Challenge Of Lifelong Learning Research Articles

Lifelong learning in the workplace: the knowledge management role of corporate universities in China

In the current era of constant change, both employees and enterprises face the daunting challenge of lifelong learning. To address enterprises’ dissatisfaction with the knowledge provided by traditional universities, a growing number of corporate universities are being established, representing a crucial strategic pathway for enterprises. This study thus adopts the coding methodology of grounded theory to analyze the internal mechanism of a sample of seven corporate universities in China enabling organizations’ lifelong learning. Adopting the knowledge-based view (KBV), this study also identifies how corporate universities empower organizations, establishing a path model whose paths include “generating strategic knowledge”, “sharing business knowledge”, “optimizing governance knowledge” and “transforming cultural knowledge”. Accordingly, this study establishes a theoretical path model and explores how to empower organizations’ lifelong learning in the context of China. Moreover, our qualitative conclusions not only enrich the literature on corporate universities and their complex functions concerning lifelong learning and knowledge management but also have important implications for managers in enterprises and corporate universities.

Workforce upskilling: can universities meet the challenges of lifelong learning?

PurposeSince new digital micro-credential technologies emerged a decade ago, there has been a rapid rise in micro-credentials in the education landscape. Much has been promised about these educational technologies, yet there is much confusion by key stakeholders in the digital micro-credential ecosystem. This confusion has led to significant efforts globally to define micro-credentials to ensure quality learning and generate beneficial impacts to learners, employers, education providers and edtech organisations.Design/methodology/approachThis commentary reviews relevant literature on digital micro-credentials and other alternative credentials to determine how these educational technologies can meet the demands of the Fourth Industrial Revolution to nurture lifelong learning for working learners.FindingsUniversities are being challenged to address the changing needs and uncertainty being introduced by the Fourth and Fifth Industrial Revolutions, particularly with implications for workforce upskilling and lifelong learning. To adapt, universities will need to rethink their roles and shift their institutional mindsets in how they may approach the challenges through mechanisms such as digital micro-credntials.Research limitations/implicationsThis paper focuses on the analysis of five policy statements about micro-credentials. While these policy statements represent a sample, there is a representation of Western education-related systems. Thus, they skew the findings towards Western education systems thinking.Practical implicationsUnderstanding how micro-credentials are being positioned within education-related systems is useful for applying the educational technologies by, for example, universities, learners and employers.Social implicationsProvides an overview of how these educational technologies may provide beneficial impacts for society as it plans to adapt to economic uncertainty and change.Originality/valueThe commentary provides a policy context for the emerging use of micro-credential technologies to examine demands for workforce upskilling.

The challenges of lifelong learning in biological and artificial systems.

How do biological systems learn continuously throughout their lifespans, adapting to change while retaining old knowledge, and how can these principles be applied to artificial learning systems? In this Forum article we outline challenges and strategies of 'lifelong learning' in biological and artificial systems, and argue that a collaborative study of each system's failure modes can benefit both.

Transformative dimensions of lifelong learning: Mezirow, Rorty and COVID-19

COVID-19 has done significant damage to individuals, families, workers and the economy. What is not known about the virus is part of the problem, and the knowledge gap drives an unprecedented and urgent search for knowledge. This article explores the challenges for lifelong learning and the relevance of transformative learning. Disorientation, disorienting dilemmas and critical reflection are the ingredients of such learning, since we can only learn our way out of this situation. The authors present American adult educator Jack Mezirow’s theory of transformative learning (TL) as an appropriate learning framework for lifelong learning. They draw on the work of American philosopher Richard Rorty and German philosopher and sociologist Jürgen Habermas to re-shape TL so that it supports the kind of learning that is sufficiently complex and nuanced to enable us to deal with contradictions, ambivalence and meaning-making in a world where not-knowing is the new normal.

Modern University in the Light of Lifelong Learning Challenges: The Issues of Philosophy of Education

The philosophical analysis of the content of the modern university's work leads to an understanding of commercialization and professional localization in the training of specialists. The ways of determining the essence of a modern university are grounded: elite, mass, niche, regional, pragmatic, ecological, and others. It is argued that the commercialization of education is conditioned by an increase in the level of technology impact on the dynamics of cultural development, globalization and informatization of society. Accordingly, traditional notions of academic freedom and the value of science and education are inferior to considerations of pragmatic feasibility and utilitarianism. The idea of ​​the perniciousness of such a trend in education that threatens the personality deformation and the possible risks of global catastrophes is upheld  in the paper.

