Lifelong Learning and Technical and Further Education

2001 ◽  
pp. 569-589
Author(s):  
Nic Gara
Keyword(s):  
Lifelong Learning ◽  
Further Education

Theory and Practice of Quality Management in Lifelong Learning at a Public University

2018 ◽  
Vol 8 (2) ◽  
pp. 49-73
Author(s):  
Petr Adamec
Keyword(s):  
Lifelong Learning ◽  
Public University ◽  
Further Education ◽  
Point Of View ◽  
Theory And Practice ◽  
University Policy ◽  
Higher Education Act ◽  
Wide Range ◽  
Learning Programs ◽  
Education Act

The core issue of this paper is a quality in the lifelong learning. The aim of the contribution is to describe the area, level and dimensions of quality in a wide range of lifelong learning programs, respectively of further education, which are realized in the sense of § 60 and 60a of the Higher Education Act. The content of the paper also focuses on the theoretical and practical starting points of the quality phenomenon, both from the historical point of view and especially from the perspective of the current focus and concept of university policy in the European and Czech region. The paper also presents the results of a survey focusing on approaches to the quality assurance systems in the concept of components at selected public university.

scholarly journals Personal and social training as a part of class teachers’ lifelong learning

2018 ◽  
Vol 8 (2) ◽  
pp. 24-39 ◽  
Author(s):  
Zuzana Geršicová ◽  
Silvia Barnová
Keyword(s):  
Social Development ◽  
Lifelong Learning ◽  
Personal Development ◽  
Family Background ◽  
Further Education ◽  
Training Methods ◽  
Pedagogical Training ◽  
Before And After ◽  
Post Test ◽  
The Impact

Abstract Introduction: The presented paper deals with the issues of the work of class teachers and their further education in the field of personal and social training. The main goal of the research was to find out about changes in personal and social development after the realization of social-pedagogical training. Methods: On the level of personal development, the authors were interested in the field of values and attitudes. On the level of social development, they focused on the changes in communication and opinion scales. The changes in the above fields were measured by means of a pre-test and a post-test which were administered before and after the realization of the training. Results: In the participants of the realized research, the research team, to a certain extent, succeeded in reducing prejudice and beliefs and the participants learnt about the necessity of considering students’ individual abilities and specific environmental influences on their behavior and manifestations at school. On the level of opinions, there was a shift towards a stronger belief in the significance of the impact of the environment and the family background on students’ behaviour and their personality traits. Discussion: The presented data are the results of a pilot probe and have brought initial insights related to the presented issues for the purposes of a longer and deeper research, which is in the phase of its realization. Limitations: As the project was realized with ten groups of teachers showing a deep interest in participating in it, it is not our ambition to generalize the obtained results; nevertheless, we find them interesting and inspiring. Conclusions: Along with knowledge from pedagogy and psychology, class teachers need a huge amount of creativity, ideas, techniques and methods, which can promote the development of students’ value orientation. The authors can see a clear perspective for teachers’ lifelong learning here

scholarly journals Reflective practices for quality education in Malaysia: A mixed method approach

2021 ◽  
Vol 124 ◽  
pp. 07006
Author(s):  
S. Chee Choy ◽  
Joanne Sau-Ching Yim ◽  
Daljeet Singh Sedhu ◽  
Azlinda Boheran Nudin
Keyword(s):  
Lifelong Learning ◽  
Reflective Thinking ◽  
Further Education ◽  
Self Assessment ◽  
Learning Skills ◽  
Mixed Methods Approach ◽  
Thinking Processes ◽  
Reflective Skills ◽  
Pragmatic Knowledge ◽  
Method Approach

Teachers in Malaysia are expected to possess the necessary reflective skills to help them analyse and think through classroom situations that require diplomacy and sound judgement. This study examined the contributions of lifelong learning skills, self-assessment ability, self-belief, teaching awareness and reflective thinking in explaining the differences in teaching practices among Malaysian pre service teachers (PSTs). A mixed-methods approach was used to provide pragmatic knowledge that can be applied to further develop reflective thinking practices among PSTs. The sample of this study were 387 PSTs enrolled in Bachelor level programmes from which 11 of them volunteered to participate in the interviews. The quantitative data showed lifelong learning skills, self-belief, and teaching awareness had a significant relationship with reflective thinking. From the qualitative data analysis, PSTs were generally focused on the immediate challenge of becoming better teachers and were open to further education in time. Similarly, the results of the qualitative thread showed the PSTs were able to manage their planning, monitoring of students and evaluation of themselves and their relation to students, suggesting metacognitive awareness, a good indicator of established reflective thinking processes. Future studies will need to consider how this will influence how reflective thinking is carried out when they are practicing teachers.

