Lifelong Learning Opportunities Research Articles

Sustainable development goal four (SDG 4) in Ghana: Can second cycle school libraries play a role?

School libraries have a strong commitment to achieving Sustainable Development Goal (SDG) four. The United Nations SDG four aims to ensure inclusive and equitable education and promote lifelong learning opportunities for all. Librarians are in the right position to foster the attainment of the SDGs. Therefore, this study sought to investigate how school libraries in high schools attain SDG four at the Presbyterian Boys’ Senior High School, Benkum Senior High School, and Kwabenya Senior High School. This study was guided by the Partnership Relationships Model. This study adopted a quantitative approach and survey research design to select 257 out of the total population of 2574 using a stratified sampling method. Statistical analyses were performed using the Statistical Package for Social Sciences. The study found that most respondents had a basic level of knowledge of what constitutes SDG four. The Chi-square test showed that there is a relationship between school libraries and SDG four in Kwabenya Senior High School, unlike in Presbyterian and Benkum Senior High Schools. The findings can be explained by the fact that in Kwabenya, the school library plays a critical role by supporting teaching and learning in schools, but in Presbyterian and Benkum, school libraries only provide training for teachers and learners. The study concluded that it is important for school management to assist the school library through the provision of training and supporting teaching and learning to learners in attaining SDG four with available resources. The study recommended the following, awareness creation of SDG four through workshops, provision of training, and enhancement of collection to support the teaching and learning of learners.

Studi Komparasi Pendidikan Kewarganegaraan pada Anak Usia Dini di Negara Indonesia dengan Negara Arab

Early childhood citizenship education in Indonesia with Arab countries in the background of state and citizen challenges globalization affects the growth, physical and spiritual development of children such as norms, behaviours and life values have an impact on the progress of the country. Research is used to improve the life of the Indonesian state while Arab countries master 21st-century skills. The research method uses literature studies with the aim of exploring early childhood citizenship education in the two countries. The results of the study stated that the country's vision and mission have a golden Indonesia target in 2045, while the Arab country has a target of superior education services in 2030. Education uses the independent learning curriculum and the student profile of Pancasila, the country of Indonesia.In contrast, the Arab country uses superior services equitable and inclusive quality education to increase lifelong learning opportunities. The focus of achieving early childhood development in Indonesia includes religion and morals, Pancasila, physical motor, cognitive, language, and social-emotional, while the Arab country achieves standards: knowledge, behaviour, skills, making citizens suitable, productive, and effective—Indonesian citizenship education, consisting of Pancasila values and Pancasila student profiles. While Arab citizenship education contains citizenship, national identity and culture, exploration of the interaction between the state and society makes a good citizen. In conclusion, the education of early childhood citizenship of the Indonesian state with Arabs can make citizens of character and citizenship.

Influence of sex composition of surviving children on childbearing intention among high fertility married women in stable union in Northwestern, Nigeria.

Achievement of Sustainable Development Goals (SDGs), especially goals one (end all forms of poverty), three (ensure healthy lives and promote well-being for all at all ages), four (ensure inclusive and equitable quality education and promote life-long learning opportunities for all) and five (achieve gender equality and empower all women and girls) might be a mirage without conscious efforts on the part of many developing countries to reduce population growth. Rapid population growth due to a high fertility rate and fertility desire may engender strife, poverty, unemployment, competition for scarce resources.The study explored the influence of sex composition of living children on childbearing intention among high fertility married women in stable union. This was a cross-sectional descriptive study and the study population were married women with high fertility in stable union. Results showed that sex composition of surviving children were significantly associated with respondents' fertility intentions. The following were the predictors of fertility intentions; sex composition of surviving children, type of family, contraceptive use, child parity, women empowerment status and others. Sex composition of surviving children was significantly associated with the fert ility intentions of the high fertility married women in stable union.

Rethinking Maritime Education and Training for Generation Z Students

Every country’s economy depends on workforce competencies that are developed mostly by education systems, in which institutions of higher education play an important role. With the spread of higher education and the continuous development of opportunities for lifelong learning, higher education institutions are facing challenges organising education by addressing the needs and preferences of different generations. As research shows, different generations have various learning preferences, needs and goals in life, and education. To organise teaching and learning activities effectively (now and in the future), educational institutions need to understand the characteristics of the multi-generational student population, and the tendencies in future changes to the student population. This is important for many industries, including the maritime industry. To supply young talent to the maritime industry, maritime education and training also need to take into account the future workforce and the needs of industry, in terms of new challenges, such as technological changes, sustainability goals, decarbonisation, and the blue economy. This paper presents an analysis of the changes in the student population at the World Maritime University higher education institution over the last five years, with a special focus on Generation Z. Insights into the organisation of effective education to address the needs of the maritime industry are presented based on the tendencies identified.

