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In_II my_APPGE view_NN1 ,_, education_NN1 is_VBZ without_IW doubt_NN1 a_AT1 lifelong_JJ process_NN1 ;_; one_MC1 of_IO continuously_RR learning_VVG new_JJ knowledge_NN1 and_CC skills_NN2 ._. 
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Furthermore_RR ,_, I_PPIS1 believe_VV0 that_DD1 is_VBZ definitely_RR how_RRQ life_NN1 is_VBZ meant_VVN to_TO be_VBI ._. 
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It_PPH1 might_VM be_VBI possible_JJ to_TO debate_VVI the_AT issue_NN1 on_II the_AT grounds_NN2 that_CST the_AT reality_NN1 ,_, in_II some_DD places_NN2 and_CC for_IF some_DD individuals_NN2 ,_, falls_VVZ short_JJ of_IO the_AT ideal_JJ -_- when_CS education_NN1 does_VDZ not_XX become_VVI a_AT1 lifelong_JJ process_NN1 ._. 
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However_RR ,_, it_PPH1 is_VBZ more_RGR helpful_JJ to_TO focus_VVI on_II the_AT ideal_JJ concepts_NN2 of_IO education_NN1 ,_, ones_NN2 that_CST are_VBR intrinsically_RR both_RR lifelong_JJ and_CC process_NN1 oriented_VVD ._. 
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The_AT counter-argument_NN1 that_CST education_NN1 is_VBZ not_XX a_AT1 lifelong_JJ process_NN1 must_VM depend_VVI on_II the_AT definition_NN1 of_IO education_NN1 being_VBG reduced_VVN simply_RR to_II one_MC1 of_IO formal_JJ education_NN1 ,_, which_DDQ focuses_VVZ on_II instruction_NN1 ,_, as_II31 opposed_II32 to_II33 learning_NN1 ._. 
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In_II my_APPGE opinion_NN1 that_CST perspective_NN1 is_VBZ too_RG limited_JJ as_CSA it_PPH1 does_VDZ not_XX reflect_VVI all_DB the_AT wider_JJR learning_NN1 and_CC education_NN1 that_CST occurs_VVZ alongside_RL and_CC outside_II21 of_II22 educational_JJ institutions_NN2 ._. 
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Consider_VV0 ,_, for_REX21 instance_REX22 ,_, the_AT first_MD few_DA2 years_NNT2 of_IO a_AT1 childs_NN2 life_NN1 ._. 
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Children_NN2 learn_VV0 lifelong_JJ values_NN2 ,_, social_JJ skills_NN2 and_CC attitudes_NN2 ,_, as_II31 well_II32 as_II33 language_NN1 and_CC physical_JJ skills_NN2 --_NN1 before_CS they_PPHS2 attend_VV0 pre-schools_NN2 ._. 
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Their_APPGE parents_NN2 and_CC families_NN2 are_VBR teachers_NN2 from_II whom_PNQO children_NN2 absorb_VV0 skills_NN2 and_CC knowledge_NN1 that_CST will_VM stay_VVI with_IW and_CC influence_VVI them_PPHO2 throughout_II their_APPGE lifetime_NNT1 ._. 
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So_RR ,_, too_RR ,_, do_VD0 the_AT adults_NN2 involved_VVN learn_VV0 from_II the_AT children_NN2 --_NN1 from_II listening_VVG to_II their_APPGE fresh_JJ perspectives_NN2 and_CC answering_VVG the_AT endless_JJ questions_NN2 of_IO avid_JJ learners_NN2 ._. 
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Once_CS the_AT years_NNT2 of_IO a_AT1 standard_JJ education_NN1 are_VBR completed_VVN ,_, an_AT1 attitude_NN1 of_IO inquiry_NN1 and_CC personal_JJ development_NN1 leads_VVZ many_DA2 to_TO keep_VVI acquiring_VVG knowledge_NN1 throughout_II their_APPGE lives_NN2 ._. 
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Those_DD2 without_IW the_AT need_NN1 or_CC interest_NN1 in_II seeking_VVG further_JJR qualifications_NN2 satisfy_VV0 this_DD1 desire_NN1 to_TO keep_VVI learning_VVG in_II many_DA2 ways_NN2 :_: asking_VVG questions_NN2 ,_, reading_VVG literature_NN1 ,_, researching_VVG in_II libraries_NN2 ,_, following_VVG news_NN1 ,_, discussing_VVG issues_NN2 with_IW other_JJ people_NN and_CC by_II reflection_NN1 ._. 
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In_II our_APPGE rapidly_RR changing_JJ work_NN1 environment_NN1 the_AT demand_NN1 to_TO be_VBI competent_JJ in_II new_JJ areas_NN2 and_CC to_TO learn_VVI new_JJ skills_NN2 is_VBZ constant_JJ ._. 
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No_RR21 longer_RR22 does_VDZ the_AT old_JJ concept_NN1 of_IO a_AT1 job_NN1 for_IF life_NN1 hold_VV0 the_AT same_DA relevance_NN1 ,_, so_RR people_NN are_VBR discovering_VVG the_AT need_NN1 to_TO be_VBI adaptable_JJ ,_, to_TO re-train_VVI and_CC to_TO keep_VVI themselves_PPX2 up-to-date_JJ with_IW developments_NN2 in_II their_APPGE fields_NN2 ._. 