scholarly journals Careers Guidance and Transitions to Further Education in Wales

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Katy Huxley ◽  
Rhys Davies ◽  
Suhaer Yunus
Keyword(s):  
Multivariate Analysis ◽  
Young People ◽  
Lifelong Learning ◽  
Career Guidance ◽  
Compulsory Education ◽  
Further Education ◽  
Low Levels ◽  
Academic Year ◽  
Combining Information

There is a general agreement that receiving appropriate and timely careers guidance enhances the likelihood of an individual’s participation in post-compulsory education. However, little is understood about how careers guidance influences the choices of learners. This paper explores the educational journey of learners’ who enrol within the Further Education sector in Wales, analysing whether the receipt of careers guidance is in anyway associated with these outcomes. This study utilises the linked database of school and pupil records, combining information from the Welsh National Pupil Database (NPD) with individual learner records from the Lifelong Learning Wales Record (LLWR) for young people who are registered at post-compulsory education providers, combined with anonymised client information held by Careers Wales. Data for two cohorts of Year 11 pupils (2012/13 and 2013/14) who subsequently enrolled in courses within the FE sector during the following academic year is analysed. Multivariate analysis reveals that, as expected, there is a strong link between GCSE attainment and learning aims at FE. However, the analysis also suggests that receipt of careers guidance may encourage learners to make choices at FE that are more commensurate with their abilities. Those with higher levels of attainment are also more likely to enrol on higher level learning programmes if they have also been in receipt of careers guidance. Likewise, those with low levels of attainment at GCSE are more likely to enrol on learning programmes with lower qualification aims if they have been in receipt of careers guidance. Receiving careers guidance through interviews increased the likelihood of registering on WBL programmes. Furthermore, learners on WBL programmes who have received careers guidance are less likely to withdraw from their courses early. The study offers important insights as to the role of career guidance in supporting young people in their transitions to post-compulsory education.

Quality Management Practices in Lifelong Learning Programs at German Higher Education Institutions

2016 ◽  
pp. 1511-1548
Author(s):  
Anita Mörth
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Lifelong Learning ◽  
Management Practices ◽  
Research Process ◽  
Further Education ◽  
Learning Programs ◽  
Part Time ◽  
Time Courses ◽  
Management Workshop

This chapter gives an overview of quality management activities in German universities engaging in lifelong learning. Projects funded within the German-wide funding competition “Advancement through Education: Open Universities” aim to open universities to lifelong learning and to increase permeability between vocational and academic pathways. They range from development of concepts for part-time courses, further education and blended learning study formats to new kinds of cooperation with institutions outside university. Quality management activities have to be developed and implemented in all projects. The chapter presents the findings of an action research process including a quality management workshop with different universities involved in the funding competition and the resulting recommendation paper, complemented by a document analysis, which show the variety of quality assurance and quality management activities within academic continuing education in German higher education.

Quality Management Practices in Lifelong Learning Programs at German Higher Education Institutions

2016 ◽  
pp. 102-138 ◽  
Author(s):  
Anita Mörth
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Lifelong Learning ◽  
Management Practices ◽  
Research Process ◽  
Further Education ◽  
Learning Programs ◽  
Part Time ◽  
Time Courses ◽  
Management Workshop

This chapter gives an overview of quality management activities in German universities engaging in lifelong learning. Projects funded within the German-wide funding competition “Advancement through Education: Open Universities” aim to open universities to lifelong learning and to increase permeability between vocational and academic pathways. They range from development of concepts for part-time courses, further education and blended learning study formats to new kinds of cooperation with institutions outside university. Quality management activities have to be developed and implemented in all projects. The chapter presents the findings of an action research process including a quality management workshop with different universities involved in the funding competition and the resulting recommendation paper, complemented by a document analysis, which show the variety of quality assurance and quality management activities within academic continuing education in German higher education.

