Implementation Of Lifelong Learning Research Articles

The Role of Non-Formal Education in Elderly Schools and The Implementation of Lifelong Learning

With the increasing number of older people, this community’s protection, welfare, and independence must run well. This research will then be carried out to see how the implementation of elderly schools can empower the elderly to stay healthier and independent through non-formal education. This research will be carried out using a qualitative approach. The data obtained are sourced from various research results and studies that are relevant to this research. The results of this study indicate that the implementation of elderly schools in Central Java province has been carried out for a long time. The implementation of this elderly school is the implementation of lifelong education policies by participating in non-formal education, which is carried out regularly and well planned. Then in its implementation, the elderly school also provides various facilities such as mentors and health and social services carried out by various local institutions.

Enacting Lifelong Learning in China

In the last few decades, lifelong learning has gained favour as an educational paradigm. Inevitably, embedded in social, cultural, and economic contexts, the conceptualization and implementation of lifelong learning across the globe is far from homogenous. In China, although the notion of lifelong learning can be traced to Confucius, the term was introduced more formally in the late 1970s after the Cultural Revolution. In the present article, the authors engage in a critically reflective discussion of the lifelong learning in China. The authors offer historical and future perspectives on lifelong learning and how it is enacted in relation to labor distribution, skills, training, and future needs.

Increasing the Research Capacity of Universities in Ukraine: Problems, Value Dimensions and the Way of Democratization

There are certain obstacles to the development of the research capacity of Ukrainian universities, which can be classified as belonging to one of the two groups: «external» and «internal». If the former include more obvious things like insufficient funding for national science and higher education, as well as the imbalance of teaching and research activities of the academic staff, the latter relate to the values, interests and motivations of the researchers. It is argued that a possible way to overcome the first type of obstacles is to rethink the role of the university teacher, who from a translator of knowledge becomes a mediator helping students to acquire the ability for life-long self-education and the constant creation of own knowledge. The competition to traditional universities presented by non-formal education emphasizes the benefits of the individual approach and personal communication between teachers and students and the special value of the personal knowledge as a result of own research. The article argues that in the absence of internal motivation for scientific research and a tendency to recognize the principles of scientific ethos, the attempt to «force» creativity leads only to the profanation of scientific activity, in particular to mass violations of academic integrity by students. Really effective research can be based only on the moral imperative of each human person as an autonomous subject of values and responsibility, and the most important factor in the development of university science is the democratization of higher education, which returns to the humanistic ideal of the Enlightenment that considers each person as capable of creative and independent thinking. Such democratization contributes to the implementation of lifelong learning and effective activities of university graduates in a volatile and complex world, and also corresponds to the ideas of the open science concept as one of the most important ways for increasing the research capacity of Ukrainian universities.

Critical theory and the implementation of lifelong learning in Vietnam

Lifelong learning is the continuous acquisition of knowledge and skills which occurs throughout life with an emphasis on the full development of personality. Despite the increasing interest of Vietnamese policy makers in promoting lifelong learning, the implementation of lifelong learning at universities is still limited. This research delineated and critiqued the policies and the current practices of lifelong learning at the college level of the Ministry of Education and Training in Vietnam (MOET) under the perspective of critical theory. From the discussion of the policies and practices that the MOET was implementing, recommendations for the policy makers were made with the aim of helping Vietnamese students embrace their right to lifelong learning and fulfill the personal and democratic purpose of education.

PECULIARITIES OF ORGANIZATION OF ADDITIONAL PROFESSIONAL EDUCATION OF STUDENTS IN A TECHNICAL UNIVERSITY

Further training is an essential element in education and training of students at technical universities. The article raises the problem of organization and implementation of lifelong learning in the system of education. The emerging contradiction between the requirements of modern society for a specialist and the existing real conditions for teaching students forced us to reorganize the process of teaching graphic courses by means of using the elements of further distance education. The authors consider the possibility of training correspondence students specialized in engineering and construction on graphic modules by means of distance learning and electronic educational system Moodle 3. The learning environment includes the educational and methodical complex of the module with the use of computer and Internet technologies, multimedia and a depository of exercises for students’ individual work. Students are trained remotely, on-the-job, that significantly improves the quality of the modules of the graphic area.

