Towards a Curriculum Typology for Australian Generalist Arts Degree Programmes

ERIC Educational Resources Information Center

Gannaway, Deanne

2010-01-01

The Bachelor of Arts (BA) degree is arguably one of the longest-established and largest degree programmes in the Australian higher education system. Traditionally, the BA programme is a liberal arts degree that is considered the first step in the lifelong journey of learning and that is frequently marketed as such. Yet, in an increasingly…

Lifelong Learning Within Higher Education in South Africa: Emancipatory Potential?

NASA Astrophysics Data System (ADS)

Walters, Shirley

1999-11-01

In South Africa under apartheid higher education was inaccessible to the majority. This article argues that in the new South Africa there is an opportunity to redress this situation and promote equity though lifelong learning. This would involve greatly widening access and providing programmes to develop broadly applicable abilities such as computer literacy and problem-solving skills, which would increase the economic competitiveness and personal empowerment of learners. At the same time, the author argues, new educational approaches are needed to promote active citizenship.

Returns on vocational education over the life cycle: Between immediate labour market preparation and lifelong employability

NASA Astrophysics Data System (ADS)

Lavrijsen, Jeroen; Nicaise, Ides

2017-04-01

An important issue in the design of secondary-level education is the balance between conveying general and occupation-specific (vocational) skills. On the one hand, vocationally oriented programmes, providing occupation-specific skills with immediate labour market relevance, have repeatedly been shown to secure safe pathways into employment. On the other hand, these programmes tend to put less emphasis on developing general knowledge, skills and competencies, including numeracy and literacy, which are foundational to lifelong learning. Hence, when the needs of the labour market change, employees who opted for a vocational track when they were at secondary school risk being less flexible in adapting to such changes later in their career. The authors of this article examine whether this results in a trade-off between short-term gains and long-term losses by considering differences in the labour market careers of vocationally and generally educated respondents in the 2012 Programme for the International Assessment of Adult Competencies (PIAAC). Their results suggest that early labour market benefits of vocational specialisation decrease over time; the authors relate this to its lower ability to equip secondary school students - future employees - with skills for lifelong learning.

The Researcher and the Studier: On Stress, Tiredness and Homelessness in the University

ERIC Educational Resources Information Center

Hodgson, Naomi

2016-01-01

Recent European policy has seen a shift from a concern with lifelong learning in the Lisbon Strategy to research and innovation in the Horizon 2020 programme. Accordingly, there has been an increased policy focus on the researcher who, like the lifelong learner must be entrepreneurial, adaptable, mobile, but who must also find new ways in which to…

Get Networked and Spy Your Languages

ERIC Educational Resources Information Center

Rico, Mercedes; Ferreira, Paula; Dominguez, Eva M.; Coppens, Julian

2012-01-01

Our proposal describes ISPY, a multilateral European K2 language project based on the development of an Online Networking Platform for Language Learning (http://www.ispy-project.com/). Supported by the Lifelong Learning European Programme, the platform aims to help young adults across Europe, secondary and vocational school programs, learn a new…

Learning-Oriented E-Assessment: The Effects of a Training and Guidance Programme on Lecturers' Perceptions

ERIC Educational Resources Information Center

Rodríguez-Gómez, Gregorio; Quesada-Serra, Victoria; Ibarra-Sáiz, María Soledad

2016-01-01

Various frameworks that acknowledge the importance of assessment as a core aspect of the learning process have been proposed to enhance life-long learning and promote participative strategies. In this context, learning-oriented e-assessment was developed to enhance learning through assessment in a technology-mediated context. Using a…

Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers. 2nd Edition

ERIC Educational Resources Information Center

Hanemann, Ulrike, Ed.; Scarpino, Cassandra, Ed.

2016-01-01

The UNESCO Institute for Lifelong Learning (UIL) has published a second edition of "Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers." This compilation of case studies from all world regions presents promising literacy and numeracy programmes that use information and…

Developing a European Practitioner Qualification: The TRAVORS2 Project

ERIC Educational Resources Information Center

Lester, Stan

2013-01-01

The TRAVORS projects, supported by the European Union's Lifelong Learning Programme, ran between 2008 and 2012. Their object was to develop training programmes for disability employment practitioners across nine countries based on proven approaches both to vocational rehabilitation and to skills training. The second of the two projects aimed to…

Malaysian registered nurses' professional learning.

PubMed

Chiu, Lee H

2006-01-01

Findings of a study of the impact of professional learning on Malaysian registered nurses are reported. The offshore delivery post-registration nursing degree programme is a formal aspect of professional learning, which enables Malaysian registered nurses to upgrade their hospital-based training or diploma of nursing qualification to a degree. Using a qualitative case study approach, data were collected from twelve programme graduates, through individual and focus group interviews. The programme promoted their personal professional growth and enhanced their professional development. It increased self-confidence, knowledge, self-fulfillment, critical thinking ability, interpersonal skills, interest in research and research utilisation, and life-long learning. There was evidence of career mobility and a raised awareness of their professional role and responsibility.

Competing Knowledges in Lifelong Education

ERIC Educational Resources Information Center

Mlcek, Susan Huhana

2011-01-01

This is a discussion paper about access to, and participation in learning opportunities for Maori learners in New Zealand, and Indigenous learners in Australia. Teaching and learning practice in three separate institutional education programmes--one in New Zealand and two in Australia--highlight the problematic nature of inclusion based on…

Elder Learning in Hong Kong: Policies, Programmes, Provisions, and Issues

ERIC Educational Resources Information Center

Tam, Maureen

2012-01-01

This paper explores the notions of active ageing and elder learning in Hong Kong where a strategic approach to elderly education is applied by the government to encourage lifelong learning. The paper outlines the policy development and support for elder learning in Hong Kong in two distinct periods: pre-1997 and post-1997. The post-1997 period is…

Educational Policy in Scotland: Inclusion and the Control Society

ERIC Educational Resources Information Center

Watson, Cate

2010-01-01

This paper sets out to examine educational policy and practice in Scotland, showing how the "comprehensive and coherent programme to promote social inclusion"--inculcating "readiness to learn", ensuring that education equips the young for adult life, creating a demand for lifelong learning, above all through the presumption of…

Lifelong learning in active ageing discourse: its conserving effect on wellbeing, health and vulnerability.

PubMed

Narushima, Miya; Liu, Jian; Diestelkamp, Naomi

2018-04-01

The Active Ageing Framework has been adapted as a global strategy in ageing policies, practices and research over the last decade. Lifelong learning, however, has not been fully integrated into this discourse. Using survey data provided by 416 adults (aged 60 years and above) enrolled in non-formal general-interest courses in a public continuing education programme in Canada, this study examined the association between older adults' duration of participation in the courses and their level of psychological wellbeing, while taking their age, gender, self-rated health and vulnerability level into consideration. An analytical framework was developed based on the literature of old-age vulnerabilities and the benefits of lifelong learning. Two logistic regression and trend analyses were conducted. The results indicate that older adults' participation is independently and positively associated with their psychological wellbeing, even among those typically classified as 'vulnerable'. This result provides additional evidence that suggests the continuous participation in non-formal lifelong learning may help sustain older adults' psychological wellbeing. It provides older learners, even those who are most vulnerable, with a compensatory strategy to strengthen their reserve capacities, allowing them to be autonomous and fulfilled in their everyday life. The result of this study highlights the value of the strategic and unequivocal promotion of community-based non-formal lifelong learning opportunities for developing inclusive, equitable and caring active ageing societies.

Developing a lifelong learning system in Ethiopia: Contextual considerations and propositions

NASA Astrophysics Data System (ADS)

Abiy, Dessalegn Samuel; Kabeta, Genet Gelana; Mihiretie, Dawit Mekonnen

2014-10-01

Initiated by a "Pilot workshop on developing capacity for establishing lifelong learning systems in UNESCO Member States" held at the UNESCO Institute for Lifelong Learning, the purpose of this study was to develop a Lifelong Learning system in Ethiopia. Preparations for its conceptualisation included the review of relevant national policy documents and an analysis of the Ethiopian educational, economic and social context. Focused group and one-to-one interviews were conducted with policy researchers, experts from the Ministry of Education, adult educators and coordinators at different levels. It emerged that some of the existing policy provisions and contexts reflecting the highly formalised and structured educational opportunities available to Ethiopian youth and adults require re-conceptualisation. Despite the enormous progress made in increasing children's access to primary school, more than two million children remain out of school and adult literacy rates are still far from reaching the targets set both by the United Nations Millennium Development Goals (MDGs) and by national educational programmes. Moreover, as many youth drop out after completing primary education, and as the quality of learning appears to have suffered due to efforts of expansion, it is necessary to revisit the responsiveness of Ethiopia's formal educational provisions in the face of these challenges. Based on the opportunities and challenges identified, the authors explore some major considerations believed to be fundamental in creating a platform for the conceptualisation of Lifelong Learning in the Ethiopian context and conclude with some suggestions for the way forward.

Underlying Factors in Perceptions of Studying during Adolescence

ERIC Educational Resources Information Center

Rogers, Lynne

2013-01-01

In developed countries, increasing emphasis is given to lifelong learning and the importance of the role that schools play in preparing pupils to become independent learners equipped with study strategies for learning beyond compulsory education. In the UK although study skills programmes were popular in schools during the 1980s, interest receded…

Managing Their Own Programme: A Case Study of the First Graduates of a New Kind of Doctorate in Professional Practice

ERIC Educational Resources Information Center

Stephenson, John; Malloch, Margaret; Cairns, Len

2006-01-01

This article contributes to current debates about professional doctorates from a lifelong learning perspective, focusing on those who choose to undertake a doctoral programme in mid- or late career and their responses to the challenge of demonstrating their "doctorateness" as evidenced in their previous and continuing professional work.…

Empowering Language Learners through the Use of a Curriculum-Integrated Information Literacy Programme: An Action Research Project

ERIC Educational Resources Information Center

Alzahrani, Sahar

2017-01-01

This paper implements and evaluates a curriculum-integrated information literacy programme in an Arabic primary school in the United Kingdom to empower learners and develop life-long learning skills. It reports on an action research project with a reflective practice approach used at the beginning of the semester to identify potential problems…

Description and student self-evaluation of a pilot integrated small group learning and simulation programme for medical students in the first clinical year.

PubMed

Levinson, Michele; Kelly, Diane; Zahariou, Krisoula; Johnson, Matthew; Jackman, Christine; Mackenzie, Sara

2017-02-01

Contemporary education for medical students should be student-centred, integrated and contextualised. Small group learning promotes clinical reasoning and skills for lifelong learning. Simulation can provide experiential learning in a safe and controlled environment. We developed a weekly integrated problem-based learning and simulation programme (IPS) over two semesters in the first clinical year to augment clinical placement experience and contextualise theory into work-relevant practice. To evaluate the new programme at Kirkpatrick level 1. An anonymous survey of participating students. The programme was well liked. Students found the programme relevant and that they had a better understanding of patient safety and the assessment of the deteriorating patient. They felt it contributed to integration of theory and practice, clinical reasoning and the acquisition of non-technical skills, particularly affective and communication elements. This IPS programme in the first clinical year can deliver a student-centred curriculum to complement clinical placement that delivers the important requirements of contemporary medical student education. © 2016 Royal Australasian College of Physicians.

Accreditation of Prior Learning as a Lever for Lifelong Learning: Lessons Learnt from the New Opportunities Initiative, Portugal

ERIC Educational Resources Information Center

Carneiro, Roberto, Ed.

2011-01-01

The New Opportunities Initiative (NOI) is a Portuguese flagship programme to recognise and accredit prior learning (RPL, APL) and to endow low-skilled adults with upper secondary qualifications, which is defined as the minimum entry threshold to the exercise of a full citizenship in a knowledge-rich society. NOI's major achievement has been its…

Evaluating a Research Training Programme for People with Intellectual Disabilities Participating in Inclusive Research: The Views of Participants.

PubMed

Fullana, Judit; Pallisera, Maria; Català, Elena; Puyalto, Carolina

2017-07-01

This article presents the results of evaluating a research training programme aimed at developing the skills of people with intellectual disabilities to actively participate in inclusive research. The present authors opted for a responsive approach to evaluation, using a combination of interviews, questionnaires and focus groups to gather information on the views of students, trainers and members of the research team regarding how the programme progressed, the learning achieved and participants' satisfaction with the programme. The evaluation showed that most of the participants were satisfied with the programme and provided guidelines for planning contents and materials, demonstrating the usefulness of these types of programme in constructing the research group and empowering people with intellectual disabilities to participate in research. The evaluation revealed that the programme had been a positive social experience that fostered interest in lifelong learning for people with intellectual disabilities. © 2016 John Wiley & Sons Ltd.

Junior doctors' guide to portfolio learning and building.

PubMed

Kitchen, Mark

2012-10-01

A portfolio is a collection of evidence supporting an individual's achievement of competencies and learning outcomes. The material included in the portfolio must be reflected upon, as reflection provides the evidence that learning has taken place. Portfolio learning is important for two principal reasons: assessment of the trainee, and for lifelong learning and reflection. The ability of a portfolio to be used for both summative and formative assessment makes it a flexible and robust assessment method. A portfolio also demonstrates reflection and lifelong learning abilities. Reflective learning is key to postgraduate medical education: it is part of both the Foundation Programme curriculum and General Medical Council guidance on best practice. To ensure correct learning outcomes are identified and evidenced, the curriculum programme must be referred to and an educational supervisor should be consulted. Once identified, it is necessary to: identify how these outcomes can be met (learning needs); decide what needs to be done to meet these needs; reflect on what has been done; and evidence what has been done in the portfolio. Evidence could include written feedback, certificates of course completion, online learning modules, etc. A learning portfolio is a necessary tool for every postgraduate medical trainee. The portfolio serves to record and evidence all learning that has taken place, and thereon acts as a guide for future learning needs. The key process to portfolio building and learning is the provision of evidence by reflecting upon the learning that has taken place. © Blackwell Publishing Ltd 2012.

Can ICT Reduce Social Exclusion? The Case of an Adults' English Language Learning Programme

ERIC Educational Resources Information Center

Webb, Sue

2006-01-01

Strong claims are made for ICT-based lifelong learning as an effective way of reducing the exclusion of various groups in society, yet, there is very little research to support these claims. Empirical research is needed, including qualitative studies of the experiences of socially excluded learners using ICT. This article reports the findings of…

Policy into Practice in Hong Kong Pre-Primary Kindergartens: The Impact of a Reform Agenda Viewing Early Childhood as The Foundation for Lifelong Learning

ERIC Educational Resources Information Center

Yelland, Nicola J.; Leung, Wai Man Vivienne

2018-01-01

In this paper we outline the provision of pre-primary education in the Hong Kong SAR and discuss how the educational reform initiatives of 2000 (Learning to Learn) and global imperatives provided the impetus to reshape a new educational approach to early childhood education. We use the example of a half-day pre-primary (kindergarten) programme to…

Distance Education in European Higher Education--The Offer. Report 1 (of 3) of the IDEAL (Impact of Distance Education on Adult Learning) Project

ERIC Educational Resources Information Center

Schneller, Chripa; Holmberg, Carl

2014-01-01

This report is the first in a series published by the IDEAL (Impact of Distance Education on Adult Learning) project. The IDEAL project ran from October 2013 to September 2015 with financial support from the EU Lifelong Learning Programme. The project aims to: (1) offer insights on the needs of adult learners to both policymakers and distance…

Distance Education in European Higher Education--The Potential. Report 3 (of 3) of the IDEAL (Impact of Distance Education on Adult Learning Project. Extended Version

ERIC Educational Resources Information Center

Owusu-Boampong, Angela; Holmberg, Carl

2015-01-01

This report is the third in a series published by the IDEAL (Impact of Distance Education on Adult Learning) project. The IDEAL project ran from October 2013 to September 2015 with financial support from the EU Lifelong Learning Programme. The project aims to: (1) offer insights on the needs of adult learners to both policymakers and distance…

New curricular design in biostatistics to prepare residents for an evidence-based practice and lifelong learning education: a pilot approach.

PubMed

Arias, A; Peters, O A; Broyles, I L

2017-10-01

To develop, implement and evaluate an innovative curriculum in biostatistics in response to the need to foster critical thinking in graduate healthcare education for evidence-based practice and lifelong learning education. The curriculum was designed for first-year residents in a postgraduate endodontic programme using a six-step approach to curriculum development to provide sufficient understanding to critically evaluate biomedical publications, to design the best research strategy to address a specific problem and to analyse data by appropriate statistical test selection. Multiple learner-centred instructional methods and formative and summative assessments (written tasks, simulation exercises, portfolios and pre-post knowledge tests) were used to accomplish the learning outcomes. The analysis of the achievement of the group of students and a satisfaction survey for further feedback provided to the residents at the end of the curriculum were used for curriculum evaluation. All residents demonstrated competency at the end of the curriculum. The correct answer rate changed from 36.9% in the pre-test to 79.8% in the post-test. No common errors were detected in the rest of the assessment activities. All participants completed the questionnaire demonstrating high satisfaction for each independent category and with the overall educational programme, instruction and course in general. The curriculum was validated by the assessment of students' performance and a satisfaction survey, offering an example of a practical approach to the teaching of statistics to prepare students for a successful evidence-based endodontic practice and lifelong learning education as practicing clinicians. © 2016 International Endodontic Journal. Published by John Wiley & Sons Ltd.

Programme Development. Paper Presentations: Session F.

ERIC Educational Resources Information Center

2000

This document contains 35 papers from the program development section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following are among the papers included: "Using Quality Indicators to Create World-Class Curricula: From Concept to Application" (Curtis Finch,…

Integrating Key Competences in School Physical Education Programmes

ERIC Educational Resources Information Center

Lleixà, Teresa; González-Arévalo, Carles; Braz-Vieira, Marcelo

2016-01-01

In 2006, the European Union published its recommendations on competences for lifelong learning. Since then, key competences have been integrated into the official curriculum in Spain. The objectives of the present study are: a) to describe the strategies used most frequently by physical education teachers to incorporate key competences in their…

Lifelong Learning Characteristics, Adjustment and Extra-Role Performance in Cooperative Education

ERIC Educational Resources Information Center

Drewery, David; Nevison, Colleen; Pretti, T. Judene; Pennaforte, Antoine

2017-01-01

Many organisations hire students from cooperative education (co-op) programmes. These organisations are interested in students' performance, particularly in their "extra-role" performance. Previous studies show that socialisation processes play an important part in establishing adjustment and performance. It may also be the case that…

Influences on Self-Evaluation during a Clinical Skills Programme for Nurses

ERIC Educational Resources Information Center

Yeo, J.; Steven, A.; Pearson, P.; Price, C.

2010-01-01

Education has moved from teacher to student-centred practices. Increasing emphasis is placed on "life-long" learning in the context of a rapidly changing knowledge base. Self-evaluation is seen as one strategy to facilitate student-centred continuous professional development. The literature, however, suggests that learners' ability to…

Eliminating Language Barriers Online at European Prisons (ELBEP): A Case-Study

ERIC Educational Resources Information Center

Barkan, M.; Toprak, E.; Kumtepe, A. T.; Kumtepe, E. Genc; Ataizi, M.; Pilanci, H.; Mutlu, M. E.; Kayabas, I.; Kayabas, B. Kip

2011-01-01

ELBEP (Eliminating Language Barriers in European Prisons Through Open and Distance Education Technology) is a multilateral project funded by the European Union (EU) Lifelong Learning, Grundtvig (Adult Education) Programme. It aims to overcome language/communication problems between prison staff and foreign inmates at European prisons via online…

Making Better Use of School Buildings. PEB Papers.

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France). Programme on Educational Building.

School buildings are expensive to construct and to maintain, yet many are used for only a few hours each day. There is also a growing demand for facilities for lifelong learning, leisure, and other community activities, while financial pressures on national and local authorities continue to grow. In 1995, the OECD Programme on Educational Building…

Training Participation and Gender: Analyzing Individual Barriers across Different Welfare State Regimes

ERIC Educational Resources Information Center

Massing, Natascha; Gauly, Britta

2017-01-01

Lifelong learning is becoming increasingly important in today's societies. Individuals need to develop their skills through training in order to be successfully integrated in the labor market. We use data from the Programme for the International Assessment of Adult Competencies to investigate gender differences in training across 12 countries. We…

Where Now for University Lifelong Learning?

ERIC Educational Resources Information Center

Holmes, Gary

2010-01-01

Not so long ago, alongside the splendid edifice of full-time university education, there was a thriving array of university degree-level programmes, offered part-time in local settings, which was world-leading in its availability and in its ambitions. One could access it as part of a career-change need, a professional accreditation or for the…

A Modular Training Project for Vocational Education and Improvement in Turkey

ERIC Educational Resources Information Center

Arslan, Ridvan; Tekin, Yucel; Yazici, Murat; Kus, Abdil; Kaynak, Z. Gokay

2009-01-01

Various vocational training methods, most of which overlap with lifelong learning programmes, are being used to address the problem of unemployment--an issue of vital importance, especially for developing countries. This article examines the introduction of a modular certification project in Turkey supported by EU training funds. The objective of…

A Modular Approach for Training Employees in the Automotive Service Sector: A Case Study in Turkey

ERIC Educational Resources Information Center

Arslan, Ridvan; Kus, Abdil

2012-01-01

Certified education aimed at developing and documenting professional growth is an important issue for lifelong learning in developing countries. Some firms and educational institutions have applied different educational models to keep up with technological innovations. This study examines a Turkish programme for employees in the automotive sector…

Mobility of students, academic and administrative staff: a basis for establishing a European higher education area (Berlin communiqué 2003).

PubMed

Chantrain, Hilde

2010-01-01

This article aims to highlight the possibilities of the Intensive Programme (IP), one of the items of the Lifelong Learning Programme of the European Commission. The benefits of organizing an IP in a specific discipline-related area is illustrated by a case study of the speech-language therapy IP, which has been coordinated for 16 years by the Department of Speech-Language Therapy of the Lessius Hogeschool Antwerp, Belgium. 2010 S. Karger AG, Basel.

Literacy Programmes with a Focus on Women to Reduce Gender Disparities: Case Studies from UNESCO Effective Literacy and Numeracy Practices Database (LitBase). http://www.unesco.org/uil/litbase/

ERIC Educational Resources Information Center

Kairies, Jan, Ed.

2013-01-01

Literacy is the foundation of lifelong learning and a crucial element in the universally recognised right to education. However, illiteracy continues to exist as a global challenge, and many individuals still lack the basic literacy skills that are needed to engage in further learning opportunities and for the economic and social development of…

Active Social Policy Meets the Discipline of the Australian Marketplace: The Outcomes of Mobile Policies

ERIC Educational Resources Information Center

Zoellner, Don

2016-01-01

Many advanced market democracies pursue social justice by bundling together a range of programmes represented as active social policy. Northern European exemplars sanction employment as an economic and social citizen's civic obligation, promote lifelong learning and place welfare payments as a last resort. In the United States, market-based…

International Innovation Camps: Evidence from a Field Study

ERIC Educational Resources Information Center

Silva, Paulino; Temple, Bryan K.; Kalviainen, Mirja; Mantzalos, Costas; Horky, Emil; Stoklasa, Michal; Orme, Philip

2012-01-01

A two-week workshop was held in Finland during February 2010 and again in Glasgow in February 2011. The events were sponsored by the European Lifelong Learning programme. Students from Portugal, Cyprus, the Czech Republic, Finland and the UK were placed in multicultural teams of five. Each team had two product designers, one graphic designer, one…

Alumni Go Europe: A Lifelong Learning Grundtvig Project--2008-2010

ERIC Educational Resources Information Center

Council for Advancement and Support of Education, 2010

2010-01-01

This article reports on the results of a two-year project to strengthen and enhance alumni relations programmes at European universities. Members of the "Alumni go Europe" partnership include CASE Europe, the University of Linz in Austria, the University of Navarra in Spain, and the University of Siegen in Germany. The project is funded…

Development of Adult Education in Europe and in the Context of Knowles' Study

ERIC Educational Resources Information Center

Feltsan, Inna

2017-01-01

The presented article touches upon the idea of adult education history in Europe. It highlights the main programmes and events, which were a great contribution to the development of lifelong learning. At ancient times, adult students considered to be the prominent audience at philosophical lectures of immortal minds. After the period of…

CONFINTEA VI follow-up and the role of university lifelong learning: Some issues for European higher education

NASA Astrophysics Data System (ADS)

Németh, Balázs

2011-08-01

The Belém Framework for Action underlines, among many other issues, that quality in adult learning and education must be holistic and multidimensional both as a concept and in practice, using various tools such as partnerships with higher education institutions. Bridging adult and higher education is difficult, but the lifelong learning paradigm may help European universities to meet the challenge. This paper argues that European higher education institutions should, on the one hand, educate adults to qualify them for their complex roles in society and economy either through academic programmes or in other, non-formal ways. On the other hand, higher education institutions should promote quality research on adult learning and education and develop active citizenship too. Emphasis was clearly given to the former task in the Budapest Statement in December 2008 as part of the European preparatory process for CONFINTEA VI, and the latter has been articulated by UNESCO for more than a decade. This paper suggests that a balanced position may help universities in setting themselves up as better and more effective learning organisations.

SpeakApps 2: Speaking Practice in a Foreign Language through ICT Tools

ERIC Educational Resources Information Center

Appel, Christine; Nic Giolla Mhichíl, Mairéad; Jager, Sake; Prizel-Kania, Adriana

2014-01-01

SpeakApps 2 is a project with support of the Lifelong Learning Programme, Accompanying Measures. It follows up on the work and results reached during the KA2 project "SpeakApps: Oral production and interaction in a foreign language through ICT tools". The overarching aim of SpeakApps 2 is to further enhance Europeans' language learning…

Evaluation of the Outcome of Lifelong Learning Programmes for Social Inclusion: A Phenomenographic Research

ERIC Educational Resources Information Center

De Greef, Maurice; Verte, Dominique; Segers, Mien

2012-01-01

Our current knowledge society does not only have an impact on labour market demands, but its citizens also have to cope with increasing social demands. A growing number of vulnerable adults lack basic competences and therefore risk social exclusion. In this respect, The European Commission as well as the OECD agree that adult education can play a…

Literacy skills gaps: A cross-level analysis on international and intergenerational variations

NASA Astrophysics Data System (ADS)

Kim, Suehye

2018-02-01

The global agenda for sustainable development has centred lifelong learning on UNESCO's Education 2030 Framework for Action. The study described in this article aimed to examine international and intergenerational variations in literacy skills gaps within the context of the United Nations Sustainable Development Goals (SDGs). For this purpose, the author examined the trend of literacy gaps in different countries using multilevel and multisource data from the OECD's Programme for the International Assessment of Adult Competencies (PIAAC) and UNESCO Institute for Lifelong Learning survey data from the third edition of the Global Report on Adult Learning and Education (GRALE III). In this article, particular attention is paid to exploring the specific effects of education systems on literacy skills gaps among different age groups. Key findings of this study indicate substantial intergenerational literacy gaps within countries as well as different patterns of literacy gaps across countries. Young generations generally outscore older adults in literacy skills, but feature bigger gaps when examined by gender and social origin. In addition, this study finds an interesting tendency for young generations to benefit from a system of Recognition, Validation and Accreditation (RVA) in closing literacy gaps by formal schooling at country level. This implies the potential of an RVA system for tackling educational inequality in initial schooling. The article concludes with suggestions for integrating literacy skills as a foundation of lifelong learning into national RVA frameworks and mechanisms at system level.

Understanding Lifelong Learning and Adult Education Policy in Estonia: Tendencies and Contradictions

ERIC Educational Resources Information Center

Jogi, Larissa

2012-01-01

There have been many theoretical and empirical analyses of lifelong learning policies and how to implement, develop, measure and facilitate lifelong learning and lifelong learning policy in order to cater for the needs and requirements of individuals as well as society in general. The particular slant on lifelong learning in different countries…

Finding a New Voice: Lifelong Learning Experiences in Museum Volunteering

ERIC Educational Resources Information Center

Dahl, Mette Irene

2018-01-01

'Working with you all and finding my voice as an educator has changed my life', one of the retirees said as we were discussing their experiences as museum volunteers. When I was given a two-year contract as a museum educator to contribute to the renewal of a maritime museum in Norway by designing and developing a broad ranging outreach programme,…

More than Nickels and Dimes: The Health Benefits of a Community-Based Lifelong Learning Programme for Older Adults

ERIC Educational Resources Information Center

Narushima, Miya

2008-01-01

In Canada, as in many countries, public continuing education of the non-vocational general interest type for people in post-work languishes on the margins of political discourse. This case study of one such traditional program for seniors run by a school board in Ontario explores the experiences of older adults and the meanings they attach to…

Technical Workshop on Basic Education and Lifelong Learning for Gender Equality through CLCs (Jayagiri-Bandung, Indonesia, March 28-31, 2001). Final Report.

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

The Asia-Pacific Programme of Education for All (APPEAL), UNESCO, is a cooperative program designed to promote education for all in the region. Its principal aim is to promote primary education, literacy, and continuing education for all and particularly for disadvantaged groups. APPEAL/PROAP has instituted the project, Promotion of Basic…

Embedding Evidence-based Practice Education into a Post-graduate Physiotherapy Program: Eight Years of pre-Post Course Evaluations.

PubMed

Perraton, L; Machotka, Z; Grimmer, K; Gibbs, C; Mahar, C; Kennedy, K

2017-04-01

Little has been published about the effectiveness of training postgraduate physiotherapy coursework students in research methods and evidence-based practice (EBP) theory. Graduate qualities in most universities include lifelong learning. Inclusion of EBP in post-graduate coursework students' training is one way for students to develop the knowledge and skills needed to implement current best evidence in their clinical practice after graduation, thereby facilitating lifelong learning. This paper reports on change in confidence and anxiety in knowledge of statistical terminology and concepts related to research design and EBP in eight consecutive years of post-graduate physiotherapy students at one Australian university. Pre-survey/post-survey instruments were administered to students in an intensive 3-week post-graduate course, which taught health research methods, biostatistics and EBP. This course was embedded into a post-graduate physiotherapy programme from 2007 to 2014. The organization and delivery of the course was based on best pedagogical evidence for effectively teaching adult physiotherapists. The course was first delivered each year in the programme, and no other course was delivered concurrently. There were significant improvements in confidence, significantly decreased anxiety and improvements in knowledge of statistical terminology and concepts related to research design and EBP, at course completion. Age, gender and country of origin were not confounders on learning outcomes, although there was a (non-significant) trend that years of practice negatively impacted on learning outcomes (p = 0.09). There was a greater improvement in confidence in statistical terminology than in concepts related to research design and EBP. An intensive teaching programme in health research methods and biostatistics and EBP, based on best practice adult physiotherapy learning principles, is effective immediately post-course, in decreasing anxiety and increasing confidence in the terminology used in research methods and EBP. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Lifelong Learning in Policy and Practice: The Case of Sweden

ERIC Educational Resources Information Center

Boström, Ann-Kristin

2017-01-01

This paper describes the changes in lifelong learning policy that have taken place since the 1990s in Sweden. Policy documents regarding lifelong learning in Sweden have appeared since 1994. The first of these documents contains general recommendations with regard to lifelong learning, in both a lifelong and a lifewide perspective, concerning…

Lifelong learning in nursing: a Delphi study.

