Development Of Lifelong Education Research Articles

Significance of CAx technologies in Industry 4.0: The path from Education 4.0 to Industry 4.0 through lifelong learning in metal processing industry

The implementation of CAx in Industry 4.0 (I4.0) enhances product development, manufacturing processes, and maintenance activities by leveraging digital technologies, connectivity, and data analytics. These implementations enable increased automation, improved productivity, better decision-making, and enhanced product quality in the context of Industry 4.0. One of the goals of the Education 4.0 is to define plans and programs for retraining, continuous learning and training of students, engineers, etc., that is, the development of higher technical education during the implementation of CAx technologies in accordance with the requirements of I4.0. This will lead to improve the level of competence and skills of teachers, engineers and students, related to CAx technologies. The education 4.0 is significant from the point of view of connecting the University and the enterprises through the development of lifelong education in the the enterprises, as well as from the aspects of the application of smart technology in I4.0

Network Education Resource Information Sharing System Based on Data Mining

To enter a new stage of development of education informatization, network education has become a global trend of education training, the development of lifelong education, and resource sharing platform for higher vocational colleges to some extent, with network technology and multimedia technology as the core of the rapid development of modern information technology. The sharing of network education resource sharing system and the application in the whole advancement provide the conditions, it promotes the construction and development of higher vocational education resource system. This study examines the problems that exist in the construction of higher vocational college education resources, such as unreasonable management of education resources, unclear goals of higher vocational colleges, and unclear school-enterprise cooperation, based on the research status and achievements of higher vocational college education resources at home and abroad. On the basis of combing and analyzing the related concepts, theoretical basis, and construction principles of higher vocational education resources, the paper designs the network sharing system of higher vocational education resources in detail from its design objectives, design ideas, user needs, overall framework system, hierarchical structure, and functional modules. The core part is the realization of system function modules, including the resource management function module, system management function module, and user management function module. At present, domestic scholars have carried out a lot of research on the construction of basic education network resources. Although the research focuses on resource allocation, coconstruction and sharing mechanisms, and the current state of building and development methods, it also serves as a guide for the development of basic education network resources. However, most of these research results analyze problems from the qualitative perspective, and most of the research results are speculative research at the macro level, lacking practicality. With the rapid development of network education, the construction of network resource libraries is developing in the direction of intelligence and individuation to meet the different learning needs of learners. Based on the analysis of the problems encountered by learners in using the resource library for learning, this paper puts forward the application of data mining technology (DM) to guide the construction of the resource library and discusses how to improve the organizational structure of the resource library, improve the utilization rate of the resource library, and adapt to personalized learning. At present, the system is still in the system testing and experience stage, through the continuous testing of relevant functional modules, further improves the function of the sharing system, and constantly increases the scalability of the system function, in order to establish a perfect, comprehensive, and nationwide higher vocational education resource network sharing system.

The history of lifelong education in Spain and other Spanish speaking countries: 1730-1959

ABSTRACT While the idea of lifelong education in Spain is much older, the history of the concept begins in the 1960s. As digital libraries are becoming a source of new data for researchers, the aim of this study is to examine the history of the terms related to lifelong education and learning in Spain and other Spanish-speaking countries by using data published before 1960 and available in Massive Digital Libraries, such as Google Books and HathiTrust. The analysis of books and different kinds of texts and discourses published in Spanish from 1400 until 1959 revealed three formative periods in the development of lifelong education that begin in 18th-century Spain during the Enlightenment and spread to Latin America by the mid-19th century where most of the activity is focused in the following century. What emerges are different conceptualisations of permanent education shaped by the social, political, and economic context as well as influential philosophical movements, such as Krausism and positivism, on one hand, and by a variety of actors on the other hand.

Factors for teaching logical thinking for future teachers on the basis of innovative technologies

In this article, training future teachers in logical thinking based on innovative technologies is one of the most important factors in the development of lifelong education, as well as certain changes in the educational process, the content of education, various initiatives and innovations leading to improved quality and effective organization are reflected in the integrated system.

The main parameters of and mechanisms for the development of lifelong education of the adult population in the economically developed countries

The main parameters of and mechanisms for the development of lifelong education of the adult population in the economically developed countries

The main parameters of and mechanisms for the development of lifelong education of the adult population in the economically developed countries

Lifelong education is gradually becoming the main challenge for the education system and for a significant part of the working population. The demand for it is influenced by the growth of interest in further education in a variety of forms, content and duration among the highly educated adult population; by the growth in the number of people who lack skills and qualifications to perform current work assignments, and by the increasing needs of employers operating in conditions of frequently changing requirements for the competence of employees due to technical and organizational changes. The author considers the indicators of the involvement of the adult population of economically developed countries in various forms of lifelong education, as well as incentives and barriers to such activities. It may be especially useful for the Russian public to learn about collective funds of professional training, and the use of instruments of state subsidization and reimbursement of expenses: educational loans and vouchers; individual and saving accounts which can become promising means to expand participation in lifelong education, including for a growing number of non-standard workers.

