Principles Of Lifelong Education Research Articles

느린 학습자의 문화예술 체험 활동을 통한 문화예술교육 지원 방안 연구

The purpose of this study is to identify the characteristics of slow learners who are overlooked by institutional frameworks and to examine how cultural and arts experiences can facilitate their cognitive, affective and physical development. This research aims to propose strategies to support cultural and arts education tailored for slow learners. To achieve this, interviews were conducted with parents, primary school and middle school teachers, counselors, cultural and arts center and educational institutions managers and art instructors who have provided cultural and arts experience education to slow learners. The analysis results are organized by separating them into individual and institutional dimensions. At the individual level, the findings indicate the need for cultural and arts activities that enable slow learners to experience a sense of achievement. Since slow learners are educated alongside regular students, they often feel a relatively lower sense of achievement across cognitive, affective, and physical domains, leading to a loss of motivation to learn. Additionally, the study suggests expanding opportunities for communication among students, and between teachers and students, to make them more comfortable with expressing themselves internally. This involves providing numerous opportunities for self-expression by leveraging the variety and enjoyment of communication activities. Furthermore, the active use of play-based learning is advocated. Engaging in play involves all domains—cognitive, affective, and physical—and increases the chance for achievement due to the diversity of levels. At the institutional level, the findings can be summarized as follows. First, there is a need for policy support for cultural and arts experience education for slow learners, a point that has been highlighted in various studies. Without this support, the social costs could become substantially high. Secondly, there is a call for support within the framework of lifelong education. The principle of lifelong education is based on self-directed learning, where individuals select the content and level of their learning. However, self-directed learning poses challenges for slow learners, necessitating the need for learning assistants. This area requires institutional support via policy backing.

Method for Forming Linear Scales for Assessing Learning Outcomes with Control of the Adequacy of Indicator Variables

The purpose of the research is to construct a linear scale for assessing learning outcomes, and to assess the relevance of the indicator variables involved in the formation of the scale.Methods. An analysis of existing approaches to assessing competencies has shown that the most effective approach is the activity-based approach, which involves assessing competencies as a result of current, milestone and/or final control in a discipline or group of disciplines. For this, a scale is needed ‒ a measuring tool that allows you to assess the level of knowledge in a given competency. The quality of the measurement instrument was assessed within the framework of latent variable theory based on the Rasch model. We used the interactive environment “Measurement of Latent Variables, developed in the laboratory of objective measurements of Kuban State University, and the RUMM 2020 software, which is widely used in our country for processing student testing results.Results. For the universal competence Able to manage one’s time, build and implement a trajectory of self-development based on the principles of lifelong education, software and a pool of test tasks have been developed. Using latent variable theory, the validity of a linear scale for this competency was tested. Linear scale indicators have been identified that most adequately characterize the quality of knowledge level assessment, and indicators with the greatest and least sensitivity to the level of knowledge in this competency have been identified.Conclusion. The developed linear scale for assessing learning outcomes was used to measure the level of development of the universal competence UC-6 among students of Kuban State University. The results obtained are necessary for monitoring the formation of the UC-6 competence and for determining the factors influencing the formation of this competence.

Lifelong education as one of the digital decade trends

The article is devoted to the topical issues of lifelong education as a new and increasingly relevant form of education. The article examines the impact of digital transformation on the transformation of the education system. The authors emphasize the relationship between the growth in the volume and coverage of digital technologies and the increase in the number of educational services in various forms (the system of additional education, courses, webinars, programs for studying cutting edge academic disciplines in a short time). The research focuses on the theoretical understanding of the trend of the last decade – lifelong education. An important conclusion, confirmed by the already available in modern sociology research, was the judgment that the increased relevance of lifelong education is directly related to digitalization and the technical, technological and organizational preferences that it provides to the educational system. Thus, distance educational technologies (zoom, skype, teleconference from Yandex, Vebinar and others) demonstrate the ability to be involved in the educational process regardless of location, gender, age, employment, occupation and interests. In addition, in modern conditions of transition to a new digital reality under the influence of the rapid development of advanced technologies, there is a question of the need for constant professional reorientation and obtaining new knowledge and skills in the fields of computer programming, the use of digital technologies, including interacting with artificial intelligence. The article identifies new popular areas of study, the principles of lifelong education, and also highlights the advantages and disadvantages of the object of study. It is also revealed that today an ambiguous attitude of teachers and students to online education has been formed.

