Lifelong Learning System Research Articles

Libraries in the System of Lifelong Learning: Implementation of the Tasks of Information ocialization through Non-Formal Education

Libraries in the System of Lifelong Learning: Implementation of the Tasks of Information ocialization through Non-Formal Education

Proces a metody uznávání výsledků předchozího učení v ČR

Recognition of non-formal and informal learning forms a part of lifelong learning systems in a number of European countries. Efforts to utilize better results of non-formal and informal learning encounter some major dificulties: how identify and assess the results, which are the steps and methods used at the recognition process. EU countries have to resolve these problems themselves according to their traditions and existing educational structures. The paper points out some processes used abroad, chosen problems in the process of recognition of non-formal and informal learning in the Czech Republic are described.

Innovations in the financing of lifelong learning system: expenditure optimization model

Innovations in the financing of lifelong learning system: expenditure optimization model

Lifelong learning as a tool for the development of smart cities: technology enhanced learning as an enabler

This paper considers the ubiquity of technology as an enabler for lifelong learning in modern society and the impact this dependence on technology has on the strategic design of learning systems. The role of lifelong learning in modern economies and the diversity of activities associated with lifelong learning requires targeted resourcing and understanding of the meaning of lifelong learning. The dominance of technology enhanced learning in modern education is accepted as a de-facto component in the design of any learning programme. The literature on the technology enhanced learning – smart city nexus explores the technology in depth with a strong focus on learning analytics and big data applications. Evidence of the pedagogical paradigm requirements is not quite so visible and this lack of understanding of the complete model creates tensions in the design of lifelong learning systems. The agency of active learning is considered in the sense of the triune of human, education and economic, systems for the sustainable growth of a knowledge economy. Structured approaches to learning are demonstrated and comparison is drawn with smart city projects in Ireland and the United Kingdom.

Comparison between bridging students and traditional first-year students in engineering technology

ABSTRACTTo stimulate a flexible lifelong learning system students can enter university via lateral entry. Unlike traditional first-year students, lateral entrance students are not well-studied. Therefore this study focuses on comparing first-year students with a specific group of lateral entrants, namely bridging students at the Faculty of Engineering Technology, KU Leuven. Using Astin’s Input-Environment-Outcome model resulted in (1) Input variables, namely prior education and initial learning and study strategies, (2) Environmental influence, measured with a questionnaire focussing on perceived transition to university, and (3) Outcome variables, namely dropout and academic achievement. Analyses resulted in similarities for the outcome variables, but differences in terms of secondary education. Regarding the input (LASSI) and environmental questionnaires, for only two of the 13 scales a moderate effect was found (perceived preparedness and test strategies). Consequently, research findings of first-year engineering students can be compared, taking into account their specific differences, to the context of bridging students.

New Profiles, New Skills, New Education for Digital Heritage Professionals: European Spotlight on Competency-Based System

ABSTRACTIn Europe, the competency-based system of lifelong learning has been adopted with the objectives of improving professional competencies and promoting professionals' mobility. European coordination is carried out through international programs, guidelines, and frameworks. The benefit for digital heritage professionals is to have the responsibility for their continuous professional development and recognition of their competencies. However, some issues are highlighted: How to recognize new profiles using national and static competencies lists? Who needs to evaluate individual competencies? How can we adopt internationally the competencies of digital heritage profiles?

Проблемы подготовки социальных работников в системе непрерывного: образования

Проблемы подготовки социальных работников в системе непрерывного: образования

Modern “challenges” in the system of personnel training: standardization and innovations

PurposeThe study of the problems hindering improvement of the system of training through standardization of qualification requirements is relevant because, in a globalized system of teaching staff and high rates of migration, not only national but also international requirements for employees should be considered. This increases the competitiveness of university and college graduates in different countries. The purpose of this paper is to develop recommendations for the creation of a system of lifelong learning through the application of professional standards.Design/methodology/approachThe leading method in the study of this problem is the comparative analysis of the experiences of different countries to improve the training system based on the use of qualification frameworks.FindingsThe paper offers science-based measures of integration and the international experience of lifelong learning, through the application of standards of World Skills International, as well as the requirements of professional standards.Originality/valueThe authors formulate the conceptual directions for the application of professional standards in not only the continuous training and qualification of personnel, which allows identifying “gaps” in the competences, but also building individual educational trajectory. Article submissions are of practical value to the organization, personnel training as well as scientists engaged in the study of international best practice using standardization requirements for the qualification of personnel in education.

Concepts and Policy Innovations in the National Education Plan

The theme of the Outline of the National Mid- to Long-Term Plan for Education Reform and Development (2010–2020) is building a nation rich in human resources, its primary thread is promoting the scientific development of education, and its soul is reform and innovation. The important concepts and policy innovations of the National Education Plan are expressed through a commitment to priority development for education, people-oriented education, promotion of fairness in education, and improvement of the quality of education to build a lifelong learning system and establish a modern school system, with teacher-based education plans, modernization driven by informatization, pooling of forces both within and outside of education circles, scientific and democratic decision making, and other features.

