Concept Of Lifelong Education Research Articles

The Development and Innovation of Vocational Education from the Perspective of Lifelong Education

With the continuous advancement of technological innovation, lifelong education has become a key factor in personal career development and social progress. As an important part of the lifelong education system, the development and innovation of vocational education are of great significance to meet the needs of the labor market and promote social equity and economic growth. This article analyzes the intrinsic relationship between the concept of lifelong education and vocational education, focusing on analyzing the development and innovation strategies of vocational education from the perspective of lifelong education.

한국 평생교육학의 학문적 성과와 학교기반 교육학에 대한 문제제기(2000-2023)

The purpose of this article is to mark the 70th anniversary of the Korean Society of Education and to reveal what kinds of academic and theoretical contribution that the field of lifelong education has made to the overall educational sciences in general. In particular, what this study focuses on is exploring what the lifelong education theories have been constructed and how they gave impact on the dominant school-centered mainstream educational theories. Among many, this article investigates how lifelong education as theory has transformed the theoretical landscape of school-centered ontologies in pedagogy. For this purpose, this study re-classified the contents of the articles published in the Journal of Lifelong Education, which the Korean Society for Study in Lifelong Education has published over the past 20 years, and extracted the theoretical contrasts that lifelong education created in comparison with existing school-based educational theories from that flow. The results are summarized as follows. (1) In pursue of the foundational concept of lifelong education, the researches of lifelong education have continuously created alternative educational concepts, values, and learning theories that gave impacts on transforming or replacing the theories and practices of Korea’s school education system. (2) In particular, researches and theories on lifelong learning resulted in the new starting point of alternative learning theories and, at the same time, the creation of a new field of learning sciences. (3) The continuous institutionalization process in the areas of adult and higher lifelong education was a consequence of the efforts, and also it was an effective leverage of education system in post-schooling era that transforms and replaces the traditional structure of the schools and universities. (4) Lifelong education has shifted the focus of pedagogical discourse from education to learning, from which the dominant “schooled society” was gradually de-territorialized and re-territorialized towards “learning society”.

THE MAIN STAGES OF THE IMPLEMENTATION OF A SCIENTIFIC PROJECT ON THE FORMATION OF PROFESSIONAL SELF-DETERMINATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

The main stages of the implementation of a scientific project on the formation of professional self-determination of students with special educational needs are discussed in the article. The project "Formation of professional self-determination of students with special educational needs (SEN) as a national strategy for inclusive education in the Republic of Kazakhstan" was launched in 2022. The purpose of the project: scientific substantiation and practical implementation of the program-methodical support of psychological and pedagogical accompaniment for the process of forming the readiness of students with special educational needs for professional self-determination, taking into account the strategy of inclusive education in the Republic of Kazakhstan. The project involves lecturers of the Department of Pedagogy and Educational Management and the Department of General and Applied Psychology of the Faculty of Philosophy and Political Science of Al-Farabi Kazakh National University. The article was prepared as a part of the funding of the Project: ИРН АР 14872130 "Formation of professional self-determination of students with special educational needs (SEN) as a national strategy in the field of inclusive education in the Republic of Kazakhstan", which won the Grant following the results of the Competition of the Ministry of Education and Science of the Republic of Kazakhstan for grant funding of scientific and ( or) scientific and technical projects for 2022-2024, as well as the goal of the sustainable development goals (“Sustainable Development Goals”, 2023), i.e. education, where among the indicators is ensuring access to inclusive education, within the framework of the concept of lifelong education. Keywords: advanced training courses, professional self-determination, students with special educational needs

The Path of Transformation and Development of University Continuing Education in the New Era from the Perspective of Lifelong Education

With the rapid development of science and technology and the continuous change in the social economy, people's demand for knowledge and skills is also increasing. The concept of lifelong education has come into being. To adapt to this change, college continuing education needs to be transformed and developed to meet the new requirements of society for higher education. The purpose of this paper is to discuss the development path of college continuing education in the new era, analyze the challenges and opportunities it faces and put forward corresponding countermeasure suggestions.