Universities and the Challenge of Employability: Leveraging Labor Market Data for Relevant Lifelong Education

The economy and society are experiencing significant transformations fueled by the emergence of new technological advancements. These changes are affecting not just the job market, but also social norms and interactions. In light of this, universities cannot confine themselves to the mere creation and dissemination of knowledge, as education alone does not assure employment prospects. Rather, universities must strive to enhance the transformative impact of education on both individuals' employability and organizations' competitiveness. To accomplish this objective, it is essential to leverage labor market insights and artificial intelligence technology. 
 The Universitat Oberta de Catalunya (UOC) is an online university that serves almost 90,000 students and has over 100,000 alumni. Its primary mission is to provide lifelong learning opportunities to people. However, due to the rapidly changing job market and evolving skill requirements, the UOC is currently implementing a university-wide strategy to prioritize employability. This strategy involves three main components. Firstly, the UOC is establishing a scheme to collect, store, generate, analyze, and present labor market data in a user-friendly manner that supports informed decision-making. This scheme will also connect educational programs to learning outcomes that can be linked to labor market information. Secondly, new organizational roles are being created to ensure that labor market information is integrated into the design of course offerings and career guidance services. Lastly, an interface is being designed for students to independently evaluate their position in the labor market and make better career decisions. This strategy builds on existing employability services and creates a foundation for relevant lifelong learning.
 The purpose of describing the UOC experience is to elucidate the strategy that universities should implement to enhance employability by capitalizing on the potential of artificial intelligence and big data.

Inclusive Learning through Immersive Virtual Reality and Semantic Embodied Conversational Agent: A case study in children with autism

Sustainable Development Goal 4 from the United Nations 2030 Agenda, focus on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Inclusive education is a key component of sustainable development goal 4, and assistive technology is a critical factor in achieving it. In this context, this paper introduces the development of an immersive virtual reality system with conversational skills for inclusive learning processes. The idea of this work is to provide an assistive technology to motivate, educate, and train students with disabilities in a more inclusive way. In order to improve the user experience, the system was developed to work in a CAVE-like immersive environment using Natural Language Processing through a Semantic Embodied Conversational Agent. This work highlights that assistive technology can promote educational, psychological, and social benefits for students with disabilities. The use of assistive technology can enable academic engagement and social participation and be transformative from a psychological perspective. A case study was conducted on children with autism, which showed encouraging results of the system as an assistive technology for teaching and learning.

Lifelong learning: The red-headed stepchild of Lebanon’s National Strategy for Older People

Decades of governmental neglect mark the socio-political realities of older people in Lebanon. They endure poverty, illiteracy, ageism, exclusion from healthcare and social security, and are absent from public spaces. Against the backdrop of these realities and Lebanon’s ageing population, the Lebanese Ministry of Social Affairs, in collaboration with other stakeholders, recently developed the first-ever National Strategy for Older Persons in Lebanon 2020–2030 (NSOP). This strategy aligns itself with regional and international efforts promoting older people’s health and social and economic participation, aims to reduce social disparities, achieve justice and equal opportunities, and promote positive welfare. In light of the paucity of scholarly works examining local policies on the intersection of ageing and adult education policies, this paper proffers a strategy analysis of the NSOP with particular interest in the stature it affords lifelong learning. To that end, two research questions are raised: (1) How does the NSOP imagine the role of lifelong learning in fulfilling its agenda? (2) What disconnects exist between the NSOP’s vision of ageing and the imagined role of lifelong learning in realising it? Answers are sought via a double-layered manifest and latent analysis of the NSOP document. Conclusions suggest the NSOP’s prescription and description of lifelong learning opportunities, including goals, provision and programming, are shorthanded and ambiguous. The NSOP’s ‘radical ethos’ also staggers on normative ageing ideals enshrined in existing cultural values yet claims to defy them. This policy discussion problematises the ableist and economic function of lifelong learning within the NSOP and, thereafter, the latter’s potency in mitigating the doomsday scenario older people in Lebanon endure. Ultimately, action mechanisms on policy, governance, capacity-building and research levels are suggested.