Lifelong learning challenges: Responding to migration and the Sustainable Development Goals

The 21st century, not yet two decades old, has already seen massive migration of peoples escaping the degradation of the environment, effects of war, threats to security and lack of opportunity in their countries of origin. Those who survive, some having to come to terms with the trauma of losing loved ones along the way, enter host countries as migrants, refugees and temporary workers. This article examines the plight of these vulnerable migratory populations in light of the global responsibility for attaining the Sustainable Development Goals (SDGs) by 2030. Special attention is given to the support necessary for a lifelong learning (LLL) response to enable this population to live a life characterised by dignity. The authors argue for a LLL process that addresses the particular politics of “disposability” surrounding many migrants’ lives.

Human lifecycle development and the experiential learning foundations of an integrated lifelong education framework

Many educators interested in notions of ‘learning through or from experience’ are influenced by Kolb’s basic model of experiential learning. Yet as a set of stages, the model involves a dilemma acknowledged by Kolb himself that it can proceed from either concrete experience or abstract conceptualisation. The paper builds on Kolb’s insights about a possible solution to this dilemma in terms of how experiential learning is in some respects synonymous with but otherwise a more specific version of Alan Rogers’ concept of informal lifelong education. On this basis, it adapts a ‘lifecycle’ perspective on how the direct or micro ‘here and now’ opportunities for constructive experiential learning ever potentially inform the larger or macro concept of lifelong learning – one also linked to the different formal modes as well as stages of education from schooling for youth through to adult education and later life learning. The paper further links various related lifelong learning challenges of harnessing direct life experience to the larger challenge of a typical knowledge-experience disconnect in modern formal education as well as society. Such a disconnect is exemplified by how lifelong informal learning often seems futile (and a lifetime of experience increasingly meaningless) in the face of the modern ‘work-retirement-death’ narrative still influential in a fast-changing and uncertain world.

EFL TEACHERS' CPD EXPERIENCES: PERSPECTIVES FROM OMAN.

This article reports the findings of a study that explored Omani in-service TESOL teachers' continuous professional development (CPD) experiences. Data were collected using questionnaires, training room observations, semi-structured and focus group interviews with TESOL teachers in Oman. The findings indicated that participants have experienced different types of CPD activities which were mostly offered to them through the Ministry of Education in structured ways (e.g. INSET courses). However, the findings suggested conflicting views among participants as to the extent to which the different types of CPD activities/events available to teachers are seen to meet their needs. The article explores the implications of the findings for teacher education and the development of TESOL teachers in Oman. PD CPD INSET. AL-Balushi, K. (2009). The impact of an INSET course on teachers' views and reported practices in teaching stories to young learners. In M. Wyatt & J. 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Teaching and Learning in the Digital World (pp. 136-146). Dubai: TESOL Arabia Publications. Moran, M., Bove, C., Brookshire, R., Braga, P., & Mantovani, S. (2017). Learning from each other: The design and implementation of a cross-cultural research and professional development model in Italian and U.S. toddler classrooms. Teaching and Teacher Education, 63, 1-11. Nolan, A., & Molla, T. (2017). Teacher confidence and professional capital. Teaching and Teacher Education, 62, 10-18. doi.org/10.1016/j.tate.2016.11.004. Peercy, M., & Troyan, F. (2017). Making transparent the challenges of developing a practice-based pedagogy of teacher education. Teaching and Teacher Education, 61, 26-36. http://dx.doi.org/10.1016/j.tate.2016.10.005. Perraton, H., Robinson, B., & Creed, C. (2002). Teacher Education Guidelines: Using Open and Distance Learning. Technology, Curriculum, Cost, Evaluation. Paris: UNESCO. Punch, K. (2014). 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The teaching of information communication in Namibian schools

PurposeThe study is a survey covering the Ohangwena, Khomas and Otjozondjupa regions highlighting developments in the teaching of information literacy in Namibian schools through the subject Basic Information Science (BIS). This paper aims to provide an update on previous related studies which have been conducted in Namibia led by Nengomasha et al. (2012), Namibia Library Council (NLIC) Report (2007) and Smith et al.’s Baseline Study (2008).Design/methodology/approachThe main objective of this study is to find reasons for non-compliance in the effective teaching of BIS in Namibian schools focus sing on the three regions. The data collection methods were questionnaires and focus group discussions.FindingsA major finding from the study is that 80 per cent school principals are supporting the teaching of the subject BIS in the Ohangwena region, while 20 per cent are non-compliant in the teaching of BIS. The compliance levels in the Otjozondjupa region is that 75 per cent school principals support the teaching of BIS whilst 25 per cent school principals are non-compliant. In total, 60 teachers were randomly sampled in the Otjozondjupa region, while 75 school principals out of a population of 157 were also randomly sampled in the Ohangwena region. In the Khomas (100) region, 52 school principals were randomly sampled out of a population of a 108. The study recommends that it is critical for school principals in Namibia to fully support the development of young learners to be critical thinkers for lifelong learning challenges through the teaching of information literacy.Originality/valueThis study is original.