무위당 장일순의 생애와 교육사상

Research exploring the value of lifelong education by connecting the life of a leader who made the living ground into a place of education and led change is significant. This study aims to realize the implications of lifelong education by examining the life and educational ideology of Muwidang Jang Il-soon, who is considered to have lived as an ordinary person all his life with a consistent attitude in Korean modern history. More specifically, the meaning of teaching and the principle of lifelong education in his life are examined, and the implications of Jang Il-soon's educational thought for today's lifelong learning society are discussed. Regarding the research method, qualitative research was conducted for interpretative research, such as exploring historical data and performing a literature analysis on Jang Il-soon. In the results of the study, Jang Il-soon's teachings are presented as 'Gaemunryuha', 'Illinillgi', 'Gyohaksangjang', and 'Gyojachaesin'. The principles of lifelong education that appeared in Jang Il-soon's educational thought are categorized into 'the principle of equality', 'the principle of practice', 'the principle of coexistence', and 'the principle of liberation'. The implications of Jang Il-soon's educational thought for a lifelong learning society are identified as 'the provision of equal lifelong education opportunities', 'practice-oriented educational activities and social transformation', 'the implementation of meaning and value of learning community', 'instructors' critical reflection and action', etc. As an educator and a learner simultaneously, Jang Il-soon's educational ideology has implications for the reality of lifelong education centered on the delivery of knowledge by instructors and for the education movement and practitioners' educational activities at the private level, suggesting means for the realization of a lifelong learning society.

평생교육 관점에서 바라본 지방자치단체 교육복지 기준선의 특징과 한계

This study attempts to analyze the educational welfare baseline strategic projects of local governments from the perspective of lifelong education to clarify their characteristics and limitations, and to suggest the direction of setting the educational welfare baseline at the local level. In order to achieve the research purpose, an analysis frame according to the educational welfare level and an analysis frame according to the principle of lifelong education were devised, focusing on the deductive qualitative method of Elo and Kyngas, but the content analysis was conducted on the local government's educational welfare baseline strategy project. As a result of analysis based on education welfare, the educational welfare standards of ten local governments show projects at the input stage, financial shortage support projects, projects led by provincial governors (mayors), not superintendents, and projects for school-age students. As a result of the analysis according to the principles of lifelong education, the degree of correspondence to the principles of scalability, innovation, and integration of the educational welfare baseline strategic projects of the three local governments differed significantly depending on the region. In particular, since the educational welfare standard of local governments was set from a social security perspective, the principle of lifelong education was not sufficiently reflected. In the future, the expansion of educational content and form in the educational welfare baseline strategy project, innovation into practical useful learning and mutual educational relationships, and integration of educational resources and learning stages should be considered.

MANAJEMEN WAKTU LANSIA PEMBELAJARAN MENGHAFAL AL-QUR’AN DI RUMAH QOUR’AN AT-TARTIL

The purpose of this research is to find out and describe in detail the profile of an elderly woman aged 66 years who is a memorizer of the Al-Qur'an by following lessons at the Al-Qur'an At-Tartil House. This research is a qualitative descriptive research. This study uses interview data collection techniques, observation and documentation. Checking the validity of the data used time triangulation, subject triangulation and technical triangulation. The results of the research are that Grandma Arjuna, 66 years old, has memorized the Al-Qur'an by taking lessons at the Al-Qur'an At-Tartil House since 2013 and began memorizing in 2015. Achieved 7 juz memorization among 9 students in the Heaven's Angel class who is younger. Having a passion at the age of 66 to continue learning continuously which can illustrate the form of implementing the principle of lifelong education in the non-formal education pathway.

Lifelong education system in Russian tourism and hospitality: Models, technologies, context

Paper's goal is to elicit features of formation a lifelong education system in Russian tourist and hospitality industry. Internet resources monitoring of 30 organisations realizing programs in tourist and hospitality; 10 in-depth interviews with program heads are used as methods. The results show that the absence of a special division for coordinating programs; that the existing theory and methodology do not correspond to a problem of training competitive experts; incoordination of purposes and problems of programs and priorities of employers; absence of professional competences; non-standard-issue documentations; absence of the unified registering of documents of graduation prgrams. The current system has to be modernized. The principle of lifelong education has to be the basis for developing drivenness and responsibility, strengthening ability to adapt to the economic, social and professional transformations.
 Keywords: Continuing education system, hospitality, tourism, supplementary vocational education.

