Implications For Lifelong Learning Research Articles

Convergence or fragmentation? Recent developments in recognition of microcredentials and their impact on higher education in Asia and the Pacific

PurposeThis paper explores the development of microcredentials (MCs) through a regional lens, considering their implications for lifelong learning and skilled labour mobility in Asia and the Pacific. It also examines recent global initiatives led by the United Nations Educational, Scientific and Cultural Organization (UNESCO).Design/methodology/approachThe study reviews recent global initiatives aimed at developing shared definitions and principles for MCs, as led by UNESCO, taking into account the importance of existing initiatives such as the pilot project launched by the Australian government in 2022. The formalization of MCs within national education systems is also examined, with reference to frameworks developed by organizations like the European Union (EU), Australia and the Malaysia Qualifications Agency (MQA, 2020).FindingsThe paper underscores the increasing attention from international organizations and governments to the development and recognition of MCs, with significant efforts in countries like Australia and pilot initiatives in New Zealand and Malaysia. However, it also highlights that many MC projects in Asia are still in their early developmental stages, emphasizing the need for further progress and formalization.Originality/valueThis paper offers a unique perspective on the development of MCs in the Asia–Pacific region and their potential role in international education. It explores the prospects for MCs in international education, including student mobility and cross-border online courses. The challenge of integrating MCs into existing systems for recognizing international qualifications is discussed. Overall, the paper contributes to the understanding of MC frameworks as essential tools in the formalization of lifelong learning in the region, supported by the provided citations (OECD, 2021).

Supporting adult working learners

AbstractThis paper explores the impact of technological advances and digital transformations, with a particular focus on the “future of work” and its implications for lifelong learning and adult working learners. We emphasize the pressing need for human‐centric solutions to address complex human challenges that technology alone cannot resolve, such as access to education, socioeconomic disparities, and cultural barriers. Drawing on articles in this issue, we advocate for cultivating improved human capabilities among systems, organizations, leaders, educators, and learners to navigate the accelerating technological and social transformations in work and education. Additionally, this paper underscores the significance of educators, policymakers, and advocates in serving the lifelong learning needs of adult working learners, while also highlighting the need for more agile and pragmatic strategies. While addressing the necessity of integrating technological advancements with human development, we stress the importance of ongoing education and training to adapt to the changes brought on by Industry 4.0 era. Ultimately, the paper calls for responsive and intelligent education policies and systems that promote the education, well‐being, and economic participation of citizens in the face of a rapidly evolving technological landscape.

Exploring the learning experiences of older mature undergraduate students

Abstract Mature students have been a significant feature of UK higher education for at least 40 years. Categorising all undergraduates who started their degrees over the age of 21, as mature masks significant diversity. Older mature students have been shown to get better degree outcomes than younger mature students and young students. This study explores the learning experience of six older mature students, who started their studies over the age of 40, in order to better understand this under- studied group. The findings suggest that confidence is of critical importance in underpinning the experience of this group, and that increased confidence leads to better time management and more integration into the wider student body. This has implications for lifelong learning, where developing strategies to improve the confidence of these learners can help accelerate their integration into the student body, and may have a positive impact on their retention.

Indigenous knowledge/s of survival: implications for lifelong learning among the Basotho herding fraternity

This article foregrounds Basotho male herders' interaction with their environment as a productive platform for informal learning activities poised to address the herders' immediate and context-specific needs. Indeed, understanding how the herders interact and learn through their daily engagements with their environments has a potential to provide substantive baseline insights that could inform Lesotho's nonformal education providers and policy-making forums. Drawing on indigenous knowledge theory, the article explicates the sociocultural perspective of indigenous knowledge with emphasis on how it is acquired and applied by male Basotho herders in order to improve their lives and address their daily herding challenges. The study adopted a qualitative research methodology with a sample of 30 snowball-selected Basotho male herders using interviews, transect walk, and photo voice as its methods of data collection. The data were analysed using the pattern coding method. The findings revealed two main forms of indigenous knowledge that the herders acquired through the herding practice namely, indigenous knowledge as local science and indigenous knowledge as local practice. The study recommends more scientific research that documents Lesotho's specific indigenous knowledge-to develop a holistic nonformal education curriculum and to nurture the rare indigenous knowledge skills of the Basotho male herders.