PubMed

Davis, Lisa; Taylor, Heidi; Reyes, Helen

2014-03-01

In order to foster a culture of lifelong learning in nursing, it is important to identify what the concept means in the nursing profession as well as the characteristics of a lifelong learner. The purpose of this Delphi study was to conceptualize lifelong learning from the perspective of nursing, and to identify characteristics and essential elements of lifelong learning. A Delphi Study technique in three phases was completed using an online survey tool. Data were analyzed for conceptual description, ratings of characteristics and attributes, and expert consensus in these three phases. An online survey tool was used in this study. Recognized experts in nursing education, administration and public policy participated in this study. Lifelong learning in nursing is defined as a dynamic process, which encompasses both personal and professional life. This learning process is also both formal and informal. Lifelong learning involves seeking and appreciating new worlds or ideas in order to gain a new perspective as well as questioning one's environment, knowledge, skills and interactions. The most essential characteristics of a lifelong learner are reflection, questioning, enjoying learning, understanding the dynamic nature of knowledge, and engaging in learning by actively seeking learning opportunities. Keeping the mind active is essential to both lifelong learning and being able to translate knowledge into the capacity to deliver high quality nursing care. It is hoped that a clearer understanding of lifelong learning in nursing will foster more discussion and research about intentional, active inclusion of lifelong learning behaviors in nursing curricula. Copyright © 2013 Elsevier Ltd. All rights reserved.

Lifelong Learning for Social Development: A Review of Global Perspectives. Papers Presented at the International Conference on Lifelong Learning for Social Development (Kerala, India, August 13-15, 2002).

ERIC Educational Resources Information Center

2002

This document contains 67 papers from an international conference on lifelong learning for social development. The following papers are among those included: "Lifelong Learning for Social Development" (John Dewar Wilson); "Building Networks of Lifelong Learning for Social Development outside the Center" (Shen-Tzay Huang, Chi…

Lifelong learning strategies in nursing: A systematic review.

PubMed

Qalehsari, Mojtaba Qanbari; Khaghanizadeh, Morteza; Ebadi, Abbas

2017-10-01

Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood. The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience. In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions. In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data. Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care.

Lifelong Learning in Action: Hong Kong Practitioners' Perspectives.

ERIC Educational Resources Information Center

Cribbin, John, Ed.; Kennedy, Peter, Ed.

This document consists of 32 papers presenting Hong Kong practitioners' perspectives on lifelong learning. The following papers are included: "Lifelong Learning" (Albert Tuijnman); "Growth and Development of Lifelong Learning in Hong Kong " (John Cribbin); "Competition and Collaboration" (John Cribbin); "A…

Lifelong Learning, Lifelong Education and Adult Education in Higher Institutions of Learning in Eastern Africa: The Case of Makerere University Institute of Adult and Continuing Education

ERIC Educational Resources Information Center

Openjuru, George L.

2011-01-01

This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many…

Lifelong Learning--A Public Library Perspective.

ERIC Educational Resources Information Center

Kahlert, Maureen

This paper presents a public library perspective on lifelong learning. The first section discusses the lifelong learning challenge, including the aims of the Australian National Marketing Strategy for Skills and Lifelong Learning, and findings of a national survey related to the value of and barriers to learning. The second section addresses the…

Lifelong Learning and the New Educational Order.

ERIC Educational Resources Information Center

Field, John

This document explores the sudden increase in interest in lifelong learning among policymakers in Great Britain and elsewhere; existing patterns of participation in lifelong learning; the measures being developed to promote lifelong learning; and the prospects of achieving a viable learning society. The following are among the topics discussed in…

Undergraduate College Students, Laptop Computers, and Lifelong Learning

ERIC Educational Resources Information Center

Tan, Chong Leng; Morris, John S.

2006-01-01

Many universities and colleges list the development of lifelong learning skills as a curriculum objective and have adopted laptop programs that may enable lifelong learning. The purpose of this research is to address the effectiveness of a technology-based and computer-mediated learning environment in achieving lifelong learning skills from the…

Lifelong Learning: An Instrument for Improving School Education in Japan?

ERIC Educational Resources Information Center

Sawano, Yukiko

Although Japanese society has long valued and practiced lifelong learning, it has not yet been successful in building an ethic that prizes learning, teaches creativity, and includes everyone. Bureaucratic and legal mechanisms undertaken in Japan to promote lifelong learning have included the establishment of Lifelong Learning Councils, a system…

The Lifelong Learning Iceberg of Information Systems Academics--A Study of On-Going Formal and Informal Learning by Academics

ERIC Educational Resources Information Center

Davey, Bill; Tatnall, Arthur

2007-01-01

This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most…

Merging Problem-Based Learning with Simulation-Based Learning in the Medical Undergraduate Curriculum: The PAIRED Framework for Enhancing Lifelong Learning

PubMed Central

Koh, Jansen

2016-01-01

Lifelong learning is an essential trait that is expected of every physician. The CanMeds 2005 Physician Competency Framework emphasizes lifelong learning as a key competency that physicians must achieve in becoming better physicians. However, many physicians are not competent at engaging in lifelong learning. The current medical education system is deficient in preparing medical students to develop and carry out their own lifelong learning curriculum upon graduation. Despite understanding how physicians learn at work, medical students are not trained to learn while working. Similarly, although barriers to lifelong learning are known, medical students are not adequately skilled in overcoming these barriers. Learning to learn is just as important, if not more, as acquiring the skills and knowledge required of a physician. The medical undergraduate curriculum lacks a specific learning strategy to prepare medical students in becoming an adept lifelong learner. In this article, we propose a learning strategy for lifelong learning at the undergraduate level. In developing this novel strategy, we paid particular attention to two parameters. First, this strategy should be grounded on literature describing a physician’s lifelong learning process. Second, the framework for implementing this strategy must be based on existing undergraduate learning strategies to obviate the need for additional resources, learner burden, and faculty time. In this paper, we propose a Problem, Analysis, Independent Research Reporting, Experimentation Debriefing (PAIRED) framework that follows the learning process of a physician and serves to synergize the components of problem-based learning and simulation-based learning in specifically targeting the barriers to lifelong learning. PMID:27446767

Lifelong Learning: Making It Work. An Adult Learning Australia Discussion Paper.

ERIC Educational Resources Information Center

Brown, Tony, Ed.

This discussion paper is from the Adult Learners Week National Seminar on Lifelong Learning Policy (Canberra, Australia, September 1999) that identified a number of ideas about how to foster national policy development on lifelong learning. It consists of three sections. Part 1 contains "A National Lifelong Learning Policy for…

Lifelong learning strategies in nursing: A systematic review

PubMed Central

Qalehsari, Mojtaba Qanbari; Khaghanizadeh, Morteza; Ebadi, Abbas

2017-01-01

Background Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood. Objective The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience. Methods In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions. Results In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data. Conclusion Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care. PMID:29238496

Integrating Lifelong Learning Perspectives.

ERIC Educational Resources Information Center

Medel-Anonuevo, Carolyn, Ed.

This publication is comprised of 43 papers on the topic of promoting lifelong learning. The papers in Part 1, Overcoming False Dichotomies, are "Lifelong Learning in the North, Education for All in the South" (Torres); "Practice of Lifelong Learning in Indigenous Africa" (Omolewa); "Gender and Information Societies"…

Nurses and Lifelong Learning: Creating "Makers and Shapers" or "Users and Choosers"?

PubMed

Butcher, Diane; Bruce, Anne

2016-04-01

How have the meaning and goals of lifelong learning for nurses shifted under neoliberal political policy? This article critically scrutinizes the political undercurrents of lifelong learning. While the original intent of lifelong learning was to foster intellectual, critical, social, and political citizen engagement (creating "makers and shapers" of social policy), instrumental learning-learning to meet practical economic ends-has taken priority and is instead creating marketable workers (creating "users and choosers"). International educational neoliberal policy reform has altered the very nature of education. Under pervasive neoliberal political influence, lifelong learning has become distorted as the goals of learning have shifted towards creating marketable workers who are expected, while unsupported, to engage in learning to ensure ongoing employability in an open market. By examining new understandings of lifelong learning, nurses can make informed choices as to whether they aspire to be a "user and chooser" or "maker and shaper" of lifelong learning in their workplaces. © 2015 Wiley Periodicals, Inc.

``We also wanted to learn'': Narratives of change from adults literate in African languages

NASA Astrophysics Data System (ADS)

Trudell, Joel; Cheffy, Ian

2017-10-01

This article discusses the impact of literacy programmes on those who learned to read and write in their own African languages. It draws on adult learners' reflections on the significance of literacy and numeracy in their everyday lives as evidenced in interviews conducted in 2014 and 2015 in rural sites in five African countries: Ethiopia, Kenya, Cameroon, Burkina Faso and Ghana. The research approach was influenced by the Most Significant Change (MSC) method of monitoring and evaluation, which collects and examines narratives that reveal beneficiaries' perceptions of change related to a given programme. This study emulates this approach in that it seeks to learn about perceived changes attributed to literacy acquisition from the perspectives of the beneficiaries, without imposing pre-established indicators. In the rural adult learners' view, literacy enabled lifelong learning outcomes that rivalled the results of primary schooling. Literacy programme graduates demonstrated extensive ongoing learning after they learned to read, write and calculate, consequently acquiring new literacy practices and new understandings of themselves. Even though many of those interviewed had been unable to attend school, they viewed the practices of reading and writing that they developed outside of school as equivalent to the practices of adults who had been educated in primary school.

The Routledge International Handbook of Lifelong Learning

ERIC Educational Resources Information Center

Jarvis, Peter, Ed.

2010-01-01

As lifelong learning grows in popularity, few comprehensive pictures of the phenomenon have emerged. The "Routledge International Handbook of Lifelong Learning" provides a disciplined and complete overview of lifelong learning internationally. The theoretical structure puts the learner at the centre and the book emanates from there,…

Lifelong Learning in Finland: The Extent to Which Vocational Education and Training Policy Is Nurturing Lifelong Learning in Finland. CEDEFOP Panorama Series.

ERIC Educational Resources Information Center

Nyyssola, Kari; Hamalainen, Kimmo

The extent to which vocational education and training policy is nurturing lifelong learning in Finland was examined. The analysis focused on the following issues: the political and structural framework of education in Finland; mechanisms supporting lifelong learning; and pedagogical solutions and learning environments facilitating lifelong…

Lifelong Learning Policies, Paradoxes and Possibilities

ERIC Educational Resources Information Center

Tett, Lyn

2014-01-01

This paper argues that there are many ways of conceptualising lifelong learning and examines EU and Scottish lifelong learning policies in order to identify their underlying assumptions. Through an analysis of these policies, it is demonstrated that they draw on a number of inter-related fallacies that prioritise lifelong learning mainly in…

Lifelong and Continuing Education. What Is a Learning Society? Monitoring Change in Education.

ERIC Educational Resources Information Center

Oliver, Paul, Ed.

The 14 chapters in this book explore the concept of lifelong learning and illustrate its application to specific situations. Titles and authors are as follows: "The Concept of Lifelong Learning" (Paul Oliver); "Degrees of Adult Participation: Lifelong Learning in European Universities" (Barbara Merrill); "Lifelong…

Lifelong Learning: Capabilities and Aspirations

ERIC Educational Resources Information Center

Ilieva-Trichkova, Petya

2016-01-01

The present paper discusses the potential of the capability approach in conceptualizing and understanding lifelong learning as an agency process, and explores its capacity to guide empirical studies on lifelong learning. It uses data for 20 countries from the Adult Education Survey (2007; 2011) and focuses on aspirations for lifelong learning. The…

Vocational Training and Lifelong Learning in Australia and Germany. Australia Centre Series.

ERIC Educational Resources Information Center

Burke, Gerald, Ed.; Reuling, Jochen, Ed.

This document contains 17 papers on vocational training and lifelong learning in Australia and Germany. The following papers are included: "Vocational Training and Lifelong Learning in Australia and Germany: Background" (Gerald Burke); "Vocational Training and Lifelong Learning in Australia: Observations and Conclusions from a…

Lifelong Learning Strategies and Practice in Latvia and Thailand

ERIC Educational Resources Information Center

Luka, Ineta; Sungsri, Sumalee

2015-01-01

The importance of lifelong learning has been recognized for many years and consequently many countries, disregarding their geographical location, differences in education systems and traditions, have adopted their lifelong learning policies to develop the lifelong learning system. The goal of the present comparative research is to study the…

International Handbook of Lifelong Learning. Part One [and] Part Two. Kluwer International Handbooks of Education.

ERIC Educational Resources Information Center

Aspin, David, Ed.; Chapman, Judith, Ed.; Hatton, Michael, Ed.; Sawano, Yukiko, Ed.

These volumes contain 40 papers examining the principles, policies, structure, and practice of lifelong learning worldwide. The following are among the papers included: "Towards a Philosophy of Lifelong Learning" (David Aspin, Judith Chapman); "Locating Lifelong Learning and Education in Contemporary Currents of Thought and…

Lifelong Learning: Policies, Practices, and Programs.

ERIC Educational Resources Information Center

Hatton, Michael J., Ed.

The 26 articles in this book focus on lifelong learning policies, practices, and programs in 13 Asia Pacific countries. The following papers are included: "Half a Revolution: A Brief Survey of Lifelong Learning in New Zealand" (P. Methven and J. Hansen); "HRD in a Multicultural Workplace: The Need for Lifelong Learning" (M.…

Developing a Lifelong Learning System in Ethiopia: Contextual Considerations and Propositions

ERIC Educational Resources Information Center

Abiy, Dessalegn Samuel; Kabeta, Genet Gelana; Mihiretie, Dawit Mekonnen

2014-01-01

Initiated by a "Pilot workshop on developing capacity for establishing lifelong learning systems in UNESCO Member States" held at the UNESCO Institute for Lifelong Learning, the purpose of this study was to develop a Lifelong Learning system in Ethiopia. Preparations for its conceptualisation included the review of relevant national…

Towards a Conceptual Understanding of Lifelong Learning.

ERIC Educational Resources Information Center

McCannon, Roger S.

Despite the lengthy existence of the concept of lifelong learning, there is still no one generally accepted theory of education as a lifelong process. More than an extension of adult education, lifelong learning rests on the belief that learning occurs throughout life, in different ways and through different processes. The key notion in lifelong…

Lifelong Learning in Singapore: Where Are We?

ERIC Educational Resources Information Center

Sung, Johnny; Freebody, Simon

2017-01-01

Lifelong learning policy came and went in many countries in the last few decades. Much of the lifelong learning policy experience has been either ineffective or drifting in and out of policy discussions unnoticed. Yet, in 2015, Singapore launched a new policy initiative known as SkillsFuture, which brought lifelong learning back into mainstream…

The History of EU Cooperation in the Field of Education and Training: How Lifelong Learning Became a Strategic Objective

ERIC Educational Resources Information Center

Pepin, Luce

2007-01-01

In 2007, the EU is celebrating both the 50th Anniversary of the Treaty of Rome and the 20 years of existence of its flagship programme, Erasmus, thus recalling that the EU is more than its economic, agricultural or monetary policies and that it develops also as a community of peoples. Education has a key role to play in this respect. This article…

Lifelong Learning in Transformation: Promising Practices in Southeast Asia. UIL Publications Series on Lifelong Learning Policies and Strategies: No. 4

ERIC Educational Resources Information Center

Yorozu, Rika, Ed.

2017-01-01

Learning throughout life is the driving force for transforming the world to achieve the 2030 Agenda for Sustainable Development. Many countries and communities regard lifelong learning for all as essential to their education goals and development frameworks. This report is a compendium of country reports on good practice in lifelong learning in…

Pre-Service Teachers as Lifelong Learners: University Facilities for Promoting Their Professional Development

ERIC Educational Resources Information Center

Köksal, Necla; Çögmen, Suna

2013-01-01

Problem Statement: Many countries pay more attention to the modern concept of lifelong learning as an educational issue with the Bologna Process. As higher education has a significant role to play in the lifelong learning of teachers, pre-service teachers need supportive learning environments that foster the culture of lifelong learning at the…

Risk Management by a Neoliberal State: Construction of New Knowledge through Lifelong Learning in Japan

ERIC Educational Resources Information Center

Ogawa, Akihiro

2013-01-01

This article examines the current developments in Japan's lifelong learning policy and practices. I argue that promoting lifelong learning is an action that manages the risks of governance for the neoliberal state. Implementing a new lifelong learning policy involves the employment of a political technique toward integrating the currently divided…

New Technology and Lifelong Learning.

ERIC Educational Resources Information Center

Thorpe, Mary

Key issues related to the relationship between new technology and lifelong learning in the United Kingdom and elsewhere were identified through reviews of the literature on information and communications technology (ICT) and the literature on lifelong learning. Two overarching issues related to the interplay of new technology and lifelong learning…

How Social and Human Capital Predict Participation in Lifelong Learning: A Longitudinal Data Analysis

ERIC Educational Resources Information Center

Knipprath, Heidi; De Rick, Katleen

2015-01-01

Policy makers and researchers are increasingly showing interest in lifelong learning due to a rising unemployment rate in recent years. Much attention has been paid to determinants and benefits of lifelong learning but not to the impact of social capital on lifelong learning so far. In this article, we study how social and human capital can…

Conceptualising Lifelong Learning: A Reflection on Lifelong Learning at Lund University (Sweden) and Middlesex University (UK)

ERIC Educational Resources Information Center

Abukari, Abdulai

2005-01-01

Lifelong Learning has in recent years become a fundamental element of many educational policy strategies aimed at achieving the goal of socio-economic development. The role of universities in this is viewed by some as crucial and requires some attention. This article examines the concept of lifelong learning and suggests another way in which it…

Becoming a Lifelong Learning City: Lessons from a Provincial City in South Korea

ERIC Educational Resources Information Center

Kwon, In Tak; Kim, Junghwan; Lim, Doo Hun

2015-01-01

This paper is designed to explore Jeonju City's strategies to build a successful lifelong learning city by analyzing the practices for the Lifelong Learning City Movement (LLCM) and then draw the limitations and needed tasks for building a Lifelong Learning City at the local government level. As Cunningham (1993) pointed out, we found some gaps…

The Role of Higher Education in Promoting Lifelong Learning. UIL Publication Series on Lifelong Learning Policies and Strategies: No. 3

ERIC Educational Resources Information Center

Yang, Jin, Ed.; Schneller, Chripa, Ed.; Roche, Stephen, Ed.

2015-01-01

There is no doubt that universities have a vital role to play in promoting lifelong learning. This publication presents possible ways of expanding and transforming higher education to facilitate lifelong learning in different socio-economic contexts. Nine articles address the various dimensions of the role of higher education in promoting lifelong…

Work-Related Lifelong Learning for Entrepreneurs in the Agri-Food Sector

ERIC Educational Resources Information Center

Lans, Thomas; Wesselink, Renate; Biemans, Harm J. A.; Mulder, Martin

2004-01-01

This article presents a study on work-related lifelong learning for entrepreneurs in the agri-food sector. Accordingly, learning needs, learning preferences, learning motivation and conditions in the context of lifelong learning were identified. The results indicate that technology, IT and entrepreneurial competencies will become of increasing…

Pharmacists' perceptions of facilitators and barriers to lifelong learning.

PubMed

Hanson, Alan L; Bruskiewitz, Ruth H; Demuth, James E

2007-08-15

To reevaluate facilitators of and barriers to pharmacists' participation in lifelong learning previously examined in a 1990 study. A survey instrument was mailed to 274 pharmacists who volunteered to participate based on a prior random sample survey. Data based on perceptions of facilitators and barriers to lifelong learning, as well as self-perception as a lifelong learner, were analyzed and compared to a similar 1990 survey. The response rate for the survey was 88%. The top 3 facilitators and barriers to lifelong learning from the 2003 and the 1990 samples were: (1) personal desire to learn; (2) requirement to maintain professional licensure; and (3) enjoyment/relaxation provided by learning as change of pace from the "routine." The top 3 barriers were: (1) job constraints; (2) scheduling (location, distance, time) of group learning activities; and (3) family constraints (eg, spouse, children, personal). Respondents' broad self-perception as lifelong learners continued to be highly positive overall, but remained less positive relative to more specific lifelong learning skills such as the ability to identify learning objectives as well as to evaluate learning outcomes. Little has changed in the last decade relative to how pharmacists view themselves as lifelong learners, as well as what they perceive as facilitators and barriers to lifelong learning. To address factors identified as facilitators and barriers, continuing education (CE) providers should focus on pharmacists' time constraints, whether due to employment, family responsibilities, or time invested in the educational activity itself, and pharmacists' internal motivations to learn (personal desire, enjoyment), as well as external forces such as mandatory CE for relicensure.

Pharmacists' Perceptions of Facilitators and Barriers to Lifelong Learning

PubMed Central

Bruskiewitz, Ruth H.; DeMuth, James E.

2007-01-01

Objectives To reevaluate facilitators of and barriers to pharmacists' participation in lifelong learning previously examined in a 1990 study. Methods A survey instrument was mailed to 274 pharmacists who volunteered to participate based on a prior random sample survey. Data based on perceptions of facilitators and barriers to lifelong learning, as well as self-perception as a lifelong learner, were analyzed and compared to a similar 1990 survey. Results The response rate for the survey was 88%. The top 3 facilitators and barriers to lifelong learning from the 2003 and the 1990 samples were: (1) personal desire to learn; (2) requirement to maintain professional licensure; and (3) enjoyment/relaxation provided by learning as change of pace from the “routine.” The top 3 barriers were: (1) job constraints; (2) scheduling (location, distance, time) of group learning activities; and (3) family constraints (eg, spouse, children, personal). Respondents' broad self-perception as lifelong learners continued to be highly positive overall, but remained less positive relative to more specific lifelong learning skills such as the ability to identify learning objectives as well as to evaluate learning outcomes. Conclusions Little has changed in the last decade relative to how pharmacists view themselves as lifelong learners, as well as what they perceive as facilitators and barriers to lifelong learning. To address factors identified as facilitators and barriers, continuing education (CE) providers should focus on pharmacists' time constraints, whether due to employment, family responsibilities, or time invested in the educational activity itself, and pharmacists' internal motivations to learn (personal desire, enjoyment), as well as external forces such as mandatory CE for relicensure. PMID:17786254

The experiential curriculum: an alternate model for anaesthesia education.

PubMed

Tweed, W A; Donen, N

1994-12-01

The shift to direct entry into residency training from medical school for all graduates will offer new challenges for anaesthesia training programmes. In this paper we argue that it also offers us an opportunity to re-evaluate our current approach to anaesthesia education. Emphasis in the residency programmes should be to provide trainees with clinical experiences and stimulation that will develop the required traditional competencies. It should also cultivate competency in clinical decision-making, intuition and judgement. Our purpose is to generate discussion by proposing an alternate curriculum model, the experiential curriculum. The basic premise is that learning is a process and outcome is to a large extent related to what the learner does. The process begins with an experience that provides for observation and reflection. Integration of the thoughts provides the basis for executing either existing or new actions. In the experiential curriculum residency training and learning are enhanced by documenting and critically evaluating the experiences to which the resident is exposed. Included within such a structured programme are the methodologies of problem-based and evidence-based learning. Faculty development will be required to help the resident pursue these skills of self-evaluation and efficient learning. We believe that incorporation of an experiential curriculum into the residency training programme will achieve the goals listed above and allow maturation of the process of lifelong learning. It will also allow greater achievement of the application of new information to one's practice.

Lifelong learning of Chinese rural physicians: preliminary psychometrics and influencing factors.

PubMed

Li, Honghe; Wang, Ziwei; Jiang, Nan; Liu, Yang; Wen, Deliang

2015-10-30

There are more than 4.9 million rural health workers undertaking the health care need of rural population of over 629 million in China. The lifelong learning of physicians is vital in maintaining up-to-date and qualified health care, but rural physicians in many developing countries lack adequate medical professional developments. There has also been no empirical research focused on the lifelong learning of rural physician populations. The purpose of this study was to investigate the primary levels of lifelong learning of the rural physicians and to analyze group differences. We conducted a cross-sectional study on 1197 rural physicians using the Jefferson Scale of Physician Lifelong Learning (JSPLL). Cronbach's α coefficient, exploratory factor analysis, independent sample t-test, and one-way ANOVA followed by Student-Newman-Keuls test were performed to analyze the data. For Chinese rural physicians, the JSPLL was reliable (Cronbach's α coefficient = 0.872) and valid, with exploratory factor analysis fitting a 3-factor model and accounting for a total of 60.46 % of the variance. The mean lifelong learning score was 45.56. Rural physicians generally performed worse in the technical skills in seeking information domain. Rural physicians with 21-30 working years have a lower score of lifelong learning (P < 0.05) than other phases of working years. Career satisfaction and professional titles had a significantly positive influence on physicians' orientation towards lifelong learning (P < 0.05). The overall lifelong learning scores of physicians who received more training after completion of medical school were higher than those with less additional post-medical school training (P <0.05). The JSPLL is effective for the Chinese rural physician population. In order to cope with impacting factors on rural physicians' lifelong learning, the results of the study reinforced the importance of continuing medical education and career satisfaction for lifelong learning and the need for medical schools and hospitals to provide reasonable strategies and necessary support for rural physicians with different amounts of working years. Providing rural physicians more educational opportunities and helping them access educational resources may be an effective strategy for improving their orientation to lifelong learning.

Lifelong Learning: Characteristics, Skills, and Activities for a Business College Curriculum

ERIC Educational Resources Information Center

Love, Douglas

2011-01-01

The literature places great importance on lifelong learning, but leaves its meaning open to a wide range of interpretations. Much is written about lifelong learning after leaving school with little about business college preparation of lifelong learners. This is the departure point for the study's providing one college's operational definition of…

Who Is the Lifelong Learner? Globalization, Lifelong Learning and Hermeneutics

ERIC Educational Resources Information Center

Uggla, Bengt Kristensson

2008-01-01

The aim of this essay is to elaborate on the inner connection between three such diverse entities as lifelong learning, globalization and hermeneutics. After placing lifelong learning in a societal context framed by globalization, my intention is to reflect on the prerequisites for introducing a hermeneutical contribution to the understanding of…

An Examination of Lifelong Learning Policy Rhetoric and Practice in Singapore

ERIC Educational Resources Information Center

Ng, Pak Tee

2013-01-01

Lifelong learning is now a recurring topic in national human resource, employment, entrepreneurship and educational reform discourse. In Singapore, the government urges citizens to be lifelong learners to enhance their employability and reminds them that lifelong learning is a survival strategy for the country. This paper presents and analyses…

Lifelong Learning: A Rationale for Teacher Training.

ERIC Educational Resources Information Center

Cropley, A.J.

1981-01-01

If lifelong learning were to become the norm, it would require a supporting system of lifelong education, and special skills and attitudes on the part of teachers. This paper examines changes made in the teacher training programs of five institutions in four countries in response to the idea of lifelong learning. (Author/FG)

As technology and generations in medical education change, what remains is the intersection between educator, learners, assessment and context.

PubMed

Azzam, Amin

2013-06-01

The information era has begun to create major shifts in educational systems, including those in undergraduate medical and graduate psychiatric training programmes. Despite these changes, teaching and learning in formal educational settings remains predominately the product of the intersection between educator, learners, assessment and context. This article reviews intrinsic and external forces influencing each of these elements, such as intergenerational differences in teaching and learning styles, education technologies as they relate to delivery and maintenance of curricula, competency frameworks of assessment, and individual learning and teaching development plans. Maintaining a focus on the relationship between these factors and re-conceptualizing psychiatric education and formal medical education systems in general as a mutual two-way learning exchange between participants will promote careers of lifelong learning.

E-learning and educational diversity.

PubMed

Forman, Dawn; Nyatanga, Lovemore; Rich, Terry

2002-01-01

This article discusses the nature of electronic learning (E-learning) and argues for its centrality to educational diversity and the shift from teaching to learning. It is argued that E-learning is the new wave strategy that sits comfortably with other strategies developed for the 21st century. As such it challenges the traditional 'banking concept' of education, where the teacher is seen as the font of knowledge as long as students acknowledge this and are eager to absorb the teacher's vital knowledge. The article argues that E-learning should replace what Freire (1994) calls the backing concept of education, which is at odds with other 21st century approaches such as lifelong learning, open and flexible learning and the accreditation of prior learning (APL) to name only a few. In suggesting the shift from the traditional approach to E-learning, the article acknowledges issues of quality assurance and the need to maintain not only standards of achievements but also the comparability of those standards. Strategies for developing E-learning material and maintaining standards are discussed. McKey (2000) and Salmon's (2001) model of E-learning development and management are used to show how E-learning works in practise. The article then focuses on the role of E-learning as a catalyst for educational diversity, freedom to learn and equality of opportunity. While E-learning encourages diversity it paradoxically creates programmes that are more specifically tailored to the market needs than traditionally validated programmes. This is seen as very good in terms of addressing specific needs, for instance, specific knowledge and skills for a particular market. The learners or students in that particular market will feel that their specific needs are recognized and addressed, and will thus see the E-learning programme as having relevance for them. The article concludes by asserting that adequate resources, particularly learner support, will distinguish quality or good programmes from bad ones. Copyright 2002 Harcourt Publishers Ltd.

Ensuring the Continuum of Learning: The Role of Assessment for Lifelong Learning

ERIC Educational Resources Information Center

Su, Yahui

2015-01-01

This article explores how assessment plays a role in helping learners to learn on a continuous, sustainable basis. It begins by exploring the paradigm of lifelong learning, which implies a shift in the way we think about learning and knowledge. Based on knowledge formation rooted in a flux of learning, lifelong learning assessment is not so much…

Rethinking Lifelong Learning through Online Distance Learning in Chinese Educational Policies, Practices and Research

ERIC Educational Resources Information Center

Yang, Min

2008-01-01

This paper offers a critique of the Chinese philosophy of online distance learning as a means of building a lifelong learning society. Literature about lifelong learning and its implications for online distance learning is reviewed. Documents, reports and research papers are examined to explore the characteristics of the Chinese philosophy of…

The EU "Memorandum on Lifelong Learning". Old Wine in New Bottles?

ERIC Educational Resources Information Center

Borg, Carmel; Mayo, Peter

2005-01-01

This paper provides a critical analysis of the EU's "Memorandum on lifelong learning" in light of the evolution of the concepts of lifelong education and lifelong learning from the late sixties onward. It also analyses this document in light of the forces of globalisation that impinge on educational policy-making in Europe as well as the…

Conceptions of Lifelong Learning in Confucian Culture: Their Impact on Adult Learners

ERIC Educational Resources Information Center

Zhang, Weiyuan

2008-01-01

The philosophy and practice of lifelong learning has a long history in China, being traceable to Confucius's idea (circa 500 BC) of "education for all". However, very little research has been done on the development of the Confucian idea of lifelong learning in ancient China, or on its influence on current practices of lifelong learning…

The Application of Buddhist Principles to Lifelong Learning.

ERIC Educational Resources Information Center

Johnson, Ian

2002-01-01

Defining lifelong learning as conscious learning taking place throughout life, Buddhist meditation, contemplation, and mindfulnes are practices suitable to developing awareness of life experience. This broadens the concept of lifelong learning beyond the narrow vocationalism and economic determinism of much current discourse. (Contains 36…

Public Libraries and Community-Based Education: Making the Connection for Lifelong Learning. Volume 2: Commissioned Papers. A Conference Sponsored by the National Institute on Postsecondary Education, Libraries, and Lifelong Learning, Office of Educational Research and Improvement (Washington, D.C., April 12-13, 1995).