Characteristics and differences of lifelong learning policy implementation for the elderly in Thailand

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 implementation. Using qualitative research methodology, the study showed that each region had established a networking model among stakeholders differently, with distinct actors as focal points in promoting the policy. North and south were the two regions where the elderly were most active and had contributed substantially in terms of inputs. They had also steered the process of policy implementation through close collaboration with sub-district administrative offices and the establishment of their respective associations for the elderly. The other two regions depended on support from the central government and regional branch of the office of non-formal and informal education. The sharp contrast between the regions led to the conclusion that the direction and pro-activeness in promoting lifelong learning policy for the elderly people in Thailand yielded different policy outputs and outcomes; that policy outputs and outcomes remained at the discretion of key actors within each locality; and that policy output and outcome were also not completely dependent on the top-down direction provided by the national government.

Incorporating Lifelong Learning From Residency to Practice: A Qualitative Study Exploring Psychiatry Learners' Needs and Motivations.

There has been an increased focus on lifelong learning (LLL) as a core competency to develop master learners in medical education across the learner continuum. The purpose of this study was to explore the perceptions of psychiatry residents and faculty about LLL implementation, motivation, and training needs. This qualitative study was conducted in a large, urban, multisite psychiatry training program as part of a larger mixed methods study of LLL in psychiatry education. Using a purposive sampling approach, psychiatry residents were recruited to participate in focus groups; early career psychiatrists and psychiatry educators were recruited to participate in semistructured interviews. Content analysis of interviews and focus groups was done using the iterative, inductive method of constant comparative analysis. Of the 34 individuals participating in the study, 23 were residents, six were psychiatry educators, and five were early career psychiatrists. Three predominant themes were identified in participants' transcripts related to (1) the need for LLL training in residency training; (2) the implementation of LLL in residency training and practice; and (3) the spectrum of motivation for LLL from residency training into practice. This study identified the lack of preparation for LLL in residency training and the impact of this gap for psychiatrists transitioning into practice. All participants described the importance of integrating LLL training within clinical rotations and the importance of grounding LLL within the clinical workplace early in residency training to support the delivery of effective, high-quality patient care.

Achievements and challenges in the implementation of life-long learning for the regulatory profession

Achievements and challenges in the implementation of life-long learning for the regulatory profession

Positioning lifelong learning in aquaculture: challenges and opportunities

Lifelong learning has been one of the building blocks of the Bologna Process since 1999. The Thematic network AQUA-TNET (Aquaculture, Fisheries and Aquatic Resource Management TN—2008–2011—142245-LLP-1-2008-1-BE-ERASMUS-ENW) in its response to each development has made a significant contribution to the network members’ knowledge and understanding of the different aspects concerned in the provision of university lifelong learning. Various definitions and interpretations of the concept led to relatively slow implementation of lifelong learning in many European universities; however, the EUA European Universities Charter of Lifelong Learning Surveys undertaken by AQUA-TNET showed that the AQUA-TNET approach has successfully incentivised its partners, since a higher percentage of AQUA-TNET partners (54 %) have a LLL strategy in place than the HE organisations surveyed by the EUA (average 39 %).

High-quality studies - vision of students of pedagogy

The development of national study quality assurance systems, discussions about study quality is an important step towards the implementation of lifelong learning and Bologna process targets, priorities. Students of the Higher Education are important element in study quality assurancesystem. It is written in the Republic of Lithuania Law on Science and Studies (2009) 41 paragraph: that „any high school must continuously update website and use other social media sites to update precise quantitative and qualitative information about <...> attitude of students, graduate students and other interested parts on quality of studies”. The twenty-first century universities emphasize the attention on students, quality of studies which became an asset and are associated with competitiveness and expectations of successful future.The aim is to present the first-year student’s of pedagogy opinion, vision about high quality studies. The research instrument is the questionnaire in writing from with open and closed questions. The research was with 198 first-year students of pedagogy (2012–2013) from Lithuanian University of Educational sciences and students of pedagogy from Vilnius Pedagogical College.First-year students of pedagogy were chosen because their expectations do not rely yet on the prior learning experience. The survey was taken of the general methodological guidelines, voluntary participation, participants selected a convenient time and the fundamental principles of the survey. To participate in the survey was available in two ways: remote and writing at university.