Representations for Continuous Learning

Systems deployed in unstructured environments must be able to adapt to novel situations. This requires the ability to perform in domains that may be vastly different from training domains. My dissertation focuses on the representations used in lifelong learning and how these representations enable predictions and knowledge sharing over time, allowing an agent to continuously learn and adapt in changing environments. Specifically, my contributions will enable lifelong learning systems to efficiently accumulate data, use prior knowledge to predict models for novel tasks, and alter existing models to account for changes in the environment.

A Deep Hierarchical Approach to Lifelong Learning in Minecraft

We propose a lifelong learning system that has the ability to reuse and transfer knowledge from one task to another while efficiently retaining the previously learned knowledge-base. Knowledge is transferred by learning reusable skills to solve tasks in Minecraft, a popular video game which is an unsolved and high-dimensional lifelong learning problem. These reusable skills, which we refer to as Deep Skill Networks, are then incorporated into our novel Hierarchical Deep Reinforcement Learning Network (H-DRLN) architecture using two techniques: (1) a deep skill array and (2) skill distillation, our novel variation of policy distillation (Rusu et. al. 2015) for learning skills. Skill distillation enables the H-DRLN to efficiently retain knowledge and therefore scale in lifelong learning, by accumulating knowledge and encapsulating multiple reusable skills into a single distilled network. The H-DRLN exhibits superior performance and lower learning sample complexity compared to the regular Deep Q Network (Mnih et. al. 2015) in sub-domains of Minecraft.

Measuring Efficiency of Financial Support in Lifelong Learning System: A Case Study of Ukrainian Regions

Measuring Efficiency of Financial Support in Lifelong Learning System: A Case Study of Ukrainian Regions

Research on the Man-machine Interactive Environment VR and the Applications on Vocational Education and Training under the Perspective of Interactivity

In this paper, we conduct research on the man-machine interactive environment VR and the applications on vocational education and training under the perspective of interactivity. With the increase in the general standard of social knowledge level and competition intensifies, more and more people have a goal to build a lifelong learning system, according to their own hobbies, work and the needs of the market competition. Under this condition, the vocational education is becoming more and more essential. This paper integrates the VR and man-machine interactive concept to propose the new education paradigm that is innovative.

Development of Lifelong Learning System in Russia

In the present article authors consider the bases of establishment and development of system in the world and in Russia. The special attention is given to problems of creation this system in Russia in connection with features of its integration into world educational space. Actually it is necessary to answer a question-whether all and always need to be educated and for whom it is necessary-for a society or the person? And is even more exact, what formula to follow is better: lifelong or learning for all life? Without answers to these global questions it is impossible to solve the eternal problems facing education now as the organized structure of a society: for what aim and how to educate in new social and economic conditions. The concept of education in wide plan is historically changing that accordingly involves reorientation of his purposes, functions, structure, occurrence of new educational structures and corresponding social institutes. But, despite these changes, the main line of education always had and has a problematical character. The purpose of this article is to analyse basic elements of system in Russia, forms of education during life, continuity of the basic steps of education. Research also assumes the comparative analysis of education system in Russia and the European countries.

Fast-flux hunter: a system for filtering online fast-flux botnet

Fast-flux networks is a domain name system (DNS) technique used by botnets, which is hiding some attack like phishing and malware delivery sites behind associate dynamical network of compromised hosts acting as proxies, that sometimes hosts malicious content. Detection of fast-flux networks continues to be a difficult issue attributable to the similar behavior between these networks and alternative legitimate infrastructures, like server farms and content distribution networks. This study seeks to improve the detection and prediction of the unknown “zero-day” online fast-flux botnet. This improvement will be achieved using a new system called the fast-flux hunter (FFH), which supports a new adaptive evolving fuzzy neural network algorithm. The FFH system is a hybrid between the supervised and unsupervised online knowledge-based learning systems. The core mechanism of the FFH is based on the inherent feature of the fast-flux networks. It uses a collection of DNS traffic information. The FFH is able to scan over 7615 domain records and extract 14 distinct features for each domain. The FFH decreases the classification method’s error rate. The FFH has a detection accuracy rate of approximately 98 % and is compatible with life-long learning systems, footprint-consuming memory, and high-speed systems.