China’s Experiences in Developing Lifelong Education, 1978–2017

Purpose: This study systematically reviews the China’s progress in lifelong education (LLE) policies, theories, and practices in the 40 years since its reform and opening-up and provides several guidelines for developing LLE going forward. Design/Approach/Methods: This study analyzes the characteristics of LLE in China through a review of its developmental process and prospects at the policy, theoretical, and practical levels. Findings: While following the goals of LLE set by the United Nations Educational, Scientific, and Cultural Organization, China has developed and implemented LLE with distinctly Chinese characteristics. The development of LLE in China has focused on protecting citizens’ learning rights, improving civic literacy, and enhancing human resources. This study reveals four aspects of China’s experiences of LLE development. First, as the primary actor in promoting LLE, the government took responsibility for providing guidance and leadership in the development and implementation of LLE. Second, the people’s enthusiastic response to and expectation of the further enhancement of their spiritual cultivation and quality of life established LLE’s practical status. Third, the socioeconomic and political context consolidated the value foundation of LLE development. Fourth, the positive responses of the academic community and follow-up studies promoted policy-oriented processes and practice-based scientific development. Originality/Value: In addition to suggestions for the creation of an LLE system with Chinese characteristics, this study reveals several core theoretical topics of LLE development in China that warrant further research.

Development of Lifelong Education in the National Sports

Development of Lifelong Education in the National Sports

Theoretical Analysis of Canadian Lifelong Education Development

Theoretical Analysis of Canadian Lifelong Education Development

Experience of lifelong education in Western countries: The revelation of adult education

<p>Summary Adult Education in China provides a large number of educational opportunities for the general public , trained a large number of talented people , The largely compensates for higher education's Insufficient , But there are many problems . the appearance of these problems directly or indirectly affects the quality of education for adult teaching . , affect lifelong education in our country The construction of the system . for This, should draw on the successful experience of lifelong education in Western countries , combined with China's national conditions , Clear the concept of adult education goal , make adult education Education Development Program , Improving the quality of teaching for adults , Further promote the development of lifelong education in our country .</p>

Individualizacija izobraževanja vodi v mentorsko gibanje Znaš, nauči drugega

Z razvojem vseživljenjskega izobraževanja se učenje vedno bolj individualizira. Obseg skupinskega izobraževanja (tečaji, seminarji) se zmanjšuje, individualno, samostojno izobraževanje s podporo mentorja nenehno narašča. Značilnost informacijske družbe ali družbe znanja je, da imajo ljudje od zaznave potrebe po znanju do trenutka, ko bi to morali že obvladati, na razpolago zelo malo časa. Iščejo najbolj racionalno pot učenja, tako da je pri- lagojena njim osebno. Nova družba potrebuje unikatnega človeka, ker s tem povečuje osebno konkurenčnost. Že več desetletij smo priče novim pojavom izobraževanja tudi v Sloveniji. Ljudje se ne zanesejo več samo na poklic, kompetentnost si izgradijo še v drugih izobraževanjih (vzporedni študij, specializacije v drugi stroki, izkušnje, dopolnilno izobraževanje) in vse skrbno shranijo v portfelj. Neformalno mentorstvo in učenje v parih smo na Slovenski univerzi za tretje življenjsko obdobje promovirali prek gibanja »Znaš, nauči drugega« od leta 2009 dalje. Neformalni mentorji ponudijo svoje znanje iz računalništva še drugemu. Steče učenje v parih mentor-učenec o elektronski pošti, uporabi skypa, facebooka, interneta, urejanju in pisanju tekstov, digitalni fotografiji itd. Mentor se vživlja in prilagaja učencu. Če učenec želi, da se uči doma na svojem računalniku, ker ga bolje pozna in je napredovanje v znanju tako najhitrejše, imamo patronažno izobraže- vanje. Podjetje ST Slovenija podpira gibanje »Znaš, nauči drugega« in ga širi v podjetja: Each one teach one. Mentorstvo je vedno pogostejša oblika individualnega izobraževanja. Razlike so med formalnim in neformalnim mentorstvom. Prvo daje poudarek pridobivanju znanja, mentor je uradno določen, drugo omogoča tudi osebnostni razvoj: odpravo strahov, večjo samozavest, nove načrte. Učenec in mentor se morata osebnostno ujeti. Neformalnega mentorja si učenec navadno poišče sam. Ni za vsakega učenca primeren isti mentor. Pri mentorju učenci cenijo: prijaznost, iskrenost, zaupanje, da zna poslušati, svetovati na eni strani in znanje, strokovnost na drugi strani.

China’s Lifelong Education: In Comparison with United States’ Lifelong Education

Lifelong education is a core concept in the modern education system, but it is little established and practised in China. Therefore, this study, in view of the growing importance of lifelong education in China, was undertaken in comparison with United States' lifelong education. As in most of current literature on China's lifelong education, such comparison is ignored or overlooked. The study examined the similarities and differences between two countries in developing and cultivating the mechanism and strategy of lifelong education as well as the contributing factors in development of lifelong education in two countries, which was discussed with equal parity and with the goal of learning from both systems. Significant differences were found in the mechanism and perceptions about lifelong education in two countries. The underlying reasons that may account for such differences, from the government's legislation and policy on lifelong education to the contributing factors are discussed extensively.

Lifelong education in Japan, a highly school-centred society: educational opportunities and practical educational activities for adults

In Japan the use of the term lifelong education has become widespread throughout the 1990s and is central to educational policies, which actively tackle crucial subjects that take place in a wide area of education in a drastically changing contemporary society. This paper examines in detail the present situation of the development of lifelong education, in particular concerning adults, relating to the traditional ideas and systems on education called a highly school-centred society. These traditional ideas and systems, even today in Japan, have still functioned to greatly value school credentials and disturb the widening of the participation of adults in lifelong education, nevertheless adults have stood in need of continuously studying up-to-date knowledge and skills in a wide range of areas and at a different level throughout their working lives.