Institutions of higher education and the idea of lifelong learning (original) (raw)
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The idea of lifelong learning is very popular in the XXI century. This paper presents how Polish universities reflect this idea. The main theories of andragogy were compared with each other and a relationship was shown, between this concept and adult education. Moreover, it analyses the effectiveness of different management styles continuing education in Polish universities and their implications for institutions of higher education. It also describes the main programs of the European Commission to promote lifelong learning in Europe.
The Twenty-First Century University and the Concept of Lifelong Learning
Australian Journal of Adult Learning, 2013
In recent years, major universities and governmental and nongovernmental organizations around the world have been engaged in discussions about implementing the principles of lifelong learning as fundamental principles of individual education. Until about a decade ago, adult education in Montenegro (whose development resembled that of adult education in the other republics of the former Yugoslavia) was characterized by the founding of workers' or people's universities; establishment of training centers at major companies and factories; and continued professional training, which included part-time enrollment in traditional universities. In other words, adult education was treated as an integral part of the formal education system but was not included in the state budget for education. Over the course of the last ten years, Montenegro has lost its old system of adult education, but it is still quite far from establishing a new one. Tellingly, no strategic document pertaining to adult education in the country recognizes the University of Montenegro as having a major role in lifelong learning. This essay problematizes the place and role of the university within the system of adult education and offers a comparative analysis of the development of the concept of lifelong learning at the university level in Europe.
2022
The dynamics of the labour market and new career models have meant that lifelong learning has grown into a strategic challenge in the field of European education. Among the priorities of the European Higher Education Area is just lifelong education which means the necessity of implementation of lifelong learning objectives at the level of individual EU member countries’ policies. Therefore the purpose of research constituting the core of this work was to verify whether various types of Polish universities are ready to put the ideas of lifelong learning into practice. This knowledge would make it possible to forecast higher education market’s growth, and it might be used by officials shaping educational policy in their strategic and operational activities at the national level as well as by representatives of universities in their work on a daily basis.
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.
Laplage em Revista, 2021
The purpose of this investigation is to identify the manifestations of current trends in the development of lifelong learning at the final stage of study at the university. The research used such methods as complex analysis, study and analysis of scientific literature on lifelong learning, method of questionnaires, monitoring, information collection, qualitative, and quantitative analysis of data, statistical and mathematical interpretation of empirical data and functional analysis, generalization method and abstractions. In summarizing the results of the study, three fundamental factors of LLA were considered: questionnaire (based on non-self-reflexive tactics); Academic success rate; Participation in research and public activity rate. High Level of LLA was shown by 15.8% of respondents, Good Level of LLA was found in 52.5% of respondents, Sufficient Level of LLA - in 14.2% and Unsatisfactory Level of LLA - in 17.5%. Unsatisfactory LLA in 17.5% is an indicator that can be described...
Lifelong Learning and Implementation Models in Romania. Case Study: Babeş-Bolyai University
In a knowledge-based society and economy a blended structure of formal, non- formal and in-formal education activities is key for the development of the individual and the community. The European Union is encouraging the access to education and lifelong learning by offering directives and the programs, assistance and support. Babeş-Bolyai University observes the European directives relating to the implementation of the concept of lifelong learning, reflected in the major measures on Education Reform in Romania, and the Government Resolutions (HG no. 1011/2001). The Centre for Continuous Education and Lifelong Learning is part of the university strategy to conduct and promote: research, in order to identify the directions of development in the knowledge-based-society; consulting regarding the new directions and skills required in the labour market; a flexible and open educational offer; community involvement; as well as national and international partnerships.
