Concept Of Lifelong Learning Research Articles

УПРАВЛІННЯ ТАЛАНТАМИ НА ДЕРЖАВНІЙ СЛУЖБІ: ТЕОРЕТИЧНІ АСПЕКТИ ТА ІННОВАЦІЙНІ ПРАКТИКИ

The article substantiates the theoretical and applied aspects of talent management in the public service in conditions of uncertainty, taking into account innovative global HR practices in this area. The expediency of forming a talent management system as a leading modern trend in the field of human resources management in the public service has been proven. Arguments in favor of the introduction of knowledge management tools as a component of the talent management system in state authorities are outlined. An analysis of the main trends in changing approaches to personnel management during the period of change was carried out. Taking into account the principles of the Lifelong Learning concept, the issue of the formation and development of the talent management system in the civil service under martial law using such an innovative tool as distance learning (e-learning) is updated. The positive practice of using remote training of personnel in the State Migration Service of Ukraine (SMS) was considered, using the example of the implementation of special software of the Unified Information and Analytical System of Management of Migration Processes "Training of SMS employees". It was concluded that in order to ensure the successful development of the talent management system in the civil service in Ukraine in conditions of uncertainty, it is expedient to: ensure the transformation of personnel work units in state bodies into HR services; to develop tools for assessing the attractiveness of public service for potentially talented employees; introduce a system of mentoring in state bodies and create an effective system of non-material motivation of mentors for performing the mentor's functions; to introduce a succession planning system for senior positions in the civil service by restoring and modernizing the personnel reserve; carry out a comprehensive rebranding of the civil service; actively implement various training formats using interactive methods (E-Learning); etc.

Genel Cerrahların Covid-19 Sonrasında Yaşam Boyu Öğrenme Tercihleri : Hibrit Model

Aim:
 For a surgeon during his professional career; Increasing their knowledge and experience, improving their professional skills and sharing their knowledge and experience is a necessity rather than a choice. The COVID-19 pandemic has revealed new choices in the concept of lifelong learning, with virtual meetings scheduled by surgeons using videoconferencing applications over the internet. In this study, we evaluated the compliance of general surgeons to webinars during the COVID-19 outbreak and their future training expectations with a questionnaire.
 Design:
 A questionnaire of 20 questions was prepared. The questionnaire was administered questions without aiming to obtain the personal information of the participants. . This survey was announced on the social media application Twitter. Survey questions were answered by 108 participants.
 Results:
 In the survey participated by surgeons, we concluded that short-term presentations, edited surgery videos and question-answer activities will be preferred more, and webinars held in the evening will be preferred more than those planned at the weekend. During the pandemic, it was determined that surgeons preferred free webinars and attended more national and international meetings compared to the pre-pandemic period. Respondents stated that they would prefer hybrid meetings in the future.
 Results:
 Considering the results of our social media-mediated survey: there is an intense participation in online seminars by surgeons. We also concluded that in the near future, surgeons will prefer hybrid training models rather than face-to-face training to improve and update themselves.

Media Library as a Resource Center for Quality Assurance of the Educational Process

The purpose of the article is to study the activities of media libraries in the context of the educational process, as well as to highlight modern innovative approaches to the organization of a qualitatively new educational space.
 Research methodology. In the process of the study, general scientific methods such as hypothetical method, method of analysis and synthesis were used, which allowed the author to analyze the activities of media libraries in the educational context in terms of resource provision of the quality of the educational process.
 The scientific novelty of the research is to highlight modern approaches to the organization of innovative educational space with the involvement of information technology to provide quality information services aimed at educational and scientific activities.
 Conclusions. The educational component is a priority in the activities of libraries, so it is important to provide access to quality scientific and educational information. In addition to providing a wide range of information services, the library should be a space for communication between different social groups to promote education and implement the concept of lifelong learning. Thanks to the activities of the Ukrainian Library Association, which signed a Memorandum of Cooperation with the Ministry of Digital Transformation to promote the development of digital literacy, a large number of libraries in Ukraine have become educational hubs for improving the digital skills of the population based on the platform Diia. Digital Education. Most Ukrainian libraries are implementing educational projects aimed at improving knowledge in various fields of science and culture. This article reviews and analyzes the domestic and foreign experience of media libraries as educational hubs aimed at creating and providing access to qualitatively new educational content.

Adult education needs inventory: Construction and application.