ERIC Educational Resources Information Center

National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.

This conference explored the relationship between the public library, community-based adult education, and lifelong learning. The eight commissioned papers presented include: "Community Based Adult Jewish Learning Program: Issues and Concerns" (Paul A. Flexner); "Rural and Small Libraries: Provisions for Lifelong Learning" (Bernard Vavrek);…

An analytical quality framework for learning cities and regions

NASA Astrophysics Data System (ADS)

Preisinger-Kleine, Randolph

2013-09-01

There is broad agreement that innovation, knowledge and learning have become the main source of wealth, employment and economic development of cities, regions and nations. Over the past two decades, the number of European cities and regions which label themselves as "learning city" or "learning region" has constantly grown. However, there are also pitfalls and constraints which not only hinder them in unlocking their full potential, but also significantly narrow their effects and their wider impact on society. Most prominently, learning cities and regions manifest serious difficulties in rendering transparent the surplus value they generate, which is vital for attracting investment into lifelong learning. While evaluation and quality management are still perceived as being a bureaucratic necessity rather than a lesson one could learn from or an investment in the future, it is also true that without evaluation and quality assurance local networks do not have the means to examine their strengths and weaknesses. In order to design strategies to maximise the strengths and effectively address the weaknesses it is necessary to understand the factors that contribute to success and those that pose challenges. This article proposes an analytical quality framework which is generic and can be used to promote a culture of quality in learning cities and regions. The proposed framework builds on the findings and results of the R3L+ project, part-funded by the European Commission under the Grundtvig (adult education) strand of the Lifelong Learning programme 2007-2013.

Individual Learning Accounts and Other Models of Financing Lifelong Learning

ERIC Educational Resources Information Center

Schuetze, Hans G.

2007-01-01

To answer the question "Financing what?" this article distinguishes several models of lifelong learning as well as a variety of lifelong learning activities. Several financing methods are briefly reviewed, however the principal focus is on Individual Learning Accounts (ILAs) which were seen by some analysts as a promising model for…

Lifelong Learning: Investing in a Better Society. Policy and Funding Proposals.

ERIC Educational Resources Information Center

Brown, Tony

Adult Learning in Australia (ALA), the lead organization in the field of adult learning in Australia and the national organization for adult learners in Australia, reviewed the current state of lifelong learning in Australia and identified why and how Australian policymakers should develop and finance a national strategy for lifelong learning. The…

Lifelong Learners in the Literature: Adventurers, Artists, Dreamers, Old Wise Men, Technologists, Unemployed, Little Witches, and Yuppies; A Bibliographical Survey.

ERIC Educational Resources Information Center

Giere, Ursula

1994-01-01

Discusses several models for lifelong learning, including permanent education, lifelong education, recurrent education, learning society, and deschooling society. Describes practices of lifelong education throughout the world. Includes a selected bibliography providing a chronological overview of works representing the lifelong education discourse…

Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania. UIL Publication Series on Lifelong Learning Policies and Strategies. No. 1

ERIC Educational Resources Information Center

Walters, Shirley; Yang, Jim; Roslander, Peter

2014-01-01

This cross-national study focuses on key issues and policy considerations in promoting lifelong learning in Ethiopia, Kenya, Namibia, Rwanda, and Tanzania (the five African countries that took part in a pilot workshop on "Developing Capacity for Establishing Lifelong Learning Systems in UNESCO Member States: at the UNESCO Institute for…

Learning to Live: The Relationship between Lifelong Learning and Lifelong Illness

ERIC Educational Resources Information Center

Jackson, Sue

2006-01-01

This paper explores the ways in which people with lifelong chronic illness engage with learning, and how learning impacts on the ways in which they learn to live with their illness. It considers their engagement with and changing focus of learning at different stages: prior to diagnosis, at about the time of diagnosis, and as their understanding…

Awakening the Learner Within: Purposeful Prompts and Lifelong Learning Measures in a First-Year Composition Course

ERIC Educational Resources Information Center

Moore, Tara; Shaffer, Suzanne C.

2017-01-01

Lifelong learning skills have been shown to benefit students during and after college. This paper discusses the use of the Effective Lifelong Learning Inventory (ELLI) in a first-year composition course. Reflective writing assignments and pre- and post-semester ELLI data were used to assess student growth as lifelong learners over the course of a…

Lifelong Learning and Teacher Development. Estonian Studies in Education. Volume 4

ERIC Educational Resources Information Center

Mikk, Jaan, Ed.; Veisson, Marika, Ed.; Luik, Piret, Ed.

2012-01-01

The papers in this collection contribute to the understanding of several aspects of lifelong learning. Two papers highlight the characteristics of reflection among teachers including self-evaluation and blogging. Two other papers study cooperation in lifelong learning--one, the impact of communities on professional learning among university…

Where's the Learning in Lifelong Participation?

ERIC Educational Resources Information Center

Williams, Joanna

2012-01-01

This article provides a retrospective review and analysis of New Labour's policies in relation to lifelong learning. New Labour's plans to promote social inclusion through lifelong learning resulted in a focus upon participation in terms of increasing the numbers of students involved in formal learning and increasing their participation in…

Candlestick and Faces: Aspects of Lifelong Learning.

ERIC Educational Resources Information Center

Hunt, Cheryl

1999-01-01

Government policies view lifelong learning in terms of economic development. A SWOT (strengths, weaknesses, opportunities, threats) analysis of the environment of British community education councils revealed other views of lifelong learning: it takes time and political expediency and national policy can adversely affect what and how people learn.…

A National Strategy for Lifelong Learning.

ERIC Educational Resources Information Center

Coffield, Frank, Ed.

The first paper of this set of 12 conference papers, "Nine Learning Fallacies and Their Replacement by a National Strategy for Lifelong Learning," by Frank Coffield, synthesizes the opinions of other participants, and goes beyond them to set forth an outline of a strategy for lifelong learning in the United Kingdom. Following this…

Have Lifelong Learning and Emancipation Still Something to Say to Each Other?

ERIC Educational Resources Information Center

Biesta, Gert

2012-01-01

In this paper I explore the relationships between lifelong learning and emancipation. On the one hand I raise critical questions about the idea of lifelong learning, particularly highlighting the tendency to turn social and political problems into learning problems and thus into issues that need to be resolved by individuals and their learning,…

Lifelong Learning in Action: Transforming Education in the 21st Century.

ERIC Educational Resources Information Center

Longworth, Norman

This book presents key concepts in lifelong learning and case studies illustrating the impact of lifelong learning on schools throughout the world. The following are among the topics discussed in the book's 22 chapters: (1) the principle that learning is for the people; (2) educational decision making; (3) learning ownership and motivation; (4)…

International Perspectives on Lifelong Learning.

ERIC Educational Resources Information Center

Holford, John, Ed.; Jarvis, Peter, Ed.; Griffin, Colin, Ed.

This book contains 30 papers providing international perspectives on lifelong learning. The following papers are included: "Edgar Faure after 25 Years" (Roger Boshier); "Public Rhetoric and Public Policy" (Colin Griffin); "Lifelong Learning and the European Union" (Barry J. Hake); "Critical Perspectives and New…

It's the Journey that Really Matters

ERIC Educational Resources Information Center

Dainton, Sheila

2010-01-01

Right now, accountability is the elephant in the room for many engaged in lifelong learning. It is difficult to find fault with the persuasive, evidence-based case for promoting lifelong learning so lucidly articulated in the main report of the Inquiry into the Future for Lifelong Learning. "Learning Through Life" deftly combines rigorous and…

Lifelong Learning. A Guide to Adult Education in the Church.

ERIC Educational Resources Information Center

Grothe, Rebecca, Ed.

This book contains eight papers about lifelong learning in the Christian church. The preface and foreword are written by Rebecca Groth and H. George Anderson, respectively. (1) "The Gospel Calls Us" (Margaret A. Krych) examines five theological themes of lifelong learning. Adult development and learning styles are considered in (2) "What Teachers…

Guidelines for Lifelong Education Management to Mobilize Learning Community

ERIC Educational Resources Information Center

Charungkaittikul, Suwithida

2018-01-01

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong…

Social Software for Life-Long Learning

ERIC Educational Resources Information Center

Klamma, Ralf; Chatti, Mohamed Amine; Duval, Erik; Hummel, Hans; Hvannberg, Ebba Thora; Kravcik, Milos; Law, Effie; Naeve, Ambjorn; Scott, Peter

2007-01-01

Life-long learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning institutions now have access to powerful social communities of experts and peers who are together forging a new web 2.0.…

Developing information literacy: a key to evidence-based nursing.

PubMed

Shorten, A; Wallace, M C; Crookes, P A

2001-06-01

This report describes the evaluation of a curriculum-integrated programme designed to help students develop an awareness of the nursing literature, the skills to locate and retrieve it, and skills required in its evaluation; in other words'information literacy'. Positive changes in student performance on objective measures of information-literacy skills were revealed as well as a significant increase in the levels of confidence of the student in performing those skills. Students who had undertaken the information-literacy programme ('programme' students) performed better on a range of objective measures of information literacy, as well as reporting higher levels of confidence in these skills, than students who had not participated in the programme ('non-programme' students). Evaluation of this programme provides evidence of the potential usefulness of a curriculum-integrated approach for the development of information-literacy skills within nursing education. With these underlying skills, students will be better equipped to consolidate and extend their key information-literacy skills to include research appreciation and application. These are vital for effective lifelong learning and a prerequisite to evidence-based practice.

Lifelong Learning for All in Asian Communities: ICT Based Initiatives

ERIC Educational Resources Information Center

Misra, Pradeep Kumar

2011-01-01

The necessity to adjust to the prerequisites of the knowledge based society and economy brought about the need for lifelong learning for all in Asian communities. The concept of lifelong learning stresses that learning and education are related to life as a whole - not just to work - and that learning throughout life is a continuum that should run…

Escaping The Slums or Changing The Slums? Lifelong Learning and Social Transformation

ERIC Educational Resources Information Center

Rogers, Alan

2006-01-01

This paper looks at the discourse of lifelong learning as it has emerged in many countries (especially Europe) over the last few years, with its concentration first on learning for work and latterly on learning for citizenship. The failure of lifelong learning to pick up on the earlier tradition of adult education is noted and some reasons for…

Learning in the tutorial group: a balance between individual freedom and institutional control.

PubMed

McAllister, Anita; Aanstoot, Janna; Hammarström, Inger Lundeborg; Samuelsson, Christina; Johannesson, Eva; Sandström, Karin; Berglind, Ulrika

2014-01-01

The study investigates factors in problem-based learning tutorial groups which promote or inhibit learning. The informants were tutors and students from speech-language pathology and physiotherapy programmes. Semi-structured focus-group interviews and individual interviews were used. Results revealed three themes: Responsibility. Time and Support. Under responsibility, the delicate balance between individual and institutional responsibility and control was shown. Time included short and long-term perspectives on learning. Under support, supporting documents, activities and personnel resources were mentioned. In summary, an increased control by the program and tutors decreases student's motivation to assume responsibility for learning. Support in tutorial groups needs to adapt to student progression and to be well aligned to tutorial work to have the intended effect. A lifelong learning perspective may help students develop a meta-awareness regarding learning that could make tutorial work more meaningful.

Social media for lifelong learning.

PubMed

Kind, Terry; Evans, Yolanda

2015-04-01

Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

The Lifelong Learner.

ERIC Educational Resources Information Center

Gross, Ronald

Designed to provide a general guide and stimuli for lifelong learning, this book examines all the positive factors of independent study. Lifelong learning is defined as self-directed growth free from the traditional schooling procedures. Chapters discuss the following: the lifelong learner; profiles of such learners in action; how to be…

Evaluation Study of Pedagogical Methods and E - Learning Material via Web 2.0 for Hearing Impaired People

NASA Astrophysics Data System (ADS)

Vrettaros, John; Argiri, Katerina; Stavrou, Pilios; Hrissagis, Kostas; Drigas, Athanasios

The primary goal of this paper is to study whether WEB 2.0 tools such as blogs, wikis, social networks and typical hypermedia as well as techniques such as lip - reading, video - sign language and learning activities are appropriate to use for learning purpose for deaf and hard of hearing people. In order to check the extent in which the choices mentioned above are compatible with the features of the specific group and maximize the learning results we designed an empirical study which will be presented below. The study was conducted in the context of SYNERGIA, a project of Leonardo da Vinci of Lifelong Learning Programme, in the section of MULTILATERAL PROJECTS TRANSFER OF INNOVATION, The evaluation was conducted on data that came up through questionnaire analysis.

Final Report of the MLA Committee on Lifelong Learning: Helping Adults Return to Learning To Improve Their Employment Potential and Realize Their Career Goals.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

In 1999, the Committee on Lifelong Learning of the Ministry of Learning in Alberta, Canada, conducted a series of consultations on lifelong learning to identify ways of helping adults return to learning to improve their employment potential and realize their career goals. The committee received input from more than 450 Albertans in 14 rural and…

Lifelong Learning.

ERIC Educational Resources Information Center

Learning Quarterly, 1998

1998-01-01

The theme of this issue is lifelong learning. Contents include a message introducing the publisher's Chief Executive Officer, Devron Gaber, and letters to the editor. A guest editorial, "Lifelong Learning For All: A National, Social, Corporate, and Personal Imperative for the Knowledge-Based 21st Century" (Ron Faris), considers how…

Beyond the Abstractions!: Adult Education Research from Idealism to Critical Social Science

ERIC Educational Resources Information Center

Olesen, Henning Salling

2006-01-01

The anniversary of the "International Journal of Lifelong Education" can participate in a conceptual landslide from lifelong education to lifelong learning. Contemporary discourses of lifelong learning etc. are abstractions behind which new functions and agendas for adult education are set. The ideological discourse of recent policies…

Lifelong Learning and Adult Education. Special Issue in Memory of CIHED Advisory Board Member J. Roby Kidd.

ERIC Educational Resources Information Center

CIHED Newsletter, 1982

1982-01-01

This newsletter deals with lifelong learning and adult and continuing education. Included in the issue are the following articles: "The Learning Society," by Solveig M. Turner; "Adult Education at the Beginning of the 1980s," by J. Roby Kidd; "Lifelong Learning in an International Perspective: Selected Case Studies,"…

Lifelong Learning: Distance Education and the Role of Family and Consumer Sciences

ERIC Educational Resources Information Center

Poley, Janet K.

2005-01-01

Lifelong learning is what happens after the formal schooling process is completed. Most of the individuals pursuing lifelong learning courses are older and are holding various jobs. Distance education offers flexibility and convenience for these individuals. On the other hand, innovation to create access to learning has always been the hallmark of…

Lifelong Learning NCES Task Force: Final Report, Volume I. Working Paper Series.

ERIC Educational Resources Information Center

Binkley, Marilyn; Hudson, Lisa; Knepper, Paula; Kolstad, Andy; Stowe, Peter; Wirt, John

In September 1998, the National Center for Education Statistics (NCES) established a 1-year task force to review the NCES's role concerning lifelong learning. The eight-member task force established a working definition of lifelong learning ("a process or system through which individuals are able and willing to learn at all stages of life,…

Teachers' Lifelong Learning: Emerging Dialogues from Gert Biesta's Philosophical Views

ERIC Educational Resources Information Center

Guilherme, Alexandre; Steren dos Santos, Bettina; Spagnolo, Carla

2017-01-01

It is our contention in this article that lifelong learning for teachers is something that is essential and fundamental for the improvement of the teaching and learning processes in education. Here, we consider some aspects related to this important subject. First, we discuss official documents dealing with teachers' lifelong learning: that is, we…

Lifelong Learning Key Competence Levels of Graduate Students

ERIC Educational Resources Information Center

Adabas, Abdurrahman; Kaygin, Hüseyin

2016-01-01

The European Union defines lifelong learning as all activities aimed at improving an individual's knowledge, skills and competences individually, socially or vocationally throughout his/her life. In 2007, eight key competences necessary for lifelong learning were identified by the European Union Education and Culture Commission. These competences…

Lifelong Learning: Emergent Enactments

ERIC Educational Resources Information Center

Edwards, Richard

2010-01-01

This article represents four emergences through which to explore the significance of lifelong learning. Drawing in particular on complexity theory and actor-network theory, it seeks to develop an understanding of the reductions and emergences, and purifications and translations to which lifelong learning is subject. To do this, the article also…

Lifelong Learning Policy in Two National Contexts

ERIC Educational Resources Information Center

Rasmussen, Palle

2014-01-01

This article describes and discusses the development of lifelong learning policy in two EU member states, Denmark and Portugal. The purpose is to show how different societal and historical contexts shape the development and implementation of lifelong learning policies, even though these policies have significant common elements. As a basis for the…

ICCE/ICCAI 2000 Full & Short Papers (Lifelong Learning).

ERIC Educational Resources Information Center

2000

This document contains the following full and short papers on lifelong learning from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Study on the School Information Technology Pilot Scheme: Possibilities of Creative and Lifelong Learning" (Siu-Cheung Kong,…

HRD in a Multicultural Workplace: The Need for Lifelong Learning.

ERIC Educational Resources Information Center

Ogisu-Kamiya, Motoyo

Advocating the development of a new vision and strategies for lifelong learning in the multicultural workplace, this paper describes the influences of cultural issues on the human resource development (HRD) interface at a Japanese multinational firm operating in Canada. Following an introduction defining lifelong learning and related terms,…

Africa and International Policy Making for Lifelong Learning: Textual Revelations

ERIC Educational Resources Information Center

Preece, Julia

2013-01-01

This paper discusses the relationship between international agendas for lifelong learning and financial aid for low income countries, especially those on the African continent. It argues that there are subtle differences in terminology written by policymakers respectively in Europe and South Africa for lifelong learning but that international…

Supporting Lifelong Learning in the Information Age

ERIC Educational Resources Information Center

Zhou, Wei; Yasuda, Takami; Yokoi, Shigeki

2007-01-01

Many countries are considering lifelong learning, which is becoming an important education goal, and promoting lifelong learning in the information age. With the development of Information and Communications Technology (ICT), digital divides have become a major concern in the world. In this study, we focus on three dimensions of digital divides in…

Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates

ERIC Educational Resources Information Center

Solmaz, Dilek Yaliz

2017-01-01

This study aims to examine the relationship between lifelong learning levels and information literacy skills in teacher candidates. The research group consists of 127 physical education and sports teacher candidates. Data were collected by means of "Lifelong Learning Scale (LLL)" and "Information Literacy Scale". In the data…

Economics and Finance of Lifelong Learning.

ERIC Educational Resources Information Center

Verry, Donald

This book represents one result of the international conference on "Lifelong Learning as an Affordable Investment," held December 6-8, 2000 in Ottawa, Canada. It examines the economic and financial issues that arise in implementing lifelong learning and considers how the public and private sectors are actually addressing or might address…

Federal Programs Supporting Lifelong Learning.

ERIC Educational Resources Information Center

Christoffel, Pam, Comp.

Approximately 275 Federal programs support some form of lifelong learning. While the majority of the lifelong learning programs are administered by the various agencies within HEW, a significant number of programs are run by such Federal agencies as the Department of Justice, the National Foundation on the Arts and Humanities, and the Smithsonian…

Lifelong Learning Imperative in Engineering: Sustaining American Competitiveness in the 21st Century

ERIC Educational Resources Information Center

Dutta, Debasish; Patil, Lalit; Porter, James B., Jr.

2012-01-01

The Lifelong Learning Imperative (LLI) project was initiated to assess current practices in lifelong learning for engineering professionals, reexamine the underlying assumptions behind those practices, and outline strategies for addressing unmet needs. The LLI project brought together leaders of U.S. industry, academia, government, and…

Understanding Adult Lifelong Learning Participation as a Layered Problem

ERIC Educational Resources Information Center

Boeren, Ellen

2017-01-01

This paper discusses the layered nature of lifelong learning participation, bringing together fragmented insights in why adults do or do not participate in lifelong learning activities. The paper will discuss the roles and responsibilities of individual adults, education and training providers and countries' social education policies, often…

Lifelong Learning: Conceptualizations in European Educational Policy Documents

ERIC Educational Resources Information Center

Alves, Mariana Gaio; Neves, Claudia; Gomes, Elisabete Xavier

2010-01-01

Over recent years, lifelong learning has been a central and guiding principle in the formulation of European educational policies. Within this general framework, the authors have been developing a research project that allows them to approach the theme of lifelong learning and European educational policies, taking into account four levels of…

The Nordic Model of Lifelong Learning

ERIC Educational Resources Information Center

Rubenson, Kjell

2006-01-01

This article explores how the so called Nordic welfare state, with its specific institutional make up, handles Lifelong Learning in a time characterised by the challenges of economic globalisation and the hegemonic impact of the neo-liberal agenda. The analysis reveals a high participation in the Nordic countries in Lifelong Learning and, in…

Investigation of the Lifelong Learning Tendency of College Students

ERIC Educational Resources Information Center

Aksoy, Hamit; Erbay, Hasan; Kör, Hakan; Engin, Melih

2017-01-01

The concept of "lifelong learning (LLL)" has emerged because of the necessity of renewing earlier and immemorial information in time. LLL is involved in a various kind of international foundations' works. European Union is perceived as more efficient in comparison with international companies in terms of lifelong learning practices.…

Researching Lifelong Learning Participation through an Interdisciplinary Lens

ERIC Educational Resources Information Center

Boeren, Ellen

2017-01-01

This paper explores the interdisciplinary nature of studies in the field of lifelong learning participation. Until recently, participation studies have been presented in a rather fragmented way, often drawing on insights from separate disciplines such as sociology or psychology. The complex nature of lifelong learning participation, however, urges…

Lifelong Learning and the Absence of Gender

ERIC Educational Resources Information Center

Rogers, Alan

2006-01-01

This paper identifies that (with very few exceptions) in most of current literature on lifelong learning, gender issues are ignored or overlooked. An extensive review of the literature demonstrates this neglect. Some reasons are given for this, including the fact that most analyses of lifelong learning tend to stress the individual learning…

78 FR 9057 - Medicare Program; Request for Information on the Use of Clinical Quality Measures (CQMs) Reported...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-07

... Part II: Lifelong Learning and Self-Assessment Part III: Cognitive Expertise Part IV: Practice...: Licensure and Professional Standing Part II: Lifelong Learning and Self-Assessment Part III: Cognitive...\\ The MOC assesses physicians' commitment to lifelong learning according to the following six core...

Serious but Fun, Self-Directed yet Social: Blogging as a Form of Lifelong Learning

ERIC Educational Resources Information Center

Harju, Vilhelmiina; Pehkonen, Leila; Niemi, Hannele

2016-01-01

The article explores the role of digital media in supporting lifelong learning. In particular, it focuses on bloggers who write their blogs voluntarily in their own free time. The aim is to examine how lifelong learning--viewed as self-directed, nonformal learning and active participation that evolves from a desire for self-actualization--occurs…

Workforce Modeling & Simulation Education and Training for Lifelong Learning: Modeling & Simulation Education Catalog

DTIC Science & Technology

2007-03-01

LEARNING : MODELING & SIMULATION EDUCATION CATALOG by Jean Catalano Jarema M. Didoszak March 2007...Technical Report, 11/06 – 02/07 4. TITLE AND SUBTITLE: Workforce Modeling & Simulation Education and Training for Lifelong Learning ...Modeling and Simulation Education and Training for Lifelong Learning project. The catalog contains searchable information about 253 courses from 23 U.S

La necessite d'un apprentissage tout au long de la vie (The Need for Lifelong Learning).

ERIC Educational Resources Information Center

Marchand, Louise

2000-01-01

In the past, adult education focused on basic training, providing general skills that lasted a lifetime. Today social and economic pressures are pushing adults into lifelong learning. For lifelong learning to become a reality, a system is needed that allows individuals to further their learning, with regular periodic breaks, without penalties or…

Lifelong learning along the education and career continuum: meta-analysis of studies in health professions

PubMed Central

BABENKO, OKSANA; KOPPULA, SUDHA; DANIELS, LIA; NADON, LINDSEY; DANIELS, VIJAY

2017-01-01

Introduction: Lifelong learning is an integral part of health professionals’ maintenance of competence. Several studies have examined the orientation toward lifelong learning at various stages of the education and career continuum; however, none has looked at changes throughout training and practice. The objective of the present study was to determine if there are differences between groups defined by their places on the education and career continuum. Methods: The authors performed a group-level meta-analysis on studies that used the 14-item Jefferson Scale of Physician Lifelong Learning or its variants. Eleven published articles, which reported on studies with post-secondary health professions students, residents, and practicing health professionals met the inclusion criteria. In total, there were 12 independent data sets, with four data sets per group. Results: In total, over seven thousand students, residents, and practicing health professionals responded to the Jefferson Scale (N=7.269). Individual study means tendency to be high, suggesting a high orientation toward lifelong learning among the trainees (students and residents) and practicing health professionals. Meta-analysis results indicated that the orientation toward lifelong learning tended to increase gradually along the education and career continuum. Significant differences in the group means were found between the trainees and practicing health professionals. Conclusion: In the reviewed studies, the orientation toward lifelong learning among students, residents, and practicing professionals was high. Nonetheless, although based on separate cohorts, it appears that the orientation toward lifelong learning continues to develop even after the completion of formal training. PMID:28979909

Examining Quality Management Audits in Nuclear Medicine Practice as a lifelong learning process: opportunities and challenges to the nuclear medicine professional and beyond.

PubMed

Pascual, Thomas N B

2016-08-01

This essay will explore the critical issues and challenges surrounding lifelong learning for professionals, initially exploring within the profession and organizational context of nuclear medicine practice. It will critically examine how the peer-review process called Quality Management Audits in Nuclear Medicine Practice (QUANUM) of the International Atomic Energy Agency (IAEA) can be considered a lifelong learning opportunity to instill a culture of quality to improve patient care and elevate the status of the nuclear medicine profession and practice within the demands of social changes, policy, and globalization. This will be explored initially by providing contextual background to the identity of the IAEA as an organization responsible for nuclear medicine professionals, followed by the benefits that QUANUM can offer. Further key debates surrounding lifelong learning, such as compulsification of lifelong learning and impact on professional change, will then be weaved through the discussion using theoretical grounding through a qualitative review of the literature. Keeping in mind that there is very limited literature focusing on the implications of QUANUM as a lifelong learning process for nuclear medicine professionals, this essay uses select narratives and observations of QUANUM as a lifelong learning process from an auditor's perspective and will further provide a comparative perspective of QUANUM on the basis of other lifelong learning opportunities such as continuing professional development activities and observe parallelisms on its benefits and challenges that it will offer to other professionals in other medical speciality fields and in the teaching profession.

Habermas, Lifeworld and Rationality: Towards a Comprehensive Model of Lifelong Learning

ERIC Educational Resources Information Center

Regmi, Kapil Dev

2017-01-01

Major supranational organisations such as the Organisation for Economic Cooperation and Development, the European Union, and the World Bank have used lifelong learning as a strategy to boost economic competitiveness both at individual and national levels. In the literature related to lifelong learning this is characterised as the economistic model…

Continuing Education in a Lifelong Learning Society: The Hong Kong Model

ERIC Educational Resources Information Center

Young, Enoch C. M.

2008-01-01

This paper examines the role and position of continuing education in the lifelong learning society of Hong Kong. The first section describes the basic components of Hong Kong's lifelong learning system, which is composed of two interconnected sub-systems--namely, conventional education and continuing education--integrated under a common…

Life-Long Cyberlearning System: A Pilot Project for the "Learning Society" in the ROC.

ERIC Educational Resources Information Center

Han, Huei-Wen; Wang, Yen-Chao

1999-01-01

Provides an overview of the implementation of lifelong learning in Taiwan, Republic of China (ROC) as part of its educational reform policy and describes a pilot project, the Lifelong Cyberlearning System. Highlights include planning architecture, Web-based learning technology, professional education, industrial and corporate assistance, and…

Choosing Learning in Later Life: Constructions of Age and Identity among Lifelong Learners

ERIC Educational Resources Information Center

McWilliams, Summer

2013-01-01

Lifelong learning programs for older adults are expanding in university communities, given the growing emphasis on successful aging in our society. This dissertation consists of two articles that examine data from ethnographic research in a southeastern lifelong learning institute associated with a state university. Data include observations over…

Development of a Scale to Measure Lifelong Learning

ERIC Educational Resources Information Center

Kirby, John R.; Knapper, Christopher; Lamon, Patrick; Egnatoff, William J.

2010-01-01

Primary objective: to develop a scale to measure students' disposition to engage in lifelong learning. Research design, methods and procedures: using items that reflected the components of lifelong learning, we constructed a 14-item scale that was completed by 309 university and vocational college students, who also completed a measure of deep and…

Lifelong Learning NCES Task Force: Final Report, Volume II. Working Paper Series.

ERIC Educational Resources Information Center

National Center for Education Statistics (ED), Washington, DC.

This document contains the eight appendixes from the National Center for Education Statistics's (NCES's) final report on lifelong learning in the United States. Appendix A discusses the considerations that entered into the formulation of the definition of lifelong learning adopted for the NCES study. Appendix B, "Literature Review on Lifelong…

Learners or Participants? The Pros and Cons of "Lifelong Learning"

ERIC Educational Resources Information Center

Mantie, Roger

2012-01-01

Whereas adult education used to be the preferred concept for those studying adult music-making, there is now an increasing trend away from this and towards lifelong learning. Uncritically adopting government lifelong learning discourses, however, blurs the line between educational ideals and political ones. Although there may be merit in the…

Revisiting Lifelong Learning for the 21st Century.

ERIC Educational Resources Information Center

Medel-Anonuevo, Carolyn; Ohsako, Toshio; Mauch, Werner

Although lifelong learning is being increasingly cited as one of the key principles in the fields of education and development, shared understanding of the term's usage at the global level is lacking. Lifelong learning is closely tied to the challenge of openness and the changes with which modern individuals must cope in their lifetimes. Lifelong…

Propensity to Lifelong Learning: Reflections of a Research Student

ERIC Educational Resources Information Center

White, Robert D.

2007-01-01

The author's tertiary learning journey began as a research assistant reviewing educational literature. Among the mountain of lifelong learning literature, the author could find nothing that explained why people are or are not lifelong learners. Eventually he found the British work of Gorard and Selwyn (2005). Mindful of Osborne's (2002) caution…

Lifelong Learning in Swedish Curricula. Didakometry No. 48.

ERIC Educational Resources Information Center

Fredriksson, Lennart; Gestrelius, Kurt

An examination of the lifelong learning aspect of the central and nationwide curricula in Sweden has been made by the UNESCO Institute for Education. The concept of lifelong learning is defined and criteria for developing positive attitudes and opportunities for its development are discussed. The analysis of the curricula in the basic and upper…

From Reactionary to Responsive: Applying the Internal Environmental Scan Protocol to Lifelong Learning Strategic Planning and Operational Model Selection

ERIC Educational Resources Information Center

Downing, David L.

2009-01-01

This study describes and implements a necessary preliminary strategic planning procedure, the Internal Environmental Scanning (IES), and discusses its relevance to strategic planning and university-sponsored lifelong learning program model selection. Employing a qualitative research methodology, a proposed lifelong learning-centric IES process…

Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society

ERIC Educational Resources Information Center

Charungkaittikul, Suwithida; Henschke, John A.