Perkembangan Pendidikan Berkualitas di Indonesia: Analisis SDGs 4

Sustainable Development Goals (SDGs) are a major topic in the global development agenda discussed by United Nations (UN) member states in Rio De Janeiro, with the aim of replacing the Millennium Development Goals (MDGs). One of the fourteen goals in the SDGs is to ensure equitable and inclusive quality education and increase lifelong learning opportunities for all individuals. This study aims to track the development of education in Indonesia to achieve the SDGs target, namely in building a quality education system and providing fair learning opportunities to all citizens. This study used a descriptive method. The results show that education development indicators in Indonesia continue to show improvement from year to year, thanks to government policies in the education sector, but there are still some challenges that need to be overcome

THE FACTORS AFFECTING EMPLOYEE RETENTION

Employee retention is a key success factor for organizations worldwide. Human resource management issues include curriculum development, employee capacity building, and lifelong learning. This manuscript proposes a conceptual framework for defining the relationship among curriculum development, employee capacity building, lifelong learning, career development, career success, and employee retention in the ACLEDA banking sector. Thus, this manuscript aims to determine the possibility of enhancing employee retention for employees in the banking sector in the ACLEDA bank sectors through curriculum development, employee capacity building, lifelong learning, career development, and career success opportunities granted to them by the organization. From this point of view, the service organization’s ability to retain talented employees and the low turnover rate can cause great inconvenience to the organization. The purposive sampling technique applies to collect data for this study. The research design for the current study is quantitative, with 453 participants. Item-Objective Congruence and Cronbach’s Alpha were employed to validate the constructs. Then, Confirmatory Factor Analysis (CFA) was used to verify convenient and discriminant validity and goodness of fit indices. The Structural Equation Modeling (SEM) was carried out to test the relationship among variables. The results of this paper examine the relationship among curriculum development, employee capacity building, lifelong learning, career development, and career success as critical factors affecting employee retention in the banking sector in Cambodia. The results of SEM indicated that curriculum development, employee capacity building, lifelong learning, career development, and career success as critical factors regarding the organization’s ability to retain its employees.

Supporting open education practice: Reflective case studies from the University of Edinburgh

This paper outlines the University of Edinburgh’s long-running strategic commitment to supporting sustainable open education practice (OEP) across the institution. It highlights how the University provides underpinning support and digital capability for OEP through central services working with policy makers, partners, students, and academics to support co-creation and active creation and use of open educational resources to develop digital literacy skills, transferable attributes, and learning enhancement. We present a range of case studies and exemplars of authentic OEP evidenced by reflective practice and semi-structured ethnographic interviews, including Wikimedia in the Curriculum initiatives, open textbook production, and co-creation of interdisciplinary STEM engagement resources for schools. The paper includes recommendations and considerations, providing a blueprint that other institutions can adopt to encourage sustainable OEP. Our experience shows that mainstreaming strategic support for OEP is key to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

Research on the development and innovation of online education based on digital knowledge sharing community

BackgroundDigital knowledge sharing (DKS) communities have emerged as a promising approach to support learning and innovation in online higher education. These communities facilitate the exchange of knowledge, resources, and ideas among educators, students, and experts, creating opportunities for collaboration, innovation, and lifelong learning. However, the impact and role of DKS communities in online education are not well understood, and further research is needed to explore their potential benefits and challenges.PurposeThis multi-objective qualitative study aims to investigate the impact and role of DKS communities in online higher education, identifying the factors that promote student success and the implications for the development of online education. The study collected data from 20 informants who have experienced teaching online during and after the pandemic. Data were collected through in-depth interviews and analyzed using thematic analysis. The informants were selected through theoretical sampling.MethodologyTo explore the impact and role of DKS communities in online higher education, this study employed a multi-objective qualitative research method. Data were collected through in-depth interviews conducted with 20 informants who possessed experience in teaching online during and after the pandemic. The informants were selected through theoretical sampling to ensure diverse perspectives and insights. The collected data were subsequently analyzed using thematic analysis, allowing for the identification of key themes and patterns.FindingsThe findings of this study provide valuable insights into the impact and role of DKS communities in online higher education. These insights encompass various aspects, including the benefits and challenges of DKS in online education, the factors that contribute to student success, and the implications for the ongoing development and innovation of online education.ConclusionsIn conclusion, this multi-objective qualitative study sheds light on the significance of DKS communities in online higher education. It underscores their potential to enhance collaboration, innovation, and lifelong learning. The findings also emphasize the importance of addressing challenges and fostering an inclusive and supportive online learning environment. These insights inform best practices and contribute to the continuous development and innovation of online education, particularly in the post-pandemic educational landscape.

Training for excellence: using a multimodal videoconferencing platform to coach surgeons and improve intraoperative performance.

