Lifelong Learning Education Research Articles

Barriers to organisational development in higher education lifelong learning initiatives

From an economic human capital perspective, higher education lifelong learning initiatives should include the professional development of individuals as well as organisational development. This indicates the dissolving of boundaries between individual and organisational development and that successful professional development occurs at both individual and aggregated levels. Based on the networked mode, higher education institutions could be closely linked to their surrounding society, embracing a two-way relationship with a hybrid character, including multiple connections with branches and/or organisations. In such initiatives, formal education and informal work-related tasks are blurred and both are emphasised as equally important. In focus are collaborative features and the idea to link theoretical reasoning to authentic organisational problems. To offer higher education lifelong learning for organisational development, Mid Sweden University initiated a project called BUFFL in collaboration with eight organisations belonging to an established network of banks and insurance companies. This paper aims at reporting barriers to organisational development in higher education lifelong learning. It answers the following research question: Which barriers could be identified when implementing a hybrid and networked approach to higher education lifelong learning for organisational development? A case-study-inspired approach was conducted. In total, 328 registrations from the collaborating organisations were documented in the BUFFL courses. In addition to open-ended questions and Likert scale questions in the course evaluations, the methods also included conversations with leading representatives of the collaborating organisations. Although several barriers were highlighted in line with the innovation resistance theory, the main barrier seems to be that no organisation applied lifelong learning as a tool for strategic organisational development. The study suggests that a crucial barrier breaker to reduce or eliminate the main barrier is a course on strategically managed competence development for leading representatives of participating organisations. A combined focus on individuals and organisations could also stimulate leading representatives to take a holistic approach to the organisation’s competence development. This includes increased responsibility to ensure that investments in the competence area are beneficial for the organisation. Bringing company-relevant data as input to the courses could ensure the establishment of strong links between theoretical perspectives and work-related practices.

Symposium 2: Models for hybrid higher education

Initiating lifelong learning has been a task higher education has worked with for many years (e.g., Biesta, 2011; Knapper & Cropley, 2000). Politically, lifelong learning is emphasised as an tool to develop and nurture human capital and foster social development. The purpose behind many of these initiatives is to make people employable. However, higher education also works with lifelong learning initiatives to offer people democratic and humanistic values. Since the second half of the 20th century, higher education institutions apply these two perspectives (Jaldemark, 2021). In this symposium, the focus is on initiatives closely linked to the needs of the working market. Democratic and humanistic initiatives and perspectives are important but are here deemphasised. Whatever perspective is chosen, lifelong learning as an idea and task for higher education is still an emerging phenomenon. The ongoing digitalisation of society impacts lifelong learning initiatives in at least two different ways. First, the digitalisation of society impacts human practises in many areas of life (e.g., Billet, 2021, Goodyear, 2021; Poquet & de Laat, 2021). For example, peoples' performance of everyday tasks such as communicating with friends and families or paying bills. In line with the focus of this symposium, the digitalisation of society impact work-related practices and tasks hugely. Some practices and tasks met slightly digitised changes; some disappear in the process. Some professions have disappeared, new ones have turned up in the footsteps of the increasing digitalisation of working life. These changes have led to an increased need for lifelong learning opportunities. Higher education institutions are seen as important providers to meet up these needs. Second, digitalisation impacts the deliverance of education (e.g., Lock, Lakhal, Cleveland‐Innes, Arancibia, Dell & De Silva, 2021; Sannino, Engeström, & Jokinen, 2021). Lifelong learning initiatives adopt digital practices to deliver highly accessible quality learning opportunities. Nevertheless, the link between higher education, application of educational technologies and lifelong learning is established long before the strong impact of the current digital technologies. Since its inception, distance educational settings have been a vehicle to enable higher education lifelong learning for adults. In effect, such settings predate the digitalisation of society while nurturing lifelong learning is a reason behind the introduction of these distance educational settings. Multi-functional digital technologies replace analogue technologies. Until recently, Swedish lifelong learning initiatives were a voluntary task for higher education institutions. In 2021, Swedish legislators added to The Swedish Higher Education Act (Sveriges Riksdag, 2021:317/1992:1434) that "in their operations, higher education institutions must promote lifelong learning". In other words, the promotion of lifelong learning is nowadays mandatory for Swedish higher education institutions. This symposium includes six papers that discuss lifelong learning initiatives from one Swedish higher education institution, Mid Sweden University. It presents preliminary results from ongoing work at five development projects. These projects link to a university-wide development called BLAD (Jaldemark & Bång, 2020). In common for these projects, they all aim to develop networked and hybrid lifelong learning models suitable for higher educations alignment with the postdigital era.