2017-01-01

Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance…

Some Critical Reflections on Lifelong Learning Policy in Turkey

ERIC Educational Resources Information Center

Sayilan, Fevziye

2015-01-01

This paper discusses the Lifelong Learning Strategy document which was on the agenda during the European Union harmonization process of Turkey. The public policies in the document, regarding non-formal and adult education, will be analyzed. Lifelong Learning strategy became a current issue in the last stage of neoliberal transformation of…

Lifelong Learning: Foundational Models, Underlying Assumptions and Critiques

ERIC Educational Resources Information Center

Regmi, Kapil Dev

2015-01-01

Lifelong learning has become a catchword in almost all countries because of its growing influence on education policies in the globalised world. In the Organisation for Economic Cooperation and Development (OECD) and the European Union (EU), the promotion of lifelong learning has been a strategy to speed up economic growth and become competitive.…

The EU as a Norm Entrepreneur: The Case of Lifelong Learning

ERIC Educational Resources Information Center

Kleibrink, Alexander

2011-01-01

The EU has become one of the most prominent promoters of lifelong learning policies. Inside the European single market, EU member states have strong incentives to adopt similar approaches to lifelong learning and recognition of educational attainments in order to foster labour mobility. More surprisingly, countries neighbouring the EU also develop…

Towards a Lifelong Learning Society through Reading Promotion: Opportunities and Challenges for Libraries and Community Learning Centres in Viet Nam

ERIC Educational Resources Information Center

Hossain, Zakir

2016-01-01

The government of Viet Nam has made a commitment to build a Lifelong Learning Society by 2020. A range of related initiatives have been launched, including the Southeast Asian Ministers of Education Organization Centre for Lifelong Learning (SEAMEO CELLL) and "Book Day"--a day aimed at encouraging reading and raising awareness of its…

Older Lifelong Learners' Motivations for Participating in Formal Volunteer Activities in Urban Communities

ERIC Educational Resources Information Center

Yamashita, Takashi; López, Erick B.; Soligo, Marta; Keene, Jennifer R.

2017-01-01

In recent years, volunteering has received increasing attention as a unique form of learning, one which may complement lifelong learning programs for older adults. This study examined the underlying volunteer motivations as well as formal volunteer behaviors among older adult lifelong learners. Data from 277 members of the Osher Lifelong Learning…

Lifelong Education and Lifelong Learning with Chinese Characteristics: A Critical Policy Discourse Analysis

ERIC Educational Resources Information Center

Shan, Hongxia

2017-01-01

Researchers in China have keenly explored how lifelong education and lifelong learning, as imports from "the West," may become localized in China, although a small chorus has also tried to revitalize Confucianism to bear on the field. This paper adds to this domain of discussion with a critical discourse analysis of Chinese lifelong…

A European Languages Virtual Network Proposal

NASA Astrophysics Data System (ADS)

García-Peñalvo, Francisco José; González-González, Juan Carlos; Murray, Maria

ELVIN (European Languages Virtual Network) is a European Union (EU) Lifelong Learning Programme Project aimed at creating an informal social network to support and facilitate language learning. The ELVIN project aims to research and develop the connection between social networks, professional profiles and language learning in an informal educational context. At the core of the ELVIN project, there will be a web 2.0 social networking platform that connects employees/students for language practice based on their own professional/academic needs and abilities, using all relevant technologies. The ELVIN remit involves the examination of both methodological and technological issues inherent in achieving a social-based learning platform that provides the user with their own customized Personal Learning Environment for EU language acquisition. ELVIN started in November 2009 and this paper presents the project aims and objectives as well as the development and implementation of the web platform.

Lifelong Learning Policy for the Elderly People: A Comparative Experience between Japan and Thailand

ERIC Educational Resources Information Center

Dhirathiti, Nopraenue

2014-01-01

This study examined and compared the legal inputs, structural settings and implementation process of lifelong learning policy in Thailand and Japan focusing on street-level agents. The findings demonstrated that while both countries had legal frameworks that provided a legislative platform to promote lifelong learning among the elderly based on a…

Lifelong Learning in the Public Interest.

ERIC Educational Resources Information Center

Kurland, Norman D.

In this paper, the author notes that lifelong learning is at the confluence of a number of separate streams from the recent past, each of which flows into the broad concept of lifelong learning and brings its own set of concerns that have helped generate a need to consider where the streams are going. These streams, or educational areas, are…

The Impact of First-Year Seminars on College Students' Life-Long Learning Orientations

ERIC Educational Resources Information Center

Padgett, Ryan D.; Keup, Jennifer R.; Pascarella, Ernest T.

2013-01-01

Using longitudinal data from the Wabash National Study of Liberal Arts Education, this study measured the impact of first-year seminars on college students' life-long learning orientations. The findings suggest that first-year seminars enhance students' life-long learning orientations and that the effect of first-year seminars is mediated through…

Financing Lifelong Learning for All: An International Perspective. Working Paper No. 46

ERIC Educational Resources Information Center

Burke, Gerald

2002-01-01

Improvements in lifelong learning are necessary for a range of overlapping reasons, including changing needs of the labour force in a globalised economy, the aging of the population in high-income countries and inequalities in education, work and income. Increased lifelong learning, for all, is important for productivity, but also to support…

Education and Lifelong Learning in Romania--Perspectives of the Year 2020

ERIC Educational Resources Information Center

Popescu, Veronica Adriana; Popescu, Gheorghe N.; Popescu, Cristina Raluca

2012-01-01

Our research study focuses on the problems of education and lifelong learning in the Romanian society of the year 2020. Starting from the idea that lifelong learning represents the continuous building of skills and knowledge through the life of an individual, we believe that the process of continuous education is the key element that each and…

Lifting the Hood: Lifelong Learning and Young, White, Provincial Working-Class Masculinities

ERIC Educational Resources Information Center

Quinn, Jocey; Thomas, Liz; Slack, Kim; Casey, Lorraine; Thexton, Wayne; Noble, John

2006-01-01

Young, white, provincial working-class men are portrayed as a threat to lifelong learning goals. They are least likely to enter university and most likely to drop out. However, white provincial masculinities are neglected in debates on gender and lifelong learning. This article uses a UK-wide study of working-class "drop-out" to explore…

Lifelong Learning in Public Libraries in 12 European Union Countries: Issues in Monitoring and Evaluation

ERIC Educational Resources Information Center

Stanziola, Javier

2011-01-01

Public libraries in Europe have supported lifelong learning for the past 500 years. Since the Lisbon Strategy emphasized the role of lifelong learning in economic policy, public libraries have been repositioning their services to respond to this new context. In some cases, these roles are undertaken with limited legislative or strategic changes…

International Perspectives on Lifelong Learning: From Recurrent Education to the Knowledge Society.

ERIC Educational Resources Information Center

Istance, David, Ed.; Schuetze, Hans G., Ed.; Schuller, Tom, Ed.

This book, consisting of 17 chapters written by different authors, traces the progress that has been made in developing lifelong learning policies over the past 30 years and examines current challenges to lifelong learning policymakers. Focusing on a global agenda, the book is organized in six parts with thematic chapters following an introductory…

Lifelong Learning as Ideological Practice: An Analysis from the Perspective of Immigrant Women in Canada

ERIC Educational Resources Information Center

Ng, Roxana; Shan, Hongxia

2010-01-01

Critiques of lifelong learning have focused on the neo-liberal underpinning of state policy, where individuals are expected to take responsibility for meeting the needs of changing labour market conditions in the post-Fordist economy. We treat lifelong learning as an "ideological frame" that (re)shapes how people see and understand…

Well-Being and Happiness: Critical, Practical and Philosophical Considerations for Policies and Practices in Lifelong Learning

ERIC Educational Resources Information Center

Gouthro, Patricia A.

2010-01-01

This paper argues that while the Inquiry into the Future of Lifelong Learning that was commissioned by NIACE makes some helpful recommendations for broadening the scope of lifelong learning to include considerations around well-being and happiness, the reports do not provide a sufficiently critical or philosophical analysis of the challenges…

Policies, Politics and the Future of Lifelong Learning. The Future of Education from 14+ Series.

ERIC Educational Resources Information Center

Hodgson, Ann, Ed.

This document contains 13 papers on the policies, politics, and future of lifelong learning in the United Kingdom (UK) and Europe. The following papers are included: "An International and Historical Context for Recent Policy Approaches to Lifelong Learning in the UK" (Ann Hodgson); "The Vocational Training Policy of the European…

The Politics of 'Lifelong Learning' in Post-1997 Hong Kong

ERIC Educational Resources Information Center

Kennedy, Peter

2004-01-01

This article is concerned with the politics of lifelong learning policy in post-1997 Hong Kong (HK). The paper is in four parts. Continuing Education, recast as 'lifelong learning', is to be the cornerstone of the post-Handover education reform agenda. The lineaments of a familiar discourse are evident in the Education Commission policy documents.…

Continuously Reaffirmed, Subtly Accommodated, Obviously Missing and Fallaciously Critiqued: Ideologies in UNESCO's Lifelong Learning Policy

ERIC Educational Resources Information Center

Lee, Moosung; Friedrich, Tom

2011-01-01

Although the lifelong learning policy of the United Nations Educational, Scientific, and Cultural Organisation (UNESCO) has had a unique impact on international discussions over the last four decades, little historical research has revealed the ideological influences at work within UNESCO's lifelong learning policy texts. With this in mind, this…

Institutionalization of Lifelong Learning in Europe and East Asia: From the Complexity Systems Perspective

ERIC Educational Resources Information Center

Han, SoongHee

2017-01-01

East Asia shows newly emerging experiments in lifelong learning that contrast with European experiences. The concepts and ideas share a similar platform, while the trajectories of institutionalization reveal great differences. It is because the idea of lifelong learning was coined by international agencies, like UNESCO, to share, it rather shows…

An Investigation of the Opinions of Pre-Service Midwives and Nurses Regarding Lifelong Learning

ERIC Educational Resources Information Center

Örs, Mukaddes; Kilinç, Mustafa

2017-01-01

The objective of this study is to determine the lifelong learning tendencies of students from the midwifery and nursing department at a Faculty of Health Sciences, and to reveal whether these tendencies differ with respect to the some variables. It further attempts to show some significant differences in the students' lifelong learning tendency…

Discourses in Conflict: The Relationship between Gen Y Pre-Service Teachers, Digital Technologies and Lifelong Learning

ERIC Educational Resources Information Center

Donnison, Sharn

2009-01-01

This paper analyses Gen Y pre-service primary school teachers' conceptualisations of lifelong learning. It is situated within a context of improving the provision and delivery of pre-service teacher education. This paper argues that Gen Y's understanding of lifelong learning has been influenced by their engagements with digital technologies and…

Challenges in Evaluating the EU's Lifelong Learning Policies

ERIC Educational Resources Information Center

Clain, Alexandru

2016-01-01

Since the early 1990s, lifelong learning has become a major policy concern for the European Union, being seen as a means for enabling individuals to be more competitive in social and economic contexts that are continually changing. After a series of white papers and strategies in the field of lifelong learning, the EU launched the Lifelong…

A Broader Education for Special Forces Officers

DTIC Science & Technology

2011-05-19

education professionals. Arthur Cropley , Professor of Educational Psychology at the University of Hamburg, notes that lifelong learning would: 2. lead...Arthur Cropley , “Lifelong Learning and Systems of Education: an Overview”, in A Cropley , ed. Towards a System of Lifelong Education: Some Practical...Leavenworth, KS: School of Advanced Military Studies, United States Army Command and General Staff College, 2008. 46 Cropley ,Arthur. “Lifelong

Higher Education and the Promotion of Lifelong Learning.

ERIC Educational Resources Information Center

Cropley, A. J.; Knapper, C. K.

1983-01-01

Definitions and goals of lifelong education are discussed, and how instructors in the colleges and universities of Great Britain could change their own instructional methods and course content to make them compatible with the promotion of lifelong learning is examined. (RM)

The effectiveness of using WebCT in distance learning programmes in MACE, the University of Manchester

NASA Astrophysics Data System (ADS)

Ahmad, Rosman

The World Wide Web impacted the educational model and became part of distance education early in this century. There were many changes taking place in higher education for political, economic and educational reasons." New goals and educational objectives were being set within educational institutions. There were particular emphases to produce a more effective delivery of learning methods for distance learning students. The use of Internet was seen as an important issue in the development of an understanding of the complex process of instilling knowledge to post graduates students. Well-established universities were re-examining their missions and looking for different ways of providing lifelong education. The School of Mechanical, Aerospace and Civil Engineering (MACE) was particularly keen to increase the use of web-based learning in its courses, which will increase the amount of students enrolled into these programmes and help them learn in a flexible and workable manner. This approach was reinforced by responses from a survey of MSc. degree students which suggested that the current distance learning programme were not being operated efficiently and did not develop adequate personal skills in relation to the requirements of prospective employers. One way of improving these programmes was to make use of the Virtual Learning Environment (VLE). A study was made and WebCT was found to be suitable. Five WebCT units were initially produced. The experience of designing and running the units was very useful in determining the effective use of the WebCT. From the analysis of students and staff surveys it has been demonstrated that these WebCT units are much more effective in achieving the project objectives in a wide number of areas which relate to students satisfaction, skills development and enhancing their interest into learning experience. The success of the WebCT units has stimulated interest in overseas establishments. It is hope that the success will follow in the author's home country, Malaysia.

Lifelong learning in obstetrics and gynaecology: how theory can influence clinical practice.

PubMed

Mukhopadhyay, S; Smith, S; Cresswell, J

2011-08-01

Lifelong learning refers to the systematic acquisition, renewal, updating and completion of knowledge. It is synonymous with the term 'self-directed learning'. This is a new educational strategy meant to consolidate knowledge in a fashion that is reproducible for a lifetime with successful application to both known and unknown clinical exercises. The development of lifelong learning is based on the principles of andragogy (autonomy and independence in one's learning activities), reflection and learning from experience. This paper deals with the development of these theories culminating in the advent of self-directed learning. Evidence to support experiential, reflective and self-directed learning is provided, including the use of rating scales. An example from obstetrics is used to highlight the application of these principles. There are barriers to adopting a new educational paradigm, however, lifelong learning remains an excellent tool for continuous professional development.

Students' and Teachers' Perceptions of a "Successful" Lifelong Learning Training Intervention--An EMILIA Project Research Report

ERIC Educational Resources Information Center

Ogunleye, James; Griffiths, Chris; Ryan, Peter

2015-01-01

This study reviews the definition of lifelong learning in the context of the European Union policy agenda as sets out in the Lisbon strategy. The paper also reports on the mental health service users' and trainers' perceptions of a "successful" lifelong learning training intervention. The work reported in this paper was part of a larger…

Lifelong Literacy: Some Trends and Issues in Conceptualising and Operationalising Literacy from a Lifelong Learning Perspective

ERIC Educational Resources Information Center

Hanemann, Ulrike

2015-01-01

In a fast-changing and highly inequitable world, lifelong learning is becoming increasingly important, not only as a key organising principle for all forms of education and learning but also as an absolute necessity for everyone. It is particularly important for disadvantaged individuals and groups who have been excluded from or failed to acquire…

Lifelong Learning and the Counter/Professionalisation of Childcare: A Case Study of Local Hybridizations of Global European Discourses

ERIC Educational Resources Information Center

Vandenbroeck, Michel; Peeters, Jan; Bouverne-De Bie, Maria

2013-01-01

We provide a historical (genealogical) study of the changes in discourses on adult education since the famous UNESCO conference in Montreal, to present day texts of the European Union on lifelong learning. We also analyse how these changing global discourses on lifelong learning have travelled--through the hegemony of English language--to local…

Purpose of Lifelong Learning: Analysis from a Single Participant Interview

ERIC Educational Resources Information Center

Regmi, Kapil Dev

2012-01-01

What should be goal of education in general? What type of education are we practicing in the name of lifelong learning? What perspective of lifelong learning is becoming more dominant? Should the education system of a nation fulfill the demand of the market or the demand of the society? In this short single participant interview research I have…

Evaluation of Contribution of Local Newspapers to Lifelong Learning (Example of Bartin Province)

ERIC Educational Resources Information Center

Çuhadar, Elif; Ünal, Fatma

2018-01-01

In this study, while the definition of informal education, which displays the main features of lifelong learning, is made, it is also attempted to identify the contributions of the local newspapers, through which the society can reach its own unique and necessary information, to the lifelong learning of their readers. In the research, within this…

Lifelong Learning as a Chameleonic Concept and Versatile Practice: Y2K Perspectives and Trends

ERIC Educational Resources Information Center

Grace, Andre P.

2004-01-01

This essay focuses on contemporary lifelong-learning discourse as it was reflected in deliberations during three events held in Australia, Canada and the UK during 2000-01. Through the dialogical lenses of these Y2K events that brought together an array of international participants, it examines lifelong learning as a chameleonic concept and…

Making the Lisbon Strategy Happen: A New Phase of Lifelong Learning Discourse in European Policy?

ERIC Educational Resources Information Center

Nordin, Andreas

2011-01-01

The discourse of lifelong learning has undergone great changes, from its initial engagement when it was a matter of social and humanitarian issues as outlined in the early documents of UNESCO, to emphasising lifelong learning as a moral and individual obligation in a more competitive and market-oriented language. This policy trajectory has taken…

Environmental engineering education enhancement

NASA Astrophysics Data System (ADS)

Caporali, E.

2012-04-01

Since higher education plays a central role in the development of both human beings and modern societies, enhancing social, cultural and economic development, active citizenship, ethical values and expertises for a sustainable growth, environment respectful, the European Commission promotes a wide range of programmes. Among the EC programmes, the TEMPUS - Trans European Mobility Programme for University Studies, with the support of the DG EAC of the European Commission, has contributed to many aspects of general interest for higher education. Curricula harmonization, LifeLong Learning Programme development, ICT use, quality assessment, accreditation, innovation learning methods, growth of networks of institutions trusting each other, are the focused aspects. Such a solid cooperation framework is surely among the main outcomes of the TEMPUS Projects leaded by the University of Firenze UNIFI (Italy), DEREC - Development of Environment and Resources Engineering Curriculum (2005-2008), and its spin-off DEREL - Development of Environment and Resources Engineering Learning (2010-2013), and VICES - Videoconferencing Educational Services (2009-2012). DEREC and DEREL TEMPUS projects, through the co-operation of Universities in Italy, Austria, Germany, Greece, Macedonia, Albania and Serbia, are aimed at the development of first and second level curricula in "Environment and Resources Engineering" at the Ss. Cyril and Methodius University - UKIM Skopje (MK). In the DEREC Project the conditions for offering a joint degree title in the field of Environmental Engineering between UNIFI and UKIM Skopje were fulfilled and a shared educational programme leading to the mutual recognition of degree titles was defined. The DEREL project, as logical continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate second level curriculum in Environment and Resources Engineering at UKIM Skopje, University of Novi Sad (RS) and Polytechnic University of Tirana (AL). following the criteria and conditions for setting up a Joint Postgraduate Degree. A second objective foreseen the implementation of a sustainable regional network aimed at: offering lifelong learning seminars for environment and resources engineering education and training of interested stakeholders; organizing workshops focused on strengthening the links in the knowledge triangle: environment education-innovation-research, with participation of postgraduate students, public services, enterprises and NGO's. The strength of the knowledge triangle implies new educational requirements, stimulated by innovative telecommunication technologies together with novel educational materials and methodologies, and lead the development of distance learning environment. In order to provide the basis of distance learning environments based on video conferencing systems and the methodology of blended learning courses, the TEMPUS Project VICES - Videoconferencing Educational Services (2009-2012) was carried out by UNIFI with the cooperation of consortium members which includes Universities in Italy, Belgium, Hungary, Macedonia, Albania and Serbia. Within ViCES, a case study implemented in the framework of DEREC project, confirmed the positive impacts of videoconference systems within the educational context, i.e. intensification of cooperation among different education and research institutions; sharing for students and teachers of educational expertise and methods with foreign colleagues; sharing experiences and case studies as well as objectives and results in the framework of both education and research activities.

Learning to Learn in the European Reference Framework for Lifelong Learning

ERIC Educational Resources Information Center

Pirrie, Anne; Thoutenhoofd, Ernst D.

2013-01-01

This article explores the construction of learning to learn that is implicit in the document "Key Competences for Lifelong Learning--European Reference Framework" and related education policy from the European Commission. The authors argue that the hallmark of learning to learn is the development of a fluid sociality rather than the…

National Strategies for Implementing Lifelong Learning (LLL)--The Gap between Policy and Reality: An International Perspective

ERIC Educational Resources Information Center

Bengtsson, Jarl

2013-01-01

In this article, the late Jarl Bengtsson briefly traces the evolution of the concept of lifelong learning within the member states of the Organisation for Economic Co-operation and Development (OECD). He points out that on the one hand lifelong learning is accepted, in policy terms, by all OECD countries and many other countries, but on the other…

Do the Demands of the Global Forces Shape Local Agenda? An Analysis of Lifelong Learning Policies and Practice in China

ERIC Educational Resources Information Center

Wang, Mo; Yuan, Dayong; Weidlich, Maximilian

2017-01-01

Lifelong learning has become a global phenomenon that has significantly reshaped the conventional foundation of national education systems. Lifelong Learning has experienced an evolution that can be identified in two generations: it first emerged in the 1970s and then quickly gained significance and prevalence by the 1990s. There is general…

Lifelong Learning in Italy: The Extent to Which Vocational Education and Training Policy Is Nurturing Lifelong Learning in Italy. CEDEFOP Panorama Series.

ERIC Educational Resources Information Center

Richini, Pierluigi

This report assesses the extent to which lifelong learning (LL) is being implemented in vocational education and training (VET) in Italy. Section 1 depicts the general situation regarding policies and innovations introduced at the statutory level to implement LL objectives. It introduces the principle of integration around which policy is…

Credit for Lifelong Learning. Fourth Edition.

ERIC Educational Resources Information Center

Mann, Carolyn M.

This guide to developing a prior learning portfolio was prepared to assist students in the Credit for Lifelong Learning Program (CLLP) at Sinclair Community College (SCC) in Dayton, Ohio, through the process of identifying college-level prior learning, matching their learning to specific courses, and articulating and documenting their learning.…

My Lifelong Learning Realm: An Autoethnography Experiential Learning in Finland

ERIC Educational Resources Information Center

Rajbhandari, Mani Man Singh

2011-01-01

My journey to write autoethnography report started with inclination to learn cultural and social phenomena in Finland. This was my realm of learning through experiential learning. The ontological philosophy was perceived through objectivistic and subjectivistic approaches. The lifelong experiential learning realm was a benchmark for me to perceive…

Predicting doctor performance outcomes of curriculum interventions: problem-based learning and continuing competence.

PubMed

Norman, Geoffrey R; Wenghofer, Elizabeth; Klass, Daniel

2008-08-01

Problem-based learning (PBL) is an educational strategy designed to enhance self-assessment, self-directed learning and lifelong learning. The present study examines a peer review programme to determine whether the impact of PBL on continuing competence can be detected in practice. This study aimed to establish whether McMaster graduates who graduated between 1972 and 1991 were any less likely to be identified as having issues of competence by a systematic peer review programme than graduates of other Ontario medical schools. We identified a total of 1166 doctors who had graduated after 1972 and had completed a mandated peer review programme. Of these, 108 had graduated from McMaster and 857 from other Canadian schools. School of graduation was cross-tabulated against peer rating. A secondary analysis examined predictors of ratings using multiple regression. We found that 4% of McMaster graduates and 5% of other graduates were deemed to demonstrate cause for concern or serious concern, and that 24% of McMaster doctors and 28% of other doctors were rated as excellent. These differences were not significant. Multiple regression indicated that certification by family medicine or a specialty, female gender and younger age were all predictors of practice outcomes, but school of graduation was not. There is no evidence from this study that PBL graduates are better able to maintain competence than graduates of conventional schools. The study highlights potential problems in attempting to link undergraduate educational interventions to doctor performance outcomes.

Expanding the frontiers of national qualifications frameworks through lifelong learning

NASA Astrophysics Data System (ADS)

Owusu-Agyeman, Yaw

2017-10-01

The adoption of a national qualifications framework (NQF) by some governments in all world regions has shown some success in the area of formal learning. However, while NQFs continue to enhance formal learning in many countries, the same cannot be said for the recognition, validation and accreditation (RVA) of non-formal and informal learning. Focusing on competency-based technical and vocational education and training (TVET) within its NQF, Ghana introduced the National Technical and Vocational Education and Training Qualifications Framework (NTVETQF) as a sub-framework in 2012. In the wake of the NTVETQF's limited success, the author of this article reasons that a lifelong learning approach could enhance its effectiveness considerably. Comparing national and international policies, he argues that the NTVETQF should be able to properly address the issues of progression from informal and non-formal to formal modes of lifelong learning within the country's broad context of education. In addition, the study conceptualises the integration of lifelong learning within a broad NQF in four key domains: (1) individual; (2) institutional; (3) industry; and (4) state. The author concludes that, for the NTVETQF to achieve its goal of facilitating access to further education and training while also promoting lifelong learning for all (including workers in the informal economy), effective integration of all modes of lifelong learning is required. Although this entails some challenges, such as recognition of prior learning and validation of all modes of learning, it will help to widen access to education as well as providing individuals with a pathway for achieving their educational aspirations.

Architecture for Implementation of a Lifelong Online Learning Environment (LOLE)

ERIC Educational Resources Information Center

Caron, Philippe; Beaudoin, Gregg; Leblanc, Frederic; Grant, Andrew

2007-01-01

This article describes an architecture for the implementation of a lifelong online learning environment (LOLE). The stakeholder independent architecture enables the development of a LOLE system to fulfill the complex requirements of the different actors involved in lifelong education. A particular emphasis is placed on the continuation of a…

Confucian Educational Philosophy and Its Implication for Lifelong Learning and Lifelong Education

ERIC Educational Resources Information Center

Sun, Qi

2008-01-01

This paper, from historical and philosophical perspectives, presents Confucian education philosophy, a philosophy that is argued is a philosophy of lifelong learning. Examined and illustrated are the Confucian concepts of "Sage", a Confucian ideal human model, and "Jun Zi", a Confucian realistic educational result. Through "Sage", Confucius…

Wise Up. The Challenge of Lifelong Learning.

ERIC Educational Resources Information Center

Claxton, Guy

This book on lifelong learning has two overarching themes: the three Rs of learning power (resilience, resourcefulness, and reflectiveness) and a good learner's toolkit of learning strategies. An introduction previews the main conclusions. Chapter 1 explains how different communities can hold different beliefs about learning. Chapter 2 explores…

Lifelong Learning as Transitional Learning

ERIC Educational Resources Information Center

Glastra, Folke J.; Hake, Barry J.; Schedler, Petra E.

2004-01-01

Globalization and individualization have radically changed both the economic system and the personal life world in industrial or postindustrial nation-states. To survive hypercompetition and volatile consumer choice, learning organizations and a workforce engaged in lifelong learning are needed. Constructing "the good life" has become an…

East-West Perspectives on Elder Learning

ERIC Educational Resources Information Center

Tam, Maureen

2012-01-01

This paper describes and conceptualizes the meaning of lifelong learning from two cultural perspectives--East and West. It examines the different principles underpinning lifelong learning that explain why and how elders in the two cultures engage differently in continued learning. Finally, it discusses the cultural impact on elder learning by…

Individual Learning Accounts: A Strategy for Lifelong Learning?

ERIC Educational Resources Information Center

Renkema, Albert

2006-01-01

Purpose: Since the end of the previous century social partners in different branches of industry have laid down measures to stimulate individual learning and competence development of workers in collective labour agreements. Special attention is given to stimulating learning demand among traditional non-participants to lifelong learning, such as…

The Perils of Confusing Lifelong Learning with Lifelong Education

ERIC Educational Resources Information Center

Billett, Stephen

2010-01-01

This article proposes lifelong learning as a socio-personal process and a personal fact. As such, it is conceptually distinct from an educational provision, which constitutes one kind of institutional fact. In making this distinction, this article seeks to elaborate a major flaw in the precepts for conceptualisation and enactment of the report…

The Design and Management of an Organisation's Lifelong Learning Curriculum

ERIC Educational Resources Information Center

Dealtry, Richard

2009-01-01

Purpose: The purpose of this paper is to examine the successful design and management of high performance work-based lifelong learning processes. Design: The paper summarises the process management practices and contextual parameters that are being applied in the successful design and management of high performance work based lifelong learning…

Development of a Global Lifelong Learning Index for Future Education

ERIC Educational Resources Information Center

Kim, JuSeuk

2016-01-01

Since the transition from industrial society to a knowledge-based society, the source of national competitiveness is also changing. In this context, lifelong education has become a new competitive strategy for countries. This study broadly consists of three steps. Step I features a theoretical review of global lifelong learning indices and a…

Towards a lifelong learning society through reading promotion: Opportunities and challenges for libraries and community learning centres in Viet Nam

NASA Astrophysics Data System (ADS)

Hossain, Zakir

2016-04-01

The government of Viet Nam has made a commitment to build a Lifelong Learning Society by 2020. A range of related initiatives have been launched, including the Southeast Asian Ministers of Education Organization Centre for Lifelong Learning (SEAMEO CELLL) and "Book Day" - a day aimed at encouraging reading and raising awareness of its importance for the development of knowledge and skills. Viet Nam also aims to implement lifelong learning (LLL) activities in libraries, museums, cultural centres and clubs. The government of Viet Nam currently operates more than 11,900 Community Learning Centres (CLCs) and is in the process of both renovating and innovating public libraries and museums throughout the country. In addition to the work undertaken by the Viet Nam government, a number of enterprises have been initiated by non-governmental organisations and non-profit organisations to promote literacy and lifelong learning. This paper investigates some government initiatives focused on libraries and CLCs and their impact on reading promotion. Proposing a way forward, the paper confirms that Viet Nam's libraries and CLCs play an essential role in promoting reading and building a LLL Society.