The article presents the psychometric parameters and implementation of the adult education needs inventory (AENI) questionnaire, which is designed to measure the key competences of adult educators. It was constructed on the concept of key competences as proposed by the Council of the European Union. This model of competences is inscribed in the concept of lifelong learning and does not concentrate on the compensatory functions of the competences but merely promotes the insight of educators into their self-development. This article presents the construction process and psychometrical properties of AENI. The reliability of the test is confirmed by the inter-correlated results. The accuracy of the questionnaire was confirmed through principal component analysis (PCA). Apart from this, the accuracy of the theory was verified by a correlation between AENI and the Social Skills Profile (PROKOS), which measures the level of such social skills as assertiveness, cooperativeness, sociability, social resourcefulness, and social activeness. To check the accuracy of the theory, hypotheses were formulated which were related to both the correlated overall results (AENI and PROKOS) and the chosen scales. Six areas of need in development were distinguished: communication skills, multilingual and multicultural skills, digital skills, entrepreneurial skills, openness to science and culture, and social and civic skills. A low result on the scale indicates a need to develop a given skill because the respondent's skills are weak. Such information is vital for employers and educators who wish to diagnose the areas that need improvement. The measures of reliability and accuracy allow us to state that the questionnaire possesses acceptable psychometrical factors. This study contains propositions for further improvement of the questionnaire and a key to interpreting the research results. Adult education needs inventory questionnaire is a reliable research tool that can be used to assess the competences of adult educators. Also, it can be considered a voice of discussion regarding the necessity of raising the quality of education and raising the awareness of the education needs of individual adult educators and organizations that benefit from their services.

Revisiting Lifelong Learning and Its Practices in Vietnam

Education is an indispensable sector for a country's sustainable development. To maintain its continuity, government-based policies and related stakeholders in learning need to be considered to promote lifelong learning. This narrative literature review addresses international concepts of lifelong learning in Europe and how it has been implemented in Vietnam. The findings indicated that Vietnam faced more challenges than other developed countries, and some factors impacted LLL in Vietnam, such as legal frameworks, facilities, foreign language literacy, etc. The review also provided discussions for lifelong learning in Vietnam.

Research on the Transformation and Development of Higher Continuing Education Under the Background of High-Quality Development

Research on the transformation and development of the higher continuing education under the background of high quality development is conducted in the paper. Higher continuing education in my country originated in 1950 and has continued to grow since then. The development of any continuing education project must take into account both economic and social benefits. Only when it is positively evaluated and recognized by the society can it be accepted and actively participated in by members of the society. The concept of lifelong learning is a systemic point of view, which requires the learner to be placed in a dominant position, and requires that the learning organization and also learning process throughout different stages of a person's life establish an integrated connection. This paper gives the novel suggestions to provide the novel suggestions.

Features of the Development of Soft and Hard Skills in People of Generation Z

The content of the article is devoted to the description of interests, psychological and outlook characteristics of representatives of the generation of people born between 1997 and 2016, the so-called digital generation Z. They are “environmentally friendlyˮ, strive for freedom and the absence of financial burdens that tie a person to life in one place, gravitate towards individualism and lonely pastime. The article presents the results of scientific research by Microsoft, the Center for Generation Kinetics, psychotherapist W. Kruger, sociologist K. M. Franklin, psychologist D. McClelland and other scientists devoted to the study of the attention span of modern people, attitudes towards money and financial literacy of buzzers, the role friendship and family in public relations, the formation of empathy through communication in social networks. The essence of the concept of lifelong learning is highlighted, the purpose of which is to educate a person throughout life, where the role of a teacher can be transformed from a retransmitter of knowledge for the younger generation into tutoring or mentoring, mentoring or coaching. The characteristic of soft and hard skills of in children from 3 to 18 years old is presented in order to successfully socialize the individual and professional effectiveness in a digital society. The classification of soft skills is indicated, which includes 3 main groups: cognitive, social and emotional. Examples of the development of educational activities of key competencies soft and hard skills in children of different age groups are given. In conclusion, it is noted that soft and hard skills are characterized by universality.

The Influence of Social Networks on the Education of Women on Maternity and Parental Leave. Current Educational Trends

The paper deals with further education of women on and after maternity or parental leave. The paper is divided into two parts, theoretical and empirical. The theoretical part generally deals with the overall concept of lifelong learning from an early age and its forms. The empirical part describes in detail the methodology of the research and interprets the analysed data. These are quantitative research surveys. In the final discussion, the findings are compared with the already existing knowledge and suggestions for further research or new discussion are presented.

