The Implications of the Concept of Lifelong Education for the Secondary School in the United Kingdom

Tourism and hospitality education in high school: A lifelong learning approach

“…Although theory always reminds us that lifelong learning occurs in a range of experiences and activities inside or outside educational programs (Billett, 2010), this research focuses specifically on the dynamic between lifelong education and high school. Thus, previous studies show the implications of lifelong learning at the secondary education level (e.g., Fincham et al, 1982;Bennett, 1999;Bryce & Withers, 2003;Bryce, 2004;Vosniadou et al, 2021;Öz & Şen, 2021;Coudenys et al, 2022).…”

“…Although Bryce (2004) argues that it is paradoxical to study lifelong learners in high school as teenagers still have a lifetime ahead of them to learn, schools can incorporate lifelong learning values to help students acquire skills for continuing education and adopt methods to lay their foundation for learning (Fincham et al, 1982;Bryce, 2004). In Taiwan, for example, the 12-Year Curriculum Guidelines emphasize lifelong learning by recognizing that students must act autonomously, communicate interactively, and engage in social participation (Coudenys et al, 2022).…”

“…Secondary schools have an essential role in the lifelong education system since they enable the individual's personal development (Fincham et al, 1982) through social skills, learning skills, life skills, and how to seize opportunities (Demirel, 2009). In general, lifelong learning schools must assist students set their goals, apply appropriate knowledge and skills, engage in self-education, locate required information, adapt their learning strategies to different conditions, and present new employment competencies (Gogh & Kovari, 2018).…”

“…So, students should become actively involved in the learning process. Bryce (2004) suggests that high school students can combine learning with work opportunities, while Fincham et al (1982) show that a link between school and work reduces the alienation felt by many students in their last school years. The work/school relation helps students see the purpose of their learning, build their practical knowledge, and set their own learning goals (Bryce, 2004).…”

“…Secondary education is also the step before the university progression for those students aiming for a higher education degree (Cuffy et al, 2012). Furthermore, schools can encourage students to become lifelong learners (Bryce, 2004) by providing teenagers with the knowledge to help them search for further educational, personal, and vocational development opportunities (Fincham et al, 1982). This paper assumes an epistemological view to critically reflect (Panosso Netto & Nechar, 2014) on what is known and produced about T&H education in high school (Tribe, 2004), filling the gap in the literature by demonstrating how research on T&H education has been intrinsically related to higher education other than a lifelong T&H education.…”