On the issue of internal and external factors of motivational approach in adult education

Introduction. The events of today make humanity think about what kind of legacy it will leave to posterity. Global changes in the social, economic and political life of society are changing the conditions of coexistence within society and beyond. The use of innovative technologies in the field of management and production practices encourages educational organizations to create training programs designed for a certain age level.Purpose setting. Based on the above, we note that the well-known fact of the need to obtain and improve knowledge and skills acquires the most significant coloring. The educational process is a flexible tool that allows you to review personal priorities throughout life. Personality, as a social being, largely depends on the social environment, which in turn is a competitive relationship. The competitiveness of relationships is the motivational basis for an adult's desire to learn.Methodology and methods of study. The analysis of statistical data and psychological and pedagogical scientific works allows us to conclude that the concept of lifelong education is going through a new stage in its development.Results. The availability of materials, the introduction of digital technologies in teaching, innovative methods used in the educational process, encourages a highly developed person to strive to obtain or improve existing skills. Involvement in learning as a factor of readiness to assimilate the information flow, the application of acquired knowledge and obtaining the desired result are the goals of the participant in the academic process. The possession of information competencies, the study of modern technologies, their integration into human existence create a completely new picture of the world. A picture based on a highly developed personality with the ability to expand the horizons of knowledge regardless of age.Conclusion. Having a high motivational component and a developed personal position, a person is able to change the surrounding reality based on his own preferences and desires. Adult pedagogy cannot be called an innovative concept of pedagogical practices, but it is the first decades of the 21st century that offer conceptually new developments in the field of adult education.

The Role of Pedagogy Assistance in Increasing Prospective Student Self-Efficacy in College Preparation

In the concept of lifelong education, there are certain principles that underlie various exercises, activities and engagements that can be considered as a contribution to values education, and these will form the basis for lifelong education programs and activities. Learning in lifelong education is recognized in different forms at each age stage and can contribute to their desire to enhance personal development and creativity as they age. This lifelong education is a contribution to opening up and increasing sophistication in broadening the understanding of certain values for all students, during their study period. Lifelong education seeks to explore ways and means by which students can be encouraged to develop and grow well as individual beings and social agents, throughout their lives. In the process of lifelong learning, parents as individuals can obtain information and knowledge informally during their lives as parents. Parents as two individuals who generally have biological and psychological attachments, and have material responsibility for children's education, have an important role in determining the steps of children's education. For this reason, the knowledge that parents have about education majors and career planning will greatly help children as prospective students in tertiary institutions to consider the best education they will take to achieve the careers that have been planned beforehand. There are several other considerations that support research related to methods of increasing parental knowledge about colleges and careers for children's career planning, namely a great opportunity for parents to continue learning so they can direct and plan their children's future careers appropriately and accordingly. This is closely related to the principle of lifelong education. This research will be conducted using a qualitative research approach. This approach is commonly used to view human behavior as having its own meaning and implications. Through this approach, the author wants to see how the influence of knowledge possessed by parents about college and career can help children plan their future career properly and precisely.

Research on the Construction of Core System of Credit Bank in Vocational Education

Lifelong education and lifelong learning are increasingly implemented all over the world. The reform and development of education system and training mode are facing new opportunities and challenges. Based on the concept of lifelong education, we must establish the core system of credit bank as soon as possible so as to achieve the orderly operation of the credit certification, conversion, accumulation and exchange process of vocational education. Only in this way can we gradually establish an effective credit bank for vocational education, and achieve the vocational education goal of attracting social members to the lifelong learning system.

충북지역 노인평생교육 활성화방안 연구

Purpose of Study: This study is to establish a plan for revitalizing lifelong education for the elderly in the Chungcheongbuk-do region through an analysis of the current status of lifelong education for the elderly and a survey of opinions related to lifelong education. Research content: The literature study analyzed secondary data published by national institutions such as the Ministry of Education, and a target group interview (FGI) was conducted from October to December 2022 with 20 people involved in lifelong education for the elderly. Research Result: The Chungbuk area lifelong learning center program is the lowest level nationwide, and only 4.12% of all lifelong learning center users. Elderly socialization education at senior welfare centers is active, but the number of registered senior classes is the lowest in the country. There is no support budget for lifelong education for the elderly, there is a lack of experts, and support from local governments is very poor. Research Suggestions: It is necessary to establish the concept of lifelong education for the elderly, establish a basis for institutional support for lifelong education for the elderly, establish a linkage system between welfare facilities for the elderly and lifelong learning centers, and conduct an accurate fact-finding survey.

