Lifelong Learning System Research Articles

Lifelong Learning System in the age of Artificial Intelligence: Change, Opportunity and Reconstruction

Artificial Intelligence advances the offline and online education, digital education and virtual education, eventually all the way to lifelong education with online, digital and virtual Characteristics. In the era of “Artificial Intelligence” (AI), computer technology, Internet technology, big data technology, and cloud computing technology have been widely used in all life and work, making the information dissemination space broader and faster. Information Space provides a platform for new knowledge acquisition and learning for education. The lifelong learning system for the whole population has been updated to break through the modes and limitations of traditional education and meet the needs of all people. This paper first analyzes the connotation and characteristics of lifelong learning for all and points out the current policies and opportunities. Finally, it proposed to build a high-quality, efficient, and sustainable comprehensive lifelong learning system to form an excellent social learning situation in which "everyone can learn, everywhere can learn, and always can learn.” To enhance lifelong learning, efforts focus on expanding the main body responsible for learning, building intelligent learning environments, and providing precise guidance based on educational needs. It is also essential to improve feedback mechanisms, service places, and create an integrated online platform, alongside establishing knowledge-based organizations. This research focus on accountability and quality in lifelong learning since it is evolving with new technologies and opportunities. At the same time, it can expand learning, create an intelligent environment, improve feedback, and establish an online educational platform. This will provide inclusive and high-quality educational opportunities to all learners.

Design and Application of a Credit Bank Based on Blockchain Technology

Credit banks are an important way to build a lifelong learning system and a learning society. At present, various types of credit banks in China generally have limitations such as low efficiency in learning achievement certification and conversion, difficulty in ensuring the quality of learning achievement certification, and vague identification of credit banks. Blockchain technology has the characteristics of openness, consensus, transparent transactions, anonymity, tamper resistance, and traceability, which can effectively solve the centralized governance problems faced by the current construction of credit banks. This article elaborates on the current development status and characteristics of credit banks at home and abroad, analyzes the feasibility of combining credit banks with blockchain, and designs a blockchain based credit bank system architecture and processing flow to address the challenges of inconsistent credit conversion standards, low conversion efficiency, and data security risks in traditional credit banks. It proposes using block structure design to achieve secure and tamper proof credit data, proposes a smart contract based credit recognition and conversion method to achieve decentralized governance of credit banks, and establishes a blockchain based credit bank certification, conversion, and other application design models, which can provide technical support for the large-scale application of credit banks in the future.

Transition from Sectors of Adult Education to Systems of Lifelong Learning in India’s context

Transition from Sectors of Adult Education to Systems of Lifelong Learning in India’s context

China-ASEAN Qualifications Framework: Pathways to mutual recognition

Developing a mutual recognition mechanism for China-ASEAN qualification framework of vocational education is essential for creating a fair, freely mobile lifelong learning system that will enable learner to carry and accumulate their learning outcomes across the region. By formulating and implementing unified standards, mutual recognition of qualifications across domains, industries and regions will be promoted, fostering greater collaboration and mobility between educational institutions and workplaces. To achieve this objective, China and the Association of Southeast Asian Nations (ASEAN) have undertaken extensive preparations and explorations at the policy, organizational and functional levels. The development commitments outlined in the “Vision 2030 of China-ASEAN Strategic Partnership” provide a framework for the establishment of a mutual recognition mechanism, while the existing promotion measures of all parties demonstrate their commitment to realizing this vision. This paper proposes the concept of five development stages of mutual recognition of national qualification frameworks (NQFs) in vocational education, which will gradually establish the mutual recognition mechanism of regional NQFs. This mechanism will not only promote greater collaboration and mobility between learners, educational institutions, and workplaces but also achieve the ultimate goal of comprehensive development of people and society in the region.

Incremental Cluster Validity Index-Guided Online Learning for Performance and Robustness to Presentation Order.