Language learning to support active social inclusion: Issues and challenges for lifelong learning

Language learning to support active social inclusion: Issues and challenges for lifelong learning

Learning to manage the self and the hidden injuries of migration

Global migration is increasing to unprecedented levels, especially from non-OECD countries to OECD countries. One of the new challenges for lifelong learning is that migrants are expected to be responsible for ensuring that they have the capabilities and learning to adapt to new contexts but qualifications and experiences obtained in one national system are often not recognised in different national systems. This article draws on an empirical study from Australia to show how adults’ informal learning can support skilled migrants’ career adaptability and employment. The findings from this qualitative research show how migrants’ participation in social networks and learning communities, through both paid and voluntary work, are integral to learning to manage their self and lead to transformation learning and settlement. But learning to adapt to new contexts is emotional as well as cognitive work. When migrants hold multiple identities, transformation learning has negative sides. These findings reveal the hidden injuries of migration and a continuing need for adult educators to support informal learning in workplaces and communities to encourage culturally diverse groups to learn to live and work together.

The Challenges of Developing a Project-Based Self-Directed Learning Component for Undergraduate Medical Education

The successful implementation of a separate and dedicated self-directed learning (SDL) component within undergraduate medical education (UGME) curricula, especially those programs that do not use problem-based learning (PBL), has been an ongoing challenge for most institutions [1]. Project-based components have been implemented sparingly in the UKwith some success, as these curricular approaches have been suggested to reduce student self-confidence but concomitantly provide students with a realistic vision for the challenges of lifelong learning [2]. At Western Michigan University Homer Stryker MD School of Medicine (WMed), we have implemented Explorations, a project-based SDL component of our UGME curriculum (please see Keator et al. [3]). This novel UGME approach is designed to help students think critically and use deductive reasoning, traits required for a lifetime of learning. There are limited models to follow when designing novel approaches for SDL, and as such, there was no template to follow when we launched the project-based Explorations. To our knowledge, we are the first medical school in the USA to use a project-based SDL approach for UGME. Due to the lack of widespread use, implementing this project-based learning approach into the first 2 years of our UGME curriculum has resulted in both anticipated and unanticipated consequences. Thus, to help other institutions consider the feasibility of adopting this relatively novel method of SDL, the sections below highlight a few of the major administrative challenges we experienced during the first 2 years of the Explorations program at WMed.

The Challenge of Lifelong Learning for Higher Education

The Challenge of Lifelong Learning for Higher Education

Make it stick: the science of successful learning

To most of us, learning something hard way implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners.Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned.Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement.

BENDROJO UGDYMO MOKYKLA MOKYMOSI VISĄ GYVENIMĄ KONTINUUME: VAIDMUO, FUNKCIJOS IR JŲ REALIZAVIMO GALIMYBIŲ ĮŽVALGA

Edukologijos doktorantasVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (8 5) 266 76 25El. paštas: Robertas.Bartasevicius@fsf.stud.vu.ltStraipsnyje siekiama nustatyti, koks vaidmuo mokymosi visą gyvenimą kontinuume tenka bendrojo ugdymo mokyklai. Remiantis teorinėmis užsienio autorių (N. Longworth, J. Chapman, D. Aspin, J. Bryce, W. K. Davies ir kt.) įžvalgomis, svarstoma, kokias funkcijas galėtų prisiimti ir / ar atlikti mokykla, siekianti prisidėti prie mokymosi visą gyvenimą idėjos realizavimo ugdymo realybėje. Ypatingas dėmesys skiriamas pedagoginės sistemos ir jos elementų mokymosi visą gyvenimą mokykloje metmenų aptarčiai, akcentuojant, kad esminė ir pagrindinė bendrojo ugdymo mokyklos veikla yra ugdymas. Įžvalga apie mokyklos lygmens ugdymo politikos formavimą ir įgyvendinimą pristatoma kaip mokymosi visą gyvenimą idėjos realizavimo instituciniu ugdymo realybės lygmeniu galimybė.