Exploring ``Science As Culture'' Through The European Science Museums Astronomy And Museum Education

NASA Astrophysics Data System (ADS)

Lelingou, Dimitra; Varga, Benedek; Czár, Katalin; Sircar, Seema; Paterson, Allan; Lindsay, Lilian; Watson, Andy; Croly, Christopher

2010-01-01

The Hellenic Physical Society is a scientific association with an intensive action in the field of education, which is governed by the philosophy that the relationship between science and society must be interactive. For this reason the Hellenic Physical Society is a partner of the European Grundtvig Lifelong Learning Project/Learning Partnerships, tilted: Exploring ``Science as Culture'' through the European Science Museums. The program numbered 07-GRCO1-GR04-00025-1 constitutes an educational collaboration between the Semmelweis Museum Library and archives of the History of Medicine of Hungary, which is the co-ordinator of the project, the Hellenic Physical Society (Greece) and the Aberdeen City Council Strategic Leadership of United Kingdom. During the first year that the european project was conducted, the Physics Museum of the greek aegean island of Chios, in collaboration with the Second Chance School of Chios, also took part. During the academic year 2008-2009, the Second Chance School of the Koridallos Prison of Athens is also taking part. The basic ideas, the design axes and the first results of the Grundtvig project will be developed in this presentation. This european partnership creates an educational programme consisting of science-related activities (such as seminars, lectures, presentations and in situ experimental activities), and prepares appropriate educational material for lifelong science learning, using innovative teaching methodologies and the European science museums' exhibits participating in this project, by making them centres of significant cultural contribution to science and society. Using the integrated approach of astronomy teaching as the central design axe in this programme, we highlight the cultural aspects of science education. From our educational intervention we develop educational tools for astronomy suitable for distance learning and making use of new technologies. The partnership is addressed to different age groups: museum visitors, museum educators, teachers involved in adult education, adult school students, financially and socially inferior groups, the general public. It aims at promoting innovative didactic lifelong procedures of informal forms of science education, through the proper utilization of the artifacts on display of the european science museums taking part, to the utilization of teaching procedures with the use of new technologies as didactic tools, to the forming of a cultural network of collaboration and to the creation of life-long learning teaching tools, so as to furhter promote the cultural dimension of scientific knowledge. In this paper a particular reference will be done to the development of a museum educational project of astronomy at the Adults Prisoners of the Second Chance School of Koridallos Prison of Athens and to the way that we try to insert elements of museum education inside the prison's school. Our main objective is to vivify the science museums. At the same time, we intend to share our experiences and relate our various fields of educational activity, so as to participating in this project. Finally, we intend to cultivate the cultural ideals and perceptions of European citizens, through the exploration of our common cultural past, to raise the awareness in our scientific-cultural heritage and to use this heritage as a powerful unifying field for us all.

Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada

ERIC Educational Resources Information Center

Lavrysh, Yuliana

2015-01-01

The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners' views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques…

Restructuring, Partnership and the Learning Agenda: A Review.

ERIC Educational Resources Information Center

Greenwood, Ian; Stuart, Mark

This review develops a more systematic understanding of the contemporary significance of learning in Europe by considering the complex connections between the processes of economic restructuring, lifelong learning and partnerships. A brief introduction describes the contested terrain surrounding concepts such as lifelong learning, human capital,…

State of Learning in Canada: A Year in Review, 2009-2010. Executive Summary

ERIC Educational Resources Information Center

Canadian Council on Learning, 2010

2010-01-01

The 2009-2010 "State of Learning in Canada" provides the most current information on the Canadian learning landscape, contributing to a comprehensive understanding of how Canadians are faring as lifelong learners. As in previous "State of Learning" reports, this update reflects CCL's vision of learning as a lifelong process.…

Becoming an Educable Lifelong Learning Subject: Adult Graduates' Transitions in Education and Working Life

ERIC Educational Resources Information Center

Siivonen, Päivi

2016-01-01

Continuous learning and updating one's competences and abilities have become requirements for staying "up-to-date" and "at the top of one's game". Lifelong learning policy has been persuasive in its emphasis on equal learning opportunities for all: everyone has endless possibilities and capabilities to learn according to…

Self-Directed Lifelong Learning in Hybrid Learning Configurations

ERIC Educational Resources Information Center

Cremers, Petra H. M.; Wals, Arjen E. J.; Wesselink, Renate; Nieveen, Nienke; Mulder, Martin

2014-01-01

Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a…

Improving Workplace Learning of Lifelong Learning Sector Trainee Teachers in the UK

ERIC Educational Resources Information Center

Maxwell, Bronwen

2014-01-01

Learning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However,…

The Learning Festival: Pathway to Sustainable Learning Cities?

ERIC Educational Resources Information Center

Kearns, Peter; Lane, Yvonne; Neylon, Tina; Osborne, Michael

2013-01-01

Cork and Limerick have conducted Lifelong Learning Festivals, Cork for ten years and Limerick for the past three years. This paper reviews aspects of this experience and considers the question of whether successful Lifelong Learning Festivals can be seen as a pathway to building sustainable learning cities. Discussed in the context of an…

The Contribution of Individual Learning Accounts to the Lifelong Learning Policies of the UK Government: A Case-Study.

ERIC Educational Resources Information Center

Payne, John

2000-01-01

A survey of 765 adult learners who funded education through the British government's Individual Learning Accounts showed the program brought in new lifelong learning participants, encouraged more demanding learning, and increased participation of underrepresented groups. Advice and guidance played an important role. (SK)

Policy, Legislation and Financing for Adult Education

ERIC Educational Resources Information Center

Belanger, Paul; Duke, Chris; Hinzen, Heribert

2007-01-01

Adult learning is now widely seen as a basic human right (the right to learn) and lifelong learning is similarly recognised. Adult learning within a lifelong learning concept has an agenda far wider than just employability skills. Yet educational inequalities between and within nations remain stark, as does the gap between rhetoric and practice in…

A Critical Look at Lifelong Learning

ERIC Educational Resources Information Center

Kaya, H. Eylem

2014-01-01

Education, which is a fundamental right of human being, has been transformed into a kind of lifelong prisoning by marketing step by step under the name of lifelong learning. Adult education as one of the most crucial parts of the educational system has also been affected by the global trend of an international actor, the European Union through its…

Easing Access for Lifelong Learners: A Comparison of European Models for University Lifelong Learning

ERIC Educational Resources Information Center

Müller, Romina; Remdisch, Sabine; Köhler, Katharina; Marr, Liz; Repo, Saara; Yndigegn, Carsten

2015-01-01

Easing access to higher education (HE) for those engaging in lifelong learning has been a common policy objective across the European Union since the late 1990s. To reach this goal, the transition between vocational and academic routes must be simplified, but European countries are at different developmental stages. This article maps the…

The "Life-Long Draught": From Learning to Teaching and Back

ERIC Educational Resources Information Center

Gardner, Philip

2007-01-01

A significant but seldom explored feature of social change brought about by popular education in the modern period lies in its intimate and complex association with the humanizing idea of the "lifelong". At a moment when the idea of "lifelong learning" exercises a considerable policy influence, it is perhaps timely to reflect on the relation of…

Factors Contributing to Lifelong Science Learning: Amateur Astronomers and Birders

ERIC Educational Resources Information Center

Jones, M. Gail; Corin, Elysa Nicole; Andre, Thomas; Childers, Gina M.; Stevens, Vanessa

2017-01-01

This research examined lifelong science learning reported by amateur astronomers and birders. One hundred seven adults who reported engaging in an informal (out-of-school) science interest were interviewed as part of an ongoing series of studies of lifelong science learners. The goal of the study was to gain insight into how and why amateur…

A Transformation of Learning: Use of the NII for Education and Lifelong Learning.

ERIC Educational Resources Information Center

Microcomputers for Information Management, 1995

1995-01-01

Suggests uses for the NII (National Information Infrastructure) for education and lifelong learning. Highlights include educational benefits of technology; current uses of telecommunications for education, including instructional video and distance learning; the role of various federal, state, and local agencies; telecommunications in the…

Mobile-Assisted Language Learning and Language Learner Autonomy

ERIC Educational Resources Information Center

Lyddon, Paul

2016-01-01

In the modern age of exponential knowledge growth and accelerating technological development, the need to engage in lifelong learning is becoming increasingly urgent. Successful lifelong learning, in turn, requires learner autonomy, or "the capacity to take control of one's own learning" (Benson, 2011, p. 58), including all relevant…

Lifelong Learning to Empowerment: Beyond Formal Education

ERIC Educational Resources Information Center

Carr, Alexis; Balasubramanian, K.; Atieno, Rosemary; Onyango, James

2018-01-01

This paper discusses the relevance of lifelong learning vis-à-vis the Sustainable Development Goals (SDGs) and stresses the need for an approach blending formal education, non-formal and informal learning. The role of Open and Distance Learning (ODL) in moving beyond formal education and the importance of integrating pedagogy, andragogy and…

Options for Lifelong Learners: The External Degree.

ERIC Educational Resources Information Center

Cowperthwaite, Gordon

1980-01-01

Suggests alternatives to traditional methods of "dispensing" higher education to lifelong learners, focusing on changing teacher responsibilities, older college students, crediting experiential learning, extending services to private and public agencies, and learning contracts. Cites two examples of using contract learning. (JM)

Building Trust and Shared Knowledge in Communities of E-Learning Practice: Collaborative Leadership in the JISC eLISA and CAMEL Lifelong Learning Projects

ERIC Educational Resources Information Center

Jameson, Jill; Ferrell, Gill; Kelly, Jacquie; Walker, Simon; Ryan, Malcolm

2006-01-01

Trust and collective learning are useful features that are enabled by effective collaborative leadership of e-learning projects across higher and further education (HE/FE) institutions promoting lifelong learning. These features contribute effectively to the development of design for learning in communities of e-learning practice. For this,…

The Prison Education Project

NASA Astrophysics Data System (ADS)

Reese, Renford

2017-12-01

This article briefly compares the prison system in the United States with progressive correctional systems in the world, before pivoting to discuss the lessons learned from the author's development of the Prison Education Project (PEP). PEP has expanded educational opportunities for inmates in 12 Californian correctional facilities. With the assistance of 800 university student and faculty volunteers, PEP has serviced approximately 5,000 inmates in these facilities since 2011. By providing academic, life skills and career development programming, PEP aims to educate, empower and transform the lives of incarcerated individuals. This article is a summary of the development of PEP, examining programme outcomes and highlighting implementation, fundraising and branding strategies. The robust spirit of volunteerism is also a central component of the discussion, with the phenomenon of "reciprocal reflex" at the heart of the PEP volunteer experience. This reflex ignites the passion and gratitude of both volunteers and inmates. The volunteers learn just as much as they teach, and the inmates teach just as much as they learn. The fact that each group shows deep gratitude to the other for the learning experience creates an exciting symbiotic loop and an esprit de corps which inspires and empowers all involved. The "reciprocal reflex" leads to lifelong learning. This article captures the intricate dynamics of how PEP has evolved into the largest volunteer-based prison education programme of its kind in the United States.

Lifelong Learning Organisers: Requirements for Tools for Supporting Episodic and Semantic Learning

ERIC Educational Resources Information Center

Vavoula, Giasemi; Sharples, Mike

2009-01-01

We propose Lifelong Learning Organisers (LLOs) as tools to support the capturing, organisation and retrieval of personal learning experiences, resources and notes, over a range of learning topics, at different times and places. The paper discusses general requirements for the design of LLOs based on findings from a diary-based study of everyday…

Lifelong Learning and Learning to Learn: An Enabler of New Voices for the New Times

ERIC Educational Resources Information Center

Lee, Wing On

2014-01-01

Over the last two decades, there have been numerous attempts to review and re-examine whether conventional learning and teaching approaches are still useful or relevant. Lifelong learning institutions have grown in number and scope, and now fulfil a significant function in bridging the gap between what traditional formal education systems provide…

Use of a Simulation Game in Delivering Blended Lifelong Learning in the Construction Industry--Opportunities and Challenges

ERIC Educational Resources Information Center

Wall, John; Ahmed, Vian

2008-01-01

Continuing professional development (CPD) and life-long learning are vital to both individual and organisational success. For higher education, the intensive resource requirements requisite in the development of e-learning content and the challenges in accommodating different learning styles, developing an e-learning program can be a resource…

PKS: An Ontology-Based Learning Construct for Lifelong Learners

ERIC Educational Resources Information Center

Manganello, Flavio; Falsetti, Carla; Spalazzi. Luca; Leo, Tommaso

2013-01-01

This paper addresses adult lifelong learners, i.e., persons interested in learning or compelled to learn during their working life but not able to, or not interested in participating in formal learning. These learners are motivated and self-aware enough to self-direct their learning, are presumed to be novices with respect to the needed knowledge…

Lifelong learning in the 21st century and beyond.

PubMed

Collins, Jannette

2009-01-01

Lifelong learning is now recognized by educators, governing bodies, accreditation organizations, certification boards, employers, third-party payers, and the general public as one of the most important competencies that people must possess. Promoting lifelong learning as continuous, collaborative, self-directed, active, broad in domain, everlasting, positive and fulfilling, and applicable to one's profession as well as all aspects of one's life has emerged as a major global educational challenge. Meeting this challenge will require changes in the way teachers teach and learners learn, as teachers take on a more facilitative role and learners take more responsibility for setting goals, identifying resources for learning, and reflecting on and evaluating their learning. For physicians, this will require less dependence on traditional educational venues, such as passive continuing medical education activities, and greater participation in self-assessment, peer assessment, evaluation of performance in practice, documentation of practice-based learning and improvement activities, and learning at the point of care. Radiologists in an academic setting are exposed to multiple opportunities for practicing lifelong learning, such as teaching others, participating in multidisciplinary conferences and journal clubs, and engaging in research. All radiologists can participate in self-audits and group audits of performance and become active participants in national radiology societies, where they can learn from each other. Participation in the American Board of Radiology's Maintenance of Certification program reflects a commitment to actively engage in lifelong learning and is one way of demonstrating to the general public a commitment to maintaining competence. (c) RSNA, 2009.

"In and Against" Lifelong Learning: Flexibility and the Corrosion of Character

ERIC Educational Resources Information Center

Crowther, Jim

2004-01-01

This paper argues against the dominant discourse of lifelong learning. It is primarily a mode of social control that acts as a new disciplinary technology to make people more compliant and adaptable for work in the era of flexible capitalism. Whilst the main reference point is trends in the UK, the argument has a wider resonance. Lifelong learning…

Systemic Obstacles to Lifelong Learning: The Influence of the Educational System Design on Learning Attitudes

ERIC Educational Resources Information Center

Lavrijsen, Jeroen; Nicaise, Ides

2017-01-01

Comparative research has often emphasized the importance of external barriers (e.g. enrolment costs) to explain inequalities in lifelong learning participation. However, individuals, in particular the low educated, are often not only prevented from participation by external barriers, but also by negative psychological dispositions about learning.…

Designing and Instructing Hybrid Open Learning Spaces Model to Support Lifelong Learning Engagement

ERIC Educational Resources Information Center

Crawford, Caroline M.

2016-01-01

With a focus upon open and lifelong learning understanding, the real world delineation between formalized higher education graduate school efforts and professional career position lines may be suggested as being blurred. This case study offers an analysis of one university instructor's efforts towards developing hybrid learning spaces that…

Recognition, Accreditation and Validation of Non-Formal and Informal Learning: Prospects for Lifelong Learning in Nepal

ERIC Educational Resources Information Center

Regmi, Kapil Dev

2009-01-01

This study was an exploration on the various issues related to recognition, accreditation and validation of non-formal and informal learning to open up avenues for lifelong learning and continuing education in Nepal. The perceptions, experiences, and opinions of Nepalese Development Activists, Educational Administrators, Policy Actors and…

Self-Organising Navigational Support in Lifelong Learning: How Predecessors Can Lead the Way

ERIC Educational Resources Information Center

Janssen, Jose; Tattersall, Colin; Waterink, Wim; van den Berg, Bert; van Es, Rene; Bolman, Catherine; Koper, Rob

2007-01-01

Increased flexibility and modularisation in higher education complicates the process of learners finding their way through the offerings of higher education institutions. In lifelong learning, where learning opportunities are diverse and reach beyond institutional boundaries, it becomes even more complex to decide on a learning path. However,…

Learning Habitus and the Dynamics of Lifelong Learning

ERIC Educational Resources Information Center

Herzberg, Heidrun

2006-01-01

In this article, the thesis is posited that Bourdieu's concept of habitus, if used in the analysis of lifelong (biographical) learning and training processes, requires reformulation in terms of biographical theory. In the light of this suggestion, the author presents her own concept of a biographical learning habitus. In an intergenerational study…

State Terror and Violence as a Process of Lifelong Teaching-Learning: The Case of Guatemala

ERIC Educational Resources Information Center

Salazar, Egla Martinez

2008-01-01

Progressive lifelong transformative education has recognized the impact of social inequalities on learning. Some scholars applying feminist knowledge have acknowledged that violence against women (VAW) also affects learning. Yet, in this recognition there is an implicit assumption that learning is itself positive and peaceful, and impacted…

Lifelong Learning from Natural Disasters: Transformative Group-Based Learning at Philippine Universities

ERIC Educational Resources Information Center

Dahl, Kari Kragh Blume; Millora, Christopher Malagad

2016-01-01

This study explores reflective experience during transformative, group-based learning among university leaders following a natural disaster such as a typhoon in two Philippine universities. Natural disasters are recurrent phenomena in many parts of the world, but the literature largely ignores their impact on lifelong human learning, for instance…

Promoting Life-Long Learning in a Multimedia-Based Learning Environment: A Malaysian Experience

ERIC Educational Resources Information Center

Neo, Tse-Kian; Neo, Mai; Kwok, Wai-Jing; Tan, Jeen Yu; Chen-Haw, Lai; Embi, Zarina Che

2012-01-01

Many studies have indicated that by having students work in groups and participate in project-based activities provide a more active approach to their learning process. With the increased emphasis on social constructivism, the need to acquire communications, organizational and teamwork skills have become vital lifelong learning skills for the…

Lifelong Learning in Artistic Context Mediated by Advanced Technologies

ERIC Educational Resources Information Center

Ferrari, Mirella

2016-01-01

This research starts by analysing the current state of artistic heritage in Italy and studying some examples in Europe: we try to investigate the scope of non-formal learning in artistic context, mediated by advanced technology. The framework within which we have placed our investigation is that of lifelong learning and lifedeep learning. The…

Adult Learning in Free-Choice, Environmental Settings: What Makes It Different?

ERIC Educational Resources Information Center

Heimlich, Joe E.; Horr, E. Elaine T.

2010-01-01

Environmental learning, or how individuals make sense and meaning about nature, the environment, ecology, and environmental issues, is best understood as lifelong, life-wide, and life-deep (Banks and others, 2007). Lifelong learning refers to acquisition of skills, competencies, attitudes, and knowledge over time; life-wide is learning across…

Lifelong Learning in Architectural Design Studio: The Learning Contract Approach

ERIC Educational Resources Information Center

Hassanpour, B.; Che-Ani, A. I.; Usman, I. M. S.; Johar, S.; Tawil, N. M.

2015-01-01

Avant-garde educational systems are striving to find lifelong learning methods. Different fields and majors have tested a variety of proposed models and found varying difficulties and strengths. Architecture is one of the most critical areas of education because of its special characteristics, such as learning by doing and complicated evaluation…

A Correlational Study of the Factors that Influence Lifelong Learning in the Army Civilian Corps

ERIC Educational Resources Information Center

Godinez, Eileen U.

2010-01-01

The purpose of this qualitative, correlational study was to determine if a relationship existed between employee value for learning, supervisor support for training, education, and leader development, perceived access to learning opportunities, demographic characteristics, and pursuit of lifelong learning. A researcher-generated survey was used to…

The Antigonish Movement: An Historical Sketch.

ERIC Educational Resources Information Center

Crane, John M.

1983-01-01

The Antigonish Movement used lifelong education to overcome educational and economic inequities. Begun in Canada's Maritime Provinces, the movement anticipated many of the principles of lifelong learning, adult learning, and Paolo Freire. (SK)

MyGfL: A Lifelong Learning Platform for Malaysian Society

ERIC Educational Resources Information Center

Arabee Abdul Salam, Zailan; Mansur, Azmi

2006-01-01

MyGfL which stands for Malaysian Grid for Learning is a One-Stop-Center for quality assured online learning content, tools and services with the aim to promote and support the lifelong learning agenda in Malaysia. It is a platform that enables anyone to learn, unlearn and relearn from anywhere at anytime through any web browser so as to accelerate…

Improving Accessibility for Seniors in a Life-Long Learning Network: A Usability Study of Learning Websites

ERIC Educational Resources Information Center

Gu, Xiaoqing; Ding, Rui; Fu, Shirong

2011-01-01

Senior citizens are comparatively vulnerable in accessing learning opportunities offered on the Internet due to usability problems in current web design. In an effort to build a senior-friendly learning web as a part of the Life-long Learning Network in Shanghai, usability studies of two websites currently available to Shanghai senior citizens…

Learning as Renewal: Contribution to the Present Theoretical Background of the Lifelong Learning Policy of the European Union

ERIC Educational Resources Information Center

Szakos, Eva Feketene

2014-01-01

There are a number of EU documents on the term and way of implementation of lifelong learning. However, the characteristics of learning from adult education perspectives are not sufficiently emphasized and are undertheorized in them. Numerous new, theoretical works have been published on adult learning in the related adult education literature…

Accreditation of Prior Experiential Learning as a Catalyst for Lifelong Learning: Analysis and Proposals Based on French Experiments

ERIC Educational Resources Information Center

Sanseau, Pierre-Yves; Ansart, Sandrine

2013-01-01

In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis…

The Era of Lifelong Learning: Implications for Secondary Schools

ERIC Educational Resources Information Center

Bryce, Jennifer; Frigo, Tracey; McKenzie, Phillip; Withers, Graeme

2000-01-01

This paper is concerned with the role that schools can play in engaging young people in their learning, and helping them to develop skills and attitudes that will give them an orientation towards learning for life. To meet the needs of an era of lifelong learning, schools need to view themselves as a stage in the ongoing learning process, where…

Human and Social Capital as Facilitators of Lifelong Learning in Nursing.

ERIC Educational Resources Information Center

Gopee, Neil

2002-01-01

Interviews and focus groups with 27 nurses revealed the influence of health care professionals and nonprofessional acquaintances on participation in lifelong learning. Substantial informal learning occurs through work-based contexts, supported by other significant individuals. These factors constitute human and social capital, a significant…

Preparation for Lifelong Learning Using ePortfolios

ERIC Educational Resources Information Center

Heinrich, E.; Bhattacharya, M.; Rayudu, R.

2007-01-01

Rapid technological change, increasing globalization and a changing world of employment with multiple roles during one's professional life are necessitating a change from knowledge to learning societies. Full participation requires lifelong learning skills, meaning the ability to solve problems, work both independently and in a team, communicate…

Theoretical Analysis of Canadian Lifelong Education Development

ERIC Educational Resources Information Center

Mukan, Natalia; Barabash, Olena; Busko, Maria

2014-01-01

In the article, the problem of Canadian lifelong education development has been studied. The main objectives of the article are defined as theoretical analysis of scientific and pedagogical literature which highlights different aspects of the research problem; periods of lifelong education development; and determination of lifelong learning role…

Captivating Lifelong Learners in the Third Age: Lessons Learned from a University-Based Institute

ERIC Educational Resources Information Center

Talmage, Craig A.; Lacher, R. Geoffrey; Pstross, Mikulas; Knopf, Richard C.; Burkhart, Karla A.

2015-01-01

The prevalence of learning providers for third agers continues to expand alongside the growth of the older adult population, yet there remains little empirical evidence on what types of learning experiences are most desired by lifelong learners. This article examines the effects that different learning topics have on attendance at classes hosted…

Lifelong Learning as a Goal--Do Autonomy and Self-Regulation in School Result in Well Prepared Pupils?

ERIC Educational Resources Information Center

Luftenegger, Marko; Schober, Barbara; van de Schoot, Rens; Wagner, Petra; Finsterwald, Monika; Spiel, Christiane

2012-01-01

Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom instruction variables on concrete determinants for these…

The "New Educational Model": More Promises than Results? Little Effort toward Lifelong Learning in Mexican Higher Education

ERIC Educational Resources Information Center

Alvarez-Mendiola, German

2008-01-01

In Mexico there is no policy of lifelong learning; however, the idea of focusing on students and learning--especially on appropriate knowledge-acquisition skills at various points in one's life--is spreading through post-secondary education. Since about ten years ago, institutions of higher learning, mostly universities, have initiated…

Lifelong Learning: The Whole DAMN Cycle--A Singapore Perspective.

ERIC Educational Resources Information Center

Pan, Daphne Yuen

The Desire, Ability, Means, and Need (DAMN) Cycle is a useful paradigm for understanding the lifelong learning framework in Singapore. The cycle suggests that, for learning to occur, students must have a desire and an ability to learn, including inquiring minds and higher order process skills; the means must be provided through a well-defined…

ESD and lifelong learning: a case study of the Shangri-la Institute's current engagement with the Bazhu community in Diqing, China

NASA Astrophysics Data System (ADS)

Liu, Yunhua; Constable, Alicia

2010-06-01

This article argues that ESD should be integrated into lifelong learning and provides an example of how this might be done. It draws on a case study of a joint project between the Shangri-la Institute and the Bazhu community in Diqing, southwest China, to analyse a community-based approach to Education for Sustainable Development and assess its implications for lifelong learning. The article examines the different knowledge, skills and values needed for ESD across the life span and asserts the need for these competencies to be informed by the local context. The importance of linking ESD with local culture and indigenous knowledge is emphasised. The article goes on to propose methods for integrating ESD into lifelong learning and underscore the need for learning at the individual, institutional and societal levels in formal, non-formal and informal learning settings. It calls for institutional changes that link formal, non-formal and informal learning through the common theme of ESD, and establish platforms to share experiences, reflect on these and thereby continually improve ESD.

Electronic Education and Lifelong Learning

ERIC Educational Resources Information Center

Wang, Victor C. X.; Russo, Marianne Robin; Dennett, Susan

2013-01-01

Due to de-institutionalization and open system, it is inappropriate to equate education with youth education. In the new century, education has been delivered electronically to accommodate lifelong learning. It has become a reality that the four walled classrooms have been used to complement and supplement E-learning. No need to argue that…

Invitation to Lifelong Learning.

ERIC Educational Resources Information Center

Gross, Ronald, Ed.

In this anthology of readings, 28 scholars and educators consider the theoretical and practical forces that shape the concept of lifelong learning. After Ronald Gross's introduction, the first section begins its consideration of the Western tradition in adult learning with Plato's metaphor of the cave and includes Pico della Mirandola's essay on…

Can Lifelong Learning Reshape Life Chances?

ERIC Educational Resources Information Center

Evans, Karen; Schoon, Ingrid; Weale, Martin

2013-01-01

Despite the expansion of post-school education and incentives to participate in lifelong learning, institutions and labour markets continue to interlock in shaping life chances according to starting social position, family and private resources. The dominant view that the economic and social returns to public investment in adult learning are too…

Identity and Learning as a Lifelong Project: Situating Vocational Education and Work.

ERIC Educational Resources Information Center

Lawy, Robert; Bloomer, Martin

2003-01-01

Interviews focused on the learning of two British young adults examined processes of identity transformation and transition to work. Their experiences suggest that technical/rational educational approaches fail to meet developmental needs and are inadequate for prevocational, vocational, and lifelong learning. Curriculum should focus on the agency…

Changing Lives through Lifelong Learning Accounts

ERIC Educational Resources Information Center

Council for Adult and Experiential Learning (NJ1), 2007

2007-01-01

As conceived by the Council for Adult and Experiential Learning (CAEL), Lifelong Learning Accounts (LiLAs[SM]) are employer-matched, portable individual accounts used to finance employee education and training. They provide employees with an affordable means of upgrading their skills and knowledge, while helping to meet the needs of employers and…

A Model for Lifelong Learning.

ERIC Educational Resources Information Center

Overly, Norman V.; And Others

Following an assessment of the present situation of lifelong learning, particularly in the U.S., a model is presented for the symtematic development of the concept and its implications for society. The basis presented for the model is the definition: ..."any purposeful learning that an individual (actor) engages in throughout the life span,"…

Chronology of Milestones for Libraries and Adult Lifelong Learning and Literacy.

ERIC Educational Resources Information Center

McCook, Kathleen de la Pena; Barber, Peggy

This chronology highlights milestones for libraries and adult lifelong learning and literacy from 1924-2001, including the following events: William S. Learned's "The American Public Library and the Diffusion of Knowledge" is published (1924); establishment of the ALA (American Library Association) Adult Education Section (1946); the…

Measuring the Earnings Returns to Lifelong Learning in the UK

ERIC Educational Resources Information Center

Blanden, Jo; Buscha, Franz; Sturgis, Patrick; Urwin, Peter

2012-01-01

This paper examines the earnings returns to learning that takes place following the conventional "school-to-work" stage of the life-course. We operationalise such "lifelong learning" as the attainment of certified qualifications in adulthood, following the completion of the first period of continuous full-time education. Using…

Lifelong Education: A Panacea for all Educational Ills?

ERIC Educational Resources Information Center

Cropley, A. J.

1974-01-01

Article presented an analytical summary of some of the main features of lifelong education (and the process of lifelong learning which it presumably facilitates), together with some critical review. (Author/RK)

Lifelong Education: A Stocktaking. UIE Monographs, 8.

ERIC Educational Resources Information Center

Cropley, A. J., Ed.; And Others

Seven internationally known educators were asked to assess lifelong learning especially in relation to lifelong education and (1) revision of educational thinking and (2) educational practice. The authors addressed several key questions on lifelong education: For and by whom? Of and for what? How can it be achieved? The editor's overview and…

Libraries for Lifelong Literacy: Unrestricted Access to Information as a Basis for Lifelong Learning and Empowerment. IFLA/FAIFE Theme Report. World Report Series Volume IV

ERIC Educational Resources Information Center

Seidelin, Susanne, Ed.; Hamilton, Stuart, Ed.; Sturges, Paul, Ed.

2004-01-01

The IFLA/FAIFE (International Federation of Library Associations and Institutions/Committee on Free Access to Information and Freedom of Expression) Theme Report 2004 presents visions of how libraries can promote literacy and lifelong learning. The literacy process has to be recognised as inclusive of all ranges of communication, and it occurs at…

Lifelong Learning and Adult Education: Russia Meets the West

NASA Astrophysics Data System (ADS)

Zajda, Joseph

2003-03-01

This article examines the impact of social change and economic transformation on adult education and lifelong learning in post-Soviet Russia. The article begins with a brief economic and historical background to lifelong learning and adult education in terms of its significance as a feature of the Russian cultural heritage. An analysis of Ministerial education policy and curriculum changes reveals that these policies reflect neo-liberal and neo-conservative paradigms in the post-Soviet economy and education. Current issues and trends in adult education are also discussed, with particular attention to the Adult Education Centres, which operate as a vast umbrella framework for a variety of adult education and lifelong learning initiatives. The Centres are designed to promote social justice by means of compensatory education and social rehabilitation for individuals dislocated by economic restructuring. The article comments on their role in helping to develop popular consciousness of democratic rights and active citizenship in a participatory and pluralistic democracy.

Community Capacity Building in Regional VET: Small Business and Developing an Integrated Lifelong Learning Community.

ERIC Educational Resources Information Center

Plane, Karen

In a competitive market training economy, vocational education and training (VET) and small business in Australia face a number of challenges. They need to qualify the extent of lifelong learning skills being used in the small firm workplace, define the range of learning partnerships both within VET and the wider informal learning community in…

The Effects of Deep Approaches to Learning on Students' Need for Cognition over Four Years of College

ERIC Educational Resources Information Center

Wang, Jui-Sheng

2013-01-01

This study examines the effect of deep approaches to learning on development of the inclination to inquire and lifelong learning over four years, as an essential graduated outcome that helps students face the challenges of a complex and rapidly changing world. Despite the importance of the inclination to inquire and lifelong learning, some…

Application of Instructional Design Principles in Developing an Online Information Literacy Curriculum.

PubMed

Mi, Misa

2016-01-01

An online information literacy curriculum was developed as an intervention to engage students in independent study and self-assessment of their learning needs and learning outcomes, develop proficiency in information skills, and foster lifelong learning. This column demonstrates how instructional design principles were applied to create the learning experiences integrated into various courses of the medical curriculum to promote active learning of information skills and maximize self-directed learning outcomes for lifelong learning.