In streaming data applications, the incoming samples are processed and discarded, and therefore, intelligent decision-making is crucial for the performance of lifelong learning systems. In addition, the order in which the samples arrive may heavily affect the performance of incremental learners. The recently introduced incremental cluster validity indices (iCVIs) provide valuable aid in addressing such class of problems. Their primary use case has been cluster quality monitoring; nonetheless, they have been recently integrated in a streaming clustering method. In this context, the work presented, here, introduces the first adaptive resonance theory (ART)-based model that uses iCVIs for unsupervised and semi-supervised online learning. Moreover, it shows how to use iCVIs to regulate ART vigilance via an iCVI-based match tracking mechanism. The model achieves improved accuracy and robustness to ordering effects by integrating an online iCVI module as module B of a topological ART predictive mapping (TopoARTMAP)-thereby being named iCVI-TopoARTMAP-and using iCVI-driven postprocessing heuristics at the end of each learning step. The online iCVI module provides assignments of input samples to clusters at each iteration in accordance to any of the several iCVIs. The iCVI-TopoARTMAP maintains useful properties shared by the ART predictive mapping (ARTMAP) models, such as stability, immunity to catastrophic forgetting, and the many-to-one mapping capability via the map field module. The performance and robustness to the presentation order of iCVI-TopoARTMAP were evaluated via experiments with synthetic and real-world datasets.

Economic policy to support lifelong learning system development & SDG4 achievement: Bibliometric analysis

In order to set economic policy goals, it is important to understand the difference between adult education and lifelong learning, and how much research on SDG 4 combines lifelong learning and economic policy. The purpose of the article is to determine the main directions for justifying the lifelong learning system development, including for achieving sustainable development goal 4 (SDG 4). Based on scientific research data from the Scopus database using the VOSviewer software, this article analyzed the theoretical foundations for substantiating the temporal and geographical interrelationships of the categorical-conceptual system of such terms as “SDG 4”, “adult education”, “lifelong learning” and “economic”. This made it possible to identify the main trends in scientific research and cluster directions of international research on the relationship between adult education, lifelong learning and economic policy. The following trends were obtained: adult education as a driver of economic development; as a social phenomenon and as a source of innovation. The following clusters were identified: adult education as a part of life-long education; adult education under the influence of physical and age-related changes; adult education as part of professional education; the learning process, which is not related to professional activity. As a result of the analysis, an insufficient level of attention among scientific studies devoted to adult education within the framework of SDG 4 was revealed. The article confirmed the need for economic policy to support the lifelong learning system, as well as the difference between the concepts of adult education and lifelong learning. Acknowledgment The educational outcomes in this publication were created with the support of the EU Erasmus+ program within the framework of projects ERASMUS-JMO-2021-HEI-TCH-RSCH-101048055 – «AICE – With Academic integrity to EU values: step by step to common Europe» and ERASMUS-JMO-2022-HEI-TCH-RSCH-101085198«OSEE – Open Science and Education in Europe: success stories for Ukrainian academia». This study was funded by the grant from the Ministry of Education and Science of Ukraine “Modelling educational transformations in wartime to preserve the intellectual capital and innovative potential of Ukraine” (registration number 0123U100114). “Convergence of economic and educational transformations in the digital society: modeling of the impact on regional and national security” (state registration number 0121U109553).

INCLUSION OF SENIOR CITIZENS IN LIFELONG LEARNING TO REDUCE THE NEGATIVE IMPACT OF POPULATION AGING IN LATVIA SOCIETY

Today, the age structure of the population of Latvia is close to the average for the European Union, but the share of senior citizens is rapidly increasing. Population aging is one of the most significant trends in demographic processes, which brings changes to all areas of society. This article analyses some risks both for seniors themselves and for society resulting from these trends, and the reasons why Latvia is falling behind in addressing these risks. The primary goal of this article is to summarise and interpret a variety of scientific publications and legal documents from a global perspective, also using methods such as monograph analysis, content analysis, descriptive statistics, and compilations of experiences and best practices. The author of the article put forward arguments in favour of the inclusion of seniors in lifelong education in Latvia, as one of the elements of social policy to reduce the negative effects of population aging. According to the author, it is necessary to promote and develop a fully lifelong learning system for seniors in Latvia.