IMPLEMENTASI PENGELOLAAN PROGRAM SHIMIN CENTER DI JEPANG DAN PUSAT KEGIATAN BELAJAR MASYARAKAT (PKBM ) DI INDONESIA

This study examines the governance of Community Learning Centers (CLC) in 2 countries, namely the Shimin Center in Japan and PKBM in Indonesia. This study explores governance that includes program implementation in managerial aspects, namely the planning, implementation and evaluation functions carried out by Community Learning Centers in Indonesia and Japan. The theory underlying this research is the concept of lifelong education, the concept of community-based education and the concept of community education. This study uses a qualitative approach with a descriptive method. The data collection technique used in this research is through Focus Group Discussion (FGD), interview, observation, literature study and documentation study. The research subjects were 6 people, where 3 people from Shimin Center and 3 people from PKBM. The results of the study indicate that the implementation of the community learning center program both in Japan and in Indonesia in terms of aspects; a) program planning is always based on needs, formulation of objectives, program design, recruitment of facilitators and socialization and always refers to government policies; b) Implementation of programs developed by PKBM in Indonesia through a) Program Inputs (raw input, instrumental input, environmental input, process, output, other input and impact). As for the Shimin Center institution in Japan, it adheres to 3 main characteristics, namely the information center, a center for participation and self-actualization and is open to all ages and circles and is a place that guarantees freedom and equal rights, free services, has autonomy as a learning and cultural institution, has staff, is affordable (accessibility), adequate facilities and community participation; c) Evaluation of programs carried out by the Shimin Center in Japan and PKBM in Indonesia is carried out through evaluation of learning (formative and summative), evaluation of program services, personnel, and evaluation of educational unit institutions through unit quality assurance (accreditation). The evaluation carried out by the Japanese Government in managing the Shimin Center includes evaluation of learning carried out by volunteers/facilitators, in addition, evaluation is also carried out by asking for opinions from the community and community leaders.

Research on the Development Path of Community Education Curriculum from Marx's Perspective Based on Big Data.

Community education curriculum is the key link to achieve the goal of community education; it is an educational activity that uses the educational and cultural resources of the community and faces all residents in the community; promoting the innovation of community education curriculum is the new mission of the development of contemporary community education, in order to explore the development path of community education curriculum from Marx's perspective under big data and study its educational value and development path. By comparing the development paths of community education in different environments, this paper makes a comprehensive analysis and evaluation and analyzes the value of coupling degree. It can be seen that the use of big data technology has a positive impact on the development of new education models, the development of community education and platform management, and the learning motivation of residents. We should make breakthroughs and innovations on the basis of the traditional education model, realize the value concept of lifelong education, and follow Marx's socialist development concept; it can better promote the development of residents and communities in the community and provide more effective data value and data support for the development path of community education in the future.

Ways to Reduce the Duration of Study at the University

At present, periods of technological change are becoming comparable to the duration of education in higher education. Therefore, along with the need to use the concept of lifelong education, there is a need to reduce the duration of obtaining basic higher education. Analysis and identification of possible ways to reduce the duration of study at a university while maintaining the required level of graduates' education is the subject of this article. The methodological basis of the work is the integration and generalization of previous studies to improve the effectiveness of training. The article discusses in detail the following complementary ways: changing the content of education and the use of new, more effective teaching methods. It is shown that the reduction of overall time of studying in university while maintaining the required level of education can only be achieved by the joint application of various approaches. The following complementary ways are proposed: changing (optimizing) the content of basic professional knowledge, using more effective teaching methods and individualized learning, reducing auxiliary (transactional) costs for students and increasing the level of motivation of students. More effective teaching methods, in particular, involve improving the lecture system, monitoring progress, and optimizing the speed of introducing new material in group classes. Taking into account the concept of continuous education, a certain fundamental educational background obtained at the university can subsequently be supplemented with short-term modules in the course of additional professional education.

Стратегирование развития непрерывного образования

Continuous, or life-long education is a factor of human potential development and an essential element of national wealth. Its strategizing is an important tool of human potential management at all social levels. The present research featured the concept of lifelong education, its impact on human potential development, and its strategizing in Russia. The study was based on Professor V.L. Kvint’s theory and methodology of strategizing. The article introduces the foundations for strategizing the lifelong education in Russia. The author also performed an OTSW analysis, which revealed some related difficulties, associated with the fragmented character of academic environment and the lack of consistent systemic management. Therefore, an effective lifelong education strategy requires a new, more coherent methodology.