Symposium 2: Nurses’ experiences from a flexible online course in a higher education learning initiative

Remote healthcare is developing at a rapid pace to create high-quality, efficient, and financially sustainable care. The article aims to describe and explore nurses’ experiences of networked learning before and after participation in a higher education lifelong learning initiative. The study was conducted in primary healthcare and hospital units in Sweden with ten nurses (eight women and two men), where the participants answered a web-based questionnaire before and after participating in an online course, Digital Competence in Care. The data were analysed with descriptive statistics and qualitative content analysis. The results show increased development of nurses’ competence and learning. The mean of digital competence among all participants increased from 4.4 to 8.9 on a scale of 0-10 and the mean of expectations for learning among all participants increased from 7.1 to 9.2 on a scale of 0-10. Furthermore, two themes were identified: Lifelong learning important and urgent for nurses and Networked learning a flexible way to strengthen learning and think outside the box. The content and design of DCC were experienced as relevant for the participants, and networked learning was perceived as a way of developing and strengthening learning and competence. The participants indicated that sharing experiences and networking with others supported them in solving problems in their daily work, “thinking outside their own box,” and putting ideas into action together to support a critical and responsible attitude. The use of authentic work-related problems in the course assignments was experienced as a good thing, as it supported the nurses in their everyday work. Finally, the participants described how they became more courageous and confident in their ability to communicate and work securely digitally, and also that their new knowledge and competence were relevant to the continued development of digitalisation in healthcare settings and medical care, as colleges and leaders turned to them for support and advice.

May the force of lifelong learning be with you – sustainable organizational learning in HEIs meeting competence needs in industry

Purpose Technological advancements and global societal changes reshapes manufacturing industry emphasizing needs for competence development of industrial professionals. The purpose of this paper is to study how organizational learning supports the development of academic structures, creating agile and sustainable formal educational models meeting novel competence needs. Design/methodology/approach The qualitative case study, part of a longitudinal research study, focuses on internal academic processes supporting a new formal educational model. Qualitative data was collected through five focus groups, incorporating 32 informants from different HEI function categories. Findings Changing traditional academic structures requires joint engagement between all HEI functions, emphasizing organizational learning with subprocesses of searching, creating, sustaining and exchanging knowledge in a learning loop. Results show a consensus among the different HEI functions regarding the value of the HEI’s coproduction with society; however, bureaucracy and academic structure hinder flexibility. Cross-functional teams building a “chain-of-trust” throughout the HEI coupled with full management support show opportunities to progress into a learning organization. Practical implications Organizational learning within HEIs requires trustful and open communication, multifunction knowledge exchange, holistic views of processes and system thinking, achieved through cross-functional teams and continuous improvement through learning loops. Social implications Industry-academic collaboration on formal education for lifelong learning needs to become both agile and resilience to meet technological advancement and sustainability. Originality/value Novel technology, digitalization and sustainability gain ground and require that society and organizations, including academia, change and learn. This means that academia is meeting new challenges and needs to develop internal processes.

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

Building a hybrid and networked university through long-term lifelong learning agreements with the surrounding society

The current study focused on lifelong learning as a tool for higher education institutions to build relationships with surrounding society. As a theoretical point of departure, the study built on empowerment and human capital discourses of lifelong learning and the ivory tower, the factory, and the network as modes of higher education institutions' collaboration with the surrounding society. The study focused on a lifelong learning initiative to move a higher education institution towards a hybrid and networked mode. Particularly, the initiative focused on building long-term relationships with organisations in the surrounding society. Therefore, this paper aims to report results, in terms of a preliminary conceptual framework, from a higher education lifelong learning initiative. It answers the following research question: How can higher education institutions build hybrid and networked long-term relationships with the surrounding society through lifelong learning initiatives? The study was based on a design-based research method and described and analysed the conceptual development of a Swedish collaborative lifelong learning initiative between a higher education institution and an organisation. Data included in the analysis is taken from documents and field notes, including a long-term agreement, conceptual documents, and plans. The studied initiative included three phases. The first phase, preparatory work, embraced a course for the top management team of the organisation to strengthen their ability to plan, lead and organise professional and organisational development, followed by identifying the needs of the organisation. The second phase, implementation, included dialogue and analysis of the identified needs and development and implementation of suitable courses matching prioritised needs. The third phase, follow-up, included an evaluation of the different parts of the initiative, possible impacts, and a discussion of further needs of collaboration for both professional and organisational development. The conceptual development work included the design of a hybrid and networked framework based on the idea of collaboration partners subscribing to higher education courses under a long-term agreement called POD (collaboration for Professional and Organisational Development). Among others, these PODs include regular dialogues on the needs of the organisations and courses built on networked learning principles. Bring-your-own-data is a core principle to ensure a strong link between theory and practice. The early stage of the initiative included promising results, going in the direction of becoming a hybrid and networked higher education institution by signing its first POD.

