The concept of lifelong education as a relatively specific pedagogical and andragogical doctrine is unconditionally supported by the societies which tend to learn, change, democratize and follow the evolutional inclinations of the most prestigious part of the world. It refers to a particular philosophy of continuous learning taking in consideratioin that implies all types, stages, kinds, varieties and forms of education, providing equal rights to the acquisition of knowledge, skills and experiences to children, youth and adults. Its affirmation in pedagogical and andragogical theory and practice is firmly supported by the almost unbelievable scientific, technological, economic, social, cultural and other achievements. Modern labour organization and technology, which have been established on scientific principles, do not longer only require new knowledge and skills from the human potential, but they also require various kinds of abilities, a different mindset, creativity and independence in making crucial business and life decisions. Therefore, there is an increasing demand for the human resources with conjunctive knowledge, professional and social skills, democratic and widely accepted systems of values, which actually represent benchmarks, i.e. regulating mechanisms in the increasingly challenging labour market. In accordance with that kind of logic, there is a firmly founded claim that the concept of lifetime learning is a necessary condition and a generator of attaining a high living standard, economic growth, efficient system of social protection, and obtaining a very favourable system of human rights and freedoms. It seems evident that the prime aim of this type of education focuses on the permanent acquisition of new knowledge, at the same time accentuating the innovating, intensifying and actualizing of the existing understanding, skills, professional and civil competences which are immanent to modern society, to individual and to the labour market. While analyzing the mission of lifelong learning, education in a developed society on the one hand and the labour market on the other, we have realized that these two phenomena demonstrate a cause-effect relationship. A simplified essence of that relationship reflects the fact that the specific concept of lifelong learning and education generates certain profiles of experts, whereas the labour market responds to the objectively given offer by the relevant demand.
Nikola Mijanović, PhD is Professor at the Faculty of Philosophy, University of Nikšić, Montenegro.