Vision Of Lifelong Learning Research Articles

Lifelong education trajectories and futures in Ghana: issues of policy, ideology and practice

ABSTRACT This paper examined lifelong education and learning trajectories and issues of policy, ideology and practice that have underpinned the implementation of adult literacy and adult learning education strategies within a lifelong learning perspective in Ghana. Using documentary analysis, the paper noted that although the concept of lifelong education/learning has been used in some national development documents and educational policies, Ghana has no national policy on lifelong learning. The paper found that multilateral and bilateral organisations have influenced the direction and strategies captured in the national development documents and educational policies. The paper found that recommendations from International Conferences on Adult Education have often had very little influence on these national policy texts. For Ghana to be able to provide opportunities for lifelong learning for all there is the need for a vision of lifelong learning that is situated in the present and looks into the future. Ghana must work towards building a culture of lifelong learning. Policymakers need to understand that lifelong learning cannot be achieved when there are no clear-cut policies on adult literacy and adult learning and education, which are all critical components of lifelong learning. The learning needs of the youth and adults have to be given recognition in national development documents and educational policies.

Lifelong Learning in higher education using Learning Analytics

Abstract The conventional education system lacks the focus to create employable graduates. The existing industries in the Information Technology sector widely recruit based on a very specific set of skills and academic performances. To create better career opportunities, the colleges and universities should ensure that the graduates are qualified to accomplish the basic skills required by any organizations. This demands systematic approaches to be adopted with an innovative teaching style during the academic curriculum-based training in engineering colleges. The international accreditation organization ABET is a worldwide recognized educational board that provides streamlined guidelines for competency skills and to deliver a quality education for students. In this research work, an extensive study has been performed on the needs of the industry and it has been compared to the quality of the course being offered to the students. The curriculum is designed based on the industry experts’ feedback. To achieve the Student Outcome Criteria as per ABET accreditation, the practices of structured approach is adopted along with the vision of lifelong learning in this research work. The teaching-learning process of first year under-graduate programming course and its evaluation techniques is considered in this research work. The competency skills like problem solving skills, critical thinking, and creative thinking are analysed using learning analytics strategies for first year Python programming course. The performances of the students are broadly categorized based on the metrics like logical, conceptual, analytical and conceptual thinking, while simultaneously focusing on their time management skills and commitment to learn. Artificial Neural Network (ANN), Naive Bayesian algorithm and logistic regression models are used to identify and measure the competency skills of the learners achieved in this course and validating these metrics with the student learning outcome. Implementing Artificial Intelligence concepts will provide results that can aid in creating the most suitable teaching-learning environment resulting in the best outcome for disruptive engineering education. Learning Analytics will provide an understanding and optimization of learning and its environments thereby ensuring sustainable development. This analysis presents an opportunity to identify the gap between the academic curriculum and the industry’s expectations in terms of competency skills to be acquired by the learners. Additionally, it helps to improve the teaching-learning process according to the dynamic changes from the industries and builds the foundation for students to be lifelong learners.

PROFESIONALNI RAZVOJ NASTAVNIKA KROZ KONCEPT HORIZONTALNOG UČENJA I NASTAVNIČKIH FORUMA

Vizija celoživotnog učenja i kontinuiranog profesionalnog razvoja zahteva nastavnika koji će znati kritički da razmišlja, koji je osposobljen za refleksiju i samoevaluaciju, koji zna da potraži ili osigura preduslove za razvoj svakog pojedinačnog učenika, koji podstiče i podržava učenike u procesu učenja i razvoja. Od nastavnika se očekuje kontinuirani profesionalni razvoj i odgovorna participacija u svim segmentima rada škole. U ovom radu autorke se bave savremenim konceptom profesionalnog razvoja nastavnika kroz nastavničke forume kao specifičnim vidom horizontalnog učenja. Nastavnički forumi kao mogućnost za sticanje novih znanja i uspostavljanje saradnje sa kolegama, polako pronalaze svoje mesto u školskoj praksi.

Kultura odgojno-obrazovne ustanove i stručno usavršavanje učitelja

O stručnom usavršavanju učitelja, autorica promišlja pozivajući se na mnoge autore, kao institucijskom razvoju u mijenjanju kulture odgojno-obrazovne ustanove koja na taj način povećava svoje kapacitete za kontinuirane promjene odgojno-obrazovne prakse, a ne samo implementaciju pojedinih inovacija. Posebno zato što postojanje novih razrađenih kurikuluma, zakonskih akata i drugih propisa, koji određuju, ili bi trebali usmjeravati odgojnu praksu, nije dostatno za njezino kvalitetno mijenjanje. O odgojno-obrazovnoj ustanovi raspravlja kao o jednoj organizaciji, a o kulturi kao svojstvu organizacije kojem se njezini članovi trebaju prilagođavati u procesu stalne evolucije. Zastupa tezu o potrebi drugačijeg pristupa stručnom usavršavanju učitelja usmjerenog na izravno istraživanje i mijenjanje osobne prakse. O stručnom usavršavanju učitelja promišlja kao o strategiji u procesu mijenjanja kulture odgojno-obrazovne ustanove. Vizija cjeloživotnog učenja i neprestanog profesionalnog razvoja zahtijeva učitelja koji će znati kritički razmišljati, koji je osposobljen za refleksiju i evaluaciju, koji zna potražiti ili osigurati preduvjete za razvoj svakog pojedinog učenika te koji zna poticati i podržavati učenike u procesu učenja. O učitelju se promišlja, prije svega, kao inicijatoru promjena, pokretaču za učenje, koji se brine za svoj osobni i profesionalni razvoj i koji je dio organizacije koja se razvija i uči, a o refleksiji kao značajnoj karakteristici profesionalnog razvoja učitelja.