Challenges to Adult Education in Lithuania

The aim of this paper is to discuss development of Lifelong Learning possibilities in Lithuania and adult attitude towards learning, which are important factors in the implementation of Lifelong Learning in Lithuania. Lithuania, as a partner, participates in EU 6 Framework programme project “LifeLong Learning 2010” together with 14 other partners. The project focuses on the contribution of the education systems to the process of making lifelong learning a reality and its role as a potential agency of social integration. The survey has revealed that in general, Lithuanian adult learners have a positive attitude towards lifelong learning. A positive attitude towards lifelong learning is held by 63% of the learners, 37% - neutral, and 0,4% negative. That insures the dissemination of good practice of lifelong learning has important impact for development lifelong learning strategy and for spreading lifelong learning ideas among Lithuanian adults.

Learning as renewal: contribution to the present theoretical background of the lifelong learning policy of the European Union

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 since the millennium, which have not yet been integrated into the lifelong learning policy. This article analyses the documents of the European Union on lifelong learning from the aspect of how compatible they are with the most recent adult learning theories assisting the deeper understanding of the characteristics of adult learning. According to the recommendation of the author, the present transformation of Europe experiencing recession should be thought of as a learning process, of which the newest, innovation-oriented adult learning theories say a lot. These are, for example, the process-, biography- and change-oriented theories which contain the elements of transformative learning theory as well, and are also compatible with action-learning theories focusing on solving the tasks and problems of the workplace through learning. Further relevant theories can be the theories of innovation management and the flow theory. It would be worth integrating the relevant elements of these theories into a new, innovation-centred concept which would include the innovation indicators of adult learning/adult education.

LEGAL FOUNDATIONS, PEDAGOGICAL CHALLENGES, AND TECHNOLOGICAL CONSTRAINTS OF DISTANCE EDUCATION IN INDONESIA

This paper addresses legal foundations, pedagogical challenges, and technological constraints of distance education in Indonesia. Legal reform and policy changes in education have taken place recently in Indonesia, including the ratification of new Laws and regulations in education. These changes have effects on distance education as part of the effort to meet the right to education for its citizens. Distance education is expected to respond to challenges in effective implementation of lifelong learning. Despite some constraints, technology is used in distance education to enhance the implementation of the right to education. Distance education should help reach out the disadvantaged groups of the society and serve as the catalyst in the establishment of a knowledge-based society in Indonesia.

East Asia Lifelong Learning Community 2020: Objective, Organization and Operation

Nowadays increasing emphasis has been placed on the positive role of human capital in promoting economic growth and social prosperity. While East Asia has firmly established and actively taken on its role in global development, a good implementation of lifelong learning to promote human capital and integrate educational resource on the whole regional level is crucial to its future. We explore the concept of life-long learning and point out the challenge to East Asia in building a regional lifelong learning system. To meet the challenge and realize the idea of lifelong learning, we design the framework of East Asia Lifelong Learning Community 2020 by presenting the objective, organization and operation for this regional cooperative system, in which universities and enterprises will be the main actors to make it work.

Organisation and Management of Continuing Higher Education: Findings of a Comparative Study in Six Countries from a German Perspective

An international comparison study investigated the organisation and management of continuing higher education (CHE) in Germany, Finland, France, the United Kingdom, Austria and the United States of America. CHE is compared on the system level (boundaries between traditional study programmes and CHE, linking of CHE and vocational training, accessibility openness of the HE system, and recognition of prior learning), the institutional level (type of organisation, cooperation between centralised and decentralised units, and implementation of lifelong learning), as well as on the programme level (use of ECTS-credit points, duration of courses, e-learning, and corporate programmes) in order to derive potentials for CHE and to identify decisive factors of success. The main results are reported in this article.

