Through the construction of the individual through lifelong learning to the construction of an

advanced knowledge society and economic prosperity "Everything changes, only the changes
are constant" (the ancient Greeks)
We are all aware of the changes that are happening around us, whether in attitudes, in access
to; changes in the business ie. economic field, changes in technology, climate changes. They
are all proof that we live in a turbulent world, which has been more conspicious in recent
years with the development of information technology. In particular, the development and
expansion of the digital revolution, growing use of the Internet enabled economy as the
foundation existential segment to become wider and have more efficient mode of operation.
We live in a time when the world has become one big community and on that world stage we
need a man of the world.
In 2006 the European Union adopted a recommendation on key competences for lifelong
learning. It is a set of eight competencies (Recommendation of the European Parliament and
of the Council of 18 December for lifelong learning (2006/962 / EC)):
Eight key competences
This framework defines eight key competences and describes the essential knowledge, skills
and attitudes related to each of these. These key competences are:
communication in the mother tongue, which is the ability to express and interpret concepts,
thoughts, feelings, facts and opinions in both oral and written form (listening, speaking,
reading and writing) and to interact linguistically in an appropriate and creative way in a full
range of societal and cultural contexts;
communication in foreign languages, which involves, in addition to the main skill dimensions
of communication in the mother tongue, mediation and intercultural understanding. The level
of proficiency depends on several factors and the capacity for listening, speaking, reading and
writing;
mathematical competence and basic competences in science and technology. Mathematical
competence is the ability to develop and apply mathematical thinking in order to solve a range
of problems in everyday situations, with the emphasis being placed on process, activity and
knowledge. Basic competences in science and technology refer to the mastery, use and
application of knowledge and methodologies that explain the natural world. These involve an

understanding of the changes caused by human activity and the responsibility of each
individual as a citizen;
digital competence involves the confident and critical use of information society technology
(IST) and thus basic skills in information and communication technology (ICT);
learning to learn is related to learning, the ability to pursue and organise one's own learning,
either individually or in groups, in accordance with one's own needs, and awareness of
methods and opportunities;
social and civic competences. Social competence refers to personal, interpersonal and
intercultural competence and all forms of behaviour that equip individuals to participate in an
effective and constructive way in social and working life. It is linked to personal and social
well-being. An understanding of codes of conduct and customs in the different environments
in which individuals operate is essential. Civic competence, and particularly knowledge of
social and political concepts and structures (democracy, justice, equality, citizenship and civil
rights), equips individuals to engage in active and democratic participation;
sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves
creativity, innovation and risk-taking, as well as the ability to plan and manage projects in
order to achieve objectives. The individual is aware of the context of his/her work and is able
to seize opportunities that arise. It is the foundation for acquiring more specific skills and
knowledge needed by those establishing or contributing to social or commercial activity. This
should include awareness of ethical values and promote good governance;
cultural awareness and expression, which involves appreciation of the importance of the
creative expression of ideas, experiences and emotions in a range of media (music,
performing arts, literature and the visual arts).
These key competences are all interdependent, and the emphasis in each case is on critical
thinking, creativity, initiative, problem solving, risk assessment, decision taking and
constructive management of feelings.1
These competences are now being introduced in the national curricula of the European Union
and their development represents an important goal European education policy and national
education policies in European countries. The market's self-regulation determined the need
1

http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm

and defined an individual as it should be. Conceptions of a successful man are different from
the understanding of the same word in the last few years. The expansion of the economy on a
larger geographic area, the man who wants to adapt to the system and live in accordance with
the development of his time should possess precisely this new knowledge and
competences. However, if society, ie. built system doesn't give an individual, especially a
young person possibilities of reaching its full potential, nor man will be able to respond to
society's demands because the man is limited. Limited individuals lead to limited
society. Only selfless and open access can change a vicious circle and strengthen our world
know-how which is the largest value. The purpose of lifelong learning is to keep man and
society in a state of its exploitation in mutual respect.
Developed countries with the stronger economy have succeeded to respond to the demands of
a new age and private schools are offering additional training opportunities, through courses,
seminars which are recognized worldwide and with the employers. In this way, the system of
lifelong learning achieves its real sense. But, what about the underdeveloped countries where
the market economy is functioning poorly, mainly because of the strong state and political
pressure.
If we are aware of the fact with the globalization of the world business has become a global
village and if we start from the assumption that the man is the greatest wealth of the society
and that is why it needs to invested in the man, than we are aware that only by providing
equal opportunities for education, growth and development of the individual we can achieve
social and economic well-being .
We need to ask ourselves, where did we get stuck. Is it in our formal education system in
which a documentary film about Nikola Tesla over the Internet can develop children's interest
in Physics more than the classical school lessons, what about the fact that students can more
easy and in more easily memorable way with only one click on Internet learn all about
anatomy of our bodies. What should we do with the system in which children with different
affinities are accessed in the same way. What should we do with a system whic does not
assess the knowledge, but asks how big is ignorance. What should we do with a system were
analyst, theorist and creative are treated equally. What should we do with a system in which
methods of punishment and suggestions are killing the self-esteem, and telling pupils they are
not good enough, because they are not good in all areas and tomorrow we will ask these
students to become proactive as bearers of the society. Traditional school system teach pupils