Personal Learning Environments: A Solution for Self-Directed Learners

In this paper I discuss personal learning environments and their diverse benefits, uses, and implications for life-long learning. Personal Learning Environments (PLEs) are Web 2.0 and social media technologies that enable individual learners the ability to manage their own learning. Self-directed learning is explored as a foundation for the use of PLEs. I outline the optimal criteria for social media tools to be used as PLEs: they must be easy to use, open, dynamic, and offer collaboration options. I discuss individual PLE tools with examples and possible uses. I list implications for educators and individual learners. I conclude the discussion with ideas for future study of PLEs in formal and informal learning.

Intersecting discourses of militarism: military and academic gendered organizations

This article explores the ways in which military constructions of gender intersect with academic ones. Its focus is to connect military discourses of duty, honour and service before self with academic ones of commitment and productivity. As such, it engages in an institutional analysis of the gendered organizations of the military and academia and the associated implications for lifelong learning and education. First, I discuss how, despite resistance from countless educators, corporatism and militarism have come to influence many forms of lifelong learning and higher education. Then, I detail the ways in which both the military and academia, with their unique purposes, are gendered organizations, requiring inordinate dedication and commitment to institutional ends. Finally, I conclude that educators must continue to recognize, problematize and challenge gendered discourses that privilege militarism in higher and lifelong education.

End games? Consumer-based learning in higher education and its implications for lifelong learning

This paper outlines core features of what it terms consumer-based learning and relates this to the context of increasing utilitarian goals and values of higher education. It argues that this presents challenges broader than the immediate teaching and learning environment and student experience, which also potentially impacts the future lives of graduates leaving university.

Motivating factors and perceived barriers to participating in continuing professional development: a national survey of veterinary surgeons

Although continuing professional development (CPD) is regarded as mandatory by the Royal College of Veterinary Surgeons, it is not yet a statutory requirement. To understand what motivates veterinary surgeons to engage in CPD and perceived barriers to participation, a national survey was administered to a sample of the profession. The study sought to report overall opinion and to compare the views of different groups in terms of decade of graduation, gender, employment status, area of employment and position in the workplace. The results of the study are encouraging in that recent graduates would like to engage in more CPD, compared with their predecessors, and are the most intrinsically and extrinsically motivated. However, significant barriers to participation exist, including personal barriers, a lack of workplace support and a lack of CPD activities at a suitable time, location or level. Part-time workers reported higher barriers than full-time workers. Although the majority (90 per cent) of respondents receive all or part of their CPD funding from employers, a significant proportion (41 per cent) are required to fund at least part of their CPD. First-opinion practitioners reported significantly less access to a professional library, which has implications for lifelong learning and the practice of evidence-based veterinary medicine.

Why (and how) do teachers engage in social networks? An exploratory study of professional use of Facebook and its implications for lifelong learning

AbstractTo date, little empirical research on professional use of social network sites has been conducted, particularly with reference to groups of teachers on Facebook. The paper presents the results of two surveys addressed to the founders of five Italian Facebook groups and their members (n = 1107), with the aim of investigating mechanisms underlying group membership and reflecting on their implications for professional development. A number of hypotheses were tested in order to explore the nature of three dimensions (domain, network and practice) involved in these groups, assimilated by authors into networks of practice. The study investigated the mechanisms of group membership and their participatory dynamics in terms of group types (generic vs. thematic), duration of membership and the interplay between offline and online activities. Results showed that groups differing in terms of domain (generic or thematic) are characterized by particular mechanisms of affiliation and participation and that mechanisms of legitimation of the members, as well as of shared resources, are associated with the duration of membership. Further research should be conducted to investigate how social capital dynamics evolve over time, influencing the construction of group identity.Practitioner Notes What is already known about this topic The use of social network sites (SNS), particularly Facebook, is growing in the educational field. To date, little attention has been given to the use of Facebook for professional development. Empirical research mainly refers to the higher education context and shows that the use of SNS has positive outcomes for social capital. What this paper adds An application of social capital theory with the networks of practice framework (Brown & Duguid, ) to the study of professional groups of teachers in SNS. An understanding of groups in terms of shared social capital, both bridging and bonding. An analysis of the interplay between online and offline activities in terms of professional benefits for teachers. Implications for practice and/or policy Participation in this kind of groups may have a positive impact on professional development. Social networks may afford different types of social capital for professionals. Policy makers should encourage and support the use of social networks for professional learning.