Continuing Professional Development opportunities for lifelong learning are fundamental to the acquisition of surgical expertise. However, few opportunities exist for longitudinal and structured learning to support the educational needs of surgeons in practice. While peer-to-peer coaching has been proposed as a potential solution, there remains significant logistical constraints and a lack of evidence to support its effectiveness. The purpose of this study is to determine whether the use of remote videoconferencing for video-based coaching improves operative performance. Early career surgeon mentees participated in a remote coaching intervention with a surgeon coach of their choice and using a virtual telestration platform (Zoom Video Communications, San Jose, CA). Feedback was articulated through annotating videos. The coach evaluated mentee performance using a modified Intraoperative Performance Assessment Tool (IPAT). Participants completed a 5-point Likert scale on the educational value of the coaching program. Eight surgeons were enrolled in the study, six of whom completed a total of two coaching sessions (baseline, 6-month). Subspecialties included endocrine, hepatopancreatobiliary, and surgical oncology. Mean age of participants was 39 (SD 3.3), with mean 5 (SD 4.1) years in independent practice. Total IPAT scores increased significantly from the first session (mean 47.0, SD 1.9) to the second session (mean 51.8, SD 2.1), p = 0.03. Sub-category analysis showed a significant improvement in the Advanced Cognitive Skills domain with a mean of 33.2 (SD 2.5) versus a mean of 37.0 (SD 2.4), p < 0.01. There was no improvement in the psychomotor skills category. Participants agreed or strongly agreed that the coaching programs can improve surgical performance and decision-making (coaches 85%; mentees 100%). Remote surgical coaching is feasible and has educational value using ubiquitous commercially available virtual platforms. Logistical issues with scheduling and finding cases aligned with learning objectives continue to challenge program adoption and widespread dissemination.

Rising above the ashes: Sustainable development goals and the intersections of peace education amid a violent past.

For the sake of promoting peaceful and inclusive societies and building accountable and inclusive institutions, what can peace leadership educators do in the Here and Now to implement equitable quality education and promote lifelong learning opportunities? This question is raised within the context of the discovery of hundreds of unmarked graves of Indigenous children on the grounds of several former Indian Residential Schools across Canada. Emerging from the responses to the question raised, the authors offer a peace education model that includes four distinct yet interconnected aspects for college student leadership educators (i) be principle-centered; (ii) be courageous in challenging questions asked, (iii) be purposeful by enabling safe spaces where learners' stories can be told and heard, and (iv) be imaginative by choosing hope rather than despair.

Factors Impacting Professional Accounting Students' Satisfaction with Distance Learning: Evidence from a Malaysian Public University

Distance learning is a means for delivering teaching through the internet, with the use of various technologies and resources to provide material and engage students. This study examined students' perceptions of the opportunities and difficulties of distance learning, as well as their satisfaction with a distance learning experience. The data was gathered from a public university in Malaysia and analyzed using Partial Least Squares (PLS) structural equation modeling. The results revealed in terms of the students' perceived opportunities for distance learning, ICT skills and lifelong learning had a significant effect on how satisfied students are with distance learning, while the educational structure hadno significant effect. In terms of perceived challenges, students saw plagiarism and deviation from the primary goal as having a major impact on their satisfaction, but not the educational expenses. The findings aid institutions in providing better knowledge for the development of future distance learning programs for accounting qualification and provide a better understanding of the success of distance learning towards academic performance for students. Limitations and recommendations for future studies are also discussed. Keywords: distance learning, opportunities, challenges, satisfaction

Towards a Sustainable Future: Evaluating the Ability of STEM-Based Teaching in Achieving Sustainable Development Goals in Learning

STEM education promotes innovation and creativity and provides learners with the opportunity to develop critical thinking, problem solving, and analytical skills, which are all essential for sustainable development. When these skills are applied to real-world situations, they can help to address social, economic, and environmental challenges. STEM education can foster new solutions and technologies that contribute to sustainable development. The objective of this research was to ascertain the degree to which STEM-based teaching can attain sustainable development goals in learning, according to Saudi Arabian educators who have undergone training or have experience in teaching using this approach. In order to achieve this objective, a questionnaire was constructed, and its psychometric properties were validated. The findings of this study indicate that pedagogy based on the STEM approach possesses the capacity to realize sustainable development goals in learning. The goals were ranked based on the degree of effectiveness of STEM-based teaching in achieving them, with the highest average score being obtained for the goal of ensuring inclusive and equitable quality education and enhancing lifelong learning opportunities for all, while the lowest average was obtained for the goal of total elimination of hunger. Consequently, this study recommends the adoption of STEM-based teaching as a pedagogical approach that can facilitate the achievement of sustainable development goals in learning over the long term.