Toward agenda 2030 in education: policies and practices for effective school leadership

School leadership has been described as a key target for leveraging the quality of education in relation to sustainable development goal (SDG4) that seeks to ‘ensure inclusive and quality education for all and promote lifelong learning’ as per UNESCO 2030 agenda. This study provides a policy review of school leadership in the State of Qatar, as a case study, but carries out discussions within the global thrive for meeting the demands of Agenda 2030 to achieve quality for public education. It utilized a research instrument developed by UNESCO’s Division for Policies and Lifelong Learning Systems in Paris. The study used personal interview surveying, also called face-to-face surveying, and was completed with high-level policymakers at the Ministry of Education and Higher Education (MOEHE). It consisted of four sections that addressed: (1) the regulatory frameworks governing school leadership; (2) the professional development opportunities offered to school leaders; (3) the degree the school leadership profession was attractive; and (4) the procedures followed to appraise school leaders. Findings underscore the critical role played by school autonomy, instructional leadership, and governance in responding to Agenda 2030. The discussion contributes to the global discourse in meeting the requirements of Agenda 2030.

Research on the Construction of Core System of Credit Bank in Vocational Education

Lifelong education and lifelong learning are increasingly implemented all over the world. The reform and development of education system and training mode are facing new opportunities and challenges. Based on the concept of lifelong education, we must establish the core system of credit bank as soon as possible so as to achieve the orderly operation of the credit certification, conversion, accumulation and exchange process of vocational education. Only in this way can we gradually establish an effective credit bank for vocational education, and achieve the vocational education goal of attracting social members to the lifelong learning system.

Hierarchical Lifelong Machine Learning With “Watchdog”

Most existing lifelong machine learning works focus on how to exploit previously accumulated experiences (e.g., knowledge library) from earlier tasks, and transfer it to learn a new task. However, when a lifelong learning system encounters a large pool of candidate tasks, the knowledge among various coming tasks are imbalance, and the system should intelligently choose the next one to learn. In this paper, an effective “human cognition” strategy is taken into consideration via actively sorting the importance of new tasks in the process of unknown-to-known, and preferentially selecting the most valuable task with more information to learn. To be specific, we assess the importance of each new coming task (e.g., unknown or not) as an outlier detection issue, and propose to employ a “watchdog” knowledge library to reconstruct each task under <inline-formula><tex-math notation="LaTeX">$\ell _0$</tex-math></inline-formula> -norm constraint. The coming candidate tasks are then sorted depending on the sparse reconstruction scores in a descending order, which is referred to as a “watchdog” mechanism. Following this, we design a hierarchical knowledge library for the lifelong learning framework to encode new task with higher reconstruction score, where the library consists of two-level task descriptors, i.e., a high-dimensional one with low-rank constraint and a low-dimensional one. Both “watchdog” knowledge library and hierarchy knowledge library can be optimized with knowledge from both previously learned tasks and current task automatically. For model optimization, we explore an alternating method to iteratively update our proposed framework with a guaranteed convergence. Experimental results on several existing benchmarks demonstrate that our proposed model outperforms various state-of-the-art task selection methods.

A domain-agnostic approach for characterization of lifelong learning systems

Despite the advancement of machine learning techniques in recent years, state-of-the-art systems lack robustness to “real world” events, where the input distributions and tasks encountered by the deployed systems will not be limited to the original training context, and systems will instead need to adapt to novel distributions and tasks while deployed. This critical gap may be addressed through the development of “Lifelong Learning” systems that are capable of (1) Continuous Learning, (2) Transfer and Adaptation, and (3) Scalability. Unfortunately, efforts to improve these capabilities are typically treated as distinct areas of research that are assessed independently, without regard to the impact of each separate capability on other aspects of the system. We instead propose a holistic approach, using a suite of metrics and an evaluation framework to assess Lifelong Learning in a principled way that is agnostic to specific domains or system techniques. Through five case studies, we show that this suite of metrics can inform the development of varied and complex Lifelong Learning systems. We highlight how the proposed suite of metrics quantifies performance trade-offs present during Lifelong Learning system development — both the widely discussed Stability-Plasticity dilemma and the newly proposed relationship between Sample Efficient and Robust Learning. Further, we make recommendations for the formulation and use of metrics to guide the continuing development of Lifelong Learning systems and assess their progress in the future.