The concept of lifelong education in the context of investments in human capital

The concept of the lifelong education is a prevalent object of study in Russia and abroad. This article proposes to shift the focus to investment in human capital as one of the most important aspects of lifelong education. It covers the stages of formation and development of the lifelong education concept, systematization of normative acts, clarification of the most controversial related terms, such as formal, non-formal and informal education, human capital. Taking into consideration different theoretical approaches to human capital, we emphasize its non-material spiritual component. Investments in education and, accordingly, to human capital have their own, only their inherent features, including a cumulative effect, long-term period, delayed bonuses, and so on. In addition, investor and the object of investment can be combined in one person. Individual as a beneficiary has his/her own interests, but since he/she lives in society, the gains received by him become part of the total human capital of the society and state. It is noted that investments in one person, his/her education and development may continue to generate bonuses for future generations. The present article uses the data provided by the Education and Training Monitor 2020, which collects a wide range of evidence to analyze the evolution of national education and training systems across the European Union. The article considers the experience of the EU countries in pursuing a unified educational policy and implementing the concept of lifelong education, including transnational programs. It may be of interest for similar studies in Russia.

The dilemma and optimization strategy of teachersand#39; professional development under the concept of lifelong education

Teacher professional development refers to the process in which teachers, as professionals, constantly develop and improve their professional thoughts, professional knowledge and professional ability, that is, the process from novice teachers to expert teachers. The 21st century is the era of knowledge economy, In which teachers are disseminators of knowledge, guide students to learn relevant knowledge, improve students' employment competitiveness. Consequently, Schools should attach importance to teachers' lifelong education and constantly improve and update teachers' professional development. This paper mainly expounds the related concepts and characteristics of lifelong education, the concept of teachers' lifelong education, the problems teachers face under the concept of lifelong education and the countermeasures to improve teachers' professional development.

ИЗУЧЕНИЕ УРОВНЯ РАЗВИТИЯ ПОТРЕБНОСТИ К САМООБРАЗОВАНИЮ У БУДУЩИХ СОТРУДНИКОВ ФСИН

The concept of lifelong education in modern Russia is focused on significant expansion of the entire educational space, where the issues of self-education and self-development of the individual are paramount. The problem of developing the skills of student’s self-education in departmental organizations of higher education for the formation of a stable highly professional staff of the penal system is especially urgent, since self-education allows them to ensure the conscious development of professionally important personality traits. The aim of the study was to study the level of need for self-education among future employees in a departmental university. The tasks of the experimental work is diagnostics of the process of self-education of students and the study of ways and means of organizing the process of self-education in a departmental university. The study was based on the Federal State Educational Institution of Higher Education “Vologda Institute of Law and Economics of the Federal Penitentiary Service of Russia”. The study involved 10, 3-year students of the Faculty of Psychology; was used the questionnaire “The need for self-education” (by S. V. Yudakova), consisting of three parts: 1) it allows you to identify the ability of students to develop; 2) is aimed at identifying factors that stimulate and hinder the self-education of the subjects; 3) allows to identify the degree of proficiency in the skills of independent work by future specialists. The results of the survey revealed the following: 20 % of students scored more than 55 points and have a high desire and motivation for self-education. Most of the subjects – 50 % – scored from 36 to 54 points and showed an average level of desire for self-education. Three respondents – 30 % of students have a low level of development of the need for self-education. Thus, the results obtained made it possible to reveal that future employees of the penitentiary system have, predominantly, an average and low level of development of the need for self-education. Consequently, it is expedient to work on organizing the process of developing the need for self-development and self-education skills of students in a departmental educational organization of higher education.

THE PRINCIPLE OF CONTINUITY AS A FACTOR IN THE DESIGN OF A METHODOLOGICAL SYSTEM FOR TEACHING PHYSICS TO STUDENTS OF TECHNICAL SPECIALTIES OF UNIVERSITIES

