The Learning Intention of Low-Qualified Employees: A Key for Participation in Lifelong Learning and Continuous Training

2011 ◽  
Vol 4 (3) ◽  
pp. 211-229 ◽  
Author(s):  
Eva Kyndt ◽  
Natalie Govaerts ◽  
Filip Dochy ◽  
Herman Baert
Keyword(s):  
Lifelong Learning ◽  
Continuous Training ◽  
Learning Intention

Modern “challenges” in the system of personnel training: standardization and innovations

2017 ◽  
Vol 31 (4) ◽  
pp. 497-504
Author(s):  
Natalia Zaitseva ◽  
Elena Dzhandzhugazova ◽  
Natalya Bondarchuk ◽  
Marina Zhukova
Keyword(s):  
Lifelong Learning ◽  
Design Methodology ◽  
Best Practice ◽  
College Graduates ◽  
Training System ◽  
Professional Standards ◽  
Teaching Staff ◽  
Personnel Training ◽  
Continuous Training ◽  
Content Type

Purpose The study of the problems hindering improvement of the system of training through standardization of qualification requirements is relevant because, in a globalized system of teaching staff and high rates of migration, not only national but also international requirements for employees should be considered. This increases the competitiveness of university and college graduates in different countries. The purpose of this paper is to develop recommendations for the creation of a system of lifelong learning through the application of professional standards. Design/methodology/approach The leading method in the study of this problem is the comparative analysis of the experiences of different countries to improve the training system based on the use of qualification frameworks. Findings The paper offers science-based measures of integration and the international experience of lifelong learning, through the application of standards of World Skills International, as well as the requirements of professional standards. Originality/value The authors formulate the conceptual directions for the application of professional standards in not only the continuous training and qualification of personnel, which allows identifying “gaps” in the competences, but also building individual educational trajectory. Article submissions are of practical value to the organization, personnel training as well as scientists engaged in the study of international best practice using standardization requirements for the qualification of personnel in education.

The Educational Research Flipped Inclusion Between Social Metamorphosis and Technocratic Hybridizations

2020 ◽  
pp. 27-57
Author(s):  
Tonia De Giuseppe ◽  
Annalisa Ianniello ◽  
Eva Podovšovnik ◽  
Felice Corona
Keyword(s):  
Lifelong Learning ◽  
Educational Research ◽  
Learning Organization ◽  
Experimental Research ◽  
Flipped Learning ◽  
Continuous Training ◽  
Organization Learning ◽  
Social Construct ◽  
Systemic Learning ◽  
The University

In the post-modern glocal society, with an economy of continuous training generated by a trans-human technological expansion, we are witnessing an informative consumerism and a capitalism of knowledge that produces a socio-economic co-evolution. The complex idiomatic locution flipped inclusion, introduced in the descriptive-transformative experimental research at the University of Salerno from 2014, crosses, declines, and transposes the concept of inclusion as a social construct in an ecological-systemic perspective and the logic of flipped learning in a systemic learning perspective – learning organization, learning of society, lifelong learning.

scholarly journals Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria

2019 ◽  
Vol 2 (2) ◽  
pp. 1-20
Author(s):  
Adaobiagu Nnemdi Obiagu
Keyword(s):  
Secondary School ◽  
Lifelong Learning ◽  
Civic Education ◽  
Teaching Practice ◽  
Educational Background ◽  
Continuous Training ◽  
School Students ◽  
Using Data ◽  
Level Of Significance ◽  
Descriptive Survey