Real Stakeholder Education? Lifelong Learning in the Buffyverse

ERIC Educational Resources Information Center

Jarvis, Christine

2005-01-01

This article examines the representation of lifelong learning in "Buffy the Vampire Slayer (BtVS)." Critics acknowledge the series' representation of school life, but pay less attention to its emphasis on self-directed adult learning. The article draws on the extensive range of academic "BtVS" writing and on relevant educational theory concerned…

A Look at Lifelong Learning.

ERIC Educational Resources Information Center

Dutton, Donnie

Adults must continue to learn. The accelerating pace of cultural change has made today's knowledge and skills tomorrow's obsolescence. A society that makes its educational investment almost entirely in children and youth is on the way to becoming obsolete and is reducing its survival chances. To promote the cause of lifelong learning, we need to…

Gender, Culture and Learning: Iranian Immigrant Women in Canadian Higher Education

ERIC Educational Resources Information Center

Sadeghi, Shiva

2008-01-01

This article explores the situated meanings of literacy and lifelong learning in the lives of a selected group of first-generation immigrant Iranian women in Canadian institutions of higher education. Drawing from the participants' narratives, the results of this study suggest that, for these women, lifelong learning was greatly influenced by…

Lifelong Learning for Sustainable Community Development in a Japanese Case

ERIC Educational Resources Information Center

Maruyama, Hideki

2009-01-01

The scope of lifelong learning in Japan covers school education and informal learning. Japan faces large social changes: severe child population decline could ease competition for entrance examination but students are pushed to win in the society; cyber communication changes the human relationships more invisible and atomized; the gap between…

Navigational Support in Lifelong Learning: Enhancing Effectiveness through Indirect Social Navigation

ERIC Educational Resources Information Center

Janssen, Jose; van den Berg, Bert; Tattersall, Colin; Hummel, Hans; Koper, Rob

2007-01-01

Efficient and effective lifelong learning requires that learners can make well informed choices from a vast amount of learning opportunities. This article proposes to support learners by drawing on principles of self-organization and indirect social navigation; by analysing choices made by learners who went before and feeding this information back…

Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning

ERIC Educational Resources Information Center

Steffens, Karl

2015-01-01

Our societies have come to be known as knowledge societies in which lifelong learning is becoming increasingly important. In this context, competences have become a much discussed topic. Many documents were published by international organisations (UNESCO, World Bank, European Commission) which enumerated 21st century key competences. The field of…

Aesthetic Literacy: Observable Phenomena and Pedagogical Applications for Mobile Lifelong Learning (mLLL)

ERIC Educational Resources Information Center

Sean, Michael; Ihanainen, Pekka

2015-01-01

This paper proposed a method for developing capacity for lifelong learning in open spaces, defined here as places without predefined learning structures or objectives, through the cultivation of aesthetic literacy. This discussion will be situated within fieldwork performed by the authors in Helsinki, Finland, and Tallinn, Estonia, in 2013. Based…

Contemporary Perspectives in Adult Education and Lifelong Learning -- Andragogical Model of Learning

ERIC Educational Resources Information Center

Blaszczak, Iwona

2013-01-01

Nowadays, adult education and lifelong learning constitutes one of the most significant factors influencing economic growth and social development. Definitions such as "knowledge society" and "knowledge-based economy" exist in a great number of the Polish and European Union papers and documents and they are not only the…

Lifelong Learning and the Limits of Tolerance

ERIC Educational Resources Information Center

Bagnall, Richard G.

2006-01-01

Lifelong education or learning theory is presented by its apologists as a universal normative ethic. That ethic may be understood as an aretaic ethic, embracing a number of ethical values or informed commitments and a teleology of optimising universal human flourishing through learning. In an effort to examine possible barriers to the universality…

Lifelong Learning: Is There a Logic for Loans? The Agency Reports.

ERIC Educational Resources Information Center

Fletcher, Mick

This document explores the feasibility of loans to support English adults engaging in lifelong learning. The following topics are considered: (1) the policy context (loans in higher education, individual learning accounts, and education maintenance allowances); (2) the need for financial support; (3) attitudes toward loans; (3) financial advice,…

Creating Environments Conducive for Lifelong Learning

ERIC Educational Resources Information Center

Derrick, M. Gail

2003-01-01

A technological transformation during the past decade has eliminated the boundaries between formal and informal learning. As people adapt to a knowledge-driven society, a cultural transformation is occurring. Lifelong learning is an essential goal of education as a means to improve the quality of life for an individual, a culture, or a society.…

Becoming Life-Long Learners--"A Pedagogy for Learning about Visionary Leadership"

ERIC Educational Resources Information Center

McNeil, Mary, Ed.; Nevin, Ann, Ed.

2014-01-01

In this volume we apply a personal narrative methodology to understanding what we have learned about visionary leadership. Authors in this volume developed their reflections of life-long learning as they investigated existing leadership theories and theories about future leadership. Graduate program faculty and authors read and critically reviewed…

Ageing and Learning in Australia: Arguing an Evidence Base for Informed and Equitable Policy.

PubMed

Cuthill, Michael; Buys, Laurie; Wilson, Bruce; Kimberley, Helen; Reghenzani, Denise; Kearns, Peter; Thompson, Sally; Golding, Barry; Root, Jo; Weston, Rhonda

2016-01-01

Given Australia's population ageing and predicted impacts related to health, productivity, equity and enhancing quality of life outcomes for senior Australians, lifelong learning has been identified as a pathway for addressing the risks associated with an ageing population. To date Australian governments have paid little attention to addressing these needs and thus, there is an urgent need for policy development for lifelong learning as a national priority. The purpose of this article is to explore the current lifelong learning context in Australia and to propose a set of factors that are most likely to impact learning in later years. Evidence based policy that understands and incorporates learning opportunities for all citizens is required to meet emerging global challenges. Providing appropriate learning opportunities to seniors is one clear pathway for achieving diverse health, social and economic outcomes.

Informal science education: lifelong, life-wide, life-deep.

PubMed

Sacco, Kalie; Falk, John H; Bell, James

2014-11-01

Informal Science Education: Lifelong, Life-Wide, Life-Deep Informal science education cultivates diverse opportunities for lifelong learning outside of formal K-16 classroom settings, from museums to online media, often with the help of practicing scientists.

Building a Learning Society in Japan, the Republic of Korea and Singapore. UIL Publication Series on Lifelong Learning Policies and Strategies: No. 2

ERIC Educational Resources Information Center

Yang, Jin; Yorozu, Rika

2015-01-01

Japan, the Republic of Korea and Singapore are in the process of adopting approaches that can be characterised by the terms "learning society" and "lifelong learning". This report uses case studies to present a description of the three countries' national socio-economic climates and to assess their political will and…

A Comparative Analysis of Demographics and Reported Preferential Learning Modes of Florida and Non-Florida Osher Lifelong Learning Institutes Members

ERIC Educational Resources Information Center

Lee, Jung Min

2016-01-01

This research examined demographic factors and reported preferential learning mode among a sample of Florida Osher Lifelong Learning Institute (OLLI) members compared to a national sample profile of OLLI members. This study was prompted by an earlier study of OLLI members conducted by the National Resource Center (NRC) for OLLIs, which produced a…

Networked Learning 2000: Innovative Approaches to Lifelong Learning and Higher Education through the Internet. Proceedings of the International Conference (2nd, Lancaster, England, April 17-19, 2000).

ERIC Educational Resources Information Center

Asensio, Mireia, Ed.; Foster, Jonathan, Ed.; Hodgson, Vivien, Ed.; McConnell, David, Ed.

This document contains 59 papers presented at a conference in England on approaches to lifelong learning and higher education through the Internet. Representative papers include the following: "The University of the Highlands and Islands Project: A Model for Networked Learning?" (Veronica Adamson, Jane Plenderleith); "The Costs of…

Easing the transition: the final year of medical education at Maastricht University.

PubMed

van den Akker, Marjan; Dornan, Tim; Scherpbier, Albert J J A; oude Egbrink, Mirjam G A; Snoeckx, Luc H E H

2012-01-01

This manuscript describes the final year of medical education at Maastricht University as it has been operating since 2006. At the time external drivers for the development of a new structure of the final year were: the desire to prepare medical students for lifelong learning, the CanMEDs that were increasingly acknowledged to state the final attainment level of medical education and an increasing recognition of the importance of learning by participating actively and by taking more responsibility. Internal drivers were students' evaluations and our wish to improve instructional design and quality control. The main aim of this new final year is to better prepare students for the transition from the medical master programme to one of the postgraduate training programmes to become a medical specialist. The final year of the medical master programme consists of two 18-weeks participation electives, one in health care and one in research. Students have a higher level of autonomy and responsibility during this final year compared to the preceding medical clerkships to enhance the transition. Portfolios are the key element in examination of SCIP and HELP. Student evaluations of the final year show high scores on coaching and instructiveness. Despite some differences between departments overall scores are very high. Suggestions to improve include the availability of work places and time for education and coaching. Copyright © 2012. Published by Elsevier GmbH.

Participation in Lifelong Learning in Portugal and the UK

ERIC Educational Resources Information Center

Ingham, Hilary; Ingham, Mike; Afonso, José Adelino

2017-01-01

Lifelong learning is a long-standing European Union priority, with an emphasis on the need for it to be pursued by all, but particularly those at the risk of exclusion. This study explores participation in Portugal and the UK, countries at opposite ends of the European adult learning spectrum with markedly different contexts. Analysis reveals that…

Neoliberalism, Lifelong Learning, and the Homeplace: Problematizing the Boundaries of "Public" and "Private" to Explore Women's Learning Experiences

ERIC Educational Resources Information Center

Gouthro, Patricia A.

2009-01-01

This paper develops a critical feminist theoretical analysis of the significance of the homeplace in explaining the experiences of adult women learners. It argues that current discourses in lifelong learning are shaped by neoliberal influences that emphasize individualism, competition, and connections to the marketplace. Critical educators,…

Cultural Learning Processes through Local Wisdom: A Case Study on Adult and Lifelong Learning in Thailand

ERIC Educational Resources Information Center

Ratana-Ubol, Archanya; Henschke, John A.

2015-01-01

This article provides the background and concept of Thailand Lifelong Learning [LLL], even attempting a definition. The Thai LLL vision encompasses strategies for developing human qualities such as integrity, self-reliance, adaptability, resilience, and spirituality, to name a few. In some regards LLL seeks to recapture a more fully-developed…

Elderly Korean Learners' Participation in English Learning through Lifelong Education: Focusing on Motivation and Demotivation

ERIC Educational Resources Information Center

Kim, Tae-Young; Kim, Yoon-Kyoung

2015-01-01

This study explores motivational and demotivational factors in English learning among elderly learners attending a lifelong education institute located in Seoul, South Korea. A total of 420 elderly learners with limited English learning experience responded to a questionnaire with 47 five-point Likert-type items. In order to investigate what…

The Adjustment of National Education Systems to a Knowledge-Based Economy: A New Approach

ERIC Educational Resources Information Center

Nelson, Moira

2010-01-01

In his article "Globalisation, the Learning Society, and Comparative Education", Peter Jarvis recommends lifelong learning in the period of globalisation as a topic ripe for scholarly research. In particular, he argues for the examination of the extent of lifelong learning around the world and its relation to different levels of…

The Potential for Lifelong Learning in Dementia: A Post-Humanist Exploration

ERIC Educational Resources Information Center

Quinn, Jocey; Blandon, Claudia

2017-01-01

Numbers of people with dementia are projected to grow to 682 million globally by 2050. However, despite this escalation, the widely-promoted positive vision of lifelong learning throughout all ages does not extend to people with dementia. Constructions of learning for those with dementia are predominantly limited to the management of symptoms. The…

Lifelong or School-Long Learning: A Daily Choice

ERIC Educational Resources Information Center

Helterbran, Valeri R.

2005-01-01

Many districts have a vision or mission statement that includes the importance of lifelong learning. The alternative, school-long learning, is exemplified by curricula and instruction that are generally only useful while the student is in school; it does little to stimulate or fulfill that element in those who find pleasure in the process and the…

Critical Practitioners, Developing Researchers: The Story of Practitioner Research in the Lifelong Learning Sector

ERIC Educational Resources Information Center

Hillier, Yvonne

2010-01-01

This article examines the growth of practitioner research in England through the creation of the Learning and Skills Research Network (LSRN) and identifies its effect on subsequent developments in what is generally known as the Lifelong Learning Sector (LLS). It offers an analysis of this development as a case study in developing practitioner…

Students' Plans for Lifelong Learning and Teaching

ERIC Educational Resources Information Center

Plavšic, Marlena; Dikovic, Marina

2015-01-01

One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…

Lifelong Learning, Equity and Inclusion. Proceedings [of the] UACE Conference (Cambridge, England, March 29-31, 1999).

ERIC Educational Resources Information Center

Ground, Ian, Ed.

This document contains 41 plenary papers, speeches, papers, abstracts, and workshop presentations from a conference on continuing education, lifelong learning, equity, and inclusion in further education (FE) and higher education (HE). The following are among the papers included: "A New Way of Learning: The UfI (University for Industry)…

Changing Notions of Lifelong Education and Lifelong Learning

NASA Astrophysics Data System (ADS)

Tuijnman, Albert; Boström, Ann-Kristin

2002-03-01

Drawing on material from IRE as well as other sources, this article describes how the notion of lifelong education came into prominence in the educational world in the late 1960s, how it related to the concepts of formal, non-formal and informal education, and how it contrasted with the idea of recurrent eduction, as promoted by the OECD. The author goes on to discuss the emergence of the broader and more holistic concept of lifelong learning and the various ways in which it is understood. The article shows how IRE and its host institute have played an important part in the debate on these issues.

Develop, Link, Foster, and Encourage

ERIC Educational Resources Information Center

Hyslop, Alisha

2008-01-01

The third recommendation in ACTE's postsecondary reform position statement is to develop curriculum and instructional offerings that link to careers, foster lifelong learning, and encourage completion. Concrete linkages must be developed between middle and high school, postsecondary education and work, with lifelong postsecondary learning a part…

Lifelong Learning and Leadership. IDRA Focus.

ERIC Educational Resources Information Center

IDRA Newsletter, 1996

1996-01-01

This theme issue focuses on programs that promote lifelong learning through literacy education, parent empowerment, or parent leadership training. "Adult Literacy Outreach Innovations: Porque Significa Tanto" (Christie L. Goodman) describes a Texas outreach project that focuses on raising public awareness about adult education and…

Lifelong Learning in Higher Education. Third Edition.

ERIC Educational Resources Information Center

Knapper, Christopher K.; Cropley, Arthur J.

This book, which is intended for academics, educators, educational managers, and policymakers concerned with higher education, examines how universities and colleges can prepare their students for lifelong learning through continuing education, specialized courses for adults, and mainstream teaching programs geared toward traditional students. The…

Educating for action: Aligning skills with policies for sustainable development in the Danube river basin.

PubMed

Irvine, Kenneth; Weigelhofer, Gabriele; Popescu, Ioana; Pfeiffer, Ellen; Păun, Andrei; Drobot, Radu; Gettel, Gretchen; Staska, Bernadette; Stanica, Adrian; Hein, Thomas; Habersack, Helmut

2016-02-01

Sustainable river basin management depends on knowledge, skills and education. The DANCERS project set out to identify feasible options for achieving education for sustainable water management across the Danube river basin, and its integration with broader education and economic development. The study traced the historic, regulatory and educational landscape of water management in the basin, contrasting it with the complex political decision-making, data-heavy decision support, learning-centred collaboration, and information-based participation that are all inherent components of Integrated Water Resource Management (IWRM). While there is a wide range of educational opportunities and mobility schemes available to individuals, there is no coherent network related to training in water management and sustainable development in the study region. Progress in addressing the multi-layered environmental challenges within the basin requires further aligning of economic, environmental and educational policies, advancing the EU Bologna Process across the region, and the development of dedicated training programmes that combine technical and relational skills. The DANCERS project identified key short and medium term needs for education and research to support progressive adoption of sustainable development, and the necessary dialogue across the public and private sectors to align policies. These include the development of new education networks for masters and PhD programmes, including joint programmes; improved access to technical training and life-long learning programmes for skills development; developing formalized and certified competency structures and associated accreditation of institutions where such skilled individuals work; and developing a co-ordinated research infrastructure and pan-basin programme for research for water management and sustainable development. Copyright © 2015 Elsevier B.V. All rights reserved.

Fundamentals of Adult Education: Issues and Practices for Lifelong Learning.

ERIC Educational Resources Information Center

Poonwassie, Deo H., Ed.; Poonwassie, Anne, Ed.

This document contains 20 papers on the fundamentals of adult education and foundations, practices, and issues for lifelong learning. The following papers are included: "The Metamorphoses of Andragogy" (James A. Draper); "Stages in the Development of Canadian Adult Education" (Gordon Selman); "Philosophical…

Lifelong Learning in the People's Republic of China.

ERIC Educational Resources Information Center

Wu, Huiping; Ye, Qilian

Despite the relative novelty of lifelong learning in the People's Republic of China (PRC), significant achievements have been made, and China's potential for economic development and personal enrichment remains undisputed. Economic and social change, as well as technological advancements, have profoundly influenced educational development and…

Quality assurance, benchmarking, assessment and mutual international recognition of qualifications.

PubMed

Hobson, R; Rolland, S; Rotgans, J; Schoonheim-Klein, M; Best, H; Chomyszyn-Gajewska, M; Dymock, D; Essop, R; Hupp, J; Kundzina, R; Love, R; Memon, R A; Moola, M; Neumann, L; Ozden, N; Roth, K; Samwel, P; Villavicencio, J; Wright, P; Harzer, W

2008-02-01

The aim of this report is to provide guidance to assist in the international convergence of quality assurance, benchmarking and assessment systems to improve dental education. Proposals are developed for mutual recognition of qualifications, to aid international movement and exchange of staff and students including and supporting developing countries. Quality assurance is the responsibility of all staff involved in dental education and involves three levels: internal, institutional and external. Benchmarking information provides a subject framework. Benchmarks are useful for a variety of purposes including design and validation of programmes, examination and review; they can also strengthen the accreditation process undertaken by professional and statutory bodies. Benchmark information can be used by institutions as part of their programme approval process, to set degree standards. The standards should be developed by the dental academic community through formal groups of experts. Assessment outcomes of student learning are a measure of the quality of the learning programme. The goal of an effective assessment strategy should be that it provides the starting point for students to adopt a positive approach to effective and competent practice, reflective and lifelong learning. All assessment methods should be evidence based or based upon research. Mutual recognition of professional qualifications means that qualifications gained in one country (the home country) are recognized in another country (the host country). It empowers movement of skilled workers, which can help resolve skills shortages within participating countries. These proposals are not intended to be either exhaustive or prescriptive; they are purely for guidance and derived from the identification of what is perceived to be 'best practice'.

Critical Approaches to Lifelong Education

NASA Astrophysics Data System (ADS)

Preston, Rosemary

1999-11-01

This paper argues that contemporary interest in lifelong learning can be seen as an artefact of the market. It points out how the attractive vocabulary associated with personal development and empowerment often masks other economic and social purposes. Bearing in mind the social function of education, the author compares the strategies for the promotion of lifelong learning designed for those in "included social categories" with the policies designed for those in marginal and excluded positions. It concludes by challenging its own position by citing positive learner experience in each case.

Formal Lifelong E-Learning for Employability and Job Stability during Turbulent Times in Spain

ERIC Educational Resources Information Center

Martínez-Cerdá, Juan-Francisco; Torrent-Sellens, Joan

2017-01-01

In recent decades, international organizations have developed initiatives that incorporate lifelong learning as a tool to increase the employability of citizens. In this context, the goal of this research is to test the influence of formal e-learning on estimating employment status. The research made use of a sample of 595 citizens in 2007 and…

The Relationship between Self-Determination, Achievement Goal Orientation and Satisfaction with the Learning Experience: Working with Adult Lifelong Learners

ERIC Educational Resources Information Center

Rodd, Jane

2013-01-01

This exploratory study investigated how self-perceptions of self-determination and of achievement goal orientation were related to self-perceptions of satisfaction with the learning experience in a population of 495 adults engaged in non-formal lifelong learning through participation as amateur members of the United States Dressage Association.…

The Moral Dimension of Lifelong Learning: Giddens, Taylor, and the "Reflexive Project of the Self"

ERIC Educational Resources Information Center

Zhao, Kang; Biesta, Gert

2012-01-01

A key aspect of contemporary lifelong learning theory, policy, and practice is the idea that, because of rapid changes in contemporary societies, there is a constant need for individuals to learn new knowledge and skills in order to adapt themselves to changing conditions. There is, therefore, an increased emphasis on the personal dimension of…

The Role of Libraries in Lifelong Learning. Final Report of the IFLA Project under the Section for Public Libraries

ERIC Educational Resources Information Center

Haggstrom, Britt Marie, Ed.

2004-01-01

The fifth UNESCO/CONFINTEA meeting took place in Hamburg in 1997. The Hamburg declaration was adopted and stated that "UNESCO should strengthen libraries, museums heritage and cultural institutions as learning places and partners in the lifelong learning process and modern citizenship" It was felt that IFLA (International Federation of…

Faculty and Second-Year Medical Student Perceptions of Active Learning in an Integrated Curriculum

ERIC Educational Resources Information Center

Tsang, Alexander; Harris, David M.

2016-01-01

Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of…

Mental Health and Wellbeing and Lifelong Learning for Older People. NIACE Briefing Sheet 92

ERIC Educational Resources Information Center

National Institute of Adult Continuing Education, 2009

2009-01-01

This briefing sheet is about lifelong learning for people aged 50+ years and how participation in learning can help maintain and improve mental health and wellbeing in later life. There is no commonly agreed definition of "older" people, and clearly people age at different rates. However, by the mid 50s, for most people retirement is…

Participation in Job-Related Lifelong Learning among Well-Educated Employees in the Nordic Countries

ERIC Educational Resources Information Center

Tikkanen, Tarja; Nissinen, Kari

2016-01-01

The purpose of this study was to explore participation in job-related lifelong learning (LLL) among well-educated mature workers and compare it across four Nordic countries. Although this group generally is very active in LLL, the centrality of knowledge work in society, rapid pace of skills-renewal and rising learning demands for all…

Reflections on Lifelong Education and the School: Brief Papers and Notes Containing Some Thoughts on the Theory and Application of Lifelong Education as Seen in the Context of School Curriculum, Adult Education and Similar Areas.

ERIC Educational Resources Information Center

Dave, R. H., Ed.

The document contains reflections on the concept of lifelong education. Toward a Model of Lifelong Education (Malcolm S. Knowles) proposes a role competency model based on the assumption that the purpose of education is the development of competencies for performing various human roles. Lifelong Learning and Our Schools (Karl-Heinz Flechsig)…

"Reflections on a Europe of Knowledge": A Working Document from CEDEFOP Discussed by the Management Board at Its Meeting of 13 March 1998 = "Gedanken zu einem Europa des Wissens": Ein Arbeitsdokument des CEDEFOP vom Verwaltungsrat auf seiner Sitzung am 13. Marz 1998 diskutiert = "Reflexions sur une Europe de la connaissance": Un document de travail du CEDEFOP examine par le Conseil d'administration lors de la reunion du 13 mars 1998.

ERIC Educational Resources Information Center

European Centre for the Development of Vocational Training, Thessaloniki (Greece).

The European Centre for the Development of Vocational Training (CEDEFOP) supports the aims of European Community (EC) activities and initiatives to promote lifelong learning and access to training. To promote competencies and lifelong learning, CEDEFOP has monitored development of lifelong learning skills, clarified main differences in the…

Lifelong education for older adults in Malta: Current trends and future visions

NASA Astrophysics Data System (ADS)

Formosa, Marvin

2012-04-01

With European demographic developments causing a decline of the available workforce in the foreseeable future and the unsustainability of dominant pay-as-you-go pension systems (where contributions from the current workforce sustain pensioners), governments need to come up with strategies to deal with this upcoming challenge and to adjust their policies. Based on a study carried out between September 2009 and May 2010, this article evaluates the policies guiding late-life education in Malta, as well as the local plethora of learning opportunities for older adult education, and participation rates. The Maltese government is committed to supporting the inclusion of older persons (aged 60+) in lifelong education policies and programmes, to the extent that local studies have uncovered a recent rise in the overall participation of older adults in formal, non-formal and informal areas of learning. While the present and future prospects for late-life education in Malta seem promising, a critical scrutiny of present ideologies and trends finds the field to be no more than seductive rhetoric. Though the coordination of late-life education in Malta does result in various social benefits to older learners and Maltese society in general, it also occurs within five intersecting lines of inequality - namely an economic rationale, elitism, gender bias, the urban-rural divide and third ageism. This article ends by proposing policy recommendations for the future of late-life education.

Developing an online professional network for veterinary education: the NOVICE project.

PubMed

Baillie, Sarah; Kinnison, Tierney; Forrest, Neil; Dale, Vicki H M; Ehlers, Jan P; Koch, Michael; Mándoki, Mira; Ciobotaru, Emilia; de Groot, Esther; Boerboom, Tobias B B; van Beukelen, Peter

2011-01-01

An online professional network for veterinarians, veterinary students, veterinary educationalists, and ICT (Information and Communication Technology) educationalists is being developed under the EU (European Union) Lifelong Learning Programme. The network uses Web 2.0, a term used to describe the new, more interactive version of the Internet, and includes tools such as wikis, blogs, and discussion boards. Focus groups conducted with qualified and student veterinarians within the project's five founding countries (The Netherlands, Germany, United Kingdom, Hungary, Romania) demonstrated that online professional communities can be valuable for accessing information and establishing contacts. Online networks have the potential to overcome common challenges to face-to-face communities-such as distance, cost, and timing-but they have their own drawbacks, such as security and professionalism issues. The Network Of Veterinary ICt in Education (NOVICE) was developed using Elgg, an open-source, free social networking platform, after several software options had been considered. NOVICE aims to promote the understanding of Web 2.0, confidence to use social software tools, and participation in an online community. Therefore, the Web site contains help sections, Frequently Asked Questions, and access to support from ICT experts. Five months after the network's launch (and just over one year into the project) 515 members from 28 countries had registered. Further research will include analysis of a core group's activities, which will inform ongoing support for and development of informal, lifelong learning in a veterinary context.

[Empathy, inter-professional collaboration, and lifelong medical learning in Spanish and Latin-American physicians-in-training who start their postgraduate training in hospitals in Spain. Preliminary outcomes].

PubMed

San-Martín, Montserrat; Roig-Carrera, Helena; Villalonga-Vadell, Rosa M; Benito-Sevillano, Carmen; Torres-Salinas, Miquel; Claret-Teruel, Gemma; Robles, Bernabé; Sans-Boix, Antonia; Alcorta-Garza, Adelina; Vivanco, Luis

2017-01-01

To identify similarities and differences in empathy, abilities toward inter-professional collaboration, and lifelong medical learning, between Spanish and Latin-American physicians-in-training who start their posgraduate training in teaching hospitals in Spain. Observational study using self-administered questionnaires. Five teaching hospitals in the province of Barcelona, Spain. Spanish and Latin-American physicians-in-training who started their first year of post-graduate medical training. Empathy was measured using the Jefferson scale of empathy. Abilities for inter-professional collaboration were measured using the Jefferson scale attitudes towards nurse-physician collaboration. Learning was measured using the Jefferson scale of medical lifelong learning scale. From a sample of 156 physicians-in-training, 110 from Spain and 40 from Latin America, the Spanish group showed the highest empathy (p<.05). On the other hand, Latin-American physicians had the highest scores in lifelong learning abilities (p<.001). A positive relationship was found between empathy and inter-professional collaboration for the whole sample (r=+0.34; p<.05). These results confirm previous preliminary data and underline the positive influence of empathy in the development of inter-professional collaboration abilities. In Latin-American physicians who start posgraduate training programs, lifelong learning abilities have a positive influence on the development of other professional competencies. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

Realising the Vision

ERIC Educational Resources Information Center

Fullick, Leisha; Field, John; Rees, Teresa; Gilchrist, Helen

2009-01-01

The Inquiry into the Future for Lifelong Learning proposes a strategy for lifelong learning for the next quarter-century. In this article, four of the Inquiry's commissioners--Leisha Fullick, John Field, Teresa Rees and Helen Gilchrist--reflect on some of the report's key themes. Fullick discusses the role of "local responsiveness" in…

Lifelong Learning: Workforce Development and Economic Success.

ERIC Educational Resources Information Center

Lee, Alice

Lifelong learning through a strong, policy-supported information technology (IT) infrastructure is critical to the success of Asia Pacific Economic Cooperation (APEC) member economies. There is a great need to upgrade the quality of skills within the workforce, and there have been unprecedented investments in infrastructure and advanced…

Measuring Lifelong Learning for the New Economy.

ERIC Educational Resources Information Center

Tuijnman, Albert

2003-01-01

Describes the challenges that research and statistical systems are faced with in the education sector. Argues these consequences are the result of decisions made for economically advanced countries to adopt a lifelong learning framework and strategy in response to the move toward the new global economy. (CAJ)

The Philosophical Foundations of Lifelong Learning.

ERIC Educational Resources Information Center

Michopoulos, Aristotle

The current lifelong learning movement, the new force toward global education, owes much to the League of Nations and the United Nations that sponsored an expanded multiracial "polis." Its philosophical foundations go back, however, to ancient China, India, and especially Greece, where philosophers and scientists got their creative…

The Promise of Lifelong Learning

ERIC Educational Resources Information Center

Gouthro, Patricia A.

2017-01-01

This paper explores how Peter Jarvis's work offers a comprehensive grounding in many of the key principles and insights offered through the field of adult education. His work directs us to the different factors--psychological, social, economic and political required for understanding lifelong learning contexts. As scholars and educators, he…

Lifelong learning of human actions with deep neural network self-organization.

PubMed

Parisi, German I; Tani, Jun; Weber, Cornelius; Wermter, Stefan

2017-12-01

Lifelong learning is fundamental in autonomous robotics for the acquisition and fine-tuning of knowledge through experience. However, conventional deep neural models for action recognition from videos do not account for lifelong learning but rather learn a batch of training data with a predefined number of action classes and samples. Thus, there is the need to develop learning systems with the ability to incrementally process available perceptual cues and to adapt their responses over time. We propose a self-organizing neural architecture for incrementally learning to classify human actions from video sequences. The architecture comprises growing self-organizing networks equipped with recurrent neurons for processing time-varying patterns. We use a set of hierarchically arranged recurrent networks for the unsupervised learning of action representations with increasingly large spatiotemporal receptive fields. Lifelong learning is achieved in terms of prediction-driven neural dynamics in which the growth and the adaptation of the recurrent networks are driven by their capability to reconstruct temporally ordered input sequences. Experimental results on a classification task using two action benchmark datasets show that our model is competitive with state-of-the-art methods for batch learning also when a significant number of sample labels are missing or corrupted during training sessions. Additional experiments show the ability of our model to adapt to non-stationary input avoiding catastrophic interference. Copyright © 2017 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Who Reaps the Benefits of Social Change? Exploration and Its Socioecological Boundaries.