Development of a global lifelong learning index for future education

Since the transition from industrial society to a knowledge-based society, the source of national competitiveness is also changing. In this context, lifelong education has become a new competitive strategy for countries. This study broadly consists of three steps. Step I features a theoretical review of global lifelong learning indices and a comparison of the indices with existing ones. Step II introduces the process of development of indices based on the previous studies. Step III compares the rankings of countries in the area of lifelong learning based on the indices. Indices developed through this study will be used to evaluate the lifelong learning level of a specific country and to compare that with the lifelong learning levels of major countries around the world. In addition, the strengths and the weaknesses of the lifelong learning system of a specific country will be identified based on the indices, and the efforts that the country should make as a priority to improve the competitiveness of its lifelong learning system will be identified. To sum up, these indices will be able to be used as a reference when countries evaluate policies related to lifelong learning and make decisions that aim to improve the competitiveness of lifelong education.

Work Organisation, Forms of Employee Learning and National Systems of Education and Training

This article uses a multi‐level framework to investigate for 17 European nations the links between forms of work organisation and style of employee learning at the workplace on the one hand, and the characteristics of national educational and training systems on the other. The analysis shows that forms of work organisation characterised by relatively high levels of employee discretion and learning are more likely to be adopted in nations with broad‐based systems of education and training that recognise the value of both academic and vocational training and provide ample opportunities for continuing adult education. Furthermore, it shows that employees with low levels of formal education have better access to jobs involving organisational learning in countries with more developed adult education systems. The results point to the need to balance policies designed to increase tertiary education rates with a commitment of resources at both the EU and national levels to develop broad and inclusive systems of lifelong learning.

ICT Utilization and Problem Solving Skills: Based on the Analysis of PIAAC Data

Information, Communication and Technology(ICT) has changed every aspect of our life and ways we produce, analyze, utilize, and share information across all industries and occupations. This study analyzed the published data from the Survey of Adult Skills of OECD in order to find out the degree of adult ICT Received (February 10, 2016), Review Result (February 24, 2016) Accepted (March 3, 2016), Published (April 30, 2016) 06639 Dept. Elementary Education, Seoul National University of Education, 1650 Seocho-dong, Seocho-gu, Seoul, Korea email: sylee@snue.ac.kr * 이 논문은 (사) 인문사회과학기술융합학회 2015년 추계학술대회 발표문을 수정·보완한 논문임. ICT Utilization and Problem Solving Skills : Based on the Analysis of PIAAC Data Copyright c 2016 HSST 240 skills of Koreans. OECD measured the levels of information processing skills of adults from 24 countries, and compared the levels of the competencies across participating countries through the Programme for International Assessment for Adult(PIAAC) survey. This study focused on the problem-solving in technology-rich environments(PSTRE) skills among other measured competencies(i.e., literacy and numeracy). The distributions of PSTRE levels by country, age, education and skill level are examined. In addition, the levels of ICT utilization at home and at work are compared by country and age. The percentage of Korean adults whose PSTRE score was higher than Level 2 was 30.4%, which was the lower end of the chart. The degree of ICT utilization of Koreans at work was about the average of all participating countries, while that of ICT utilization at home was the second lowest. The competencies measured in PIAAC survey indicate not only the competitiveness of current human resources in a country but also the potential competitiveness of the future human resources. To this end, the results provide implications for education, life-long learning and work-place training system and related policies.

Lifelong learning, income inequality and social mobility in Singapore

Singapore has been assigned the role of a ‘model’ nation state primarily for two reasons: its rapid rate of economic growth and its outstanding performance on cross-national tests of educational achievement, such as PISA. This has resulted in advocates of reform citing it as illustrating ‘best practices’, especially in the field of education, and it has more generally been viewed as demonstrating the benefits of economic globalization. This paper analyses from a comparative perspective the more problematic and relatively unexplored third dimension of being a model ‘global’ nation, namely its impact on income inequality and the quality of citizens’ life. We focus on the role of the system of lifelong learning which was designed generally to upgrade the skills of the workforce and specifically to provide low-paid/skilled workers with opportunities to improve incomes and enhance their socio-economic mobility. We demonstrate that despite the remarkable economic growth at a national level and the significant expansion of lifelong learning provision, productivity rates have not improved, income inequality has increased, social mobility has declined and the ‘quality of life’ is, in comparative terms, poor.

Η «κυβερνητική στρατηγική» για τη διά βίου εκπαίδευση στην Ευρώπη και την Ελλάδα

<p>Since the early 1990s lifelong education in Greece has been formulated according to the “governmental strategy”; the lifelong learning system has been expanded and privatized to a significant extent, while responsibility for<br />participation in lifelong learning programmes facilitating entrance in the labor market has been passed on to the individual. The two basic goals for the establishment of the knowledge society relate to the enhancement of economic competitiveness and safeguarding social cohesion. Vocational training centers<br />(mainly private ones) acquired the biggest share of EU funds aimed at combating unemployment induced social exclusion. Focus was put on continuous vocational training with a parallel weakening of the general education provided to adults. The adopted strategy, by moving away from public educational policy<br />(through privatization and individualization) has ultimately hindered the attainment of social goals such as social inclusion and social cohesion.</p>