There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic education using data collected from randomly selected 16 secondary school civic education teachers and 320 secondary school students comprising 20 students of each teacher participating in the study. Two instruments were used for data collection on teachers’ initial and continuous training in civic education, and teachers’ implementation of civic education. Two research questions answered using mean and standard deviation, and three null hypotheses tested at 0.05 level of significance using correlation, Mann-Whitney and Kruskal-Wallis H Test guided the study. The findings showed that a high number of civic teachers did not receive prior training in civic education as well as do not engage in lifelong learning or continuous training in civic education and teaching practice. Civic teachers do not also actively engage students in civic instructions. A positive relationship exists between teacher’s training in civic education and teacher’s implementation of civic education. While civic teachers’ educational background did significantly influence implementation of civic education, gender did not. The findings were associated to a number of factors including lack of cognition of the power of civic education in constructing, reconstructing and transforming (dys)functional societal ideologies. Promotion of lifelong learning among teachers, training of teachers in civic contents and methods, and utilization of ICT for instructional purposes were recommended.

scholarly journals EVOLUTION OF THE ADULT EDUCATION IN SPAIN IN THE CONTEXT OF EDUCATION LAWS

2020 ◽  
Vol 1 (15) ◽  
pp. 163-171
Author(s):  
Марія Ремендіос Беландо-Монторо ◽  
Марія Аранзазу Карраско Теминьо ◽  
Марія Наранхо Креспо
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Teaching Profession ◽  
Point Of View ◽  
Ministry Of Education ◽  
Continuous Training ◽  
Educational Legislation ◽  
Pedagogical Training ◽  
Educational Processes ◽  
The One

Today, after several decades of international recognition and support, adult education continues to be a subject of special relevance and topicality for Spanish society. The concept of Lifelong Learning appears in the education laws; however, its implementation is not developed in the same way. Therefore, it is necessary to analyze the normative development, since it will help us to develop policies that improve the coverage of this educational sector. The article reviews Spanish education laws since 1970 with the aim of studying the evolution of adult education, especially objectives laws. The analysis included some conclusions that demonstrate the need to develop further studies on adult education in Spain. On the one hand, it is important to highlight the lack of national legislation regulating adult education in a global manner. On the other hand, there is also a need for teacher training in this area. The laws developed in recent years have begun to include adult education within the education system, but they have not considered the development of specialized educators in the area. Therefore, we can see the need to propose policies that recognize the teaching profession of adult educators, due to currently it is an informal profile and it is not necessarily require pedagogical training, what is an aspect that reduces the quality of this education. In short, adult education is being developed in parallel with the official education systems, which leads to a loss of quality and of the normative officiality of the initiatives carried out in this area. From an educational point of view, it is crucial to address this need for improvement and to provide educational processes that are adapted to the demand of individuals and groups within a society in which continuous training is increasingly in demand. Key words: Adult Education; Lifelong Learning; educational legislation; Ministry of Education; Spain; teaching objective.

scholarly journals THE ROLE OF SOCIAL DIALOGUE FOR IMPROVING THE SYSTEM OF EMPLOYEE'S PROFESSIONAL DEVELOPMENT IN UKRAINE

2021 ◽  
pp. 83-87
Author(s):  
I. Sakharuk ◽  
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Trade Unions ◽  
Integrated Approach ◽  
Shared Responsibility ◽  
Continuous Training ◽  
Social Dialogue ◽  
The Social ◽  
Social Partners

The article is examining the role of social dialogue and its subjects in promoting the concept of lifelong learning for employees. It has been proven that the development and implementation of lifelong learning systems is a shared responsibility of the social partners – government officials, employers and employees. The bilateral or tripartite social dialogue will ensure a truly integrated approach, that takes into account the interests of all parties and promotes more effective implementation of lifelong learning programs. The main documents of the International Labour Organization about the professional development of employees have been reviewed. Based on their analysis, the author identifies the main tasks and directions of influence of trade unions and employers to ensure continuous training of employees. It is emphasized that the ILO regulates the need for strengthening the social dialogue on professional development, including involvement of the social partners in the development of national strategies in the field of education and training, monitoring trends in competencies etc. Legal basis for the participation of social partners in the formation and implementation of state policy on adult education in Ukraine was determined. Proposals were made to improve national legislation and draft laws in the sphere of professional development of employees to increase the role of trade unions and employers' organizations in promoting the lifelong learning.

Sign in / Sign up

Export Citation Format

Share Document