Analysis of the Application Path of the Branch Bank Model in the Construction of Computer Specialty in Higher Vocational Colleges

The cultivation and improvement of students' practical ability in vocational colleges should be combined with the basic requirements of practical learning, and students' knowledge learning ability should be innovated and optimized in methods. For students in vocational colleges, their basic learning ability is relatively weak, and in the context of vocational colleges, the improvement of students' practical skills has become the key goal of students' practical learning. The credit bank mainly establishes an independent learning account to form a lifelong learning system for students. For vocational college students and computer majors, it has certain application suitability. It can help students combine the continuous innovation and development of computer professional technology, constantly introduce progressiveness and targeted theoretical knowledge and practical projects for application, and ultimately achieve better professional learning results. The main points for the introduction and application of the credit bank model are to make full use of the learning advantages of the computer specialty to complete the establishment and activation of learner accounts, effectively store and identify learners' staged learning achievements, and reasonably plan the identification criteria for the transformation of learning achievements, so as to fully adjust the social environment dimension resource conditions to promote the construction of the credit bank.

An Analysis and Implications of the AI lifelong learning system in Singapore

An Analysis and Implications of the AI lifelong learning system in Singapore

Skills requirements across task-content groups in Poland: What online job offers tell us

Dynamic digitalisation has a profound impact on labour markets, leading to routinisation and job polarisation processes. Most studies on labour polarisation use employment data to track changes in labour demand and incomes across routine and non-routine jobs. In this paper we utilise a database of online job postings published on Polish websites in the period 2017–2019 to map skills the requirements in respective task-content groups. We observe little evidence of job polarisation in the Polish vacancy market, with cognitive, communication, availability, technical, and self-organisation skills being in high demand regardless of the task-content group. With the use of logistic regression we find that non-routine and routine cognitive jobs require a quite extensive, and similar skill-mix. Multinomial logistic results show that communication and cognitive skills enhance the employability in non-routine and routine cognitive jobs, while in the case of non-routine manual jobs these are availability, mathematical and interpersonal skills. Based on these findings, we conclude that the lifelong learning system should focus on developing the transversal skills required in jobs resilient to automation (non-routine jobs). Moreover, we argue that enhancing the transition from routine to non-routine jobs by providing the required transversal skills plays and important role in reducing social inequalities.

“ART BELONGS TO THE PEOPLE!” THE SOVIET CULTURAL POLICY AND ESTONIAN COMMUNITY HOUSES

Estonian community houses were built in towns and the countryside by the local people, who had been joining cultural and other societies since the second half of the 19th century. These cultural centres supported the process of building the Estonian state. The space for culture became basis for the lifelong learning system of informal education, which later was regulated and developed according to the politics of culture and education in the Estonian nation-state (1918–40) and the Soviet Union (1940–91). After the invasion of the Baltic States by the Soviet Union in 1940, extensive restructuring or sovietization of the Estonian public administration, economy and culture began. The article examines the sovietization process of Estonian community houses, i.e., how they were turned into the ideological tools of Soviet totalitarian propaganda.

