scholarly journals Lifelong learning in bioethics and human rights: 10 years of the bioethics lifelong education programme in LAC

2016 ◽  
Vol 1 (2) ◽  
pp. 111-125 ◽  
Author(s):  
Susana María Vidal
Keyword(s):  
Human Rights ◽  
Lifelong Learning ◽  
Education Programme ◽  
Lifelong Education

Planning for lifelong education

1988 ◽  
Vol 2 (2) ◽  
pp. 91-97 ◽  
Author(s):  
William A. Weimer
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Cost Effective ◽  
Educational Institutions ◽  
Lifelong Education ◽  
Industrial Firms ◽  
Large Market ◽  
Business Of Education

Continuing education has become a large market with participation by industrial firms, educational institutions and firms in the business of education. Both education and industry should develop strategies for their involvement in continuing education. Both should commit to the concept of lifelong learning as essential for their success. Both should consider cooperative projects as one of the most cost-effective ways of providing continuing education. Both should improve communication with each other to improve our capability to identify appropriate joint projects and to improve our management of them.

scholarly journals A needs analysis of curriculum design of the human rights, citizenship, democracy and child rights course for teacher candidates

2019 ◽  
Vol 9 (1) ◽  
pp. 105-144
Author(s):  
Hatice Leblebici ◽  
Banu Yücel Toy
Keyword(s):  
Human Rights ◽  
Primary School ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Teacher Candidates ◽  
Quantitative Data ◽  
Education Programme ◽  
Needs Analysis ◽  
Classroom Teaching ◽  
Child Rights

The overall aims of this study are to conduct a needs analysis of curriculum design of the “Human Rights, Citizenship and Democracy” course for the teacher candidates at the Department of Classroom Teaching and to propose a curriculum design. In this study, convergent parallel mixed methods design comprising both qualitative and quantitative data collection is used. In the qualitative aspect of the needs analysis, in-depth interviews with eight primary school teachers who taught or have been teaching the “Human Rights, Citizenship and Democracy” course in the fourth year of the primary school, three instructors from Department of Classroom Teaching at the Faculty of Education who are teaching a course with similar content and six teacher candidates registered at the 4th grade of the same department were counducted. Based on the interview results, a “Needs Analysis Questionnaire” was developed by the researchers and used for the quantitative dimension. The questionnaire is applied to 80 teacher candidates who are 3rd and 4th grade classroom teacher candidates in a a state university in Istanbul. Qualitative data were analyzed through the content analysis carried out by using NVivo11 analysis software. In the analysis of the quantitative data, a descriptive analysis was made by using SPSS.20 software package. According to results, It is seen that the teacher candidates are barely knowledgeable about the child rights; and that the teacher candidates appreciate the learning outcomes of the course design, and yet they consider themselves quite incompetent for these learning outcomes. Additionaly, the results demonstrated that an education programme on human rights, citizenship and democracy should be offered to the teacher candidates as a must course. In line with the results of the needs analysis, an education programme design model on human rights, citizenship, democracy and child rights is proposed.

A Traditional African Perspective of Blended Learning

2012 ◽  
pp. 15-28
Author(s):  
Mejai B. M. Avoseh ◽  
Olugbenga Abimbola Fayomi ◽  
Bolanle Clara Simeon-Fayomi
Keyword(s):  
Blended Learning ◽  
Lifelong Learning ◽  
21St Century ◽  
Theoretical Framework ◽  
Lifelong Education ◽  
Paradigm Shifts ◽  
African Education ◽  
African Perspective ◽  
Western Perspective

Paradigm shifts in education have, in most cases, been linked to changes in the context and content of education. Most nouveau ideas in education in the 21st century have been linked directly or indirectly to globalization. One of such shifts is the re-invention and importance of lifelong learning. The dialogue on lifelong learning and its content-dependent characteristics have imposed the need for a diversity of perspectives beyond the traditional Western perspective. The purpose of this chapter is to present the theoretical framework for blended learning from the perspective of the holistic indigenous African education, which was in its entirety blended and lifelong. The chapter uses reference to the interconnectedness of lifelong education to all facets of life in traditional Africa. It analyzes the connection between formal, non-formal, and informal, the use of observation, initiation, and apprenticeship, the environment, and a host of other blending variables, to build and develop the arguments.

scholarly journals Lifelong Learning and Lifelong Education: a critique

1996 ◽  
Vol 1 (2) ◽  
pp. 219-236 ◽  
Author(s):  
David Matheson ◽  
Catherine Matheson
Keyword(s):  
Lifelong Learning ◽  
Lifelong Education

Guidelines for Lifelong Education Management to Mobilize Learning Community

2018 ◽  
Vol 9 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Suwithida Charungkaittikul
Keyword(s):  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Cultural Context ◽  
Lifelong Education ◽  
Management Guidelines ◽  
Education Management ◽  
Meaningful Information ◽  
The Social ◽  
Practical Guidelines

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong education management to mobilize learning community in the social-cultural context of Thailand. This article applies qualitative research methods, using various documents, interviews and focus groups. The results found that these guidelines are the learning processes which affect learning throughout one's life. The guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand consists of these key components; lifelong education management guidelines; and the final products. Finally, lifelong education management guidelines could be used to promote and develop lifelong learning for learning community mobilization based on the social-cultural context in Thailand. It is anticipated that the findings will add meaningful information and practical guidelines for enhancing understanding of guidelines for lifelong education management to mobilize learning community in Thailand, and serve as a basic and comparative outcome for further research.

A SELECTION OF METHODS AND TECHNIQUES PROFESSIONAL TEACHERS CAN APPLY TO THEIR OWN LIFELONG LEARNING

2018 ◽  
Vol 5 ◽  
pp. 122-136
Author(s):  
Ilga Kusnere
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Personal Growth ◽  
Education Programme ◽  
Research And Innovation ◽  
Innovative Methods ◽  
New Knowledge ◽  
Methods And Techniques ◽  
Competency Based ◽  
Selection Of

A selection of methods and techniques professional teachers can apply to their own lifelong learning.Education is the key to converting knowledge and experience into practical actions, their analysis and application. It plays a key role in the synthesis of new knowledge into research and innovation. Such thoughts on education were expressed in the resolution of the sixth World Education Congress in 2011. Today, when world education forums are widely discussing how schools can better organise the learning process, when ambitious long-term reforms are being implemented in the Latvian education system—the transition to competency-based educational content and teaching methods—it is essential to assess current situation and to bring innovative methods and techniques to our teachers' own learning process. The new knowledge and experience teachers gain through lifelong learning, through their experience and the understanding of how to share it, can be presented and guided by such methods and techniques that enrich a teacher's emotional and intellectual function. My own research has confirmed my belief that for a teacher to be confident and capable enough to help her students discover the joy of learning and gain new knowledge through the process of education, that teacher must herself have the experience of active learning, insight, and personal growth through the learning process.The author has selected a number of methods and techniques for lifelong learning based on the methods and techniques developed by a number of education researchers (Kolb, 1984; Koķe, 1999; Stueck, 2010; Vedins, 2011; Ščurkova, 2016; Robinson, 2013; Amonašvili, 2017), and on her own experience of leading and developing a professional lifelong education programme for teachers. The model of teacher learning presented here has been used in practice since 2012 and has been well-received. Teachers can develop themselves mentally, emotionally and spiritually through the learning process and in doing so increase their professional value.Objective for the Study. To create a model for teaching professional teachers in the context of their own lifelong learning, to assemble a selection of methods and techniques for professional teachers’ lifelong learning, including several designed by the author, and to assess them.

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