A model of lifelong learning participation was derived from a study using grounded theory to analyse data collected through in-depth interviews of a group of successful lifelong learners in Singapore. Part of this model was described in an earlier article in this journal (Vol 15, No 9, 2008). In this model, the concept of learning career is used to analyse engagement in lifelong learning as a process which takes place in different stages over time. This article adds to the earlier article by completing the model through the inclusion of contextual factors. It shows how different spheres of influence, such as family, government, community, economy and work, can affect an individual's lifelong learning journey, either positively or negatively. This further strengthens the argument in the previous article for a more holistic approach to lifelong learning. The important role played by positive environments and supportive relationships in motivating lifelong learning must not be underestimated if countries hope to ensure the successful cultivation of a lifelong learning culture.
|Keywords:||Lifelong Learning, Adult learning, Motivation, Grounded Theory, Insider Perspective, Learning Career, Learner Identities, Holistic Approach|
SIM University, Singapore
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