Rethinking reflective practice: John Boyd’s OODA loop as an alternative to Kolb

The world is changing and business schools are struggling to keep up. Theories of reflective practice developed by the likes of Schon (1983), Gibbs (1988), Driscoll (1994, 2007) and Kolb (1984, 2015) are outdated and unfit for current purposes. Problems include the chronology of events, the orientation of the observer, the impact of external inputs, and the fact that neither education nor the workplace follow a structured, linear path.In response to these challenges, we propose a new ‘solution’: John Boyd's OODA loop. We argue that OODA loops offer the chance to reshape reflective practice and work-based learning for a world in which individuals must cope with ‘an unfolding evolving reality that is uncertain, ever changing and unpredictable’ (Boyd, 1995, slide 1). By embracing the philosophy of John Boyd and his OODA loop theory, business schools can develop greater resilience and employability in graduates, preparing them to embrace change while also embedding the concept of life-long learning to make them better equipped to face the uncertainty that the modern world brings.

A Qualitative Study on the Quality of Life in the Early Adult Period through Art Education as a Lifelong Learning

본 연구에서는 평생학습과 성인 전기, 삶의 질, 성인 미술교육의 개념을 고찰하고 미술교육을 통한 성인 전기의 삶의 질에 어떠한 변화를 가져오는지 논의하였다. 따라서 평생학습으로서 미술교육 프로그램을 통한 성인 전기들이 경험하는 과정을 현상학적으로 살펴보기 위한 질적 사례연구를 진행하였다. 연구의 결과로 평생학습으로서 미술교육은 성인 전기에게 개인의 성장과 긍정적 대인관계 등 심리적 안녕감을 고취시키고, 지속적인 성장 욕구를 통한 삶의 의욕과 회복을 경험하며 궁극적으로 정서적이고 정신적인 측면에서 높은 삶의 질을 느끼는 것을 알 수 있었다. 본 연구를 통해 미술교육은 삶의 질 향상에 영향을 주는 심리적 안녕감의 요소들을 경험하게 하며 성인 전기에게 평생학습으로서 미술교육이 효과적임을 본 연구를 통해 알 수 있었다.In this study, the researcher examined the concepts of lifelong learning, early adulthood, quality of life, and adult art education, and discussed how art education can change the quality of life in early adulthood. Therefore, as a lifelong study, a qualitative case study was conducted to examine the process experienced by the early adulthood through an art education program. According to the research, art education stimulates psychological well-being such as individual growth and positive interpersonal relationships in the early adulthood, experiences motivation and recovery through continuous growth needs, and ultimately feels emotional and high quality of life. Through this study, the researcher learned that art education allows experiencing a sense of psychological well-being that affects the improvement of quality of life, and that art education is effective as a lifelong study in the early adulthood.

University as a cathedral: lifelong learning and the role of the university in the European context

ABSTRACT The paper discusses the main issues which emerge for the university as an institution in the European context from the development of the lifelong learning paradigm. It focuses on both the opportunity-creating and tension-provoking presence of the lifelong learning concept in the university’s institutional environment. The analysis is based on a thematic review of articles published in the International Journal of Lifelong Education (IJLE) during the four decades of its existence. The paper argues that: (1) the implementation of lifelong learning requires a profound change in the systemic characteristics of the university institution and cannot be limited to the establishment of departments of adult and continuing education; (2) without being uncritically perceived, lifelong learning is a strategy that can help universities successfully address some of their main problems and continue to develop as a key institution of societies in the 21st century and (3) in the European context, the institutional model that can embody the paradigm for lifelong learning and at the same time contains the possibility of preserving the specificity of university as an institution, is best symbolised by a cathedral.

Innovative development of the system of additional professional education for specialists of the construction industry

Introduction. If higher professional education can be attributed to the strategic development of specialists in the construction industry, since during the training period they lay the initial base of professional knowledge, skills, skills, then additional professional education is a tactical solution to the issues of obtaining specialized knowledge, skills and abilities that a specialist needs at a given time to solve professional tasks. The modern trend within the information society is the concept of lifelong learning, taking into account the capabilities and needs of a specialist in the construction industry. Continuing education is aimed at ensuring human rights: on their development, changing the type of activity, profession. The development of the system of continuous education of specialists in the construction industry acts as the most important direction of innovative development of educational activities. This requires a flexible system of tools, forms, methods, models that take into account organizational, economic, digital and innovative changes that contribute to improving the quality of education. The results of the conducted research have shown that the development of the system of additional professional education has faced a number of problems of an objective and subjective nature due to the lack of separate organizational transformations that take into account the modern needs of the market.
 Materials and methods. A systematic approach, general theoretical methods of cognition (analysis, synthesis, analogy, generalization, comparison, comparison, and others), as well as graphical modeling.
 Results. An approach is presented that complements the Russian economic theory with a methodology for determining the effectiveness of implementing management decisions on the process of innovative development of the system of additional vocational education, and allows assessing the ability of this educational system to adapt to the conditions of a dynamically changing labor market.
 Conclusions. The analysis proves that the effective development of organizational management relations is of particular importance and can be implemented on the basis of a scientifically based algorithm that will ultimately improve the economic efficiency and manageability of the system of additional vocational education.