Quantitative SWOT Analysis on Factors Influencing the Sustainable Development of Non-Academic Education in China’s Open Universities: A Case Study of Beijing Open University

In 2012, considering the needs of citizens’ livelihoods and social development, the Chinese government approved six large-scale radio and television universities to become open universities (OUs). Developing non-academic education (NE) has become an important target of OUs’ transformation and development due to its importance in constructing a lifelong learning system in China. To promote the development of NE requires planning a good strategy by analyzing its internal and external environment. The purpose of this research is to provide a referential strategy for OUs in China to develop NE in their transition period. This study used the strengths, weaknesses, opportunities and threats approach in combination with the analytical hierarchy process (SWOT-AHP) to investigate the factors influencing the development of NE in China’s OUs using the example of Beijing Open University. As shown by the research results, although the development of NE in OUs has disadvantages such as the shortage of professional personnel, insufficient capital investment, and poor market operation, the favorable national policy environment, the adjustment of local functional structure, and the extensive learning needs of citizens have led to good external opportunities. Therefore, reverse strategies should be adopted.

평생교육체제 단과대학 성인학습자의 비교과 지원 역량에 대한 요구분석

The purpose of this study was to explore support strategies according to extra-curricular program with needs analysis of adult learners in the lifelong education system participating in the lifelong education system support project of university. To this end, a survey was conducted for demand analysis, and the results of analyzing the collected data through the t-test and the The Focus for Focus model are as follows. First, among all adult learners, the priority of comparative and support competencies was in the order of life competency, basic learning competency, convergence, and start-up competency. Second, by age of adult learners, those in their 20s and 60s showed life competency as the top priority, those in their 30s and 50s showed basic learning competency as the top priority, and those in their 40s showed convergence and global competency as the top priority. Third, by major, life and basic learning capabilities of the construction environment convergence engineering department, basic learning capabilities and learning capabilities of the sports welfare department, convergence and start-up capabilities of the welfare management department, and smart energy engineering were the top areas. Through the above research results, several implications for the ability to support adult learners in the college's lifelong learning system department were derived. This study is significant in that it derived an adult-friendly comparative department support plan that meets the needs of adult learners in the lifelong education system. The results of this study are expected to be used as useful data for supporting comparative programs tailored to the needs of adult learners at universities operating the university lifelong learning system.

SEARCH FOR A NEW PARADIGM IN THE EDUCATIONAL` SYSTEM IN THE ERA OF ARTIFICIAL INTELLIGENCE AND DIGITAL TECHNOLOGIES: CHALLENGES, OPPORTUNITIES

The article explores the problem of searching for a new paradigm in the education system in the era of artificial intelligence and digital technologies, the transition to the VI economic order, the formation of a list of new competencies of the 21st century, and the analysis of challenges to the education and training system. It is noted that the state and prospects for the development of the higher educational system are today among the most acutely discussed issues in every society. The requirements for knowledge and competencies are dynamically changing, and what was in demand at the beginning of the new 21st century may differ significantly from the current needs of society and the state. It becomes obvious: to be in demand, you need to study all your life. In this regard, it seems necessary to consider the basic conceptual approaches and paradigms used to analyze educational policy. The state has an objective need to predict and implement new competencies, as well as to modify existing ones. At the same time, questions arise: what educational paradigms can become the driving forces for the formation of a flexible and proactive system of lifelong learning for citizens of all ages? In conclusion, the author notes that the era of digital transformation dictates the transition to a new concept of education, there are completely new drivers and trends that form the model of education of the future, including in the context of large-scale educational experiments. The educational system is already behind the digitalization curve. It must do more to take advantage of artificial intelligence and new technologies, while addressing possible negative trends.

A Humanistic Approach to Education 2030: Perspective and Practice in China

Abstract A humanistic approach to education has been central in the field of international education. China has positively responded to the international action of the United Nations plan in Education 2030 with a concrete strategic plan. Although challenges remain, China’s development of a modern lifelong learning system involving all levels of education in formal and non-formal education aims at ensuring the right of all people to an education; and it lays the foundation for educational equity. Traditional Chinese education philosophy and teaching/learning practice containing the spirit of humanism should be treasured both by China and the world. A humanistic approach to education reflects the convergence between China and the world, and modernity and tradition. Supporting the education of developing countries reflects a positive attitude and responsible action contributing to the common destiny of humanity.

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.&#x0D; 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.&#x0D; 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.&#x0D; 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