PubMed

Lechner, Clemens M; Obschonka, Martin; Silbereisen, Rainer K

2017-04-01

We investigated the interplay between the personality trait exploration and objective socioecological conditions in shaping individual differences in the experience of two individual-level benefits of current social change: new lifestyle options, which arise from the societal trend toward individualization, and new learning opportunities, which accrue from the societal trend toward lifelong learning. We hypothesized that people with higher trait exploration experience a greater increase in lifestyle options and learning opportunities--but more so in social ecologies in which individualization and lifelong learning are stronger, thus offering greater latitude for exploring the benefits of these trends. We employed structural equation modeling in two parallel adult samples from Germany (N = 2,448) and Poland (N = 2,571), using regional divorce rates as a proxy for individualization and Internet domain registration rates as a proxy for lifelong learning. Higher exploration was related to a greater perceived increase in lifestyle options and in learning opportunities over the past 5 years. These associations were stronger in regions in which the trends toward individualization and lifelong learning, respectively, were more prominent. Individuals higher in exploration are better equipped to reap the benefits of current social change--but the effects of exploration are bounded by the conditions in the social ecology. © 2015 Wiley Periodicals, Inc.

STENCIL: Science Teaching European Network for Creativity and Innovation in Learning

NASA Astrophysics Data System (ADS)

Cattadori, M.; Magrefi, F.

2013-12-01

STENCIL is an european educational project funded with support of the European Commission within the framework of LLP7 (Lifelong Learning Programme) for a period of 3 years (2011 - 2013). STENCIL includes 21 members from 9 European countries (Bulgaria, Germany, Greece, France, Italy, Malta, Portugal, Slovenia, Turkey.) working together to contribute to the general objective of improving science teaching, by promoting innovative methodologies and creative solutions. Among the innovative methods adept a particolar interest is a joint partnership between a wide spectrum of type of institutions such as schools, school authorities, research centres, universities, science museums, and other organizations, representing differing perspectives on science education. STENCIL offers to practitioners in science education from all over Europe, a platform; the web portal - www.stencil-science.eu - that provides high visibility to schools and institutions involved in Comenius and other similar European funded projects in science education. STENCIL takes advantage of the positive results achieved by the former European projects STELLA - Science Teaching in a Lifelong Learning Approach (2007 - 2009) and GRID - Growing interest in the development of teaching science (2004-2006). The specific objectives of the project are : 1) to identify and promote innovative practices in science teaching through the publication of Annual Reports on Science Education; 2) to bring together science education practitioners to share different experiences and learn from each other through the organisation of periodical study visits and workshops; 3) to disseminate materials and outcomes coming from previous EU funded projects and from isolated science education initiatives through the STENCIL web portal, as well as through international conferences and national events. This contribution aims at explaining the main features of the project together with the achieved results during the project's 3 year lifetime-span.

An "education for life" requirement to promote lifelong learning in an internal medicine residency program.

PubMed

Panda, Mukta; Desbiens, Norman A

2010-12-01

Lifelong learning is an integral component of practice-based learning and improvement. Physicians need to be lifelong learners to provide timely, efficient, and state-of-the-art patient care in an environment where knowledge, technology, and social requirements are rapidly changing. To assess graduates' self-reported perception of the usefulness of a residency program requirement to submit a narrative report describing their planned educational modalities for their future continued medical learning ("Education for Life" requirement), and to compare the modalities residents intended to use with their reported educational activities. Data was compiled from the Education for Life reports submitted by internal medicine residents at the University of Tennessee College of Medicine Chattanooga from 1998 to 2000, and from a survey sent to the same 27 graduates 2 to 4 years later from 2000 to 2004. Twenty-four surveys (89%) were returned. Of the responding graduates, 58% (14/24) found the Education for Life requirement useful for their future continued medical learning. Graduates intended to keep up with a mean of 3.4 educational modalities, and they reported keeping up with 4.2. In a multivariable analysis, the number of modalities graduates used was significantly associated with the number they had planned to use before graduation (P  =  .04) but not with their career choice of subspecialization. The majority of residents found the Education for Life requirement useful for their future continued medical learning. Graduates, regardless of specialty, reported using more modalities for continuing their medical education than they thought they would as residents. Considering lifelong learning early in training and then requiring residents to identify ways to practice lifelong learning as a requirement for graduation may be dispositive.

An “Education for Life” Requirement to Promote Lifelong Learning in an Internal Medicine Residency Program

PubMed Central

Panda, Mukta; Desbiens, Norman A.

2010-01-01

Background Lifelong learning is an integral component of practice-based learning and improvement. Physicians need to be lifelong learners to provide timely, efficient, and state-of-the-art patient care in an environment where knowledge, technology, and social requirements are rapidly changing. Objectives To assess graduates' self-reported perception of the usefulness of a residency program requirement to submit a narrative report describing their planned educational modalities for their future continued medical learning (“Education for Life” requirement), and to compare the modalities residents intended to use with their reported educational activities. Materials and Methods Data was compiled from the Education for Life reports submitted by internal medicine residents at the University of Tennessee College of Medicine Chattanooga from 1998 to 2000, and from a survey sent to the same 27 graduates 2 to 4 years later from 2000 to 2004. Results Twenty-four surveys (89%) were returned. Of the responding graduates, 58% (14/24) found the Education for Life requirement useful for their future continued medical learning. Graduates intended to keep up with a mean of 3.4 educational modalities, and they reported keeping up with 4.2. In a multivariable analysis, the number of modalities graduates used was significantly associated with the number they had planned to use before graduation (P  =  .04) but not with their career choice of subspecialization. Conclusion The majority of residents found the Education for Life requirement useful for their future continued medical learning. Graduates, regardless of specialty, reported using more modalities for continuing their medical education than they thought they would as residents. Considering lifelong learning early in training and then requiring residents to identify ways to practice lifelong learning as a requirement for graduation may be dispositive. PMID:22132278

Virtual Reality for Training and Lifelong Learning

ERIC Educational Resources Information Center

Mellet-d'Huart, Daniel

2009-01-01

This article covers the application of virtual reality (VR) to training and lifelong learning. A number of considerations concerning the design of VR applications are included. The introduction is dedicated to the more general aspects of applying VR to training. From multiple perspectives, we will provide an overview of existing applications with…

Getting Closer: Workplace Guidance for Lifelong Learning

ERIC Educational Resources Information Center

Plant, Peter; Turner, Bob

2005-01-01

The purposes of this article are twofold. First, it considers the policy links between guidance and lifelong learning, highlighting in particular the implications of findings from a recent study by the Organisation for Economic Co-operation and Development (OECD). Secondly, it critically compares two approaches to workplace guidance about…

The Effects of Teacher Behaviors on Students' Inclination to Inquire and Lifelong Learning

ERIC Educational Resources Information Center

Loes, Chad N.; Saichaie, Kem; Padget, Ryan D.; Pascarella, Ernest T.

2012-01-01

This study estimated the effects of teacher organization, clarity, classroom challenge and faculty expectations, support, and prompt feedback on students' inclination to inquire and lifelong learning during the first year of college. Controlling for a battery of potential confounding influences, teacher organization was positively associated with…

Developing "Masterity": The "Habitus" of Lifelong Learning

ERIC Educational Resources Information Center

Chang, Wonsup; Koo, Yoojeong

2017-01-01

This paper considers "masters" as the ideal archetype of workers. Here, the term "master" includes not only those who are in traditional handcrafting or manufacturing industry, but also who work in various fields such as information technology, medicine, arts, and so on. To explore the lifelong learning of masters, we conducted…

Thoughts on a Regional Approach for Lifelong Learning.

ERIC Educational Resources Information Center

Yoshio, Jiro

An improved educational infrastructure must be developed in East and Southeast Asia Pacific Economic Cooperation (APEC) countries in order to accommodate the surge of economic growth and advanced technology. The increased need for highly educated and skilled technicians can be met through a system of lifelong learning. The need for borderless…

The Struggle Over Lifelong Learning: A Marxist-Feminist Analysis.

ERIC Educational Resources Information Center

Mojab, Shahrzad; Gorman, Rachel

Political and economic upheavals in the 1990s have left their mark on adult education. A major source of change is globalization of the capitalist economy and its restructuring, which make extraordinary demands on education, particularly adult education. Lifelong learning has become an ideological distraction shifting the burden of increasing…

Lifelong Learning for the 21st Century.

ERIC Educational Resources Information Center

Goodnight, Ron

The Lifelong Learning Center for the 21st Century was proposed to provide personal renewal and technical training for employees at a major United States automotive manufacturing company when it implemented a new, computer-based Computer Numerical Controlled (CNC) machining, robotics, and high technology facility. The employees needed training for…

Human Resource Development in the United Kingdom.

ERIC Educational Resources Information Center

1999

These four papers are from a symposium on human resource development (HRD) in the United Kingdom. "HRD and Psychological Contracts: A Case Study of Lifelong Learning" (Graeme Martin, Judy Pate, Jim McGoldrick) explores the influence of a lifelong learning program on employee perceptions of their psychological contracts in a longitudinal…

Financing Lifelong Learning for All: An International Perspective. Working Paper.

ERIC Educational Resources Information Center

Burke, Gerald

Recent international discussions provide information on various countries' responses to lifelong learning, including the following: (1) existing unmet needs and emerging needs for education and training; (2) funds required compared with what was provided; and (3) methods for acquiring additional funds, among them efficiency measures leading to…

Re-Thinking Lifelong Learning

ERIC Educational Resources Information Center

Hinchliffe, Geoff

2006-01-01

The current dominant concept of lifelong learning has arisen from the pressures of globalisation, economic change and the needs of the "knowledge economy". Its importance is not disputed in this paper. However, its proponents often advocate it in a form which places unrealistic demands on the individual without at the same time addressing their…

Lifelong Learning: One Focus, Different Systems. Studien zur Erwachsenenbildung, Band 19.

ERIC Educational Resources Information Center

Harney, Klaus, Ed.; Heikkinen, Anja, Ed.; Rahn, Sylvia, Ed.; Schemmann, Michael, Ed.

These 17 articles on different subjects of the broader theme "lifelong learning" represent the latest results of the discussions of the Vocational Education and Culture Research Network. An introduction (Klaus Harney et al.) provides summaries of the contents. The articles are "The Global and International Discourse of Lifelong…

The Waikiki Lifelong Learning Center. Final Report.

ERIC Educational Resources Information Center

Ching, Noelani; Mahuka, Ruth

The Waikiki Lifelong Learning Center (WLLC) project was undertaken to establish a literacy consortium of visitor industry businesses and the University of Hawaii at Manoa and to develop/implement an instructional program that included bilingual/English-as-a-second language (ESL) and General Educational Development (GED)/pre-GED components. After…

Back to school. Lifelong learning comes to health care.

PubMed

Gearon, Christopher J

2003-03-01

North Shore-Long Island Jewish Health System's corporate university is designed to nurture lifelong learning for its 30,000 employees, and heighten their skills and enthusiasm for their work. "The better you teach your employees and motivate them, the better for your bottom line," contends CEO Michael Dowling.

Can We Meet the Sustainability Challenges? The Role of Education and Lifelong Learning

ERIC Educational Resources Information Center

Wals, Arjen E. J.; Benavot, Aaron

2017-01-01

Education and lifelong learning are increasingly being mobilised to address the global environmental crisis and accompanying sustainability challenges. This article discusses the many roles of education about and for sustainable development, drawing on evidence and arguments put forward in the 2016 Global Education Monitoring Report,…

Curiosity: A Link to Assessing Lifelong Learning

ERIC Educational Resources Information Center

Fulcher, Keston H.

2008-01-01

Scores of colleges and universities have pledged to promote lifelong learning in their most central document, the mission statement. Moreover, "A Test of Leadership: Charting the Future of Higher Education," the report from the Secretary of Education's Commission on the Future of Higher Education (2006), stresses the importance of lifelong…

Lifelong Learning in Europe: Equity and Efficiency in the Balance

ERIC Educational Resources Information Center

Riddell, Sheila, Ed.; Markowitsch, Jorg, Ed.; Weedon, Elisabet, Ed.

2012-01-01

The ongoing economic crisis in Europe raises fundamental questions about the European Union's ability to harmonize educational policy across its member states. With evidence that European unity is clearly faltering, many educational goals, including lifelong learning, are in trouble. In this book, the contributors work toward a greater…

New Strategy, Same Old Problems

ERIC Educational Resources Information Center

Fryer, Bob

2011-01-01

In the person of John Hayes, Minister of State for Further Education, Skills and Lifelong Learning, the coalition government has someone no less committed than was Labour's David Blunkett to the value of expansive and inclusive lifelong learning, as has been attested to by his various speeches and articles since first being appointed. Not…

Lifelong Learning Research Conference Proceedings (7th, College Park, Maryland, February 21-22, 1985).

ERIC Educational Resources Information Center

Rivera, William M., Comp.; Walker, Sharon M., Comp.

The 48 papers in this proceedings focus on aspects of non-formal adult education including international comparative adult education. The papers are: "Lifelong Learning in Perspective" (Knox); "Women in their Thirties: The In-Between Generation" (Caffarella, Freeman); "Development in Women: An Analysis of the…

Design of Educational Delivery Systems for Lifelong Learning.

ERIC Educational Resources Information Center

Gibson, R. Oliver; Gilbert, Randall L.

To clarify delivery system concepts, several topics will be addressed: educational needs of lower-income older people, formulation of a design concept, specification of the system's concrete aspects, and research/development implications. As the proportion of persons over age sixty-four grows and sensitivity to unmet lifelong learning needs rises,…

Report of the P.E.C.A. Task Force on Lifelong Learning.

ERIC Educational Resources Information Center

Hodgkinson, Barbara; And Others

Based on an investigation of the lifelong learning resources available outside of traditional postsecondary institutions in American society, this report provides an overview of available educational resources and suggests interorganizational linkages for reaching more people more effectively. The overview section describes the types of efforts of…

Basic Education: Reflections on Participatory Curriculum Development and Planning.

ERIC Educational Resources Information Center

Sachsenmeier, Peter, Ed.; And Others

Basic education as the first stage of lifelong education is emerging as a significant alternative to traditional education, especially for rural populations in Third World countries. Basic education is a set of interrelated ideas: community orientation of education, integration of formal, nonformal, and informal learning into lifelong learning,…

Social Transformation, Lifelong Learning, and the Fourth Force--Transpersonal Psychology.

ERIC Educational Resources Information Center

Boucouvalas, Marcie

1983-01-01

Discusses social transformation--restructuring the social order from an industrial to an information society--and the role of lifelong learning in that transformation. Relates transpersonal psychology, the development of a unified, integrated self capable of transcending the narrow confines of culture and perceiving the unity and interrelatedness…

Cartographical Imaginations: Spatiality, Adult Education and Lifelong Learning.

ERIC Educational Resources Information Center

Edwards, Richard; Cervero, Ron; Clarke, Julia; Morgan-Klein, Brenda; Usher, Robin; Wilson, Arthur

Recent empirical and theoretical literature in cultural geography, feminist and postcolonial philosophy, cultural studies, and political economy, was explored in an examination of the significance of spatiality to the changes taking place in the policy, practice, and study of adult education and lifelong learning. The following were among the key…

Disaster Preparedness, Adaptive Politics and Lifelong Learning: A Case of Japan

ERIC Educational Resources Information Center

Kitagawa, Kaori

2016-01-01

Preparedness for disaster scenarios is progressively becoming an educational agenda for governments because of diversifying risks and threats worldwide. In disaster-prone Japan, disaster preparedness has been a prioritised national agenda, and preparedness education has been undertaken in both formal schooling and lifelong learning settings. This…

Roundtable: Theory, Policy and Practice in Lifelong Learning.

ERIC Educational Resources Information Center

Manning, Sabine, Ed.

This document contains outlines of 14 presentations at a roundtable discussion on theory, policy, and practice in lifelong learning that was held during a conference on human resource development (HRD) research and practice across Europe. Outlines of the following presentations and discussions are included: "Discourses on HRD and Lifelong…

Lifelong Learning: Web-Based Information Literacy Module for Merchandisers

ERIC Educational Resources Information Center

Hines, Jean D.; Frey, Diane K.; Swinker, Mary E.

2005-01-01

Universities are strategically positioned to serve as a vital impetus in developing pre-professionals' lifelong learning skills. The development of a Web portal, InfoWIZARD, a tool for integrating information literacy and information technology in problem-based research assignments is described in this article. InfoWIZARD includes 20 modules in…

A DBTechNet course module on database SQL transactions for VET teachers training and higher education informatics education

NASA Astrophysics Data System (ADS)

Dervos, D. A.; Skourlas, C.; Laiho, M.

2015-02-01

"DBTech VET Teachers" project is Leonardo da Vinci Multilateral Transfer of Innovation Project co-financed by the European Commission's Lifelong Learning Programme. The aim of the project is to renew the teaching of database technologies in VET (Vocational Education and Training) institutes, on the basis of the current and real needs of ICT industry in Europe. Training of the VET teachers is done with the systems used in working life and they are taught to guide students to learning by verifying. In this framework, a course module on SQL transactions is prepared and offered. In this paper we present and briefly discuss some qualitative/quantitative data collected from its first pilot offering to an international audience in Greece during May-June 2013. The questionnaire/evaluation results, and the types of participants who have attended the course offering, are presented. Conclusions are also presented.

A Life Long of Learning: Elements for a Policy Agenda. The Six Key Messages of the European Memorandum in a Dutch Perspective.

ERIC Educational Resources Information Center

Doets, Cees; Westerhuis, Anneke

This report organizes the discussion of six key messages from the European Union's Memorandum on Lifelong Learning that stressed the importance of lifelong learning for all citizens in the member states. Before considering the messages, Chapters 1-3 discuss the following three characteristic trends in the Netherlands in the area of lifelong…

Third Age Learning: Adapting the Idea to a Thailand Context of Lifelong Learning

ERIC Educational Resources Information Center

Ratana-Ubol, Archanya; Richards, Cameron

2016-01-01

The concept of the university of the third age (U3A) is well established overseas and a key international focus for emerging global networks of senior citizen (i.e. seniors) lifelong learning. However it is yet to become so in Thailand although it too is in the process of becoming an ageing society. Moreover, this is despite the extent to which…

Adult Education and Lifelong Learning in Europe and Beyond: Comparative Perspectives from the 2015 Würzburg Winter School. Studies in Pedagogy, Andragogy, and Gerontagogy. Volume 67

ERIC Educational Resources Information Center

Egetenmeyer, Regina, Ed.

2016-01-01

This volume presents comparisons of adult education and lifelong learning with a focus on educational policies, professionalization in adult education, participation in adult learning and education, quality in adult education, and educational guidance and counselling. The essays are based on comparisons discussed at the international Winter School…

Life Long Learning: Rhetoric or Reality? Proceedings of the Annual Meeting, Association for Continuing Higher Education (41st, Toronto, Canada, November 4-8, 1979).

ERIC Educational Resources Information Center

Meeker, Josephine P., Ed.

Proceedings of the 1979 annual meeting of the Association for Continuing Higher Education concerning the topic of lifelong learning are presented. The past, present, and future of lifelong learning and the adult learner were considered in addresses and discussion. Workshops addressed the following areas: integration and development of adjuncts…

Evaluation of an established learning portfolio.

PubMed

Vance, Gillian; Williamson, Alyson; Frearson, Richard; O'Connor, Nicole; Davison, John; Steele, Craig; Burford, Bryan

2013-02-01

The trainee-held learning portfolio is integral to the foundation programme in the UK. In the Northern Deanery, portfolio assessment is standardised through the Annual Review of Competence Progression (ARCP) process. In this study we aimed to establish how current trainees evaluate portfolio-based learning and ARCP, and how these attitudes may have changed since the foundation programme was first introduced. Deanery-wide trainee attitudes were surveyed by an electronic questionnaire in 2009 and compared with perceptions recorded during the pilot phase (2004-2005).  Many trainees continue to view the e-portfolio negatively. Indeed, significantly fewer trainees in 2009 thought that the e-portfolio was a 'good idea' or a 'worthwhile investment of time' than in 2005. Trainees remain unconvinced about the educational value of the e-portfolio: fewer trainees in 2009 regarded it as a tool that might help focus on training or recognise individual strengths and weaknesses. Issues around unnecessary bureaucracy persist. Current trainees tend to understand how to use the e-portfolio, but many did not know how much, or what evidence to collect. Few supervisors were reported to provide useful guidance on the portfolio. ARCP encouraged portfolio completion but did not give meaningful feedback to drive future learning.   Continued support is needed for both trainees and supervisors in portfolio-building skills and in using the e-portfolio as an educational tool. Trainee-tailored feedback is needed to ensure that portfolio-based assessment promotes lifelong, self-directed and reflective learners. © Blackwell Publishing Ltd 2013.

A gaming approach to learning medical microbiology: students' experiences of flow.

PubMed

Beylefeld, Adriana A; Struwig, Magdalena C

2007-11-01

There is a growing awareness in medical education of general skills(1) required for lifelong learning. Such skills are best achieved when students experience positive affective states while they are learning, as put forth by the Csikszentmihalyian theory of flow. This study describes how a quiz-type board game was used in the School of Medicine of the Faculty of Health Sciences at the University of the Free State to address students' negativity towards medical microbiology. The study population consisted of third-year medical students who had recently completed the Infections module of the undergraduate Learning Programme for Professional Medicine. Data gathered by means of two questionnaire surveys and direct observation showed that the game impacted positively on students' perceptions of and attitudes towards medical microbiology as a subject. A high perceived probability of the game contributing to the acquisition of general skills was recorded, since the experience of positive affect during the process of informal learning went hand-in-hand with heightened team effort and spontaneous communication. This article may be of value to health educators who wish to supplement formal teaching with informal learning so as to enhance not only the recall of factual knowledge, but also the advancement of general skills.

An evaluation of problem-based learning in a nursing theory and practice module.

PubMed

Barrow, Elizabeth J; Lyte, Geraldine; Butterworth, Tony

2002-03-01

Interest in Problem-Based Learning (PBL) within nurse education has increased internationally in recent years. The expectations of this teaching/learning strategy are that it will enable nurses to develop skills required for professional practice including: enquiry, reasoning, interpersonal and lifelong learning skills. However, to date, there is little empirical evidence within nursing literature to support such expectations. This study evaluated the reiterative PBL approach in an undergraduate programme within one University. The Responsive Evaluation Model (Guba & Lincoln 1989) guided the design of the study, permitting multiple methods of observation, focus group interview s and a questionnaire. Findings revealed an overall positive student experience of PBL. However, many students found PBL initially stressful due to the deliberately ambiguous nature of the scenario and the requirement upon students to direct their own le arning. The tutor role was unclear to some students, while others found the facilitative approach empowering. Recommendations are offered which may be of value to students, teachers and practitioners implementing and facilitating PBL within Making A Difference curricula (Department of Health 1999).

Lifelong Education: Concept or Policy?

ERIC Educational Resources Information Center

Lawson, Kenneth

1982-01-01

Suggests that lifelong education is a policy for education, and education is too broadly defined. Education should be restricted to areas of learning that produce desired effects. The place of knowledge in lifelong education is discussed, and distinction is drawn between education and training. (Availability: Falmer Press, Falmer House, Barcombe,…

Diverse Applications of the Unifying Principles of Lifelong Education to Teacher Preparation

ERIC Educational Resources Information Center

Buckley, Dennis L.

1978-01-01

Reports on procedures of teacher preparation for experimental lifelong education programs developed in Germany, Singapore, Hungary, Australia, and India. The programs were part of a research project employing principles of lifelong education including (1) horizontal integration of formal, nonformal, and informal learning, and (2) democratization…

Stably maintained dendritic spines are associated with lifelong memories

PubMed Central

Yang, Guang; Pan, Feng; Gan, Wen-Biao

2016-01-01

Changes in synaptic connections are considered essential for learning and memory formation1–6. However, it is unknown how neural circuits undergo continuous synaptic changes during learning while maintaining lifelong memories. Here we show, by following postsynaptic dendritic spines over time in the mouse cortex7–8, that learning and novel sensory experience lead to spine formation and elimination by a protracted process. The extent of spine remodelling correlates with behavioural improvement after learning, suggesting a crucial role of synaptic structural plasticity in memory formation and storage. Importantly, a small fraction of new spines induced by novel experience, together with most spines formed early during development and surviving experience-dependent elimination, are preserved throughout the entire life of an animal. These studies indicate that learning and daily sensory experience leave minute but permanent marks on cortical connections and suggest that lifelong memories are stored in largely stably connected synaptic networks. PMID:19946265

Learning/work: Turning work and lifelong learning inside out

NASA Astrophysics Data System (ADS)

Walters, Shirley; Cooper, Linda

2011-08-01

CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation. This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between "core" and "periphery", between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts. The authors of this article draw substantially on research from around the world and argue for the re-insertion of "politics and power" into both the theory and practice of "lifelong learning" and "work".

Lifelong Transfer Learning for Heterogeneous Teams of Agents in Sequential Decision Processes

DTIC Science & Technology

2016-06-01

making (SDM) tasks in dynamic environments with simulated and physical robots . 15. SUBJECT TERMS Sequential decision making, lifelong learning, transfer...sequential decision-making (SDM) tasks in dynamic environments with both simple benchmark tasks and more complex aerial and ground robot tasks. Our work...and ground robots in the presence of disturbances: We applied our methods to the problem of learning controllers for robots with novel disturbances in

Lifelong Learning Policy Agenda in the European Union: A Bi-Level Analysis

ERIC Educational Resources Information Center

Panitsides, Eugenia A.; Anastasiadou, Sofia

2015-01-01

The Lisbon European Summit in 2000 has been a milestone in reframing education policies to foster a "knowledge economy", whilst amid the challenges of the new decennium Lifelong Learning (LLL) has been propounded as a powerful lever for attaining "sustainable growth". The present article aims to elucidate the development of an…

Key Competences for the Development of Lifelong Learning in the European Union

ERIC Educational Resources Information Center

Hozjan, Dejan

2009-01-01

This paper discusses certain developments in education policy in the European Union since the implementation of the Lisbon strategy. Greater focus on lifelong learning as a means of increasing the competitiveness of the European Union, and establishment of several new, efficient policy tools (above all the "open method of coordination")…

Demographic and Behavioral Characteristics of Osher Lifelong Learning Institute Members

ERIC Educational Resources Information Center

Hansen, Robert Jack; Brady, E. Michael; Thaxton, Steven P.

2016-01-01

The number of lifelong learning institutes (LLIs) is growing across the United States and it is important for educational planners and administrators to know about current demographic and behavioral characteristics of program participants. A 14-question survey was administered via SurveyMonkey to members who use computers in eight Osher Lifelong…

Moving across Borders: Immigrant Women's Encounters with Globalization, the Knowledge Economy and Lifelong Learning

ERIC Educational Resources Information Center

Gibb, Tara; Hamdon, Evelyn

2010-01-01

The (un)reality of open/porous borders is starkly represented/manifested in the experiences of immigrant women in lifelong learning contexts. While globalization effectively destroys some borders, it simultaneously creates new ones. State institutions respond to global reconfigurations of borders at local levels by establishing policies that…

Understanding and Theorizing the Role of Culture in the Conceptualizations of Successful Aging and Lifelong Learning

ERIC Educational Resources Information Center

Tam, Maureen

2014-01-01

Successful aging and lifelong learning are value-laden concepts that are culturally determined. To this effect, people with different value systems and cultural backgrounds may perceive and understand these two concepts differently, resulting in different definitions and conceptualizations by people in diverse cultural contexts. There have been…

Lifelong Learning & Distance Higher Education. Perspectives on Distance Education

ERIC Educational Resources Information Center

McIntosh, Christopher, Ed.

2005-01-01

Reflecting a common objective of ensuring quality Education for All, this book is a joint initiative of UNESCO and COL and jointly published. Lifelong Learning in Distance Higher Education brings together a diverse group of experts from many countries. The book provides a clear picture of the challenges, problems and potential of distance higher…

Distance Education: A Key Strategy for Lifelong Learning in Chinese Taipei.

ERIC Educational Resources Information Center

Huang, Judy

Through further implementation of distance education, Chinese Taipei may both continue and increase its economic development. The benefits of lifelong learning have been demonstrated in the past 30 years by the economic growth and labor force skills development in Chinese Taipei. The founding of the National Open University, in 1986, with its…

Recurrent Education and Lifelong Learning. World Yearbook of Education 1979.

ERIC Educational Resources Information Center

Schuller, Tom, Ed.; Megarry, Jacquetta, Ed.

To bring a comparative education perspective to the practical problems of recurrent education and lifelong learning, the essays in this collection are written by authors from around the world. Parts 1 (Orientation) and 2 (Major Issues) clarify concepts and issues of general application. Topics include work/leisure/education life cycle, definitions…

Organizing for Life-Long Learning. Occasional Paper No. 2.

ERIC Educational Resources Information Center

Pacific Association for Continuing Education, Burnaby (British Columbia).

The statement reflects Canada's growing interest in adult education. Lifelong learning is viewed as necessary for coping with a complex and rapidly changing society and additional benefits of adult education can be seen in terms of cost benefits and the use of existing educational structures. Social factors influencing the need for adult learning…

"In Reality, I Motivate Myself!". "Low-Skilled' Workers" Motivation: Between Individual and Societal Narratives

ERIC Educational Resources Information Center

Mariager-Anderson, Kristina; Cort, Pia; Thomsen, Rie

2016-01-01

"Education, education, education" has been a mantra in transnational and national policies since the mid-1990s: everybody has to take part in learning activities throughout their lives in order to stay employable. Hereby lifelong learning establishes a dividing practice between active and inactive lifelong learners constituting the…

Closing the Gap: Public Libraries and Senior Learners

ERIC Educational Resources Information Center

Welliver, Hilary

2017-01-01

This executive position paper (EPP) examines the gap in Delaware's public library services to senior citizens engaged in lifelong learning. Re-envisioning the public library as a center that provides support of lifelong learning for the whole individual and improving the quality of life for Kent County's seniors is one approach that may keep…

A Lifelong Learning Scale for Research and Evaluation of Teaching and Curricular Effectiveness

ERIC Educational Resources Information Center

Wielkiewicz, Richard M.; Meuwissen, Alyssa S.

2014-01-01

A 16-item lifelong learning scale (LLS), appropriate for college students and others, was evaluated using a sample of 575 college students. The scale demonstrated excellent reliability and was correlated with college grade point average (GPA), agreeableness, conscientiousness, and intellect/imagination. Scores were higher for those who had studied…

Non-formal Education in the Philippines: A Fundamental Step towards Lifelong Learning.

ERIC Educational Resources Information Center

Gonzales, Ma. Celeste T.; Pijano, Ma. Concepcion V.