LIFELONG LEARNING – AN ESSENTIAL CONCEPT OF THE EUROPEAN HIGHER EDUCATION REFORM University Lecturer
2010
At the Lisbon European Council (March 2000), the governments representatives set a fundamental objective for the EU, to be accomplished until 2010: to become “the most competitive and dynamic knowledge-based economy in the world, capable of sustained economic growth with more and better jobs and greater social cohesion”. A central element of this strategy is lifelong learning, not only to competitiveness and employability, but also to social inclusion, active citizenship and personal developmen. In a Communication from the European Commission, adopted on November 21, 2001, it is formulated the common goal of a European Area of Lifelong Learning. Its aim is ”to empower citizens to move freely between learning settings, jobs, regions and countries, making the most of their knowledge and competences, and to meet the goals and ambitions of the European Union and the candidate countries to be more prosperous, inclusive, tolerant and democratic”. The achievement of this goal demands the e...
The Social and Cultural Dimension of Lifelong Learning in the European Union.
The article tackles on the social and cultural dimension of education, illustrated in the concept of lifelong learning/ continuous formation and the developments of this type of education in a specific institution: Babeș-Bolyai, Romania. The first part introduces a theoretical background of the concept and the challenges to incorporate it under cultural policies. The paper proposes an approach of the cultural dimension on the one hand as a cause – a framework for social policies, seen from the perspective of the issues in the social area, and on the other hand as an effect – the result of such issues that lead to the inclusion of the cultural dimension on the agenda and among the priorities of the EU. The second part is a study case of a continuous formation program initiated by a higher education institution, analyzing the attempt to offer adult education to a community. It also contains a report of lifelong learning strategies integrated at Babeș-Bolyai University and a detailed report of the program that is unrolling at the moment. Keywords: lifelong learning, social policies, cultural policies, university in community.
Towards to a modern higher education institutions in Poland
2017
Since the dawn of time, universities have contributed significantly to the economic development. However, presently operating higher education institutions are characterized by a significant diversity of goals, missions and functions, which significantly go beyond the ones traditionally assigned to this type of institutions1. Views on the impact of higher education institutions on the environment have been evolving towards a more complex view, taking account of not only social and cultural, but also economic effects of the university's operations. Currently, the role of the university is examined most often on four planes: the university as an economic unit, the university as a knowledge producer, the university as an institution shaping human capital, the university as a regional actor 2, 3. Other sources indicate larger fragmentation of the abovementioned functions. J. Drucker and H. The Goldstein identify eight functions of a modern higher education institution, which can pot...
Introduction During last few years Polish higher institutions underwent some changes due to the process of introducing European (EQF) and National Qualifications Framework (NQF). This process has brought many formal questions in Poland but also some first conclusions and good practice examples can be given. Some remarks on Polish Qualifications Framework will also be presented. Poland is a leader in the European Union and, as regards to the rate of early school leavers, and the rate of university graduates aged 30-34. In the article we will present some results of research on the key changes in the Polish educational system, including the current reform of higher education system. An important element of these changes was the adoption of an approach based on learning outcomes. Such an approach is consistent with the idea of learning throughout life, and at the same time is a fundamental principle of the integrated current national qualifications system, e.g. a clear and consistent national system of qualifications is one of the objectives which was set out in the strategic document "The prospect of learning throughout life" and adopted by the Polish government in September 2013. We will also discuss the most important problems as regards to the key competences in Polish higher education system. The Pedagogical University of Cracow is the oldest and best known pedagogical university in Poland so in the article we will refer to the situation at this university. Methodology How flexible the Polish tertiary system can be in the circumstances of students’ needs? The answer to this question will be based on some reports analyses and some interviews with academic teachers as well with university staff from two universities in Cracow. Results and conclusions Polish Qualifications Framework for lifelong learning effect are presented in terms of the European Qualifications Framework in the last reference report. This fact has been recognized by the Commission's Advisory Group on the European Qualifications Framework as a model for this type of document that is worth to know by the EU countries implementing the NQF. The National Qualifications Framework (NQF) for higher education is characterized by the fact that learning outcomes are described in terms of knowledge, skills and personal and social competence. Unfortunately there are at least few difficulties Polish universities can experience when developing curricula for the category of personal and social competence. The challenge for Poland, as for most EU countries, is to increase the competence of adults.