Abstract
Specificity of educational occupation in modern and post-modern societies is reflected in the fact that new knowledge and skills appear much faster nowadays, whereby they are being included into educational systems through repression of existing educational forms and programmes. But this often causes confusion, fears, obstructions and it even compromises the validity of educational activities affected by this accelerated renewal. Problems manifest not only in attitudes towards so-called lifelong, non-formal and informal education activities, but also within official education systems. A question arises if it is even possible to harmonise the official educational practice, which is rather inert, and lifelong respectively continual-innovative educational activities? In this paper we analyse the evident incomprehension of inovative educational programmes and learning forms and on the other hand the lack of understanding of importance of science and education as qulitative factors for the societal development in modern times with focus on lifelong learning of adults.
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