This book is the result of cooperation between the scientists of the University of Ljubljana and the Jagiellonian University in Cracow. The aim of the authors and editors was not to create a compendium of knowledge about the current state of the development of education in the field of lifelong learning. The creation of a publication that would present a comprehensive, 'photographic' image of the state of research and practices in the field of lifelong learning would be so laborious and long-term that it would not keep up with the constant changes which appear in reality. The authors decided to present a compilation of examples illustrating areas worth considering, contexts and practices, as well as certain problems and dilemmas.The image of the reality outlined in this book is very selective, but "spatial" to such an extent that it enables for the grasping of its size and dynamism of development. It encompasses not only significant issues from the standpoint of economy in the scope of key competences, but also concepts related to the social, cultural, scientific, artistic and common schooling, leading to more comprehensive personal development and to raising the quality of life.

"The book Lifelong Learning Today. New Areas, Contexts, Practices is the result of cooperation between individuals from two well-known centres of pedagogical thought and the adult learning theory: University of Ljubljana and Jagiellonian University in Krakow. The authors of the texts constituting the volume have a contemporary and essentially correct understanding of the concept and idea of lifelong learning as a continuing process which begins in early childhood and goes on until the grand old age, formally divided into time periods requiring defined pedagogical strategies. The authors pointed out the areas and contexts of education not used so far in their respective countries and unanimously formulated suggestions on improving the worrying situation. Considering the process of lifelong learning in a vertical dimension, they demonstrated the achievements and shortcomings of education and educating people at its various stages, including adult education. They pointed out, how the effects and shortcomings of education in a given period of life affect the educational efforts in the subsequent periods and how to use positive organisational and methodical experiences from earlier stages of education in its later stages. The book contains numerous timeless supranational generalisations, which often lead to unambiguous suggestions regarding the optimisation of the practices associated with education and educating people at various stages in their lives. It is due to those attributes that the book will be of interest not only to theorists but also practitioners committed to furthering lifelong education."

Tadeusz Aleksander