not to think outside the box, but to slave habits. And then we wonder why our children cease
to be motivated to learn and why our society stagnate. The requirements of the new era and
new generations are different than the current traditional system which underdeveloped
countries largely retained. These are the children of the digital age.
In this part of the educational system changes happen slowly, which is why they feel the
consequences of the generation gap. The fact that a growing number of unemployed youth
stands as the greatest untapped potential of the society. (The numbers of unemployed young
people on the EU labour market are unacceptable 5.7 million in the EU in December i.e.
23.4% of the workforce under 25).2
It could be said that these figures speak in a way that the system is standing in the same form
for too long and that major changes are necessary. Also, it is important to mention that the
development of technology led to the machines squeezing human factor powers for ordinary
physical work and create on the other hand, unemployment gap in the number of people. This
situation tells us that people need to turn thinking about the future and the picture of the world
as it could be for 50 years. It is in this area where the key lies. The key is in the construction
of youth leaders, who will be able to face mankind in a new light and in its full
capacity. Creativity and clear vision are required to create the future and build the world
tailored to each individual.
Otherwise, people will become a burden to each other, because a man who is unable to meet
the demands of modern times in the business world is limited man. A man of limited
opportunities becomes a burden to society and the burden to himself. However, recources are
hidden disproportionately in the world, which is why all people don't have the same
opportunities. But, just the migration of people, especially young people through education as
the basic unit of development and the basic unit of life-long learning those borders become
milder.
I think the biggest change which is in ahead of our mankind is just a change in the approach to
education, which is the basic unit of knowledge and the starting point for building
societies. Life-cycle approach is the best start and not only through formal and informal
upgrade but with making changes in formal education which is the foundation for everything

http://ec.europa.eu/ireland/press_office/media_centre/feb2013_en.htm

else, and here it should be borne in mind that this is the way to faster and better quality
employment.
Owing to former personal experience I put special emphasis on formal education because
while working in Youth NGO in Bosnia and Herzegovina through these past four years I
realized that major changes are possible only if they are brought by new generations and in a
country with 62.80% of unemployed young people 3 it is difficult to convince students with
already more or less formulated life attitudes that knows that the labor market for him
mercilessly, which already has limited opportunities and mobility that they are the greatest
wealth of our society, when outdated system of education has already killed his strength and
optimism for a better tomorrow.
Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for
either personal or professional reasons. Therefore, it not only enhances social inclusion, active
citizenship, and personal development, but also self-sustainability, rather than competitiveness
and employability. The concept Lifelong Learning was introduced in Denmark as early as in
1971.4
A process of lifelong learning should be balanced in two directions. One through institutions
such as the European Union with a clear vision on what the company wants to have in 100
years time. The second in developing the individual through a real access to lifelong learning
from the beginning of its education. Special attention in this process should be paid on
balancing between these two directions. Otherwise, it could happen that the institutions that
are initiators of changes through bureaucracy, various strategies and analysis become their
own purpose because there are no competitive individuals who will build new positive
changes on the other side. But the institution is not something imaginary, and it is made of
people, and therefore in this area the greatest attention should be on the construction of a
single person and make great opportunities for creativity and innovation in order to fullfill the
overall global education meaning.
Only the concept of lifelong learning is the best form to create citizens of the world, new
world leaders who will be able to meet the challenges of the new era and be ready for the
changes to come. Once again I confidently assert that to make a man able to find his creativity
and look to the future with the vision and the desire to create , especially through formal
3

https://www.cia.gov/library/publications/the-world-factbook/geos/bk.html

izvor http://en.wikipedia.org/wiki/Lifelong_learning

education as the basic unit of construction of personality and what is determined in a business
sense is to incorporate faith that it is possible to reach full potential. It is not only possible, as
a choice, but it is a necessity.