ABOUT THE ISSUE OF FOREIGN LANGUAGE TRAINING IN THE SYSTEM OF LIFELONG LEARNING

The current paper attempts to examine the issues of lifelong education. According to UNESCO documents the notion of lifelong education is defined. The advantages of lifelong learning are highlighted. The lifelong educational system should meet the needs of society, as well as take into account the positive approaches and experience of the development of the world and domestic educational systems. The paper mentions the difficulties of adult lifelong learning as lack of time or lack of conditions for safe relevant learning environment, limitation of learning by specific goals and objectives, use of relevant knowledge or skills in various settings or contexts. The paper focuses on the principles of lifelong education and the issues to be tackled in the context of their implementation: what methods, techniques and strategies to choose to involve students’ previous system of knowledge, enhance their performance, reflection, control over the learning process. The importance of foreign language training in the process of foreign language communicative competence formation and the role of a foreign language as a tool of cognition and acquisition of knowledge are analyzed. It is established that a foreign language is an important component of professional training of specialists in any field of knowledge. A combination of methods for the development of critical and creative thinking, cooperative learning, problem-based, project-based methods as effective for the formation of foreign language communicative competence of adults is proposed. The importance of continuity between the stages of mastering a foreign language and the use of formative assessment of the previous system of knowledge is emphasized. The strategies «INSERT», «Know-Want to Know-Learned», the creation of mind maps for establishing a connection with previous and acquired system of knowledge and identifying prospects in adults foreign language training are proposed.

Dampak Pelatihan “Count Me In” Bagi Penguatan Kerelawanan (Volunteering) dalam Civil Society Organization (CSO)

Public education has a strategic position in developing human resources and encouraging the improvement of the quality of education through the principle of lifelong education. Although the scope is not as intensive as formal education, its role cannot ignore in the effort to educate the nation's life. Community education involves many individuals in Civil Society Organizations (CSO). One way to increase the capacity and capability of human resources in organizations is through training activities (training). NICE Foundation Indonesia has filled out Count Me In Training for volunteers who have been contributing to community education. This study conduct to evaluate the Count Me In Training of 10 (ten) CSOs using the Kirkpatrick & Kirkpatrick Four Level Evaluation Model. The results showed objectives Count Me In Training achieved as evidenced by an increase in knowledge and changes in the behaviour of participants, as well as an increase in individual and organizational performance in volunteerism management

Lifelong education system in Russian tourism and hospitality: Models, technologies, context

Paper's goal is to elicit features of formation a lifelong education system in Russian tourist and hospitality industry. Internet resources monitoring of 30 organisations realizing programs in tourist and hospitality; 10 in-depth interviews with program heads are used as methods. The results show that the absence of a special division for coordinating programs; that the existing theory and methodology do not correspond to a problem of training competitive experts; incoordination of purposes and problems of programs and priorities of employers; absence of professional competences; non-standard-issue documentations; absence of the unified registering of documents of graduation prgrams. The current system has to be modernized. The principle of lifelong education has to be the basis for developing drivenness and responsibility, strengthening ability to adapt to the economic, social and professional transformations. Keywords: Continuing education system, hospitality, tourism, supplementary vocational education.

Pomen vseživljenjskega izobraževanja za sodobno industrijsko proizvodnjo

V članku sta prikazana pomen in potreba stalnega izobraževanja zaposlenih v industriji, vseh, ki želijo posodabljati proizvodnjo, uvajati novosti, spremljati konkurenco in stalno povečevati produktivnost. Poleg splošnih potreb in načel vseživljenjskega izobraževanja je navedenih nekaj osnovnih in splošnih potreb izobraževanja za sodobno industrijsko proizvodnjo. Poudarek je na izobraževanju za vsesplošno kakovost, pomenu standardizacije, varstva okolja, zadovoljstva zaposlenih, varstva pri delu in ravnanja s strankami. Posebno poglavje je posvečeno izobraževanju za razvoj in izboljšanje proizvodov, patentni zaščiti novih proizvodov, učenju od konkurence, uporabi interneta in druge literature. Na koncu pa je nekaj praktičnih primerov uspešnega izobraževanja v slovenski industriji.

Diverse Applications of the Unifying Principles of Lifelong Education to Teacher Preparation

The theme of the Third World Congress of Comparative Education Societies, "Diversity and Unity Through Education," seems especially appropriate to the present thrust in research at the UNESCO Institute for Education in Hamburg, Germany. This is because the principles of lifelong education provide a framework for unity of educational efforts, yet allow for national diversity as well.