An Analysis of Online Learner Types Applicable to Lifelong Learning Environments

&lt;p&gt;Based on the perspective of Sustainable Development Goals (SDGs) Quality Education and lifelong learning, it is necessary to respect the learning opportunities and quality for all individuals. Online learning can provide more opportunities for lifelong learning, but due to the significant differences in students&amp;rsquo; backgrounds and characteristics, personalized and timely support becomes more crucial. Learning analytics (LA) in online learning environment is a way to facilitate understanding of the potential meaningful information and relationships of students. One of the main functions of LA is to monitor the learning performance and identify potential learning problems early. In this study, 𝑘-means clustering is performed to determine the types of learning in lifelong online learning environments, based on students&amp;rsquo; personal traits (background factors), learning behavior paths, and interactive perspectives on learning performance. Moreover, statistical analysis is used to further evaluate the linear correlation coefficients as well as the characteristics of each group of students, who ranged in age from 18 to 73, with a total of 2386 participants from five courses, in the interactive perspective. The result shows a significant correlation between learning performance and persistence across the three learning clusters, with a tendency towards continuous learning, thus providing educators an understanding of the learning behavior characteristics of those types of online learners.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

ОТНОСНО ГОТОВНОСТТА НА БЪДЕЩИТЕ УЧИТЕЛИ НЕМУЗИКАЛНИ СПЕЦИАЛИСТИ ДА ПРЕПОДАВАТ МУЗИКА

The relevance of the study relates to examining the extent to which professional learning opportunities enable future general profile teachers to teach music successfully in real educational settings. In order to ignore their insecurities in teaching music, research is needed to use appropriate lifelong professional learning opportunities, which will undoubtedly increase the confidence of teachers in subject areas such as Music. Prospective teachers who felt they were more confident in teaching music before entering the workforce had more extensive involvement in music at school or participated in forms of artistic self-activity. As a result of various studies on what kind of music education support prospective non-music teachers can count on, it is felt that despite the positive aspects of training and working alongside preschool and school music professionals, there is currently insufficient support for teachers in the early stages of their teaching career.

Cognitive perspectives on maintaining physicians' medical expertise: I. Reimagining Maintenance of Certification to promote lifelong learning.

Until recently, physicians in the USA who were board-certified in a specialty needed to take a summative test every 6-10years. However, the 24 Member Boards of the American Board of Medical Specialties are in the process of switching toward much more frequent assessments, which we refer to as longitudinal assessment. The goal of longitudinal assessments is to provide formative feedback to physicians to help them learn content they do not know as well as serve an evaluation for board certification. We present five articles collectively covering the science behind this change, the likely outcomes, and some open questions. This initial article introduces the context behind this change. This article also discusses various forms of lifelong learning opportunities that can help physicians stay current, including longitudinal assessment, and the pros and cons of each.

Lifelong learning opportunities for professional women in Bangladesh: to what extent does patriarchy act as a barrier?

ABSTRACT In the novel ‘Pride and Prejudice’, Austen (1813) wanted to show the marginal or subaltern standing of a woman in the 18th century England by saying that a woman was always subservient to a man, and the sole identity of a woman was being a wife to a male at that time. In present-day Bangladesh, a similar view is evident, where women are raised with the notion that their raison d’etre is to have and maintain stable relationships with men for a lifetime, despite the changing workplace dynamics that offer opportunities for progress. Bangladeshi women quietly embrace the philosophy of lifelong learning, yet their dedication to this pursuit remains largely unexplored and unrecorded, with only occasional publications touching upon the subject in an organized manner. The study examines how patriarchy restricts women's access to lifelong learning in Bangladesh, presenting a scoping review of literature to identify gaps and potential solutions. By advocating a radical approach, the paper aims to empower Bangladeshi professional women to overcome barriers and challenge patriarchal norms for their educational and career advancement.

Impact of Spatial Configuration on Promoting Lifelong Learning Development in Pathum Thani, Thailand

A “Learning City” uses its resources to enhance learning opportunities for individuals and communities that promote social cohesion, cultural prosperity and economic development. While the UNESCO network of learning cities provides guidelines for measuring social and economic prosperity, there have been no studies examining the current strengths and weaknesses of such cities in Thailand. The purpose of this study was to identify current strengths and opportunities for improvement in the Thanyaburi district of Thailand. We surveyed 400 residents to examine formal and informal learning activities, followed by layering the survey data using geographic information systems, to determine geographic differences in population size, density and transportation access. The findings show that formal and informal learning activities differ by the density and diversity of various geographical locations within the district according to urban centrality scores. The most popular activities were community-based, environmental and educational activities, respectively. However, various municipalities had few learning opportunities for local residents. Promoting lifelong learning opportunities is an essential response to establishing a vibrant environment for individuals, communities and cities and is a key driver to improving economic development (e.g., employment and education) and sustainability.