Developing Essential Skills for Further Education or Employment: A Case from Perth, Western Australia

Lifelong learning is part of important educational policies, which are generally developed to ensure that adults are provided with opportunities to either further their education or to complete their education process, which could have been interrupted for various reasons. It also provides learners with training opportunities, particularly a certain group who is seeking employment. However, there is more to the concept of lifelong learning than just this traditional definition. Nowadays, the lifelong learning concept applies to learning that occurs throughout ones’ life and it involves various social groups; it also takes place at either a formal, non-formal or informal learning setting. The paper intends to provide an overview of how the concept of lifelong learning is applied by a training organization in Perth, Western Australia, known as Centacare Employment and Training. It will provide an overview of its main programs and how they are delivered to the target groups. The objective of this paper is to identify some of main characteristics of adult learning and how they can be used to inform higher education teaching methodologies and policies, so that they have a positive effect on this group of the society and on the society in general. In addition, the methodology that will be used for the paper is based on observations and hands on teaching experience within this setting, as well as supported by the examination of the literature available for this topic. Finally, the results of this paper will be delivered as recommendations, which can be adopted by HE institutions or relevant actors responsible for the drafting of educational policies. Received: 12 April 2022 / Accepted: 29 June 2022 / Published: 1 July 2022

Психосоциални задачи на развитието в предочилишна възраст и специфика на игровия механизъм в детската градина

The theoretical formulations, analyzed in the study, and the proposed applied model for game technology in the implementation of the educational process in kindergarten, are presupposed by the concept of lifelong learning as a platform of modern educational environment and as a factor promoting the professional development of children’s teachers. Classical theories on the specifics of the psychosocial development of the child’s personality in preschool age are analytically discussed in view of the process of individual growth, and of the influence of emotional and behavioural manifestations in 3–7-year-old children.Special emphasis is placed on the topic of the game mechanism as a form and means of educational policy in building key competencies in preschool children. The causal relationships between the child’s natural needs for self-realization, self- expression, and self-determination, as well as the game and cognitive educational space in the kindergarten stand out, caused by the ten psychological components characteristic of the game mechanism.

Accumulation of intellectual capital based on qualitative changes in the education system

This article discusses the issues of improving the quality of training specialists in the education system of the Republic of Kazakhstan. The directions of improving the quality of human capital on the basis of qualitative changes in the education system are considered. The purpose of the study was to determine the following: development of recommendations for further improvement of the quality of the personnel training system necessary to ensure the sustainable development of the economy of the country (Kazakhstan). Based on this, the following tasks were performed: the role and functions of the state in the development of interaction between universities and industry/ industry were determined; the content of the main state programs aimed at improving the education system of the Republic was studied; a statistical analysis of the implementation of program documents on improving the training system based on the Concept of lifelong learning (continuing education) was carried out; key factors and advantages for the development of a successful partnership with industry/industry were identified.The following methods of economic research were used in the work: observation and collection of facts; historical and logical; systematic. As a result of the analysis of the effectiveness of various models of interaction between infrastructure entities, the most effective method of combining in collaboration in Kazakhstan was determined – territorial integration of scientific infrastructure and intellectual resources. The outdated infrastructure of higher education organizations and the weak connection between science, education and production can be compensated by creating associations, expanding the connection between universities and business.

The Research Framework: Relationship between Characteristic of Lifelong Learning and Preferences of Heutagogy Activities among Students in a Public University in Malaysia

The importance of lifelong learning in education has been mentioned in several policies in Malaysia including the Blueprint on Enculturation of Lifelong Learning for Malaysia 2011-2020, Malaysia Education Blueprint 2015-2025 (Higher Education) and the government has allocated quite a budget to support this lifelong learning in education system. Studies regarding lifelong learning in education system had indicated several issues including lack of lifelong learning implementation, low usage of teaching approach towards lifelong learning and lack in skills related to lifelong learning. Meanwhile, in facing 21st Century education, issues related to self-determined learning or heutagogy also has been identified. This includes students lack of readiness to be autonomous. It is belief that, self-determined learning able to boost the implementation of lifelong learning concept among students. Lack of knowledge and information on this learning approach may affect the aim in implementing lifelong learning among the students. This article provides research framework on the relationship between characteristic of lifelong learning and preferences of heutagogy activities among students. A quantitative survey research method will be use in this study and the data will be analyzed using descriptive analysis and inference analysis. It will be conducted in order to have better understanding on the current situation, which may facilitate the objectives of lifelong learning as proposed in the mentioned policies.