The Role of Continuing Education in Lifelong Learning: A Quantitative Study in Two Universities in China

This quantitative study explores the role of continuing education (CE) in fostering lifelong learning among students in two universities in China: Hunan University of Science and Technology and Changsha University of Science and Technology. The research investigates students' attitudes, perceptions, and engagement levels towards continuing education, aiming to provide insights into the effectiveness of existing CE programs and identify areas for improvement. A structured questionnaire was administered to 300 undergraduate and graduate students, utilizing Likert scale responses. Results indicate a balanced representation across gender identities, with varying levels of engagement across academic years and fields of study. The majority of respondents report prior experience with CE, indicating proactive engagement in lifelong learning activities. Findings also reveal a generally positive outlook towards lifelong learning, with high levels of agreement on the importance of self-directed learning, adaptability, and openness to new ideas. Engagement with CE activities is predominantly positive, with strong participation in industry conferences, online courses, and additional certifications. Participants perceive CE as positively influencing academic performance, career prospects, and personal growth. The study underscores the significance of integrating CE initiatives into educational frameworks to support holistic student development and promote lifelong learning. It emphasizes the importance of addressing barriers to access and enhancing skills development within CE programs to empower students for success in today's dynamic job market.

CONFINTEA Vll Marrakech Framework and the Challenge of and Urgency for Active Citizenship Education

A rear-view mirror approach indicates that citizenship education and adult learning and education (ALE) for lifelong learning have been prominent throughout history, dating back to the League of Nations and continuing through the United Nations and UNESCO. The League of Nations was founded in 1920 after World War I when humanity realized that settling disputes through violence—bombs and guns—was indicative of lack of citizenship education. Central to the League’s Covenant was the need to employ “negotiation and arbitration.” In addition to the International Adult Education Conferences, UNESCO has used other forums to affirm the imperative of lifelong learning and citizenship education. For instance, in the Faure Report, there is emphasis on “education and society” and on the “complete man” ( Faure et al., 1972 ). The complete man/woman is an “educated” citizen. In The Fifth Global Report on ALE, UNESCO (2022a) connects citizenship education to the task of empowering adults for change. This article uses the Marrakech Framework for Action (MFA) that resulted from CONFINTEA VII as background to analyze and present active citizenship education as a necessary condition for human sustainability and global transformation. I conceptualize education broadly to include indigenous ways of knowing. In addition, although active citizenship education is the focus of this piece, I argue that there is a symmetric relationship between lifelong learning, adult education, and citizenship education.

THE ROLE OF DRAMATIC PADAGOGY IN DEVELOPING TRANSVERSAL COMPETENCE ON STUDENTS

The old didactic theatre must be replaced by, let us say, pedagogical.” (Augusto Boal). Lifelong learning education can be ensured also with the dramatic pedagogy learning curricula due to the specific of student’s competences that can be improved and valued in formal and nonformal learning on promoting skills, attitudes a key-competences, social and positive values. The key-competences frame has a transversality characteristic but the most important is to identify the life key-competences you need to ensure, along with the selected methods used to achieve them. In this study we propose dramatic pedagogy methods to develop the acquisition of knowledges and skills of students and also to highlight their benefits thru drama teaching. The impact dramatization curricula in formal learning context encourages all students to participate to activities using their creativity or to express their personalities in solving problems, to express their imagination and most off all to be authentic. All teachers can use on their learning context planning such as dramatization, as a significant element of their teaching according with the used drama methods. Dramatization as an art form involves cohesion and mutual cooperation between students and teachers. It encourages students to think positively about themselves, to learn and believe in their own growing abilities. Dramatization as an educational method, through integrated approaches of learning contributes permanently to adapt and to design curriculum for students need of learning and to increases the perspective of expansion knowledges outside the curriculum, to free movement and to research on the worldwide science.