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This_DD1 has_VHZ become_VVN on_II on-going_JJ process_NN1 of_IO up-skilling_NN1 that_CST can_VM be_VBI extremely_RR satisfying_JJ ._. 
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Other_JJ changes_NN2 in_II the_AT world_NN1 around_II us_PPIO2 accentuate_VV0 the_AT importance_NN1 of_IO viewing_VVG education_NN1 as_II a_AT1 lifelong_JJ process_NN1 which_DDQ prevents_VVZ people_NN getting_VVG trapped_VVN in_II a_AT1 time-warp_NN1 ._. 
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One_PN1 only_RR has_VHZ to_TO think_VVI of_IO the_AT rapid_JJ changes_NN2 in_II technology_NN1 to_TO realise_VVI that_CST in_II the_AT last_MD twenty_MC years_NNT2 people_NN have_VH0 had_VHN to_TO learn_VVI to_TO master_VVI a_AT1 whole_JJ new_JJ sets_NN2 of_IO skills_NN2 ,_, with_IW ,_, for_REX21 example_REX22 ,_, computers_NN2 ,_, e-mail_NN1 and_CC cell-phones_NN2 ._. 
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Now_RT we_PPIS2 can_VM not_XX imagine_VVI life_NN1 without_IW such_DA gadgets_NN2 and_CC older_JJR people_NN marvel_VV0 at_II the_AT ease_NN1 with_IW young_JJ children_NN2 absorb_VV0 these_DD2 skills_NN2 effortlessly_RR as_II a_AT1 natural_JJ part_NN1 of_IO their_APPGE world_NN1 ._. 
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Those_DD2 who_PNQS refuse_VV0 ,_, or_CC are_VBR unable_JJ ,_, to_TO move_VVI with_IW the_AT times_NNT2 and_CC adapt_VVI to_TO change_VVI ,_, are_VBR at_II risk_NN1 of_IO becoming_VVG isolated_JJ and_CC ,_, ironically_RR ,_, being_VBG viewed_VVN as_CSA uneducated_JJ !_! 
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As_II the_AT priority_NN1 of_IO ensuring_VVG that_CST children_NN2 and_CC young_JJ people_NN all_RR get_VV0 a_AT1 basic_JJ formal_JJ education_NN1 is_VBZ increasingly_RR being_VBG achieved_VVN ,_, second_MD chance_NN1 education_NN1 is_VBZ becoming_VVG available_JJ for_IF another_DD1 tier_NN1 of_IO society_NN1 ._. 
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Those_DD2 who_PNQS wasted_VVD their_APPGE early_JJ opportunity_NN1 because_CS they_PPHS2 lacked_VVD the_AT maturity_NN1 and_CC motivation_NN1 to_TO work_VVI hard_RR ,_, as_II31 well_II32 as_II33 those_DD2 who_PNQS lacked_VVD educational_JJ opportunities_NN2 because_II21 of_II22 the_AT economic_JJ or_CC political_JJ circumstances_NN2 in_II their_APPGE youth_NN1 ,_, are_VBR now_RT able_JK to_TO study_VVI at_II a_AT1 later_JJR time_NNT1 in_II their_APPGE lives_NN2 ._. 
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It_PPH1 is_VBZ never_RR too_RG late_JJ to_TO learn_VVI is_VBZ frequently_RR being_VBG proven_VVN by_II these_DD2 adult_JJ students_NN2 who_PNQS return_VV0 to_TO advance_VVI their_APPGE education_NN1 further_RRR ._. 
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As_II the_AT population_NN1 of_IO the_AT world_NN1 ages_VVZ it_PPH1 is_VBZ crucial_JJ that_CST this_DD1 attitude_NN1 to_II education_NN1 as_II a_AT1 lifelong_JJ process_NN1 is_VBZ fostered_VVN and_CC everyone_PN1 is_VBZ encouraged_VVN to_TO stay_VVI active_JJ and_CC involved_JJ in_II all_DB aspects_NN2 of_IO life_NN1 ._. 
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People_NN are_VBR living_VVG longer_RRR and_CC it_PPH1 is_VBZ important_JJ that_CST they_PPHS2 keep_VV0 active_JJ intellectually_RR as_II31 well_II32 as_II33 physically_RR ,_, socially_RR and_CC emotionally_RR ._. 
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In_II using_VVG their_APPGE brains_NN2 it_PPH1 truly_RR is_VBZ a_AT1 matter_NN1 of_IO use_NN1 it_PPH1 or_CC lose_VV0 it._NNU Acquiring_VVG knowledge_NN1 does_VDZ not_XX come_VVI simply_RR from_II books_NN2 or_CC from_II formal_JJ teaching_NN1 ._. 
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There_EX are_VBR constant_JJ and_CC plentiful_JJ opportunities_NN2 to_TO keep_VVI learning_VVG informally_RR from_II each_DD1 person_NN1 we_PPIS2 meet_VV0 in_II our_APPGE daily_JJ life_NN1 ._. 
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What_DDQ it_PPH1 takes_VVZ is_VBZ an_AT1 attitude_NN1 of_IO inquiry_NN1 ,_, openness_NN1 ,_, and_CC ,_, perhaps_RR ,_, humility_NN1 ._. 
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Learning_NN1 is_VBZ unquestionably_RR a_AT1 lifelong_JJ process_NN1 --_NN1 thank_VV0 goodness_NN1 !_! 
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