Challenges for Lifelong Learning

To develop a new learning culture, it is essential to help people meet challenges they now face in the twenty-first century. This review article attempts to present a clear concept of lifelong learning, while describing major challenges toward establishing it in a society. Lifelong learning is viewed as involving all strategies that are put in place to created opportunities for people to learn throughout life. It is about learning of what, how, when and where one wants to learn. Various challenges are to be found to many spheres of life including: financial, demographic, technological, social, environmental and democratic challenges.

Lifelong Learning Challenges and Opportunities for Traditional Universities

Abstract The development of the informational society and the widespread diffusion of information technology give rise to new opportunities for learning and they challenge established views and practices regarding how teaching and learning should be organized and carried out. At the same time, globalization and the emergence of new players in the world economy have intensified competition, many countries turning production towards high value-added and knowledge-intensive products and services which request high-level skills labor force. Lifelong learning concept offers the prospect of a radical new approach especially for the higher educational process focused on the opening up traditional universities for those who want to learn lifelong. In the same time, educational institutions, universities most of all, are facing a number of challenges: globalization, aging society; growing competition between higher educational institutions both national and international, and rapid technological development. To answer successfully to all these challenges, in the opinion of most of the specialists, traditional universities must transform themselves by adopting a lifelong learning system. This system will transform how universities currently teach. To achieve this transformation, universities will have to introduce strategies and policies which implement flexible academic frameworks, innovative pedagogical approaches, new forms of assessments and institutional collaboration.

Investigating the added value of interactivity and serious gaming for educational TV

TV is a medium with high penetration rates and has been suited to deliver informal education in several aspects since years. Thus, interactive TV may play a significant role in the current Life-Long Learning challenges, provided that meaningful applications are implemented. In this research work, we have explored the added value of interactivity in digital TV, with a particular focus on Serious Games (SGs), given their growing relevance in technology-enhanced learning. We have followed an evolutionary rather than revolutionary approach, in particular given the still traditional use of TV by a large audience. The approach preserves a media-driven strategy and the role of the author/director in proposing contents (storytelling), as in the TV tradition. We argue that interactive SGs may help the viewer to better contextualize/understand the video stream and go more in depth about the touched items at the end of the stream. This also enables new iTV applications, in particular to support weaker users (i.e. users that could not view the video without a help). This paper presents the results from user tests based on an interactive enhancement of a clip from the Disney’s Snow White movie, that challenged the authors in addressing a dynamic, high-value document. Qualitative and quantitative results show the potential of the system for informal education. The tests also stress the importance of good solutions (e.g., development languages, display modalities, metaphors) for synchronizing video and overlaid interactive elements. To the best of our knowledge, this research work is the first one discussing user test results about the usefulness of a class of iTV SG applications that can be instantiated serially in several different contexts.

Continuing medical education across Europe: the role of EBAP and the ERS in facing the challenges of life-long learning

In medicine, good professional training and education are pivotal, and these include initial medical studies and, even more importantly, continuing medical education (CME). Learning on the job is an important and indisputable part of continuing medical education but, in itself, it is not enough. Attending meetings, reading journals and books, seeking expert advice and, in recent years, getting information from web-based sources are the usual ways by which doctors learn and keep up to date. However, because CME is not only necessary for the physician but is also associated with better patient care, it should be done in a structured and validated way. This concept is currently being incorporated in the legislation governing medical practice in many countries. From this has stemmed the need for CME credits and associated accreditation processes. Initially, CME accreditation required only attendance at meetings but, in recent years, CME journals and books, as well as various other forms of accessible and interactive e-learning activities, have been added. All these now come under the heading of CME, which has been defined by the Accreditation Council for Continuing Medical Education in the USA as “educational activities that serve to maintain, develop or increase the knowledge, skills and professional performance and relationships a physician uses to provide services for patients, the public or the profession”. On a European level, the European Accreditation Council for Continuing Medical Education (EACCME) was set up in 1999 by the European Union of Medical Specialties (UEMS). Initially, European CME was accredited jointly …

WBL to Promote Lifelong Learning among Farmers from Developing Countries: Key Strategies

In times of liberalization, privatization and globalization (LPG), countries are looking to establish effective systems of lifelong learning to prepare farmers for changing agricultural sector. But offering lifelong learning to farmers in developing countries) is a vital challenge as majority of them are residing in remote and rural areas and have low educational qualification and lower socio-economic status. Web Based Learning (WBL) can support us in this cause because world over it is increasingly recognized as a viable and learner-friendly approach. In this background, the present paper attempts to discuss about need and challenges of lifelong learning for farmers and proposes key strategies for providing Web based lifelong learning to farmers of developing countries.