Comparison of Two Models of Distance Education for Lifelong Learning in China

Distance education has an important role in advancing lifelong learning. In China, there are two types of providers for distance education, open universities (OUs) and Institutes of Distance Education affiliated to regular universities (IDEs). IDEs are increasing because of technology development. This study compared OUs and IDEs in China from three aspects, including development goals, decision making on enrollment, and learning experience. Through corpus analysis and interviews, this study found that although the policy orientation of OUs and IDEs is different, their actual functions are the same. This is a phenomenon of institutional isomorphism, and government plays an important role in this convergence.

A Probe into the Practical Teaching Mode of Adult Higher Education Continuing Education Curriculum under the Background of Lifelong Education

Higher diploma continuing education is an important part of higher education, is an important content of building a lifelong learning education system to serve the whole people, and is an important way for the people to create a better life and achieve common prosperity. At present, the research on the interaction between deep learning and knowledge transfer is still quite limited in view of the characteristics and needs of continuing education learners for higher education. In addition, the methods of cooperation, communication and partnership, as well as various forms of classes, are used to promote their learning and improve their comprehensive quality, so as to achieve better training results. This paper takes the pre-school education of continuing education for higher education as an example, based on students' cognitive law, career development needs and the characteristics of disciplines, and takes the mixed teaching reform as an opportunity to explore the practical teaching mode suitable for continuing education for higher education. Through the teaching practice and exploration of deep learning for students of continuing education for higher education, it is expected that students can obtain a brand new and dynamic learning environment to meet their unique and challenging learning purposes. The promotion of higher diploma continuing education can better meet the requirements of today's society for the cultivation of high-quality talents.

The Value and Path of Realizing Lifelong Learning Education System under the "University + Community" Model in the New Era

The Value and Path of Realizing Lifelong Learning Education System under the "University + Community" Model in the New Era

Lifelong Learning in the System of Higher Education: the State of the Problem and the Strategy of Integrating Educational Activities and Research

The authors of this article consider the current situation of lifelong learning education in leading Russian universities and define some possible strategies for integrating scientific research with educational activities. The empirical bases were: 1) statistical data on the activities of educational institutions of higher education (N = 1180), 2) dataset of monitoring the activities of universities participating in the federal academic leadership programme “Priority-2030”, 3) dataset of a survey of heads of centers for further vocational education in Russian universities (N = 450) as part of the Project “Monitoring of education markets and organizations (MEMO)”. The authors identified strategies for combining scientific and educational activities for lifelong learning programs at universities in the interests of the development of individual consumers, enterprises and branches of the national economy. The authors also found that universities take into account the social needs of society and the preferences of employers, but to a very small extent focus on transforming their scientific results into a new educational product for mass consumers. The significant focus of universities on research activities to a certain extent hinders the development and launch of new education programs, however, it is a group of research universities that demonstrates a higher cost of programs sold. The authors consider, how universities can be focused on working with the population or industry enterprises, integrating the research results into the modules of education programs, and stimulating an increase in the number of teachers combining research and teaching activities, at realizing the third University’s mission and taking into account the research grant volume.

A three-country survey of stakeholders on Continuous Professional Development in Public Health

Abstract Background Health and social care systems in Eastern Partnership Countries are in the process of “digital transformation”, and health professionals started widespread use of digital registers and databases. This challenge highlights the importance of upskilling workforces. However, in some of these countries there are not well functioning Continuous Professional Development (CPD) systems available and less attention is paid to widening access to life-long learning (LLL) education at High Educational Institutions (HEIs). Study aimed to explore the view of stakeholders on the needs and perspectives of CPD in the Public Health on the example of Georgia, Armenia and Moldova. Methods Quantitative research method was used. A special questionnaire was designed for the study. Survey was administered in November-December 2022 in Georgia, Armenia and Moldova. Results In total, 122 stakeholders from various areas (Ministry of Health, PH institutions, hospitals, HEIs) participated in the survey with 58,7% being at a high management level and with 82.5% having more than 15 years of total working experience. The majority of respondents (94,6%) worked in the state sector. Study reveals several common needs and perspectives in all three countries. Majority of stakeholders (97,8%) suggested that there is a lack of qualified staff with the necessary competencies and skills. In addition, large share of stakeholders (95,7%) mentioned that there is a lack of training opportunities and relevant CPD Programs in e-health and digitalization, medical and social registries, electronic surveillance systems, as well lack of financial support (93,4%), absence of appropriate regulation (90,2%). Conclusions Stakeholders in Georgia, Armenia and Moldova considered that existing gaps can be filled through strengthening the national system of CPD and developing of high quality CPD Programs oriented on specific knowledge and skills in the Public Health. Key messages • It is important in Eastern Partnership Countries to develop CPD programs with a focus on digital skills according to the best European practice and experience. • High Educational Institutions can play a significant role in delivering LLL for the health workforce in Public Health.