Digitised lifelong learning – the need for interdisciplinary sustainability modules in doctoral programmes

2018 ◽  
Vol 3 ◽  
Author(s):  
Julia Krause ◽  
Marlen Gabriele Arnold
Keyword(s):  
Lifelong Learning ◽  
Business Models ◽  
Natural Sciences ◽  
Further Education ◽  
Green Economy ◽  
Time Study ◽  
Target Groups ◽  
Subject Specific ◽  
Part Time

Ensuring long-term qualified employees and specialists is a key objective of a sustainable development and lifelong learning. At the same time, international competitiveness and technological capability is mainly connected to the countries’ education and science systems as well as of academia. Major industrialised countries such as Germany, for example, have recently increased their efforts to implement sustainably and institutionally lifelong learning courses at higher education institutions (HEI). In particular, creating offers for new target groups such as persons with family or care responsibilities, job-returnees, dropouts or experts are addressed. A main focus is the development of interdisciplinary courses in engineering and natural sciences in order to ensure the availability of skilled workforce during the transformation towards green economy. Therefore, strategies and (business) models for a sustainable, long-term implementation of part-time study and further education offers for new target groups at universities are still largely neglected. In addition, the adequate design of new and further development of existing qualification structures, curricula, modules, advanced study and specialised courses as well as the integration of digital (interactive) contents are accompanied by new challenges that have been largely ignored by research so far. So, both, fostered sustainable implementation of programs on an institutional basis and the subject-specific topic of sustainability is becoming increasingly important within the scope of interdisciplinary offers and courses. Moreover, new working and living environments need innovative and digitised learning backgrounds and conditions. However, a brief comparison between Germany, Austria and Switzerland, for example, reveals strong differences in the types, scope and degree of implementation at present. So a bunch of questions is still unanswered: How do innovative, interdisciplinary and part-time study platforms and programs have to be designed, structured and implemented? Which prerequisites, framework conditions, (quality) criteria and design forms are specifically relevant for advanced training courses and platform contents in engineering and natural sciences? Which subject-specific and cross-disciplinary competences as well as knowledge must be imparted to new target groups taking into account rapidly changing requirements in professionals’ social environment (e.g., labour market; product, service and technology management)? How can such innovative lifelong learning opportunities be designed allowing for increasing digitization efforts? Our research involves benchmark analyses, surveys and expert workshops in order to derive systemic, organizational and individual criteria and elements for the design and structure of sustainable, interdisciplinary further education programs and study platforms. Their characteristics will be illustrated using a three-level model. In addition, the effects of an increasing digitization of lifelong learning are to be analysed and specific methodological and didactic concepts are to be developed (e.g. blended learning). On this basis, recommendations for the flexible design, implementation and quality assurance of continuing education and training offers are derived. These results are developed in close cooperation with experts and decision-makers from politics, education/science and business in order to ensure a high level of practical applicability of the research findings. At the same time, the research is expected to strengthen the positioning of universities involved in international comparison.

scholarly journals ldentifying the barriers to Libraries as agents of Lifelong Learning: a research project.

2013 ◽  
Vol 24 (77) ◽  
pp. 16-22
Author(s):  
Barbara Hull
Keyword(s):  
Higher Education ◽  
Information Retrieval ◽  
Lifelong Learning ◽  
Ethnic Groups ◽  
Further Education ◽  
Blue Collar ◽  
Research Project ◽  
Library Resource ◽  
Electronic Access ◽  
White Ethnic

Students in Further Education and in Higher Education were surveyed on the extent and frequency of their use of institutional library resource centres and public libraries and on their attitudes to them. Among some significant differences identified were: Females report greater barriers to accessing information than males; those from "blue collar" backgrounds rely more heavily than others on institutional provision materials; those aged under 21 demand increased electronic access and those over 21 more provision of paper-based materials; non-white ethnic groups report more misgivings. There is a mismatch between students' perception of their own information retrieval skills and their reported difficulties. Support from staff is seen as high in quality but insufficient in availability.

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