensitive issue to be taught in VE class which may cause conflict between teacher and students. Participants suggested that VE contents should be practical rather than be theoretical only. One of the challenges to include VE course was the influence of job market economy and because of it students would consider the course as a burden, not to fit for having jobs in future. One of the recommendations of this research was that VE teachers should be open, liberal, and respectful to students’ believe to manage the classroom conflict.
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