The Transition of Higher Education for Continuous Lifelong Learning: Expert Views on the Need for a new Infrastructure

In the contemporary need for continuous upskilling and reskilling, higher education has an important role to play. While the traditional university programmes are designed for students in their early twenties our knowledge society has a demand for lifelong learning in a wider age span. This paper is a part of a Delphi study on the ongoing transformation of higher education for lifelong learning. A qualitative Delphi study has been carried out in the four steps of 1) A literature study to explore the chosen topic, with the selected publications sent out to an expert panel, 2) A survey with questions to the experts based on the findings in the literature study, 3) Email interviews to dig deeper into the answers from the survey, and finally 4) Focus group interviews. The aim of the paper is to analyse, present and discuss the international expert panels' views on the infrastructural needs in the transformation of higher education. Data gathered from the three first steps, with a focus on the email interviews, have been analysed according to the Grounded Theory concepts of open, axial coding and confirmatory coding. The categories from the Open coding analysis were later, in the axial coding, grouped around the central axis of 'Higher education transformation for lifelong learning'. The confirmatory coding found the common denominator of 'Infrastructure', and its interrelationships with the attributes of 'Multimodal delivery', 'Pedagogical change', 'Quality and organisation', 'Equity, diversity and inclusion', 'Digital literacy', 'Accessibility', and 'Financial aspects'. Findings align to the Anna Karenina principle in the sense that a happy and healthy infrastructure for continuous lifelong learning in higher education, depends on all the attributes listed above. This leads to the Tolstoyan conclusion that every variation of failing attributes would result in its own state of unhappiness.

The Concept of Learning Cities: Supporting Lifelong Learning through the Use of Smart Tools

This paper presents an initiative in which QR codes on public transport are used to provide citizens with books that they can read and that will improve their general knowledge. It builds on the concept of the learning city and combines it with smart city tools. This paper aims to use a descriptive–empirical approach, including an experiment in Bucharest. This research aims to contribute to the academic world, urban sociology, public administration, and lifelong learning education.

Literature Review of Preschool Education Governance System in the Past Decade

Preschool education is an important social public welfare cause, the beginning of building a lifelong learning education system serving the whole people, and the important connotation of improving modern governance in China. It is an important decision made at the 19th National Congress of the Communist Party of China to do a good job in early childhood education and realize “early childhood education” through a multi-pronged approach. This chapter uses the literature method and standard analysis method to summarize and analyze the papers on preschool education management published by CNKI in the past ten years, and draws the conclusion that researchers focus on the research of government management responsibility, the research of primary school tendency, and the research of private kindergarten management. It is expected that the study of preschool education management will be deeply explored in the policy level, the construction of teachers and the safety of kindergartens, so as to improve the preschool education management.