Peculiarities of implementation of lifelong learning policy in Turkey

The relevance of the study is due to the fact that in the 21st century, lifelong learning is recognized as one of the key pillars of education, closely intertwined with human development and financial growth. It is determined, that in recent years, major universities, governments and non-governmental organizations around the world continue to discuss the practice of lifelong learning. Being in the process of full membership in the EU, Turkey continues to comply with international norms and standards and comply with the established requirements.
 The institutional efforts to support and disseminate adult education in Turkey, strengthen the vocational education and training system in the context of the implementation of the concept of lifelong learning were analized. It has been found, that in Turkey, the concept of lifelong has recently been seen as a model of approach to education and training. Turkey has been shown to need a long-term vision and strategy for adult learning as part of a broader lifelong learning strategy in order to increase adult learning opportunities.
 The generalization of Turkey's progressive experience revealed the peculiarities of the implementation of lifelong learning policies, namely: ensuring the unity of national culture; implementing a strong policy of justice and equality in education; promotion of civic education; active participation in lifelong learning systems in order to build a competitive knowledge economy for the EU; promoting the literacy skills of Turkish citizens; training of qualified people in need of society; adaptation of non-formal and adult education to lifelong learning.
 The generalization of vectors for expanding opportunities for adult learning in Turkey has identified promising areas for adult education in Ukraine, namely: investing in the expansion and diversification of learning spaces or opportunities in the field of lifelong learning; updating programs to support parents of young, children and adolescents; organization of trainings on raising awareness and skills of multi-literacy; recognition of certificates in the process of lifelong learning and non-formal education; conducting research on social consciousness for lifelong learning processes; supporting the development of a long-term adult learning strategy; expanding opportunities for adult learning, etc

Lifelong learning and African development

This article that is located within the alternative knowledge systems paradigm, discusses both the ancient and modern concepts of lifelong learning in relation to Africa’s development. It identifies ancient Greece’s education and African traditional education as two ancient lifelong learning typologies relevant to the current discussion. Ancient Greece’s education is a forerunner to modern education while African traditional education is one typology of education that remains relevant to African developmental aspirations. The modern concept of lifelong learning highlighted in this article is the one made popular by the United Nations Educational Scientific and Cultural Organisation (UNESCO). The article reviews the socialisation processes and worldviews prevalent within the West and Africa alongside the 50%, 40% and 7% Africa’s best primary, secondary and tertiary education success rates respectively and concludes that incongruity between the two socialisation processes and worldviews are responsible for this nearly two-century-old modest contribution of modern education to Africa’s development. Consequently, the article concludes that only a combination of both modern and African lifelong learning would expedite Africa’s socio-economic development.

Maternity and Parental Leave – Motivation of Woman to Return to the Educational System after Parental Leave. Trends in Education

This paper deals with further education of women on maternity or parental leave and after their termination. The paper is divided into two parts, theoretical and empirical. The theoretical part generally deals with the overall concept of lifelong learning from an early age and its forms. The empirical part describes in detail the methodology of the research and interprets the analysed data. These are quantitative research surveys. In the final discussion, the findings are compared with the already existing knowledge and suggestions for further examination or new discussion are presented.

Opinions of Students on Adult Education in Croatia

Adult education is an important part of the life of every individual and community because the acquisition of knowledge, skills, and competencies ensures the progress of society. Every state that strives for the development and creation of a knowledge society is aware of the importance of providing educational opportunities for people at all periods of human life. Croatia has long recognized the importance of adult education in the concept of lifelong learning. Following that, qualitative research was conducted to examine the opinions of 154 students of the teacher's module on adult education. Among other things, answers were given to questions related to student notions of adult education, the importance, and functions of adult education, the role of educators in adult education, the position and prospects of adult education in Croatia. Although it was expected that students-future professors will express positive opinions, perceptions, and expectations related to adult education, some of the students' answers are quite indicative and suggest that teacher education programs should certainly include content that deals with adult education to academic citizens became fully aware of its importance and acquired certain competencies for working with adults.