Research and policy in lifelong learning

It has long been acknowledged that adult and lifelong educators have exercised little influence over national education policies. This article addresses the issue, with particular reference to the research elements of policy advocacy. Researchers and policy‐makers are distinguished and related as communities of practice and intellectual categories of social function. It is argued that the concept ‘policy‐maker’ is too ambiguous to be of either theoretical or practical use, especially since the focus has shifted over the years away from the advocacy of adult education to the implementation of lifelong learning. Also, the concepts of both ‘policy’ and ‘research’ have undergone significant shifts of meaning, so that traditional ideas of the relation between research and policy are now outdated. We live in an age of public scepticism about the political uses to which research is put, and this also needs to be taken into account in the case of lifelong learning. Thus, the relation between research and the policy process needs to be reconceptualised in a future beyond lifelong learning in order to be meaningful, with the focus much more upon process than outcome. Only in this way could adult and lifelong educators expect to have any influence upon national policies.

International concepts and agendas of Lifelong Learning

International organisations were the main proponents of Lifelong Learning when the concept was first developed in the early 1970s. Although different organisations used different labels—Lifelong Learning, recurrent education, éducation permanente—they all emphasised that learning is a lifelong process and that all education should be organised around that principle. In the 1990s the idea re‐emerged, again conceptualised and propagated by international organisations, this time however with a strong human capital rationale. Unlike the first generation notion this new concept was espoused both by governments of the Western industrialised countries and industry. The author critically discusses the role of international organisations in the conceptualisation and implementation of Lifelong Learning. He argues that international organisations do not operate on their own but that their debates and agendas are influenced by national governments who use them for pushing and legitimatising their own political agendas.

Facilitating the implementation of lifelong learning in nursing

Lifelong learning in nursing comprises an essential conceptual shift from the notion of the registered nurse (RN) being merely a competent health service incumbent to one who engages in professional learning continuously throughout their career in order to keep their knowledge and skills up to date. Since the 1990s, lifelong learning has appeared as a rhetoric within nursing literature in the UK, with a seemingly general assumption that there is a shared understanding and acceptance of the concept among all nurses. A literature review on lifelong learning shows that the concept comprises a number of components. However, because the literature does not seem to address the application of the concept to nursing, a study that aimed to ascertain RNs' perceptions of lifelong learning, and their views on the mechanisms that would enable effective implementation of the concept, was conducted. This qualitative study entailed individual interviews with 26 RNs and two focus groups with another 12 RNs. The findings suggest that there are positive perceptions as well as certain reservations about lifelong learning among RNs, and that structural mechanisms could be more firmly and equitably anchored. Additionally, profession-based and informal personal networks tend to play a key role in encouraging and supporting learning. The results of the study are configured into a conceptual framework for the implementation of lifelong learning in nursing and possibly in other health professions.

Measuring Lifelong Learning for the New Economy

The purpose of this paper is to describe some of the challenges that research and statistical systems are faced with in the education sector as a consequence of the decision taken by the economically advanced countries to adopt a lifelong learning framework and strategy in response to the move towards the new global economy. Market failures currently stand in the way of realising lifelong learning for all. Implementing lifelong learning is widely seen as one element of a policy strategy aimed at facilitating the transition to the new economy, while easing some of the pressure this transition is expected to bring for individual citizens and communities. Lack of information of various kinds is the root cause of market failure. Governments therefore have an interest in improving the knowledge base of education, training and learning, so that better investment and training choices can be made. The assessment and validation of skills acquired outside of the school setting are elements of a strategy to improve the quality of information supply. Much work has already been done on the conceptualisation and measurement of skills and competencies during the last decade. But so far the progress has been insufficient to satisfy the requirements. Research work on the assessment of different adult skills therefore needs to be given strong support. Given the scope and volume of the learning activities that occur in sectors where the education authorities normally exercise little control or responsibility for management, it is clear that the information infrastructure for lifelong learning needs to be diverse, yet inclusive. Because of this inclusive perspective, a variety of avenues to data collection must be followed. Multiple indicators organised in a multilevel framework are required for the monitoring of progress towards the implementation of lifelong learning for all. But given the current state of play of the social sciences, and in particular of survey practice and indicator measurement, the time when a holistic and comprehensive framework of lifelong learning indicators can be proposed lies far in the future.

Implementing Lifelong Learning in Partnership with the Educational Sector and the Work Place

The author examines why the changes in today's working conditions require lifelong learning. She maintains that combining resources of the educational sector, the working environment and the media is needed for the implementation of lifelong learning. However, cultural and ethical barriers to lifelong learning create a real challenge for educational institutions. One can ask, therefore, whether there is competition or partnership today between educational institutions and media.