AI IMPACT ON JOB AUTOMATION

Artificial intelligence (AI) has quickly become a transformational force that is reshaping several sectors and changing how work is done. Automating jobs is a crucial component of AI's effect. As artificial intelligence (AI) technology develops, it has the potential to automate operations that are now done by people, creating both possibilities and difficulties for the employment market. AI's influence on job automation has many different facets. However, automation powered by AI has the potential to improve many industries' productivity, efficiency, and accuracy. AI systems may be used to do repetitive and boring activities, freeing up human employees to concentrate on more important, creative, and strategic duties. Increased work satisfaction and creativity may result from this. Automation fueled by artificial intelligence has already had a substantial impact on sectors including manufacturing, shipping, and customer service. However, there are also worries regarding the displacement of human labor as a result of job automation. Certain predictable and regular jobs may be carried out more effectively by robots as AI technology develops. This may lead to changes in work patterns as well as job losses. Manual labor-intensive jobs and routine data processing tasks are especially susceptible to automation. Discussions regarding the future of work and the need of retraining and upskilling the workforce to stay relevant in an AI-driven economy have been triggered by concerns about widespread unemployment. While AI may automate certain employment tasks, it also increases the need for human labor and opens up new possibilities. Intelligent experts that can design, develop, and maintain these technologies are needed for the integration of AI systems. Data scientists, machine learning engineers, and AI experts are in high demand right now. New businesses and employment categories will develop as AI technology advances, highlighting the need of lifelong learning and adaptation in the workforce. Additionally, AI-driven automation may improve the quality and security of employment. Robots may be used to do hazardous and physically taxing activities, lowering workplace injury risk and creating safer working conditions for people. AI may help employees make decisions by giving them insightful information and enhancing their talents. Increased productivity and job satisfaction may result from collaborative work settings where humans and AI systems play to one other's strengths. The difficulties must be addressed by legislators, educators, and corporations in order to minimize the possible negative effects of AI-driven job automation. Investments in education and programs for lifelong learning may provide people the tools they need to adapt to a changing labor market. Governments may aid employees impacted by automation by supporting reskilling programmes and offering social safety nets. To guarantee ethical AI deployment and reduce prejudice and discrimination, laws and regulations must also be in place. In summary, the influence of AI on job automation is profound and intricate. While technology presents chances for improved effectiveness, productivity, and creativity, it also presents problems in terms of job displacement. It's critical to strike a balance between the advantages of automation and the necessity to assist and retrain the workforce. Societies can use AI to their advantage by fostering collaboration between people and AI systems, investing in education and skill development, and enacting thoughtful policies. This will result in a future where people and machines coexist peacefully and a more prosperous and inclusive economy.

Factors and obstacles determining the investments in continuing education and training of managers: the case of Bulgarian enterprises

PurposeThis study aims to examine internal and external factors as well as main obstacles to managers’/owners’ participation in education and training.Design/methodology/approachThe sample comprises managers of 151 Bulgarian predominantly micro- and small-size enterprises. The data was gathered in 2020 through direct standardized interviews at the respondent’s workplace. This study uses quantitative estimation methods including binominal and multinominal logistic regression as well as nonparametric testing.FindingsRegarding the findings in the relevant studies, the results confirm that the larger firm's size, the existence of human resource management strategy and practices as well as learning-oriented culture stimulate employer-financed management training. The lack of trainers with relevant need-specific expertise appears to be a major barrier. Additionally, the outputs highlight the role of other important determinants not being extensively discussed so far such as the level of development of the region in which the company operates, involvement in R&D and innovation activity as well as the issue of trust in trainer.Practical implicationsThis study provides insights into (under)investments in continuing vocational training which might lead to practical implications for businesses, education and government policy in lifelong learning. Moreover, this study focuses on a country with one of the lowest participation rates in adult education across Europe which allows for a better understanding of similar examples.Originality/valueTo the best of the author’s knowledge, this is the first paper examining determinants of management training in Bulgaria and one of the few in the European context. It gives support to the existing literature but adds new findings as well.

Resilient Agile Education for Lifelong Learning Post-Pandemic to Meet the United Nations Sustainability Goals

The World Health Organization officially classified COVID-19 as a pandemic in early March 2020. Extraordinary security measures, health restrictions, and social isolation left hardly any aspect of daily life untouched. One area that underwent major changes was education, whose cornerstones and foundations were challenged as schools and universities around the world were forced to close their doors to prevent the spread of the virus. In this article, the reasons resilience and agility are critical to achieving social justice, human rights, and the United Nations Sustainability goals (SDG) in the post-pandemic era are studied. It is also argued that the role of education needs to be redesigned to be resilient and agile and to ensure lifelong learning. In addition, a post-pandemic quality agenda is the focus of the article. Some of the emerging quality dimensions are empathy, satisfaction, well-being, the social dimensions of learning, and their impact at the nano, micro, meso, and macro levels. This article was prepared as part of a systematic literature review based mainly on official reports from organizations working in this field worldwide. The author selected examples from ongoing discourse and debate about the challenges in this field in addition to examples from the author’s research, experiences, and perspectives. In summary, questions regarding educational landscapes may be the same, but in the context of post-pandemic and resilient agile education for lifelong learning to meet the SDGs and the new social contract for education, the answers to the questions of why, who, when, what, and at what levels will be different. It is time not just to talk, but to act. Each of us can and must commit to the new social contract. It is time to collectively reimagine our futures to include the ecosystem of education in all learning environments, i.e., formal, non-formal, and informal, and to value resilient, agile, seamless, and rhizomatic learning in the context of lifelong learning.