Lifelong Learning and T.S. Eliot's Four Quartets [1

This article challenges the dominant policy discourse about lifelong learning as a tool for economic productivity and competitiveness, and proposes the alternative language of poetry as a means to return to the vision of lifelong learning as a process of "learning to be", as first proposed in Edgar Faure et al. 's (1972) landmark UNESCO report of that title. T.S. Eliot's classic poem Four Quartets is examined as an example of poetic work that articulates a richly nuanced view of lifelong learning as a process of grappling with major existential questions about identity and existence. The prospect of truly learning to be, as Eliot shows us, is not a straightforward task of acquiring government-sanctioned skills, knowledge, and attitudes, but one of venturing into the dark unknown, and "costing not less than everything" in the process.

Education, Education, Education! The vision of lifelong learning in the Kennedy, Dearing and Fryer reports

ABSTRACT The year 1997 witnessed the publication of three major policy reports related to the development of lifelong learning in the UK: the Kennedy, Dearing and Fryer reports on further, higher and continuing education, respectively. These reports produced responses from government, and underlay the consultative paper published early in 1998. This article examines these documents, not so much for the policies they propose, but for the conceptualisations of lifelong learning they contain. It concludes that, in this context, while the promotion of lifelong learning is to be welcomed, the documents suffer from three failings: they accord too much priority to vocational education and training; they betray a tendency to blame non‐participants, while placing responsibility on them for changing their behaviour; and they threaten economic and social exclusion for those who do not participate in the future.

Is the Learning Age Somewhere over the Rainbow? A Framework for Analysis of Continuing Vocational Education Policy

SUMMARY The world of Continuing Vocational Education is caught up in the midst of the ongoing search for a vision of lifelong learning. This article presents a framework for analysis of this policy formulation process, based on policy and practice throughout the 1990s. Two models are used: a ‘rainbow’ of issues in learning and work and three paradigms of educational institutions, which are used to illustrate a synthesis of market forces and social justice that can support lifelong learning. These models are combined with examples from proposed policy to argue for a move beyond unhelpful dualities of the academic and the vocational to a focus on the empowered learner.

Promoting lifelong learning through education partnership: part 1

It has never been more important for schools and employers to work together. Indeed, collaboration between education and industry is one of the great success stories of the 1980s in Britain, with more active partnerships than ever before. The background to partnership suggests a variety of motives amongst employers, including a concern to protect future manpower supply. However, the emerging vision of lifelong learning provides a new focus for education partnership activity that is being pioneered by the Rover Group, Britain’s largest motor manufacturer. The company has introduced a number of distinctive approaches to supporting the work‐related curriculum including partnership centres at its major plants and school‐based facilities, the so‐called “Rover rooms”, in the surrounding catchment areas. Quality in work experience has been a major concern for the Rover Group and, in addition to the company’s annual award scheme, initiatives such as learning agreements for pupils have been introduced to raise standards and ensure the quality of learning outcomes.

Lifelong learning for teachers in Ireland: policy, provision and vision

This article is in three parts. First, a document analysis is undertaken to establish the breadth and depth of vision envisaged by policy-makers in relation to the provision of lifelong learning opportunities for practitioners in Ireland. Second, a snapshot of current provision is developed and this is critically analysed against the rhetoric of section one. The third and concluding section identifies a number of key issues which need to be addressed by policy-makers and providers if a more comprehensive and securely grounded vision of lifelong learning for teachers in the setting is to be developed while being cognisant of career needs, stages and aspirations, as well as system requirements

A Vision of Lifelong Learning

A Vision of Lifelong Learning

Promoting Lifelong Learning Through Education Partnership: Part One

It has never been more important for schools and employers to work together. Indeed, collaboration between education and industry is one of the great success stories of the 1980s in Britain, with more active partnerships than ever before. The background to partnership suggests a variety of motives amongst employers, including a concern to protect future manpower supply. However, the emerging vision of lifelong learning provides a new focus for educaton partnership activity that is being pioneered by the Rover Group, Britain′s largest motor manufacturer. The company has introduced a number of distinctive approaches to supporting the work‐related curriculum including Partnership Centres at its major plants and school‐based facilities, the so‐called “Rover rooms”, in the surrounding catchment areas. Quality in work experience has been a major concern for the Rover Group and, in addition to the company′s annual award scheme, initiatives such as learning agreements for pupils have been introduced to raise standards and ensure the quality of learning outcomes.