In order to significantly contribute to human resource development, the Philippines must develop an integrated educational system of lifelong learning, with a special emphasis on non-formal education. Despite the value that is placed on formal, or sequential academic schooling, it is non-formal schooling that makes accessible the acquisition of…

Lifelong Learning and the New Economy: Limitations of a Market Model

ERIC Educational Resources Information Center

Cruikshank, Jane

2008-01-01

What kind of workplace has the so-called "new economy" created? What problems are Canadian workers experiencing? How effective are Canada's lifelong learning policies that focus on high skills development for global competitiveness? These questions were explored as part of a three year research program. During the 2003-2004 academic…

Raising Expectations or Constructing Victims? Problems with Promoting Social Inclusion through Lifelong Learning

ERIC Educational Resources Information Center

Williams, Joanna

2011-01-01

Whilst in government, New Labour defined social exclusion as a state of "disadvantage" resulting from individual psychology: namely, low aspirations, a lack of self-confidence or moral deviancy. Engagement in lifelong learning was considered a means of promoting social inclusion and of overcoming such disadvantage. This policy review…

The Relation between Lifelong Learning Tendency and Educational Philosophies

ERIC Educational Resources Information Center

Kaygin, Hüseyin; Yilmaz, Emrullah; Semerci, Çetin

2017-01-01

This study aims to reveal the relationship between lifelong learning and philosophies of education. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at Bartin University and Bülent Ecevit University in 2016. Relational screening model was used in the study and the data were collected through…

Education and Sustainability: Reinvigorating Adult Education's Role in Transformation, Justice and Development

ERIC Educational Resources Information Center

Casey, Catherine; Asamoah, Lily

2016-01-01

Distinctively economic objectives for lifelong education, especially adult learning and education, feature prominently in policy-making agendas and educators' practice in much of the world. Critics contend that humanistic and holistic visions of lifelong learning for all have been marginalised and neglected. The current turn of political attention…

Individual Returns to Vocational Education and Training Qualifications: Their Implications for Lifelong Learning.

ERIC Educational Resources Information Center

Ryan, Chris

The individual results to vocational education and training qualifications (VET) and the implications thereof for lifelong learning were examined by analyzing data from Australia's 1997 Survey of Education and Training. Private rates of return to various VET qualifications for individuals were calculated by using the internal rate of return, which…

The Shifting Demographics and Lifelong Learning. Conference Paper

ERIC Educational Resources Information Center

Karmel, Tom

2011-01-01

This paper was presented at the International Symposium on Lifelong Learning for Poverty Alleviation and Sustainable Development: Developing a Research Agenda for the Asia-Pacific in Hong Kong, 12-13 January 2011. Tom Karmel suggests that there are four implications of an ageing population: the need to improve labour force participation and…

Loans for Lifelong Learning.

ERIC Educational Resources Information Center

Fletcher, Mick, Ed.

This collection of eight papers looks at how a system of loans for lifelong learning in Great Britain and New Zealand might be positioned. It examines where such loans might work best and where they seem inappropriate. In particular, the collection assembles the available evidence about the role and impact of loans in the world of education and…

Lifelong Learning in Public Libraries in 12 European Union Countries: Policy and Considerations

ERIC Educational Resources Information Center

Stanziola, Javier

2010-01-01

Public libraries have traditionally provided key inputs to support lifelong learning. More recently, significant social and technological changes have challenged this sector to redefine their role in this field. For most public libraries in Europe this has meant continuing their role as providers of information and advice while increasing services…

Work, Personal Life, and Public Sphere. Lifelong Learning--An Arena of Struggle.

ERIC Educational Resources Information Center

Glastra, Folke; Hake, Barry; Meijers, Frans; Schedler, Petra

2001-01-01

A comprehensive view of lifelong learning emphasizes the shared responsibility of individuals, employers, and government. The focus is not just work but personal development and civic participation. Creation of a meaningful new paradigm will require cooperation and negotiation across domains and borders, a politics of conviviality. (Contains 42…

Youth Education and Training in the Context of Lifelong Learning and Continuing Education.

ERIC Educational Resources Information Center

Haffenden, Ian G.

1987-01-01

Criteria for analysis of youth education and training in the context of lifelong learning and continuing education should be democratization, vertical articulation, and horizontal integration. Such an analysis should pay attention to the psychological development of youth and the meaning given to the criteria in specific national contexts. (CH)

The Relation between Lifelong Learning Tendency and Achievement Motivation

ERIC Educational Resources Information Center

Yilmaz, Emrullah; Kaygin, Hüseyin

2018-01-01

The aim of this study is to reveal the relation between lifelong learning tendency and achievement motivation. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at two universities in Turkey in 2016. Relational screening model was used in the study and the data were collected through…

Fostering Lifelong Learning--Evaluation of a Teacher Education Program for Professional Teachers

ERIC Educational Resources Information Center

Finsterwald, Monika; Wagner, Petra; Schober, Barbara; Luftenegger, Marko; Spiel, Christiane

2013-01-01

Modern economics has placed lifelong learning (LLL) at the center of an intensive ongoing political debate. Evidenced-based interventions are needed, not only in continuing education courses for teachers, but also in schools. This paper introduces evaluation results of TALK, a teacher education program for professional teachers with the objective…

Conceptual Evolution and Policy Developments in Lifelong Learning

ERIC Educational Resources Information Center

Yang, Jin, Ed.; Valdes-Cotera, Raul, Ed.

2011-01-01

In recognition of the status of the World Expo 2010 in Shanghai as a platform for exchange of ideas and experience in lifelong learning, UNESCO, the Shanghai Municipal People's Government, the Chinese Society of Educational Development Strategy and the Chinese National Commission for UNESCO joined forces to co-organise the Shanghai International…

Lifelong Learning and the New Economy: Rhetoric or Reality?

ERIC Educational Resources Information Center

Cruikshank, Jane

2007-01-01

Historically, lifelong learning (under the name adult education) in Canada had a broad base and covered a wide variety of purposes and activities. Many programs included social, community and social justice visions and worked to strengthen local communities. However, with the advent of the so-called New Economy, this has changed. Canadian…

UNESCO Institute for Lifelong Learning: Annual Report 2013

ERIC Educational Resources Information Center

UNESCO Institute for Lifelong Learning, 2014

2014-01-01

In the introduction to this report, UNESCO Institute for Lifelong Learning (UIL) Director, Arne Carlsen, announces that UIL is presenting a new design and a new concept, aiming to make the report more reader-friendly. The main activities are highlighted, testimonies from beneficiaries and actors are included, and the report opens with a…

Do HRD Investment Strategies Pay? Exploring the Relationship between Lifelong Learning and Psychological Contracts.

ERIC Educational Resources Information Center

Martin, Graeme; Pate, Judy; McGoldrick, Jim

1999-01-01

A four-year study of a Scottish manufacturer's employee lifelong learning program discovered a positive relationship between the program and employee perceptions of careers, fairness, and the long-term "psychological contract." Due to reduction in the employer's commitment to job security, employees were beginning to view the program as…

Lifelong Learning Research Conference Proceedings (6th, College Park, Maryland, February 16-17, 1984).

ERIC Educational Resources Information Center

Rivera, William M., Ed.; Walker, Sharon M., Ed.

These 41 papers reflect the conference's focus on nonformal adult education. A major goal of the conference was to facilitate dialogue between researchers and practitioners who are concerned with lifelong learning issues. Four papers focus on aging, specifically intergenerational experiences, preretirement leisure counseling, aging of the work…

Lifelong Learning: Proceedings of a Symposium. 16 May 2002

ERIC Educational Resources Information Center

Selby Smith, Chris, Ed.; Ferrier, Fran, Ed.

2003-01-01

The Educational Research Centre for the Economics of Education and Training (CEET) conducted a survey focusing on lifelong learning and the world of work, particularly on the need for retraining and upgrading of skills and knowledge. The survey involved five different approaches: surveys of the available quantitative and qualitative material; a…

Aging Memory Is "Not" a Limiting Factor for Lifelong Learning

ERIC Educational Resources Information Center

Lalovic, Dejan; Gvozdenovic, Vasilije

2015-01-01

Efficient memory is one of the necessary cognitive potentials required for virtually every form of lifelong learning. In this contribution we first briefly review and summarize state of the art of knowledge on memory and related cognitive functions in normal aging. Then we critically discuss a relatively short inventory of clinical, psychometric,…

Prospective Teachers' Lifelong Learning Tendencies and Information Literacy Self-Efficacy

ERIC Educational Resources Information Center

Demirel, Melek; Akkoyunlu, Buket

2017-01-01

The purpose of this study is to determine the correlations between prospective teachers' lifelong learning tendencies and their information literacy self-efficacy. It is also to find out if such properties differed significantly in terms of gender, grade, computer usage skills, achievement perception, and willingness to pursue an academic career…

Persistent Work for Equity and Lifelong Learning in the Finnish Educational System

ERIC Educational Resources Information Center

Niemi, Hannele; Isopahkala-Bouret, Ulpukka

2015-01-01

The article introduces how the Finnish educational system has been moved systematically towards equal opportunities for all learners. It also describes how principles of equity and lifelong learning are tied together and what consequences this has had on teachers' professional role. Finally, the article reflects on what kind of studies and…

School Nurse Book Clubs: An Innovative Strategy for Lifelong Learning

ERIC Educational Resources Information Center

Greenawald, Deborah A.; Adams, Theresa M.

2008-01-01

Recognizing the ongoing need for continuing education for school nurses, the authors discuss the use of school nurse book clubs as an innovative lifelong-learning strategy. Current research supports the use of literature in nursing education. This article discusses the benefits of book club participation for school nurses and includes suggested…

"I Hope I Go Out of this World Still Wanting to Learn More": Identity Work in a Lifelong Learning Institute.

PubMed

McWilliams, Summer C; Barrett, Anne E

2018-01-11

Research on the health-enhancing effects of later life activities gives limited attention to the age-segregated nature of many organizations; such consideration draws into focus identity processes contributing to these benefits. Studies also focus more on social than on educational organizations. We address these limitations by examining older adults' identity work within the Osher Lifelong Learning Institute (OLLI), a not-for-credit later life educational organization. We use qualitative data from three sources: interviews with OLLI participants and staff (n = 32); observations at OLLI courses, events, and two regional conferences (118 hours); and content analysis of program materials. Data analyses followed a grounded theory approach. Analyses revealed identity work allowing members to view themselves as "lifelong learners." This work involved four processes: (a) framing as a college experience, (b) distancing from nonacademic pursuits, (c) embracing the mature love of learning, and (d) (re)casting themselves as lifelong students. Our study contributes to research on the benefits of later life activity by illuminating identity work processes operating within an age-segregated educational organization. These processes allow members to positively frame themselves as older adults; however, they not only reinforce stereotypes of younger and older adults but also devalue older adults unable to participate or uninterested in lifelong learning programs. © The Author(s) 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Internet platforms for lifelong learning: a continuum of opportunity.

PubMed

Sedory Holzer, Susan E; Kokemueller, Phillip

2007-12-01

Access to knowledge through the Internet has spawned a world of online learning, stimulating a new passion for lifelong learning in academia, professional environments, the workplace, and at home. This article takes a fresh look at the wide spectrum of opportunities for online medical education for physicians. We first explore a continuum of "e-learning" models and then look at the range of platforms used to support these systems. We will also look forward to the options likely to change e-learning in the near future and improve physician performance and patient outcomes.

Validation of Skills, Knowledge and Experience in Lifelong Learning in Europe

ERIC Educational Resources Information Center

Ogunleye, James

2012-01-01

The paper examines systems of validation of skills and experience as well as the main methods/tools currently used for validating skills and knowledge in lifelong learning. The paper uses mixed methods--a case study research and content analysis of European Union policy documents and frameworks--as a basis for this research. The selection of the…

A European Lens upon Adult and Lifelong Learning in Asia

ERIC Educational Resources Information Center

Osborne, Michael; Borkowska, Katarzyna

2017-01-01

In this article, we seek to assess the extent to which adult and lifelong learning policies and practices in Asia have distinctiveness by comparison to those found in western societies, through an analysis of inter-governmental, national and regional policies in the field. We also inform our study through the analysis of the work of organisations…

Lifelong Learning to Labour: Apprenticeship, Masculinity and Communities of Practice

ERIC Educational Resources Information Center

Parker, Andrew

2006-01-01

This article presents an analysis of gender identity within the context of lifelong learning. Constructed specifically around individual experiences of occupational apprenticeship in English professional football, it draws on a re-reading of data collected in the early 1990s to depict the way in which a group of young men were socialised into…

Delivering Lifelong Learning for Sustainable Development in Southern Africa: Problems and Prospects

ERIC Educational Resources Information Center

Maruatona, Tonic L.

2012-01-01

Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social…

Characteristics and Differences of Lifelong Learning Policy Implementation for the Elderly in Thailand

ERIC Educational Resources Information Center

Dhirathiti, Nopraenue S.; Pichitpatja, Pojjana

2018-01-01

The study examined the process of policy implementation of lifelong learning for the elderly in Thailand, covering four main regions within the country. The study empirically compared inputs, processes, outputs, and outcomes of policy implementation in the north, south, northeast, and central regions of Thailand and captured the rigor of policy…

Positions and Preferences: Faculty Goes for Lifelong Learning, a View from Turkey

ERIC Educational Resources Information Center

Haseki, Halil Ibrahim; Odabasi, Hatice Ferhan

2017-01-01

The purpose of this study was to investigate academics' lifelong learning positions and preferences. The research was designed as survey research. The participants consisted of 230 academics from Faculty of Education of Anadolu University in Turkey. Data were collected using a survey form which had items about the factors that affect lifelong…

Lifelong Learning and the Pursuit of a Vision for Sustainable Development in Botswana

ERIC Educational Resources Information Center

Maruatona, Tonic

2011-01-01

This paper analyses Botswana's commitment to lifelong learning policy and discusses how it can help the state achieve its vision for sustainable development. First, it argues that while Botswana is renowned for its economic success, it still fails to address positively such traditional challenges as poverty, unemployment and income inequality,…

The ePortfolio: A Tool for Professional Development, Engagement, and Lifelong Learning

ERIC Educational Resources Information Center

Guder, Christopher

2013-01-01

Professional development is, in essence, a form of lifelong learning, and as such, can be viewed within the context of pedagogical concepts. More specifically, professional development is a process that builds on the experiences of the professional through assessment and reflection. The library as an organization acts like a teacher or instructor…

The Diffusion of Educational Ideas among International Organizations: An Event History Analysis of Lifelong Learning, 1990-2013

ERIC Educational Resources Information Center

Zapp, Mike; Dahmen, Clarissa

2017-01-01

This article investigates the precipitants of the diffusion of lifelong learning among 88 governmental and nongovernmental international organizations from 1990 to 2013 within an event history framework. Research on the diffusion of educational ideas among and within international organizations usually uses small-n approaches. This work looks at…

Quality of Faculty Life and Lifelong Learning Tendencies of University Students

ERIC Educational Resources Information Center

Beytekin, Osman Ferda; Kadi, Aysegül

2014-01-01

The purpose of this study is to examine the university students' opinions about quality of faculty life and their lifelong learning tendencies. Research was conducted with 375 university students. According to the findings: the quality of faculty life of students differ according to gender. Male students have lower quality of faculty life than…

Student Demographics, Satisfaction and Cognitive Demand in Two Lifelong Learning Programs

ERIC Educational Resources Information Center

Simone, Patricia M.; Cesena, Jacob

2010-01-01

Leisure activity participation has been found to have a positive impact on our health and well-being (e.g., Rowe & Kahn, 1998), and interest in lifelong learning as a leisure time activity is rising. This study compared self-reported measures of demographics, life satisfaction, cognitive status, and mood states in adult populations (over 50…

Education Policy Analysis, 1999: Resources for Lifelong Learning, Early Childhood Education and Care, Technology in Education, Tertiary Education.

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

In its Program for International Student Assessment (PISA), the Organisation for Economic Co-Operation and Development is developing an instrument to compare across countries the quality of outcomes produced by schools. This document explores some issues related to academic achievement. Chapter 1, "Resources for Lifelong Learning: What Might…

Do You See What I See? Understanding Filipino Elderly's Needs, Benefits, and Expectations from an Adult Continuing Education Program

ERIC Educational Resources Information Center

Escolar Chua, Rowena L.; de Guzman, Allan B.

2014-01-01

As the elderly population increases, encouraging older adults to participate in lifelong learning has become a priority for many countries. Properly structured lifelong learning programs have consistently yielded numerous benefits to older adults; therefore, careful attention and effort should be exerted to ensure its effectiveness by involving…

The Relationship between Primary School Teacher Candidates' Tendency for Lifelong Learning and Their Perceptions of Computer Self-Efficacy

ERIC Educational Resources Information Center

Isik, Ayse Derya

2015-01-01

This study determines the relationship between primary school teacher candidates' lifelong learning tendency and their perceptions of computer self-efficacy. The research was carried out with 92 undergraduate teachers studying at Bartin University of Teacher Education Faculty, in 2014-2015 academic year. In this study, personal information…

Can Lifelong Learning Be the Post-2015 Agenda for the Least Developed Countries?

ERIC Educational Resources Information Center

Regmi, Kapil Dev

2015-01-01

This paper discusses what approaches to "lifelong learning" should guide the post-2015 education agenda for the Least Developed Countries (LDCs) which refers to a group of 49 countries that are off-track in achieving most of the Millennium Development Goals (MDGs) and the Education for All goals. Reports prepared by major consultation…

From Policy to Guidelines: Metamorphosis of Lifelong Learning in India

ERIC Educational Resources Information Center

Mandal, Sayantan

2013-01-01

In this era of globalisation, the present perception of lifelong learning (LLL) in the Indian policy domain has been going through major changes in an attempt to make it nationally realistic yet globally viable. In this process, all facets of the concept of LLL are constantly metamorphosing, and this in many ways outperforms the older perception…

Equipped for the Future. A Reform Agenda for Adult Literacy and Lifelong Learning.

ERIC Educational Resources Information Center

Stein, Sondra Gayle

The National Institute for Literacy's Equipped for the Future initiative was undertaken to achieve customer-driven, standards-based reform of adult literacy and lifelong learning through a broad, national consensus-building process. The initiative's six stages are as follows: (1) build consensus on the knowledge and skills adults need to fulfill…

Lifelong Learning through the SkillsFuture Movement in Singapore: Challenges and Prospects

ERIC Educational Resources Information Center

Tan, Charlene

2017-01-01

This article examines the promotion of lifelong learning (LLL) in Singapore through a new national initiative known as the SkillsFuture movement. It is argued that the attainment of LLL is confronted with three key challenges, the first being the sociocultural preference for academic rather than vocational education in Singapore. Secondly, there…

What Have We Learnt about Mobile LifeLong Learning (mLLL)?

ERIC Educational Resources Information Center

Seta, Luciano; Kukulska-Hulme, Agnes; Arrigo, Marco

2014-01-01

Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an ever-shifting technological and socio-economic landscape. mLLL appears as a ubiquitous…

On the Life Aesthetics of Aging People--Slowness Makes Life Beautiful

ERIC Educational Resources Information Center

Chang, Kuei-Chiu; Chou, Mei-Ju

2015-01-01

Taiwan has a rapid increase of elder population, which is supposed to double within the next 25 years. However, lifelong aesthetics learning for the elderly has not yet been fully developed. In the environment emphasizing on lifelong learning with increasing elder people, it is a crucial mission to design appropriate environment, curriculum,…

Developing Policy Instruments for Education in the EU: The European Qualifications Framework for Lifelong Learning

ERIC Educational Resources Information Center

Elken, Mari

2015-01-01

The European Qualifications Framework (EQF) for lifelong learning has been characterized as a policy instrument with a number of contested ideas, raising questions about the process through which such instruments are developed at European level. The introduction of the EQF is in this article examined through variations of neo-institutional theory:…

Mapping Lifelong Learning Attributes in the Context of Higher Education Institutions

ERIC Educational Resources Information Center

Mwaikokesya, Mpoki J. D.; Osborne, Michael; Houston, Muir

2014-01-01

Over the past four decades lifelong learning has been an important concept in educational policy, so much so that it has become one of the essential guiding principles in almost all of the educational reforms. Accompanying its popularity amongst policy makers, however, has been a perennial debate among academics concerning the viability of the…

Investigating Lifelong Learning Dispositions of Students Studying English Language and Literature in Terms of Different Variables

ERIC Educational Resources Information Center

Elaldi, Senel

2015-01-01

This study aims to determine lifelong learning dispositions of English Language and Literature students in terms of gender, grade levels, and age variables. Descriptive research design was used. The study group consisted of 402 students studying English Language and Literature at Cumhuriyet University in Sivas, Turkey. Research data were collected…

The Middle-Aging 'Eighties in San Diego: Prospects for Lifelong Learning. AIR Forum 1979 Paper.

ERIC Educational Resources Information Center

Mason, Thomas R.

The processes and kinds of sources used in comprehensive educational planning employing institutional research are described to serve as a guide to provide recurrent education for a middle-aged population. The concept of lifelong learning has been addressed by postsecondary institutions because the traditional-aged college population has been…

Nurturing Lifelong Learning in Communities through the National University of Lesotho: Prospects and Challenges

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Preece, Julia; Croome, David; Ntene, Mankatso; Ngozwana, Nomazulu

2011-01-01

This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho's contribution to lifelong learning in its communities. It provides background information on the…

Visual Imagery, Lifecourse Structure and Lifelong Learning

ERIC Educational Resources Information Center

Schuller, Tom

2004-01-01

Imagery could add an extra dimension to analyses of lifelong learning, which need to draw on diverse sources and techniques. This article has two principal components. First I suggest that the use of images might be divided into three categories: as illustration; as evidence; and as heuristic. I go on to explore the latter two categories, first by…

Promoting Community Wellbeing: The Case for Lifelong Learning for Older Adults

ERIC Educational Resources Information Center

Merriam, Sharan B.; Kee, Youngwha

2014-01-01

Community wellbeing is a function of many factors working in concert to promote an optimal quality of life for all members of a community. It is argued here that the promotion of lifelong learning among older adults can significantly contribute to community wellbeing. The aging society is a worldwide phenomenon presenting both opportunities and…

Learning among Older Adults with Lifelong Intellectual Disabilities

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Boulton-Lewis, G. M.; Buys, L.; Tedman-Jones, J.

2008-01-01

This article includes a description of conceptions of aging and engagement with learning for 16 older people (52 to 80 years; mean age 62 years) with a lifelong intellectual disability. The sample also included the care workers and family member/friend. The older people had sufficient verbal skills to participate in the interviews. Half the sample…

Lifelong Education and Community Learning: Three Case Studies in India. UIE Monographs, 7.

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Patel, V; Shukla, N. N.

Three case studies of educational practices in India illustrate that lifelong learning (1) is not confined to childhood; (2) encompasses a large number of sources outside formal education; and (3) can lead to improvement of everday life. These three educational activities, all at semi-rural institutions, and directed toward improving aborigines'…

"Cold Sassy Tree" and "Song of Solomon": Novels in the Composition Class.

ERIC Educational Resources Information Center

Bridges, Jean B.

Promoting lifelong reading is one objective of East Georgia College's English courses--all of them, even composition--because learning is a lifelong pursuit and to read is to continue to learn. This 2-year college's students range in age from 16-66 with varied interests but similar cultural backgrounds. Most come from non-reading, economically…

Volunteer Teachers: Testing the Professionalisation Agenda in the Lifelong Learning Sector

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Robinson, Denise; Rennie, Sandra

2014-01-01

Volunteer trainee teachers (trainee teachers who teach on an unpaid basis and not on a pre-service course) are present in a number of institutions across the lifelong learning sector (LLS) in England, giving the opportunity to gain entry into the teaching profession to those who might otherwise face difficulties in accessing paid teaching. Whilst…

Pioneering a web-Based Museum in Taiwan: Design and Implementation of Lifelong Distance Learning of Science Education.

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Young, Shelley Shwu-Ching; Huang, Yi-Long; Jang, Jyh-Shing Roger

2000-01-01

Describes the development and implementation process of a Web-based science museum in Taiwan. Topics include use of the Internet; lifelong distance learning; museums and the Internet; objectives of the science museum; funding; categories of exhibitions; analysis of Web users; homepage characteristics; graphics and the effect on speed; and future…

Measuring the Returns to Lifelong Learning. CEE DP 110

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Blanden, Jo; Buscha, Franz; Sturgis, Patrick; Urwin, Peter

2010-01-01

Using the 1991 to 2007 waves of the UK British Household Panel Survey (BHPS), the authors estimate a fixed effects specification that has as outcomes (i) earnings and (ii) an indicator of social position measured using the CAMSIS scale. Adopting a fixed effects specification enables them to isolate the role of lifelong learning on these two…

What's Become of Lifelong Learning?

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Dainton, Sheila

2009-01-01

The author's father left school aged 13 at the start of the Great Depression. When he finally found work the wealth of educational opportunity he encountered inspired him with a lifelong love of learning. He signed up for evening classes and loved anything and everything to do with what he proudly called self-improvement. As a novice to retirement…

Creating Learning: A Korean Drummer's Lifelong Quest to Be the Best

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Kang, Dae Joong

2010-01-01

In this article, the author interrogates how one famous Korean traditional drummer Mr. Myong-hwan Kim's lifelong learning is affected by the sociocultural and historical context as it contributes to the construction of his life. This article analyzed an oral history book that contains Mr. Kim's interview narratives since he died 20 years ago.…

The Development of a System for Supporting the Lifelong Learner

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de Freitas, Sara; Harrison, Ian; Magoulas, George; Mee, Adrian; Mohamad, Fitri; Oliver, Martin; Papamarkos, George; Poulovassilis, Alexandra

2006-01-01

Given the rapidly changing skills needs of post-industrial economies, lifelong learning forms an integral part of government policy within the UK and abroad. However, like the UK, most economies are faced with the problem of how to reach those sections of the community that have traditionally not embraced learning and educational opportunities. In…

Using the Internet To Support Lifelong Learning: The Role of the Librarian.

ERIC Educational Resources Information Center

Newton, Robert; Marcella, Rita; MacLennan, Alan; Middleton, Iain

This paper illustrates practical situations in which librarians are beginning to have an impact on developments on the Internet and ultimately have an impact on lifelong learning by providing organized interfaces to resources. In the area of information skills training, it is argued that the librarian must contribute actively by developing these…

Lifelong Learning and Higher Education: Implications for Teaching.

ERIC Educational Resources Information Center

Knapper, Christopher K.; Cropley, Arthur J.

Widespread and rapid changes in society, leading to knowledge and skill obsolescence, have provided impetus for the concept of lifelong education. Learning is not confined to a particular period of life or to formal educational institutions, but is a set of attitudes and skills to be used throughout life and in a wide variety of situations. As…

Determinants of User Demand for Lifelong Learning in Institutions of Higher Education

ERIC Educational Resources Information Center

Sabrià-Bernadó, Betlem; LLinàs-Audet, Xavier; Isus, Sofia

2017-01-01

The main objective of this study is to identify the determinants that influence user demand for lifelong learning in institutions of higher education. Qualitative methodology was used to develop an instrument and a quantitative approach was used for the remainder of the study. After a literature review and in-depth interviews with experts in…

Lifelong Learning in the EU: Changing Conceptualisations, Actors, and Policies

ERIC Educational Resources Information Center

Volles, Nina

2016-01-01

This paper explores the changing conceptualisations, actors, and policies of lifelong learning (LLL) in the European Union (EU) from the time the topic first emerged and was promoted by international organisations in the 1960s. The author uses Kingdon's Multiple Streams Framework to analyse how the LLL discourse became an important part of the EU…

Does a Nutrition Education Programme Change the Knowledge and Practice of Healthy Diets among High School Adolescents in Chennai, India?

ERIC Educational Resources Information Center

Rani, M. Anitha; Shriraam, Vanishree; Zachariah, Rony; Harries, Anthony D.; Satyanarayana, Srinath; Tetali, Shailaja; Anchala, Raghupathy; Muthukumar, Diviya; Sathiyasekaran, B. W. C.

2013-01-01

Background: Nutrition education is used as a way of promoting lifelong healthy eating practices among school adolescents. There is limited published information on the impact of nutrition education programmes in India. Objectives: To assess the knowledge and practices of high school students with respect to healthy diets before and after a…

Lifelong Education, Quality of Life and Self-Efficacy of Chinese Older Adults

ERIC Educational Resources Information Center

Leung, Dion S. Y.; Liu, Ben C. P.

2011-01-01

This study aimed to identify the relationships between lifelong learning, quality of life, and self-efficacy of older adults. One thousand and three participants of a lifelong educational program participated; the mean age was 50.6 (SD = 7.8, range: 18-78). Findings revealed that the patterns of study established a positive association with…

"Left to Your Own Devices"--The Missed Potential of Adult Career Guidance in Denmark

ERIC Educational Resources Information Center

Cort, Pia; Thomsen, Rie; Mariager-Anderson, Kristina

2015-01-01

In 2008, the European Council agreed on a Resolution on better integrating lifelong guidance into lifelong learning strategies. The Resolution promoted lifelong guidance as a policy to support people during the multiple transitions provoked by a more volatile labour market. However, when looking into the guidance policy of Denmark, the Resolution…

Teachers' perceptions of the benefits and the challenges of integrating educational robots into primary/elementary curricula

NASA Astrophysics Data System (ADS)

Khanlari, Ahmad

2016-05-01

Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need.

European Union and Greek Lifelong Learning Policy within an Intercultural Context: Preliminary Insights from Research in the Sociology of Law

ERIC Educational Resources Information Center

Koutidou, Evangelia

2014-01-01

This paper presents preliminary findings of an extensive socio-legal research project, currently in progress, concerning the implementation of the European Union and the Greek institutional framework on lifelong learning (LLL) and exploring the social effectiveness of LLL policy. The main outcomes, based on testing two research hypotheses through…

The Textual Representation of Professionalism: Problematising Professional Standards for Teachers in the UK Lifelong Learning Sector

ERIC Educational Resources Information Center

Tummons, Jonathan

2014-01-01

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector…

An Assessment of the Effectiveness of a Classroom Activity Designed to Teach the Value of Lifelong Learning

ERIC Educational Resources Information Center

Boburka, Reneé R.; Wesp, Richard K.; Eshun, Sussie; Drago, Anthony L.

2014-01-01

Many agree that educational systems should instill in students the value of lifelong learning (LLL), but few have suggested how to accomplish that or how to measure the effectiveness of those curricular initiatives. We developed a technique intended to strengthen students' beliefs about the value of LLL and piloted use of a recently developed…

Rock Art and Radiance: Archaeology in the Public Domain as Life-Long Learning.

ERIC Educational Resources Information Center

Ouzman, Sven

The re-invigoration of storytelling in academic and public spheres allows rock art to offer opportunities to various publics, of which archaeologists are part. But how exactly this process of archaeology as lifelong learning is to proceed is not always clear, particularly in the United States. Until the last half decade of the twentieth century,…

Dynamics and Potentiality of Postgraduate Students Regarding Lifelong Learning: A Greek Case

ERIC Educational Resources Information Center

Boutsiouki, Sofia

2010-01-01

The purpose of this article is to contribute to a gradually expanding discussion on the role of lifelong learning in the personal and professional lives of individuals, as well as on the socioeconomic trends and practices in the global context. It presents the results of a survey carried out with a structured questionnaire on postgraduate students…

Adult Education and Lifelong Learning within UNESCO: CONFINTEA, Education for All, and beyond

ERIC Educational Resources Information Center

Duke, Chris; Hinzen, Heribert

2012-01-01

There can no longer be any doubt that adult education within lifelong learning is a key factor for economic and social development, as well as being a human right. New policies for adult education must now result in coherent forms of laws and legislation clearly spelling out ways and means for financing adult education. These must involve the…

An Important Stage of Life-Long Learning: Adult Literacy and Benefits (Sampling of Kayseri in Turkey)

ERIC Educational Resources Information Center

Göçer, Ali

2016-01-01

The purpose of this research is to provide an overview of adult literacy within the framework of lifelong learning in Turkey. Triangulation technique is applied with the approach of qualitative research, and within this framework, document review, interviews and observations were made. The research was carried out in a workgroup. These working…