• LE THAI PHONG Lecturer, Faculty of Business Administration, Foreign Trade University, Vietnam. T.,
  • NGUYEN THU THUY Ministry of Education and Training, Vietnam.,
  • NGUYEN THI HANH Ministry of Education and Training, Vietnam.,
  • DAU BAO NGOC Student of Advance Program, K57, ID: 1812280063, Faculty of Business Administration, Foreign Trade University.



Lifelong learning, learning society, lifelong learning of community, Vietnam


Objective: Lifelong learning (LLL) has lately attracted significant attention from the society in general, universities and corporations in particular. For the case of Vietnam, the Government has pledged to create a Lifelong Learning Society. A number of initiatives have been launched to help achieve this goal, including the Southeast Asian Ministers of Education Organization Centre for Lifelong Learning (SEAMEO CELLL) and "Book Day", a day dedicated to encouraging reading and raising awareness of its importance in the development of knowledge and skills. Lifelong learning (LLL) programs are also being adopted at libraries, museums, cultural centers, and clubs in Vietnam. In addition to the effort done by the Vietnamese government, a number of non-governmental, non-profit organizations and educational institutions have started to take action to encourage literacy and lifelong learning. It can be said that education and educational reforms are always the top concern of each country. This study is to investigate about lifelong learning of community with 4 aspects: (1) Learning Competencies; (2) Learning Contexts; (3) Learning Contents and (4) Learning Goals as well as examining the differences in the opinion about lifelong learning between categorical variables. The second purpose of the study is to examine the relationship between an individual's perspective on lifelong learning and their actual learning capacity, as well as learning motive.

Methods: The paper deploys primary data collecting from 270 people in different sectors and different occupations. Standard statistical techniques such as mean analysis, OLS multivariable analysis are used to find the answer for proposed hypotheses.

Results: Using a sample of 270 respondents varying in age, gender, and employment status, the authors found that there are differences on the attitudes towards lifelong learning, the motivations and skills needed for this “journey”.

Conclusion: From the findings, researchers proposed recommendations to promoting and fostering lifelong learning of community with the case of Vietnam.


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How to Cite

PHONG, L. T., THUY, N. T., HANH, N. T., & NGOC, D. B. (2021). DOES DEMOGRAPHICS MATTER IN LIFELONG LEARNING? A RESEARCH CONTEXT OF VIETNAM. Innovare Journal of Social Sciences, 9(5), 27–31.



Original Article(s)