In many sectors, the paths that knowledge and learning are taking and the scene to which they are exposed coincide with the objective of developing education and training along the whole life, that is, the expression of the will of promoting the highest level of knowledge possible through a wide access to education, an integrated education, which is continuously updated and in which the most used social and tecnological mass media are integrated.
Commonly, three main dimensions refer to the integration and updating of what is called “the society of knowledge”. They are the following:
In relation with knowledge, in order to participate actively in the transformations which are taking place citizens will make their knowledge evolve permanently, so that they will increase and will be renewed constantly.
In relation with citizenship, this means an enrichment of the citizens since common values will be shared and a feeling of belonging to a common social and cultural space will develop.
In relation with abilities, the development of attitudes for work through the acquisition of the abilities which turn to be necessary due to the evolution of work and its organisation (in this point exists an important problem as Ronald Barnett shows). This means that, now, more than ever, it is fundamental to foster, along the whole life, creativity, flexibility, adaptability and the ability to teach how to learn and solve problems. These abilities are related to the new knowledge and the perspectives about it, and also, with the introduction of the mass media in educational centres, although, this may be done through the use that teachers make of them. Following these premises, the gap between qualifications can be avoided.
The final step in these three dimensions of international concern seems to be the necessity of introducing intensively the technologies of information and communication, in order to have satisfactory results in relation to what was planned.
These attempts show, deep down, the fact that education and learning are not exclusive of educational centres, but also of other learning centres, in which genuine educational activities take place, such as vocational training centres, cultural organisations (museums, theatres, cinemas, bookshops, etc.) and youth associations.
Yes, learning is more important than education.