A qualitative approach to lifelong learning: strategic competence and reflective education.

The present article is first of all a contribution to theory in the broad field of adult education in lifelong perspective, that, starting from literature and theories in this field, develops a reflection based on empirical work, related in particular to the use of qualitative methodologies in the learning process for mature students enrolled in university. The outcome of this experimentation was the support and empowerment of motivation and volition and the development of proactive, reflexive and self- analysis abilities needed for adult students to achieve transformative and reflective results in learning. The first part of the paper brings forward a theory on lifelong learning (LLL) and it is also a reflection on the need to place the subject at the centre of education by using qualitative methods, such as: experiential, reflective and transformative learning. In the second part, the paper tackles the issue of the relations between LLL and reflectiveness, as a basic feature of social relationships, of organizations and personal relations. The third section focuses on “learning to learn” as a strategic competence and a necessary resource for anyone. The last part takes into consideration concepts and methods of reflective education as a feature of education not limiting itself to its functional dimension. Thus, some reflective methodologies such as: Bilan de compétences (BdC), Empowerment, Lifelong guidance, Critical event, are brought forward as examples of reflective educational paths.