"For successful professional adaptation in the new socio-economic conditions, it is not enough to train specialists with a so-called «formed and fixed» character and certain qualification. The globalization of the educational space and the desire to ensure the continuity and integrity of learning, determines the diversification of factors in the design of educational programs and methodological systems for studying subject areas, taking into account the needs of labor markets and education. The modern economy requires constant updating of technologies, knowledge, skills and abilities. Their continuous updating is the key to the growth of a specialist’s qualifications. The problem of continuity in lifelong education has many aspects: philosophical, methodological and psychological. In our research, we deliberately limited the area of research into the issue of continuity as a factor in the design of a methodological system for ensuring the fundamental nature and practical conditioning of the needs of society. When moving to a new level of quality, there is a problem of «loss» of the classical fundamentality. The results of our research, aimed at solving this problem, show that the principles of continuity and transdisciplinarity are effective tools for implementing the concept of lifelong education and preserving the fundamentality and modern quality of training engineers of a new formation. The aim of the study is to design a methodological system for implementing the principle of continuity in the process of training future engineers. The principle of continuity in education is considered in the article as a condition for the implementation of the dynamics of knowledge, depending on the content and context of teaching physics in technical specialties of universities. The theoretical result of the research is the implementation of the principle of continuity as a didactic factor in the design of a methodological system for the contextual study of a course of physics in engineering and technical education. In the article, this problem is investigated by analyzing, comparing, systematizing, interpreting various aspects of the problem in the scientific literature and educational practice of universities. "

Подготовка кадров для наукоемких производств в системе непрерывного образования

At present the higher education system does not meet the employer’s requests. Therefore, the concept of lifelong education is becoming more and more relevant. One of the aspects of such education is a corporate university which not only provides the necessary knowledge to work for a particular company, but also improves general cultural skills. On the basis of expert interviews (N = 100) conducted in 2017–2019. it was considered as high-tech industries are ready to participate in personnel training in order to have well-trained employees and receive economic profit. Attention is also drawn to the current state of the professional education system. The experts’ opinion on the corporate education, as well as on the basic university departments as one of the forms of such education is pondered upon. The interview is also focused on the effectiveness of continuing education courses. Attention is paid to the problems of insufficient level of professional competencies facing the employers and the possibilities of overcoming them. The experts expressed their opinion on the changes that they would like to see in the professional education system. Possible options for the development of professional training for lifelong education were considered. The article focuses on the interaction between lifelong education institutions and high-tech industries which will help bridge the gap between the education system and real production.

Педагогическая модель совершенствования здоровьесберегающего и адаптационного потенциала подростков в образовательном пространстве школы

he concept of life-long education and the Federal State Educational Standard for General Education presupposes teaching technologies that form a positive attitude to a safe and healthy lifestyle in teenagers. The cognitive and social tasks that teenagers have to face grow more and more complex, which means that class environment should develop their coping potential and healthy lifestyle habits. The article features a pedagogical model for improving the health-saving and coping potential of adolescents in class. The model includes functional components that consist of organizational and pedagogical conditions aimed at solving learning, developmental, educational, and social tasks in class and during extracurricular activities. Monitoring proved to be the main organizational and pedagogical condition for improving the potential of adolescents in adaptation and healthy lifestyle habits. Monitoring includes three main stages: analytical, technological, and corrective. The research involved traditional and modified criteria of the health-saving and coping potential. The experiment proved the effectiveness of the new model.

Adult Education: Organizational Approaches Under Uncertainty

Education, undoubtedly, is recognized as determining the social configuration of each state. Most countries of the world are intensively developing and improving the adult education system as an important element of lifelong learning that ensures the development of society. The concept of lifelong education is viewed as a system of the future, which should become the basis for sustainable development, ensuring stability in society, socialization of a person in a changing social environment. Globalization world processes also have a significant impact on education. At the same time, individual education systems should take into account national and cultural characteristics when developing adult education programs so that universalization is combined with existing diversity.
 The article analyzes the main directions of adult education such as obtaining a second higher education, business education and training for people of the third age. The specifics of the adult audience, the specifics of the work of teachers, the content of curricula and teaching methods are considered. When writing the article, the experience of working with adults, accumulated at the People's Ukrainian Academy, which is a complex of continuous education, in which the adult education system is logically inscribed, was used and generalized. The need to improve the national system of postgraduate education is expressed. We are talking about creating a unified regulatory framework for adult education, changing sectoral legislation, optimizing the structure of additional postgraduate education.

The Transformation of Higher Education Under the Concept of Lifelong Education

With the deepening of the new curriculum reform, various disciplines in colleges and universities are deepening the reform, from the teaching content, teaching methods, teaching staff and other aspects of reform. Lifelong education system has the characteristics of systematization, learning, development and comprehensiveness. It is the unity of all kinds of education. As an important part of lifelong education system, higher education has prominent advantages and importance. Therefore, it is the general trend of the development of higher education in the world to bring higher education into the lifelong education system, apply the concept of lifelong education to promote the reform of talent training mode of higher education, and make higher education more autonomous, flexible and integrated in terms of specialty selection, educational system and teaching plan.