CIES Bibliography 2011

CIES Bibliography 2011

Lifelong Learning Between “East” and “West”: Confucianism and the Reflexive Project of the Self

Current theory, policy, and practice of lifelong learning are strongly influenced by ideas about the transformations that are taking place in contemporary societies. One influential set of ideas emphasizes that because of the rapid changes that are taking place in the (late-) modern world and because of the erosion of traditions, there is a constant need for individuals not only to learn new skills and knowledge in order to be able to adjust themselves to the changes, but also to reflexively (re)construct one’s self. Anthony Giddens has referred to this as the “reflexive project of the self.” It thus becomes a lifelong learning task. In this paper we raise some critical questions about Giddens’s views and their implications for lifelong learning. On the one hand we show, using ideas from Charles Taylor, that the construction of the self does not necessarily have to be understood in the reflexive and individualistic terms suggested by Giddens. With Taylor we argue for the importance of the social, moral, and intersubjective dimensions of the construction of the self. Against this background we then discuss ideas from Confucianism that also highlight the social, moral, and intersubjective dimensions of understanding the self. The latter view is not simply a theoretical option but actually continues to influence the ways in which a large part of the world population views their lives and their selves. Both for theoretical and practical reasons we therefore suggest that there is a need to take a broader outlook on what the personal dimensions of lifelong learning in contemporary society might look like.

The Lesotho elderly pension scheme: does it have implications for lifelong learning?

This paper discusses a study that explored the impact of the Lesotho Government pension scheme on the learning attitudes of pensioners. The recent introduction of the pension scheme means that old people have regained their status as breadwinners. They are no longer dependents but have become very resourceful members of the community. As a result they are more involved in family and community activities. This has necessitated a new look at their lifelong learning needs in relation to their responsibilities, among others, of educating their grandchildren, updating themselves in relation to new farming techniques and health issues. In this research, a case study design was employed to investigate two constituencies in Maseru, in peri‐urban and rural settings. An interview guide was used to collect data employing a snowballing sampling technique. Data were qualitatively analysed. The results of the study indicate that these pensioners identified many new activities where they had the opportunity for lifelong learning, but the idea of targeted learning that could enhance these activities needs to be nurtured. The study recommends establishment of functional learning centres in constituencies to encourage organised learning for the elderly, families and communities. Such centres would be a place where they could convene and participate in various formal, non‐formal and informal/indigenous learning activities. This paper provides some background information to how the pension scheme was introduced in Lesotho and the questions it raised regarding how pensioners were subsequently using their time. The paper then provides a conceptual framework in relation to adult learning, followed by the methodology, findings and conclusions.

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

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

Transnational migration, social capital and lifelong learning in the USA

At the beginning of the twenty‐first century, immigration continues to be a powerful force that shapes the US demographic landscape and hence influences all aspects of US lifeways. Unlike past waves of immigration, communication, media and transportation technologies enable today’s immigrants to maintain strong ties and relationships with their homeland while they live and work in the host country. The transnational identities of today’s immigrants have implications for lifelong learning across both nations. In their attempts to adapt in the new society, they form new networks and relationships with members of the host country and other kinfolks who preceded them in the border‐crossing venture. At the same time, they continue to maintain relationships and ties with the homeland, drawing from social capital resources from both contexts. The purpose of this paper is to examine the intersection of immigration, transnationalization and lifelong learning through the lens of social capital theory. More specifically, drawing from the literature, it examines how networks and relationships inform learning and acculturation among today’s ethnic minority immigrants. Findings from the literature suggest that ethnic minorities have strong bonding networks with members of their cultural and racial groups but weak bridging networks with those outside their group, which has implications for accessing funds of knowledge inherent in other network groups.

