Teaching for lifelong learning, and lifelong learning for teaching (original) (raw)
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The Era of Lifelong Learning : Implications for Secondary Schools
2000
This era of lifelong learning is a time when knowledge is increasing and changing rapidly. Focusing on implications for individuals and schools, this paper addresses issues such as the need for information literacy, the need to develop a questioning, reasoning and evaluating approach to learning appropriate generic competencies, and the importance of identity and learning how to learn.
Journal of Education Culture and Society, 2018
Aim. The aim of article is to present the changing of idea of lifelong learning. The article focuses on the idea of lifelong learning. The rst part shows the essence of lifelong learning. An attempt has been made to organise concepts such as lifelong learning, lifelong training, continuing education and permanent education, as well as education and adult education, to consequently educe the idea of lifelong learning from the concept of continuing education. Methods. The method used is the literature analysis because of the theoretical character of a paper. Results. In the paper, it is presented how idea of lifelong learning was changing over time. Furthermore, the article shows the social context of the use of lifelong learning in relation to the theory of human capital and social capital theory as well. The next part of the article concentrates on identifying the most important initiatives of the European Union, the objective of which is the implementation of the idea in Europe. The article presents the aims of the EU programmes that are focused on the implementation of that idea in European education. Conclusions. The development of the idea of lifelong learning is related to a social and cultural changes. This idea is a very important part of EU strategy, which main gol is to build the Information Society.
KEY COMPETENCE FOR LIFELONG LEARNING
Modern society is referred to as The Information Society. The reasons for its creation is seen in the technological progress and information, and its characteristic is the high rate of change, which applies to almost all areas of social life. The development of new technologies has meant that many aspects of life have been digitized - from research or the military to medicine, education, banking, communications ending with entertainment, culture, sport and personal life (Zacher, 1997, p.118). The comprehensiveness of technology and the growing importance of information implies the necessity for specialized skills and knowledge. The new social reality differs signifi cantly from the one which we know from the past. There are many references, documents and guidelines looking towards the future of education, in order to clarify how education and training policy can effectively prepare learners for life in the future society, to understand which competences will be relevant and how these will be acquired. In the past few years, in fact, as part of the process of discovering new ways of making EU Member States more competitive, education and training have seen very fast development and a gradual formulation of common European core skills and competences in lifelong learning was signifi cantly developed in a number of Education policies (Hozjan, 2009).Civic competence includes knowledge of contemporary events, as well as the main events and trends in national, European and world history. An awareness of diversity and cultural identities in Europe is also essential.” These competencies are applicable to both younger people and adults throughout their lives, through a process of developing and updating skills. They symbolize a tool for empowering the learners and giving them the motivation, autonomy and responsibility to control their own lives and their participation in society. The implementation of the KC for Lifelong learning in education programmes for seniors represents a chance to avoid increasing social exclusion, to fl ourish and to succeed in a globalised economy and increasingly diverse society.The project idea of the Key project took its origin from these debates with the aim to bring them into practice in the fi eld of the Older Adult Education. The main objective of our Project is to encourage the participation of persons aged 55 to 74 in lifelong learning through the development of their key competencies. To create a model of ‘key competences’ that senior citizens should possess to meet the challenges our society, we distinguished three areas of education which should be developed in modern Europe. According to these education areas workshops were created and conducted . The goals of workshops and courses will be to: improve of abilities to use new technologies, learning of English, development social competence and interpersonal skills.
Issues in the study of curriculum in the context of lifelong learning
2000
The concept of lifelong learning has become particularly important in recent years in terms of national policy, personal aspiration and research and scholarship. While there is an increasing requirement for adults to be able to adapt and innovate, becoming more flexible workers ...
Most people will probably agree that learning is not merely the outcome of teaching. Sometimes – actually too often – teaching does not result in learning, and what contributes the most to what kinds of learning is an area of dispute. At least in Scandinavia and in Germany, the special discipline of didactics studies how to make teaching produce learning, or more broadly, maybe, how to make curriculum learning happen. Over the last decades – maybe over the last 50 years – however, focus has gradually shifted and brought increasing attention to learning outside institutionalized teaching contexts; that is, to “non-didactic” learning, outside what most people – with a very old institutionalized misnomer – call “school” and “schooling”. Learning outside schooling has received increased attention from researchers, but also, first, and not the least, it has received increasing attention among people themselves active in the areas outside teaching and research, especially in work life organizations, and here it has received practical attention springing from a felt necessity to readjust, reorganize, develop, and learn, individually and collectively.
3rd International Handbook on Lifelong Learning, 2022
This chapter critically reflects on research on lifelong learning in the twenty-first century in three sections. The first section provides a brief overview of the history of lifelong learning, from its emergence in the 1960s to the present day, which we have categorized into three generations. In the “first generation” of lifelong learning, situated in the 1960s and 1970s, the concept was rooted in a progressive policy agenda invoking a broader learning perspective, although much of the research focused on the formal educational system. In the 1980s, in what has been labelled “the second generation,” driven by a neoliberal political economy, the discourse shifted towards investment in human capital and employability. The period of the “third generation” balanced the humanistic and instrumental approaches of the two previous generations while still prioritizing the employability aspect. The second section reviews previous research on lifelong learning, focusing on research for lifelong learning policy and research of lifelong learning policy. The third section discusses contemporary trends in research on lifelong learning and uses the UN Sustainability agenda to outline a research program that will consider long-standing social and economic challenges, made even more acute in the Covid-19 world. Against the background of the insights gathered from 70 years of research on lifelong learning and the dramatic inequalities that challenge the future of our societies, there is a need to go beyond the current focus on measurable outcomes and the utilitarian skills agenda in favor of greater attention to the democratic, nonformal, and pedagogical dimensions of lifelong learning.
Pre-Service Teachers’ Tendencies and Perceptions towards Lifelong Learning
European Journal of Social Sciences Education and Research, 2017
Lifelong learning is very important for teachers to revise their responsibilities and roles for teaching. The foundation of lifelong learning relies on one’s personal desire to improve themselves and their learning skills. Lifelong learning is infinite and there are no boundaries for lifelong learning. There are couple of concepts for lifelong learning which helps people to organize their self-learning and lifelong learning skills. Some of these concepts include self-determination on what to learn and evaluate the validity of the information that is determined for learning, a viable method on how to successfully learn and finally the assessment of the progress in learning. The aim of this research study is to investigate the pre-service teachers` tendencies and competencies on the qualifications for lifelong learning. It also tries to find out whether these tendencies and competencies differ between various departments and gender. As a research approach, a survey method is administr...