A content analysis of choral students' participation perceptions: implications for lifelong learning

The purpose of this study was to describe students' perceptions of their high school choral experience. The participants in the study were 57 choral musicians attending a north Texas high school. Each participant was asked to complete a broad writing task: to write a letter to the incoming varsity choir members in order to help the musicians to transition to the new choral environment. The writings were analysed for consistent content topics. Six overarching themes emerged: (1) social; (2) musical; (3) director-related; (4) effort/fun; (5) memories; and (6) concerns. Conclusions cite the need for an understanding of student perceptions so that transitions to new ensembles can be made easier through the joint efforts of high school and community music ensemble directors.

Human and social capital as facilitators of lifelong learning in nursing

To ensure that lifelong learning is, and remains, a reality as a vehicle for facilitating continuing professional learning in nursing, certain mechanisms need to be instituted specifically for this purpose. Some of the key organisational facilitators for achieving this include individual performance reviews, Workforce Development Confederations, professional self-regulation, and Investors in People awards. In a study exploring nurses’ perceptions of lifelong learning, it emerged that in addition to the organisational mechanisms that are necessary to achieve this aspiration, there are also various non-organisational or informal factors at work that enable nurses to initiate and continue professional learning. It seems that substantial informal teaching, learning and facilitation of learning occur through work-based contacts with other healthcare professionals, and this is complemented by support from non-healthcare related other significant individuals. These factors seem to constitute the notion of human and social capital (HSC), which is a concept that has been implicated as a significant instigator or enabler of professional learning. This paper examines these non-organisational factors, clarifies the meanings and roles of human capital and social capital in healthcare, and discusses their implications for lifelong learning in nursing. The analysis is supported by findings from a qualitative study, which comprised of 27 semi-structured individual interviews and two focus groups with RNs on D grade and above.

Mobilizing lifelong learning: governmentality in educational practices

John Field (2000) has recently argued that there are changes taking place in the practices of governing that have significant implications for lifelong learning. In particular, he points to attempts to mobilize civil society, of which life-long learning policies may be considered a part. This paper examines this proposition by locating Field's argument within wider debates about governmentality and the attempt to fashion calculating and enterprising selves. Drawing on actor-network theory, the paper then explores some of the ways in which changes in the curriculum associated with lifelong learning contribute to that process. In bringing together the discussion of lifelong learning, governmentality and actor-network theory, the paper provides a framing for researching the effects of policy and, more precisely, the differential ways in which active subjects are mobilized.

Professionalism, Change and the Politics of Lifelong Learning

This article argues that contemporary professions are facing a continuing struggle for legitimacy and explores the implications of this for lifelong learning. The article commences by exploring a range of theoretical perspectives on professionalism - the trait approach, the functionalist approach, the power school and postmodernist approaches. Drawing on the power and postmodern perspective the implications for lifelong learning in the professionals are considered. The Macpherson Report on the death of Stephen Lawrence in the United Kingdom is utilised as a case study which demonstrates some of the pressures on modern professionalism. It is argued that lifelong learning for the professions must operate in the context of social change, working with diverse populations and the need to constantly renew their claims to expertise.

Language awareness in the 21st century and implications for lifelong learning

Language awareness in the 21st century and implications for lifelong learning

Work‐Based Learning, Motivation and Employer‐Employee Interaction: Implications for Lifelong Learning

SUMMARY This paper explores the role of motivation and employer‐employee interaction in promoting participation in, and the success of, work‐based learning. It uses a model of motivation in order to explain the critical importance of communication in stimulating involvement in this type of activity. Congruence and dissonance between the employers’ and the employees’ perspectives of work‐based learning are identified as a major influence that affects motivation and subsequent participation in this approach to knowledge and skill acquisition. The implications of these findings for lifelong learning and the creation of a learning society are briefly discussed.